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Designing Classrooms That Teach Humans

Session 1
Tim Comer, Phil Linder — Hudson High School of Learning Technologies

The focus of the workshop is to help educators create an alignment between "why" they teach and "how" they teach to design classrooms that support all learners. Using group learning routines, participants will articulate their visions for education and then discuss how school procedures and policies support student achievement. The learning routines used in this workshop model ways that we can create more equitable learning spaces that foster rigorous universal engagement for all of our students. We will use artifacts from the following seminal texts to frame our conversations:
“Building School 2.0: How to Create the Schools We Need” “For White Folks Who Teach in the Hood… and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy)” “Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students” “Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement”

Conversational Practice

Protocols used in this workshop are designed to model methods that enhance universal engagement in our classrooms. A group learning routine called “rumors” is used to crowdsource and visualize the individual missions of educators in the room. A table discussion protocol will be used to identify systems in our classrooms and explore in what they enhance or detract from our missions or support inequities. Participants will use a visible thinking routine known as Think-Puzzle-Explore to work in small groups and analyze artifacts from seminal texts. A check out protocol called “domino share” will facilitate the sharing of these group learnings. This workshop has been adapted and modified from an existing workshop that was presented at the EDxED Professional Learning Conference in New York City last June.

Conversation Links

Presenter Profiles

Phil Linder
Phil Linder
Hudson High School of Learning Technologies
Timothy Comer
Timothy Comer


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