In today’s class, we will continue our discussion of Precious Knowledge. Please come to class prepared to discuss the following two questions about the film:
1) Describe your impression of the film and the classroom. Try to use emotions (were you angry, excited, frustrated, inspired) and explain why.
2) What are some of the features or practices used in the classroom in the film that we want to try and build in our own classroom?
Please also watch the video in this following NPR “Need to Know” article and explore one of the links below the video: http://www.pbs.org/wnet/need-to-know/video/need-to-know-february-15-2013/16294/
Stereotype threat is subtle, yet highly pervasive in testing. This lesson will look at how stereotyping affect the way people perform on tests in both a positive AND negative fashion. We will also look at how we might reduce the risk of stereotype threat when we create standardized tests.
Monday Lesson and Stereotype Threat Worksheet
In light of how much of discussion centered around personal identity, I thought it would be important to discuss ascribed identity explicitly. I initially started lesson planning with our group on broad topics about how to bridge the concepts of personal identity and identity within a group. This Ascribed Identity Lesson Plan evolved to help build student vocabulary when talking about issues of identity. The Identity Box worksheet was created to go along with this lesson. I used excerpts from Patriot Acts, a book in the Voices of Witness Series because they were a especially topical on the anniversary of 9/11. Adama’s story is about one 16-year old girl in New York. Gurwinder’s Story is about a 19-year old boy. Looking forward to comments about how this lesson worked! Let me know if you think there is anything that could be improved in the future.