- Year 2022
- NSF Award #1660689
- Registration Current Noyce Scholar
- First Name Carlos
- Last Name Oros
- Discipline Mathematics
- Institution University of North Carolina at Charlotte
Abstract
The poster is about having a more student-centered view on lessons, specifically taking feedback and what can be done to apply it to lessons. As culturally responsive educators, it is important to adapt to the cultures and capital that students bring to a classroom, which may change with every semester. As a result, lesson plans should be dynamic, not simply something done once and reused every semester. Students can help produce “generative themes” and find social justice issues they want to tackle in math, as well as provide valuable feedback about what a teacher or lesson needs to improve upon. By incorporating these aspects and changing lessons as we go, a lesson will remain relevant to the times, culturally responsive, and allow students to exercise their right to be critical thinkers. In a culturally responsive classroom, opinions and critiques of a lesson should be validated in the classroom, in addition to providing students a way to meaningfully contribute to the education they and their peers receive. Using their experiences to enhance their lessons and education.
