California Educator

June/July 2019

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Metacognitive goal-setting Every few weeks, I have students reflect on their participation habits and set goals for a particular dis- cussion. Students get an index card at the beginning of class and write a quantitative and a qualitative goal for their participation for the day. As they set their quantitative goals, I encourage them to think of "step- ping up and stepping back" — what would be a healthy number of times for them to speak that day? Should they talk more frequently, or refrain from talking to make space for oth- ers to talk? For their qualitative goal, they con- sider whether they need to ask more questions and whether they should do things like build on others' ideas or use text to support their points. Throughout class, students take notes on their own contributions to the discussion, write down what they said (and didn't say), and tally the overall number of times they talked. They end class by reflecting on their participation. Did they meet their goals? Why or why not? Can they set some new goals for them- selves? This card is their exit ticket for the day. Talking piece For some small- group discussions, we use a ball as a talking piece that students pass around — only the person hold- ing the ball can speak. Every student gets the ball once before anyone gets it a second time. This is particularly effective when discussing very emo- tionally charged topics, like issues of race or gender, when we want to be certain that everyone has the oppor- tunity to share their experiences. Musical give one, get one When I want students to hear a lot of ideas, I have them write down their thoughts and then stand up, walk around to as many people as they can, and write down one idea of each person they talk to. I usually do this to music — students need to get to as many people as they can before the song ends. Musical shares This is similar to the last idea but is better for sharing longer, more in-depth answers. I put on a song, and students walk or dance around the room. When the music stops, they talk to the person closest to them about their ideas. I use a timer to ensure equity of sharing here — each person speaks for one minute. Keeping track I keep a blank grade book roster on a clipboard, and while students are working in pairs, I put a tally mark next to each student's name every time I hear them speak during class. I'm sure I don't catch everything, but the act of keeping track forces me to notice the participation patterns in the room and to seek out those who have learned to fly under the radar. This article first appeared in Edutopia in April 2019. Rosie Reid, a Mt. Diablo Education Association member, is a 2019 California Teacher of the Year and California's nominee for National Teacher of the Year. She is a National Board Certified Teacher and teaches high school English in Walnut Creek. Her experience as a foster, adoptive and biological mom of a multiracial family with a range of sexualities and academic abilities has heightened her awareness of equity issues. 52 Rosie Reid Teaching & Learning 5 8 9 6 7 games/race-for-solidarity S TA RT 133 FINISH 1 2 3 4 14 15 16 17 18 19 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 Race for Solidarity An exciting board game of chance, empathy and wisdom, that entertains and educates as it builds solidarity. Learn about the destructive history of American racism and those who have always fought back. Appreciate the anti-racist solidarity of working people. Solidarity against racism has existed from the 1600's and continues until today

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