eSigning Equity Participation Plan Made Easy

Esigning equity participation plan

the broadcast is now starting all attendees are in listen only mode good afternoon on behalf of the northeast conference on the teaching of foreign languages i would like to welcome you to the fourth in our special webinar series on our 2021 conference theme finding our voice world languages for social justice this afternoon's webinar is entitled designing for equity power perspectives and protocols this webinar has been generously sponsored by wayside publishing please visit waysidepublishing.com for more information about how wayside can assist with your remote teaching and learning needs if you would like to make a donation to help support our work please visit nectal.org donate my name is john carlino nectar executive director and i will be hosting this afternoon's webinar along with northeast conference board members dr frank ruggiero and jimmy wildman as moderators we are grateful to our presenter dr marianne woods murphy for offering us her time and expertise this webinar is being recorded a link to the recording will be posted to our website at nectal.org webinars as soon as it is available the webinar is scheduled to last one hour with 45 to 50 minutes devoted to the presentation the remaining time will serve as q a with the presenter to answer your questions attendees are encouraged to submit questions during the webinar using the question feature of the go to webinar control panel on the side of your screen our moderators will organize these questions and share them with the presenter as relevant and or at the end in the event of technical difficulties please remain connected as you are able if the difficulties are on your end please contact go to meeting customer support for assistance if you're having difficulty with sound click on phone call under audio in the control panel and call in with the number provided and now please let me take this opportunity to introduce you to our presenter dr marianne woods murphy marianne woods mercury is an international talent development language and equity specialist she has a 40-year teaching story most of it in new jersey public schools marianne is the 2010 new jersey teacher of the year and the 2010 neck full teacher of the year she is a director on the board of the national education association foundation and is a past director on the neck footboard dr woods murphy earned her edd in leader teacher leadership in 2016 and in 2019 she launched woods murphy educational services a professional learning consultancy marianne thank you so much for sharing your time with us welcome to the webinar thank you so much i'm really happy to be here today to share with you designing for equity power perspectives and protocols neckville is an organization that has fostered best practices innovation and getting language instruction right for my whole career so it's an honor really to connect with you all here today and share my perspectives and learning on such an important topic so in this webinar we're going to think about the way we build our language classes to create the opportunity for student interaction i remember years ago i asked my students for feedback on my class and i almost fell over when matt said i wish we could have had more of a chance to speak with each other i thought really i do that all the time i mean i provide many activities and i provide opportunities like parrot activities and all kinds of things and i sort of pushed back a little you know kind of shocked by the feedback i have to say and he said when i reflected right i realized i had provided opportunities but not so many unscripted interpersonal and authentic conversations really so i learned a lot from matt who's a teacher today so when educators design for equity they ensure that students are given fair and rich learning opportunities we're living at a time when we're thinking and hearing so much about equity in all of its manifestations and when we design our classes we are trying to find out how to fit our instructions to students needs so today i want you to if you have nearby a pen and a piece of paper to we're going to do a couple of little pauses just really 20 seconds or 30 seconds at a time for you to jot down some thinking because in a formal like this where i'm speaking to so many people and we don't have the opportunity to really practice some of the things that i'm going to be talking about today i'd like you to have a kind of interaction with yourself so we're gonna walk through some really key practices in this webinar three actually and i want you to think through your own practice just like matt's question to me allowed me to think through my own um actual failings in that particular way because i changed up what i did immediately or i thought about ways to improve um i hope that these things that i share with you might provide you an opportunity to think through your practice so today we're going to start with a self-compassion checkup to just let some of the stresses and cares of our day slip away it might feel odd to put ourself in a place of calm and to focus to start but i've noticed that allowing participants and students to do this kind of thing before thinking deeply is a good thing so i'll be talking a lot after the self-compassion check in um because it's our framework but you can have the opportunity to sort of center yourself and and and be part of our learning experience here today after the self compassion checkup we're going to talk a little bit about why equity why power and perspectives what does this all have to do with class design three protocols that that i have found to be absolutely invaluable how does this all connect with cell and then we're going to have some concluding thoughts and reflections so i'm pretty excited and i hope you are too so let's take a moment to bring kind awareness to our uh day the impact of our day on our bodies and emotions we're invited to offer ourselves the same kindness and compassion that we would offer a loved one taking a break from our busy thinking and judging minds so with our eyes closed i want you to draw one or both of your hands to your heart letting them rest flat on your chest i want you to take three full deep breaths into the body letting both chest and belly expand so i'll do it with you take this time to acknowledge that you're doing the best you can and offer yourself any words of support or compassion that you might offer a loved one i want you to be there for yourself as a friend holding yourself unconditionally for a few more breaths foreign this activity was adapted from a website called mindfulnessexercises.com there are loads of free resources script and practices i work in a school in new jersey and the beginning of our faculty meetings has activities like this because we find that coming through all of the craziness of everyone's days it's good to take a moment to center oneself so today we're going to be connecting equity with a lot of other um things that i spoke about but i want to first get a common understanding of what we mean by equity and i took this definition from the annie e casey foundation a great a great organization and the idea of equity is the state quality or ideal of being just impartial and fair the concept of equity is synonymous with fairness and justice it's helpful to think of equity as not simply a desired state of affairs or lofty value to be achieved in sustained equity needs to be thought of as a structural and systemic concept so we've when we think about equity a lot of folks think about also equality and they get um they think it's the same thing but it's not really the same um equity involves trying to understand and giving each person what they need right to lead full healthy lives but equality says everyone gets the same thing to enjoy full and healthy lives so similarly equity inequality promote fairness and justice but it only works if we all start from the same place and need the same things and we know as educators or people involved in some part of the education process that really we have rooms of students who have many different abilities and limitations challenges and lofty gifts what can we do to create an atmosphere where everybody gets what they need and we're just one person right how do we do that and i've seen uh illustrations of this where there are folks standing on different size boxes but i like this one um of the sunflowers trying to get some sun so on the left um that might be an image of equality right everyone gets the three legged stool and all the flowers can go higher but as you notice poor little sunflower on the right doesn't get to go over the fence because little tiny sunflower needs a bit more height if you go to the right you see equity right equity is hey this guy this sunflower on the left is good the flower goes right over the fence the sun is shining and that plant does not need any help right because they're high enough to get the sun and the second one just needs a little boost but that third little one needs a lot of help right so all of us are like that in some kind of way if you kind of quick assess what you're great at or what your challenges might be you realize that we're just a mixed bag of needs and of strengths and and and challenges so our students are the same and equity is a a really important notion an important concept to hold very closely to our hearts because it's how we how we provide what's needed in our classes so i want to take a moment um and i want you to grab that piece of paper that i asked you to grab and i want to take 20 seconds i'm going to ring a little bell i just want you to think about this question okay sometimes in our classes silence just saying nothing simply waiting is very hard to do it's especially hard to do when i can't see my students my participants my people but it's really an important thing to do provide a little space so how do you try to make your classroom a place of equity and you may have said some things like this right you may have said in your class you increase your cultural competency right you are learning all the time you're going on websites like teaching tolerance and you're taking little mini courses or you're in a reading group with your colleagues reading books like white fragility or you're learning what the cultural competency framework might be and how you can increase your cultural competency you're figuring out ways to welcome our lgbtq plus students in your class i'm right now tutoring a young student who's trans and we are learning how to work with spanish to try to create a place where they say i am not included in this gendered language says the 15 year old and i would like a little bit of recognition by the language of who i am and it's really challenging to figure it out and we've got a lot of ways we use aea and different kinds of words but it is a language that's very uh gendered and so but but even just having the conversation is welcoming and figuring out places on the planet where people are thinking about how to create more inclusive language and and you there was a webinar with neck full that talks about um lgbtq plus language um if you wanna look at the webinars that are posted um you might have said you're learning about implicit bias or how to create a more culturally relevant pedagogy you might be a person who's advocating for students who need support or you may focus your energy on building relationships with students or co-creating a classroom community by creating the norms and rules by which you live in your classroom community all of these things relate to equity and each of us has to sort of think through what we can grow on and how we can embrace aspects of equity that are really um vital and little by little we create a more welcoming room i'm uh 2010 as john said new jersey state teacher of the year and so we just published last week i was the drafter of this statement for all of us 14 state teachers of the year signed a equity and equity statement and in that equity statement we make lots of recommendations for our schools in new jersey right what do we think should be some important steps that could create more equitable uh classrooms and schools and districts in new jersey and we published it and we're reaching out and what our point is really as well is for teachers to take a document like ours and use it as a kind of a talking point uh a kind of a a point of departure shall i say where you can have conversations when we were going through the process of creating this statement seriously we weren't all on the same page and not all of us were passionate about the same issues but we worked through protocols and we worked through uh prioritizing and we came up with something that we could all agree with or most of us and that then is being used by folks in other states around the country and it's our it's our effort to increase equity but today we're going to talk about a different aspect of how we create equity in our classroom and it's about how we share the space time and presence in our classrooms in terms of equity right how might we do better right how might we how might we create a classroom where this is not really the model so if you look at this picture where you see power you see a typical classroom even in an online setting right so you might find um the teacher is in the middle and all knowledge and information is coming from that teacher even right like if i take my my uh my mouse here and you say well my classroom's really interactive i'm doing like all these great things and you probably are you probably are you're probably amazing um and you can be amazing being that you know stage on the stage center of the room you can be because i've certainly enjoyed many classes in my career where the teacher has been at the center of power but um this is not the best way to get people to know each other to think together to learn together so in your class you might have this hub of power where you are and you might be saying okay john what do you think about this and then john is responding and then you say okay maria like what do you think and then they're responding but never do these rays coming out from the sun god that is the teacher interact right so that's power right that's that's that's power and the structure of how we do what we do really indicates our lived core values so we might say we care about all of these important things about equity but never do our children or students or participants get a chance to bring their whole selves into the conversation so i think power sharing might look like something like this right this is an image of um co-authorship network it's um it's a visualization i was looking for something that would show the kinds of chaotic but real interactions collaborations that happen when people do joint work right and and it's not at all where's the center hard to find what's going on a whole lot it's emerging and it's it's uh it's what it's it's what the world looks like you know when it's working really well and i think and i and i urge that our classrooms look more like this um so how can you include all voices if the students don't have the freedom right to have unscripted meaningful conversations or activities or products you just won't you won't because you are the designer of all things your classroom you are the creator of all things your district and if you don't focus on this aspect of the work then what comes out is not going to be um as authentic as as experienced learning as as it could be it just doesn't happen without you sculpting it out of uh out of your classroom plans when we when we teach we want to have the opportunity for students to have a variety of perspectives in uh on a problem or an issue right hive minds you know sometimes i'll see somebody post something on facebook and they'll say hi mind give me an answer to this quick answer this question about education answer this question about you know what kind of uh carpet i should get for my doorway it could be what kind of recipe would be best for my green bean casserole even though that's like a kind of relic of of family background but when we get a lot of people weighing in it just is much more satisfying because we can figure things out right so too in our classes right students know when they're being given fake jobs and they're or giving real jobs so if we really don't want to hear from them you know we give them very scripted limited things and if we don't trust that they can emerge with something then we um then we won't create those opportunities so i like to think of it like this let's try another visual and hopefully that will be helpful let's say that the blue dots are your students and they're instructed to describe the elephant from which perspective do your students see the elephant in the room maybe you're wondering how you might get a fuller picture of the whole elephant so let me let me kind of go back and forth with this so if i would want i asked my granddaughter and she said well you know you'd want to get some of them couldn't they she said rotate around the elephant which i thought was pretty brilliant and um and move around so they could get different perspectives like yes and couldn't they talk with each other about what they see and i say well what if they have to stay put and their view is the only one that they can see well then you might want to have you know the people conferring who's looking at the uh uh the the tail of the elephant talking with the people who are looking at the ears of the elephant and so and so we get a fuller picture of the whole elephant and this is kind of how our world networks work so when we design for equity you're probably thinking or you may be thinking oh gosh marianne please like we have so many things to pack in our classes we have to do communicative and cultural objectives and other standards we have all those five c's cultures connections comparisons communities and communication we have modes of communication that we're we're we're thinking about our and oh my gosh in an online environment or hybrid are you crazy yeah maybe but i think we can do a good job with with protocols because when we design for equity really kind of invite our students to bring their whole world and lives into our classroom i've talked to teachers sometimes and i said so tell me about um harriet you know tell me about her well you know we've only been in class a month i really don't know her very well well why not you gotta know her right well have you talked to her yeah you know a little bit you know so sometimes other people might tell you a whole lot about harriet but um it involves creating a space for that kind of communication what am i talking about what do i mean designing for equity so i want you to think again i'm going to give you just a few seconds i'll put my fingers up grab your piece of paper who holds the power in your classroom i'll give you 20 seconds thank you so when we build for maximum interactions what we really are in terms of language educators we're really focusing more than ever on that interpersonal mode when we build the opportunity for interactions voices and more i always come to the point of saying how do we do this i would say that the power of a great protocol is shows us the wisdom is in the room so you really need a strategy you need protocols that help us bring all those voices in so we're going to do three today we're going to work on three protocols that i hope can be included in your worlds whether that world be a classroom of first graders university students whether it be a community organizing setting whatever your teaching world happens to be um it's important to think about protocols because they help you through i guess what i think about protocols is they help you to organize chaos so those images i have you might say in the beginning those pictures of the interactions you might say okay great what does that look like on a lesson plan i might have you know it evaluators on this call administrators who say marianne if i see that that's not a great lesson i don't know what's going on well you have to organize your chaos you have to organize the um the organic nature of it so one protocol that i would talk about is circle practice with circle practice it's important to start with some kind of a sound and i have this is a tibetan singing bowl and i used it in the beginning in our self-compassion check-in when you create a sound to mark a space in your classroom or your setting you have you create an entry into another way of communicating so you may want a tibetan singing bowl or a bell or you might just have some kind of sound that you could have some kind of music but something that will indicate you're in a different space you know the usefulness of a cup is in its emptiness so how can we create space for people to open up i just ran a session um a healing circle the other day and i had some folks um who were reluctant at first but by the end of it folks said thank you you know it's good to have an opportunity to share myself in this kind of setting so when you're having circle practice it's important especially if you're working online if you're sitting in a physical space you're going to sit in a circle right but if you're not in a physical setting if you're online you then hold the circle in your mind you are present the circle is a powerful powerful reminder of a way of connecting that doesn't have a hierarchy where every voice is included our ancestors for millennia um sat around fires right they told stories they gathered they they shared the heat of the um of the of the uh uh warm fire they thought about their lives and they gathered and it was in a circle that was in a circle so when you create a circle practice it's really got just a few parts you begin you start and you tell people how it is that they are going to talk with each other so you say for example i'm picking up the talking piece i'm putting down the talking piece so for example if i want to talk and i'm sitting in this circle folks can say what they want to say like um what is what is an important like there might be a question like um what is someone you consider who is someone you consider heroic and i might i would then say i'm taking the talking piece and i would say i really feel connected to um i don't know kamala harris because and i would go on and on and talk about um this person and then say when i'm done nobody asks me when i'm done i say i'm putting the talking piece down what's funny is it can be any kind of shape for example a talking stone a talking piece any kind of thing the other day i started out and had people talking about using a talking uh talking stone but by the end of it people get got confused and by the end it was a talking rock right i'm taking the talking rock and at one point i said oh i'm going to take the talking boulder but i thought it was so funny but no one left and i find i'm funniest when nobody is i'm not really trying to be funny but not funny when i'm trying to be funny but it was it doesn't really matter what the talking piece is as long as you decide on one and you could just talk about it and you envision that circle so you also have to have some circle agreements right we and of course in a world language classroom you have these in the target language we treat each other with kindness and respect listen with compassion honor each other's unique ways and feelings and this is a no judgment sona even early language speakers can say something about life and they can you know when you have social circle agreements that everybody has agreed upon and you put them up when it's going to be this opportunity to speak it's something that can frame the experience so you start you bring the bell you have a check in something like this you can if you're if you have students in a chat you could just post the check in and say i need i bring i look forward to you're just trying to get the pulse on folks and give them a chance to bring themselves something easy an easy kind of a question or an easy kind of sentence tag that brings people into the conversation and that's a very uh nice way to warm everybody up after that part this check-in part you move to your core questions that have a purpose for example of community building these are examples but there are so many questions you can you can also find um who is a hero of yours from real life or the movies and why do you choose this person what does it mean to be popular if you could spend a day with anyone who has ever lived who would it be and why i did this with some some folks and and one young woman it was a high school student i i worked with a teacher to do one of these circles and they would like to have spoken with their with their father who had passed away right so you know it's really important that people feel safe and what we say is what you learn from circle leaves here um but the split but what you but what you share stays here so it's a it's got to be a safe space for people to be able to share what they're comfortable sharing right so in virtual classrooms you can go into breakout rooms with one or two people and have one of these questions and shoot it out to the breakout room and then you can encourage them to take their time at first people may be uncomfortable and say oh the other day someone said i heard this was going to be about sharing and i just was going to click out but i'm so glad i i i didn't and then another person at the end i said how did you how did you experience that and they said i feel like i can breathe now really i i was very moved by that so then after those questions one or two or three depending on how much time you have you do a checkout question something simple like i leave here feeling how do you leave your feeling i leave here feeling like i am uh not alone i leave here feeling like i can breathe i leave here feeling like i can break down barriers whatever it might be i leave here feeling less anxious so that's one of the things that we've been noticing and i am also certified as a um like education trauma informed educator and and well you know we learned that trauma is serious the the impact of trauma on learning crosses socio economic barriers it's real and it leaves its mark on our bodies and so whatever we can do to alleviate uh that trauma creating systems of support the better so how are you leaving here serving my bell we're imagining that that whole thing just happened the bell has a sound that trails off and it's nice to hear it to calm everyone down to make everyone feel centered so the basics of the circle are opening the circle teach and remember circle guidelines doing the work of circle meaning getting into some of those core questions um and community building activities and closing it out right so there's a beginning there's a middle and an end the beginning is a sound an easy question some hard questions that you feel the group can can deal with can can warm up to nothing too much even simple questions can really you know trigger someone's you gotta really know your group i said once how are you and a woman said she was terrible she was caring for four um four elderly people all who had their own issues and difficulties and she started to to cry but don't be afraid of of that because sometimes a person will start to get emotional but everyone together can just say you know thank you so much for sharing that and um we appreciate you some people at times like that super emotional moments will ring the bell or ring a chime or someone else in the group can say i think we need to ring a chime or ring a bell because it's an important thing that just happened so takeaways from this protocol are that students can share important parts of their lives and even very limited vocabulary can be used to discuss important things emotional moments happen like i told you um and there are laughs there are there's laughter and there's tears because you know that you're it's hard for people to say something and it's hard for people to share anything especially now as we become increasingly isolated and it's very it's tough for people so um it's really something that we can allow to happen now i want you to look at this picture this picture is a physical um place it's called the kiva and it's both a ceremonial uh place but it's also the name of a process that sorry um that i want to talk about so we have circle and we've talked about circle and that's that's something that we can keep and we can learn more about it at the end of this i have resources that you can get detailed instructions on these practices if you want to try this tomorrow so akiva is a place in practice and it's a second protocol i um i i learned this process when i was working in 2011 2012 in the in the uh department of education the u.s department of education as a washington teaching ambassador fellow and i got the chance to go out with the hispanic um commission the white house commission on hispanic excellence in education and i went out with a guy uh juan and i didn't go out with him you know i left the building with a team led by juan se pulveda and another man named jose rico and they had this process that they had learned and they used it for both small and super gigantic groups uh like 500 people what is it it's amazing so here's the problem yes before we continue there are a couple of questions that came in about the circle practice can we answer those first of course so one of the questions was when you are doing the circle protocol are you doing that in the target language or in english target language so what i would recommend doing is teaching the kids the some of the the like do going really simply right like things that they can handle in the target language so you can pre-load the conversation with you know feeling words if you're going to be talking about feelings or about family but you're you you can ask very simple questions like you know what is your mother like what is your sister like what what do you enjoy doing at home um they can be or um what is a memory that you have if they can handle past tense um so you're doing it in the target language all of these things are practices that you would do in the target language um you might want to for example give an explanation sheet in english about what's going on that could be helpful and um so that people understand what they're going to be engaging in so that they understand the prop the prospect i suspect that teachers and um and students will ask for it over and over again especially once they get used to it were there any more questions about that yep so another one was how often would you do the this practice i mean it really depends you might want to do it once a week you know um it's a it's something that you can you can um uh i don't know on fridays or mondays it doesn't have to be a very long period of time you can have students uh request circle like uh you know quiero circulo you know um and they you'd have to build it into your own lesson planning your own work what i would say is that it has to it this particular practice works very well if it's done regularly right but it doesn't have to be a whole class period but it certainly could be a kind of culminating activity sort of front loading some uh vocabulary some structures and then practicing them with this type of structure might be really an enjoyable and effective practice um another one was that this circle practice sort of resembles the idea behind restorative practices including using a talking piece is that along the right lines yeah it's totally a restorative practice and um it's it's a practice that people use in restorative um schools where they take it on restorative practices it can be used for but but i'm the the suggestion i have is taking this and using it for community building in a world language classroom right so um when people get used to holding circle it can be used for myriad other things and i suspect that in schools that would use a circle and get certain you know there might be students who want to become facilitators learn how to facilitate circle or upper level students can certainly do it um you know without the teacher after a while you know they can be they can sort of help plan it so it's absolutely in the restorative justice um approach to education as well and one last question and then we can move on um you had mentioned the the check-in questions i need i look for and what was the third one i need i look for and i i don't know i have to go back um you see it's a i i can um you'll have the powerpoint i don't remember that it's not uh let's see i bring thank you thank you there are so many different kinds of questions that you can ask right so that's just one example i need i'm looking for and i bring so what i like about that is that it um it allows people to say what do you bring to this what are you what's your contribution what are you um offering the group by bringing optimism right joe trigo optimism no amigos right so it can be very very simple and that question is quick that could be just write in a chat with students they can they can find those words is that is that have i answered those questions anything else yeah i think we're good for the moment okay okay that's great because then we can get some clarity around different uh practices good so the second protocol is this kiva process and this is very easy very easy and this idea is that you any group if you randomly choose six people who are willing to be talkers um the number six comes from native american tradition and it's the four cardinal directions the sky above and the earth below right so the idea is that any six people kind of represent the room's wisdom so it's this these are the steps you choose any six people and they're up in front like so in a in a in a webinar type of setting or a zoom or google meet the six students would just be chosen in a physical space they would just have chairs in the front of the room and you ask one question and each person answers the question for one minute right um then it goes back to the first talker and they lift up one thing that struck them that any of the other six said they can agree expand or wonder in the meantime the other people in the room are jotting down questions and reflections now i've seen this work i had to run a session for blue ribbon schools teachers administrators and everything and we use this and it was it was very effective i've used this with my classes i've used it with fourth graders and 10th graders and it's so you might um like a question that might come up is like what are we doing well in our class right or what what you know and people might say what do you like i like this i like this i like this but they have to talk for one minute if you have students who are very beginners maybe you make it 30 seconds or 60 seconds you can modify it the point is not how much time the point is that you're passing the question from person to person it goes through one two three four five six and then it goes back no new question they just comment on something that they heard from the other people so this means they have to listen to what has been said and this is very very useful for language learners the experience of having to speak for one minute about a matter of substance is powerful and the other students who write about the same questions can prep learners to meet and deepen the conversation in breakout rooms so you can have big pieces of charred paper in a physical space but you can also have breakout rooms where people go and think about it you could have the six presenters and then the questions come back um around for about the first comments and then you can deepen the conversation with those um with those uh comments that come up with the with the fruit you kind of harvest the ideas that come up so this is very this is very uh easy right so let's think through it again so you've got six people you get volunteers and you're asking one question everybody answers that same question now you go back to the first person who spoke and their job is to comment on anything that they heard or they liked or they were interested in from anybody else's comments so um you know it's very interesting to hear people have the power and take the mic and then you can have people in their in their small groups listening and commenting and sharing um i've seen this used as i said with large and small groups once i saw it with presidents of hispanics serving ins uh colleges right and it was an entire day and folks said things like what are some of your biggest challenges that was one question the next was what are some of your biggest accomplishments was another question and then the third was um what are you hoping for and then people wrote and wrote and wrote and thought all day they went back into their small groups they talked about it and it was really good for for language learners it can be i don't know say for example what would what is the best kind of activity to do during this pandemic right and the people can talk about their different activities their different experiences and then the people who are responding to what others said could say yeah i also like cooking i have i make bread i enjoy um fruit salad i cut oranges i cut apples i eat the apples right so the the conversation can be very very simple but it it it comes from the learner's own life experience if we don't make the connection between what the learners are living and the learners are saying then we've lost something vital and also giving them the opportunity to listen to each other folks are there any questions around that um process the kiva process has anything come up we do have a question how do you leverage the final step of having the entire group write questions or reflections are those questions shared for an extension or a reteach or do they lie do it live in a journal or how would that work i mean all of those things are good ideas right they can do it in a journal but they can also do a town hall style right they can also then the power goes from the kiva council which this can be called to the folks who might have something that they want to set like you can say to the class do you have any reflections on what the folks said or would you like to add for your own experience or you could have every for example student group go off into a breakout room and then an or or a table and then talk more deeply about that and come back and then share right so it can be instead of sort of like the process where the teachers teaching a mini lesson and everybody's going out into their different activities the mini lesson would be substituted by the students answering this one question and then the students it would extend out to the room the students would work together and they could come back and share group by group by group and that's a whole class if you want it to be right or it can be very short it could be one question that's going to take you 15 minutes to do one question six and six and maybe a couple of words by somebody to close it out so it's a it can be it can be extended almost infinitely and it can be shrunk so that's a great process that i've seen as my second protocol i'm gonna go to the third protocol if there are no more questions i've got two more one is um what is your thought on having the students create the question instead of the teacher i love it it's better you know you could uh you could model it uh with your questions to show them the ropes right and this is how we do kiva you could print out a one-page sheet and at the end of this i have a link to the detail process of how to do this that i i took from place called common wheel and it has all the details but then once they get the idea they're who better than to make of the question than students that is great in fact you could have a makeup questions as a homework assignment once they've seen how it goes and you could pluck the questions out of a hat you know or a box and then all of a sudden you've got student created work that is so beautiful that is a beautiful uh and thank you so much for bringing that up and one final question for this is the role of the teacher is really just as a moderator in in the kiva process is that correct absolutely correct the teacher is really um the teacher is creating the the structure within which um the interactions can occur so the power of protocols is something that allows having a protocol and i i used to be very different i used to be very different i used to just want everything to be like free-flowing and i thought that was great but if you have a protocol in place whether you like kevo whether you like a circle whether you like what we're going to talk about next then you you can pick anything but having a structure that the students start to understand they start to get really good at it and they um and they and then then it creates a lot of opportunity for communication right and so that's a beautiful that's a beautiful thing thank you you're welcome okay so i'm going to now talk about one of my favorite protocols and this guy right here dan rothstein taught it to me and he is um he is awesome he is uh the head of something called the right question institute and he and lucinda were um trying to figure out how to get people to parents to participate more in their students education and they were asking them to come and nobody was coming and finally they came up with a list of questions they gave everyone but then they realized that's terrible we're making the questions and we have to figure out a way for people to make up their own questions because people really um need to ask their own questions so the qft stands for question formulation technique and i'm going to go kind of quickly through this but i want to tell you that the right question institute has a slew of free resources and scripted opportunities to use the qft i'm going to just explain quickly how it works so the qft it starts with something called a question focus but it's not a question it's not a question you start with a question focus and it's some kind of a statement and i'll show you an example then you put everybody into their groups and you say okay now produce questions and write numbers on those questions go 10 minutes then they finish and then you say okay now write down which questions are open-ended and which questions are close-ended okay they do that job and then you say okay now change one of your close-ended questions into an open-ended question or change your close-ended to an open-ended so they're playing around with questions now pick your pick your favorite three questions you can do this stuff with sticky notes or you can do it with emojis or any kind of way so this is a lot of writing on this screen but don't worry i just wanted to show you an example i did this with myself but i used this cue focus which is not a question with um lots of groups of people and it was my cue focus is kind of like a prompt right so many students do not participate in school activities this could be my cue focus right i don't tell them anything i explain nothing the idea is you don't judge you don't explain you don't do anything so then you say right so these are some questions that people might come up with like uh which students feel invited to participate or does the choice of advisor have anything to do with participation right so people come up with a slew of questions then you say okay which questions are open-ended which questions are close-ended then they do that job now you've got all kinds of people talking with each other and sort of arguing about what questions are open and what questions are close ending putting an o and a c now they have to switch around close to open open to close and now the super fun part comes now you have to choose your top three questions right so what's really cool is then that people argue about that and they're all doing this in the target language because that's how you go and then everybody in their different groups shares their top three questions and then you vote on the top three questions for the group and you come up with something that's really amazing as people um discover what they think so this page this one page gives you everything you need to know about qft and again i invite you to go to writequestion.org and it shows you exactly how to do this i learned it from their website and i started doing it with my students and i've done it literally in many places on the planet and i found it works every time so when you're thinking about social and emotional learning you're really thinking about and i just bring you to this cell framework it's castle it's an organization that works on social emotional learning but if you look at the core of it it's about relationship building right um we only can begin equity and cell work by designing world language classes that welcome every student's story and invite every young person's whole self or every participant or every colleague when we listen we can connect and we can transform so form and function are irrevocably coupled right they're super important you can't say i'm all about equity and just be blah blah blah blah blah blah blah all the time and the kids are dying no you've got to design your classroom experiences so that human human connections are possible right form and function are irrevocably coupled so i love the mycelial network there's this fungal network under the planet that connects with 90 of trees i learned about it from three sixth grade boys who told me about it and i couldn't even believe that trees send each other warning they connected with each other in this fungal thread there was an article last week in the new york times i couldn't believe it when these boys told me about the mycelium network they wanted to make it they were walking around in nutley public schools when i was there with this box of dirt and they said no no no the trees are connected and i'm like what are you talking about the trees are connected is this like the matrix is this something spooky they're like no no no it's not scary it's that the trees send each other nourishment the trees um send each other warnings they send poison to get rid of of predators i had never heard of this before but the more i think about it right i think about how we as educators can really create an organic socially complex sometimes chaotic set of interactions like the mycelial network like the networks that are so effective in all kinds of disciplines so that we can create a place where every voice is connected and heard and and i think that's the crucial part for us to take away and i hope that you've thought a little bit about it and don't feel like you have to be on your own because protocols are your friend i have protocols so many protocols they help me develop these interactions so that it is organized so that i can explain it to an onlooker so that the students analytical minds can grasp it these are so so important and here you have um all kinds of more detailed i know we've we've run through these protocols very quickly but it was important to me that you'd have a smorgasbord of opportunities so that you could think about these practices someone mentioned restorative practices um you can see that i've taken front right from there healing circles restorative practices i learned it from i learned how to do this from someone named juanita roberson two weekends of training uh i've gone to the right question institute to learn from uh dan rothstein and lou santana they have wonderful sessions and so um i leave that with you and i i hope that this is something that you can um think more about you can practice with your students and if there are any questions or time i don't know if we have any time at all to answer a half a question or whether that's our time no we've actually run out of time marianne okay well thank you so much everyone it was such a pleasure to meet you here today i hope this is useful for you um are you okay with people emailing you if they have specific questions absolutely i really am i'm totally excited about that so if you have specific questions or you want to contact me that's my email and i look forward to hearing from you and let me know did you try something and did it work how'd that go for you okay great um and would is it okay if we put a pdf of your powerpoint linked yes absolutely okay i want people to have access to these resources right great well thank you for that very informative presentation and thank you frank and jimmy for moderating as i mentioned at the beginning of the webinar it has been recorded and the recording will be made available on our website by tomorrow with the latest if you would like to make a contribution to help support our webinar please visit neckfull.org donate new york state teachers who need proof of attendance for ctle credit please use the links provided on our website on the webinars page teachers in other side states may use the same links but please consult your local district and or state regulations regarding documenting pd hours on behalf of the neck full board of directors thank you for attending this afternoon's webinar and enjoy the rest of your evening