- Year 2023
- NSF Noyce Award # 2150649
- First Name Douglas
- Last Name Larkin
- Institution Montclair State University
- Role/Position PI
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience STEM Education (general)
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows, Undergraduate and/or Graduate Noyce Scholars
- Topics Culturally Relevant Pedagogy, Resources for Teachers
- Session Length 75 minutes minutes
Goals
Participants will be able to: 1.) Identity the connection between equity and eliciting student ideas; 2.) identify student resources by adopting an assets-based mindset; 3.) Revise an existing lesson to make it more in line with culturally relevant/ sustaining pedagogy and Ambitious Science Teaching.
Evidence
This workshop is drawn from three evidence-based sources: Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751; Larkin, D. B. (2020) Teaching Science in Diverse Classrooms: Real Science for Real Students. New York, NY: Routledge; Windschitl, M., Thompson, J. J., & Braaten, M. L. (2018). Ambitious science teaching. Harvard Educational Press.
Proposal
In this session, students will begin with the principles of culturally relevant/sustaining teaching (Ladson, Billings, 1995) and Ambitious Science Teaching (Windschitl, Braaten, and Stroupe, 2018), to find opportunities for connecting science topics to students’ lives. Using an asset-based approach to science teaching, workshop participants will be asked to re-visit a lesson plan, unit, or science topic that they have already enacted in a classroom setting with an eye toward shifting the lesson toward engagement with student culture, voice, and ideas.
