Menu
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.
Click on arrow
Our protocols prompt teachers to collaboratively plan, enact, and debrief lessons.
Our protocols prompt teachers to collaboratively plan, enact, and debrief lessons.
Our protocols prompt teachers to examine aspects of the enduring question:
“How can we authentically center and leverage mathematical contributions from culturally
and linguistically diverse students to disrupt inequitable participation patterns?”
Use Assets-Based Perspectives
Our protocols prompt teachers to use asset-based perspectives in their work with students and with each other. Teachers are prompted to identify, draw on and highlight their students’ mathematical competence, strengths, and experiences, as well as interrogate their own biases and problematic assumptions about their students’ participation. Teachers are prompted to work in collaborative work that draw on the ideas and contributions of both teachers, and balance asymmetric power dynamics between the teachers.
Identify Shared Focus On Equity
Our protocols prompt teachers to select and interrogate a shared focus on equity in their classroom related to the broad enduring question of “How can we authentically center and leverage mathematical contributions from culturally and linguistically diverse students to disrupt inequitable participation patterns?”
Engage in Anti-Deficit Noticing & Decision-Making
Our protocols prompt teachers to collaboratively engage in “anti-deficit noticing” to “deliberately [challenge] deficit discourses, intentionally attending to and elevating the humanity, intelligence, and mathematical abilities of marginalized people … in routine instructional interactions” (Louie et al., 2021). While noticing and making decisions together, teachers identify and formulate solutions to problematic aspects of their own instruction in-the-moment during instruction.
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.