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IBSA Inquiry Question

How do I go about
changing the teaching and
learning rhetoric (adult
talk) so it is not
entrenched in a deficitbased model of thinking?
Jasminie Singh,

Research and Resources


Reviewed:
Climate surveys for school
Equity Continuum (U of T OSIE)
How to Teach Students Who Dont
Look Like You (Bonnie M. Davis)
Multiplication is for White People:
Raising Expectations for Other
Peoples Children (Lisa Delpit)

Lisa Delpit
What happens when we assume that certain
children are less than brilliant? Our tendency is to
teach less, to teach down, to teach for remediation.
Without having any intention of discriminating, we
can do harm to children who are viewed within a
stereotype of less thanThose poor little
children suffering in those low-income homes, with
no fathers, with the violence in the communities,
with no one to help them with their homework; we
cant expect too much of them.
(page 6)

Reviewed continued:
Culturally Responsive Pedagogy:
Towards Equity and Inclusivity in
Ontario Schools (Ministry of
Education Capacity Building Series Secretariat Special Edition #35)
Culturally Relevant and Responsive
Pedagogy: Some Possibilities for
Implementation (from TDSB website Equitable and Inclusive Schools)
Articles about colour blind

Ted Talks
(http://www.ted.com)
Rita Pierson on Every Child Needs A Champion
(2013)
Teachers as champions for students.

Chimamanda Ngozi Adichie on The Danger Of A


Single Story (2009)
Finding authentic cultural voice.

Sir Ken Robinson


How To Escape Educations Death Valley
Bring On The Learning Revolution
Allowing education to flourish by seeking the passions of learners.

Culturally Responsive and Respectful


Pedagogy Professional Learning
With lead Karen Murray, all teaching
staff investigate CRRP through an
Equitable and Inclusive Schools lens.
Academic success
Cultural competence
Critical consciousness
Guiding Question: Your belief about
our students is directly correlated to your
classroom practice.

Belief and Pedagogy


The first problem teachers confront is believing that
successful teaching for poor students of colour is
primarily what to do. Instead, I suggest that the
problem is rooted in how we think - about the social
contexts, about the students, about the curriculum,
and about instruction. Instead of specific lesson and
activities that we select to fill the day, we must begin
to understand the ways our theories and philosophies
are made to manifest in the pedagogical practices
and rationalities we exhibit in the classroom.
G. Ladson- Billings (2008) Yes, But How Do We Do It: Practicing
Culturally Relevant Pedagogy

Promoting Asset Thinking


Promoting positive professional talk shared at Staff meetings in
Spring 2015 and Weekly Staff information bulletin.
CRRP learning in April with Karen Murray with follow up in June and
Fall 2015
Adjusting staffing model to shift teachers based on strengths and
areasof growth/mentorship, gender, leadership potential and
capacity, diversity etcetera.
Positive Behaviour Systems (www.pbis.com) approach to changing
school culture presented to staff in May 2015
Student participation in/at: SAME Mathematics Competition,
International NASA Conference, STEM projects and showcases,
Student Work Study, IMANI mentoring program with UTS, Boys and
Girls Club of Scarborough, and much more.
Staff participation (in/at: Improving Black Student Achievement
(IBSA), Student Work Study, Model Schools, etc.