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Asset-Focused
Our tools are designed to activate and develop teachers’ attention towards the assets of students who are often marginalized in their mathematics classrooms. The tools invite teachers to notice, draw on and highlight their students’ mathematical competence, strengths, and experiences, as well as question their own biases and assumptions.
Responsive
Our tools are designed to prompt teacher candidates and mentor teachers to engage with one another not only before and after teaching but also during instruction. These interactions create new opportunities for teachers to practice and reflect on the complex work of responding in the moment as they notice, elicit, and center students’ assets.
Collaborative
Our tools are designed to generate shared inquiry and create opportunities for teacher candidate and mentor teacher learning. The tools offer structures intended to shift the dynamic from cycles of observation and critique of teacher candidate teaching towards mutual exploration into equity-oriented instruction wherein each teacher has valuable perspectives to offer and the work of learning and refining teaching practice is shared.
Our protocols help teachers disrupt inequitable participation patterns in their classroom by having them use assets-based perspectives, identify a shared focus on equity, and engage in anti-deficit noticing and decision-making as they plan, enact, and debrief lessons collaboratively. Teachers can use each protocol repeatedly across a semester/term or school year to deepen their co-learning about equity-oriented instruction across time and develop routine ways of learning together.
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Our protocols prompt teachers to collaboratively plan, enact, and debrief lessons.
Our protocols prompt teachers to collaboratively plan, enact, and debrief lessons.
Protocol 1
This introductory protocol guides teachers to collaboratively identify inequitable patterns of student participation in their classroom.
Protocol 2
This protocol guides teachers to collaboratively confer with select students in order to better support the students’ participation in the classroom in equity-oriented ways.
Please explore our site to learn about our protocols and think about how you might use them in your own work as a teacher candidate, mentor teacher, or teacher educator!
This material is based upon work supported by the National Science Foundation under Grant No. 2010634. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.