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Norton Guide to Equity-Minded Teaching: A Comprehensive Overview
Are you a teacher striving to create a truly inclusive and equitable classroom? Do you yearn to dismantle systemic barriers and empower all your students to reach their full potential? If so, the Norton Guide to Equity-Minded Teaching is a resource you need to explore. This comprehensive guide isn't just a collection of strategies; it's a philosophical shift, a call to action for educators committed to fostering justice and excellence in education. This blog post will delve into the core principles of the Norton Guide, providing practical insights and actionable steps to integrate equity-minded teaching into your practice. We'll explore its key components, address common challenges, and offer strategies for implementation, empowering you to build a more just and equitable learning environment for all your students.
Understanding the Core Principles of Equity-Minded Teaching
The Norton Guide to Equity-Minded Teaching centers around the belief that all students deserve access to high-quality education, regardless of their background, identity, or learning style. It moves beyond simply acknowledging differences to actively challenging inequities embedded within the educational system. This involves:
#### Recognizing Implicit Bias:
The guide emphasizes the critical need for teachers to confront their own unconscious biases. These biases, often subtle and unintentional, can significantly impact how we interact with and perceive our students. The Norton Guide provides tools and strategies to identify and mitigate these biases, promoting fairer and more objective interactions.
#### Culturally Responsive Teaching:
Culturally responsive teaching is a cornerstone of the Norton Guide. It involves understanding and valuing the diverse cultural backgrounds of your students, integrating their experiences and perspectives into the curriculum, and creating a classroom environment where all students feel seen, heard, and respected.
#### Data-Driven Decision Making:
Equity-minded teaching isn't about guesswork. The Norton Guide encourages the use of data to identify achievement gaps and disparities within the classroom. This data then informs instructional practices, ensuring that all students receive the support they need to succeed.
#### Building Relationships:
Strong teacher-student relationships are vital for equity-minded teaching. Building trust and rapport with students, especially those from marginalized communities, is crucial for creating a safe and supportive learning environment. The guide provides practical strategies for building these relationships, fostering a sense of belonging and encouraging student engagement.
Practical Strategies from the Norton Guide
The Norton Guide isn't just theoretical; it offers a plethora of practical strategies for implementing equity-minded teaching in the classroom. These strategies often involve:
#### Differentiated Instruction:
Recognizing that students learn in different ways, the guide emphasizes differentiated instruction. This means adapting teaching methods, materials, and assessments to meet the diverse needs of all learners.
#### Inclusive Curriculum:
The Norton Guide promotes the use of inclusive curricula that reflect the diverse experiences and perspectives of all students. This might involve incorporating diverse voices and narratives into lessons, using culturally relevant examples, and ensuring representation in all aspects of the curriculum.
#### Assessment for Equity:
Traditional assessments can often perpetuate inequities. The Norton Guide advocates for using a variety of assessment methods that are fair, accessible, and accurately reflect student learning, regardless of their background or learning style. This could involve alternative assessment methods that better capture student understanding beyond traditional tests.
Addressing Common Challenges in Implementing Equity-Minded Teaching
Implementing equity-minded teaching requires a significant shift in mindset and practice. Teachers often encounter challenges such as:
#### Lack of Resources and Support:
Schools may lack the necessary resources, professional development opportunities, or administrative support needed to effectively implement equity-minded practices.
#### Resistance to Change:
Some educators may be resistant to changing their teaching practices, particularly if they are unfamiliar with equity-minded approaches.
#### Time Constraints:
Implementing equity-minded teaching requires significant time and effort, which can be challenging given the already demanding workload of educators.
Overcoming these Challenges
Overcoming these challenges requires a collaborative effort. Teachers need access to ongoing professional development, adequate resources, and administrative support. Building a supportive community of educators who share a commitment to equity can also be invaluable. Open communication and a willingness to learn and adapt are essential for successful implementation.
Conclusion:
The Norton Guide to Equity-Minded Teaching provides a powerful framework for creating a more just and equitable classroom. By embracing its core principles and implementing its practical strategies, educators can empower all students to reach their full potential and thrive. It's a journey, not a destination, requiring ongoing reflection, learning, and adaptation, but the ultimate goal – a truly inclusive and equitable learning environment – is worth the effort.
FAQs:
1. Is the Norton Guide specific to a particular subject area? No, the principles and strategies outlined in the Norton Guide are applicable across all subject areas and grade levels.
2. How can I find more resources to support my equity-minded teaching journey? Numerous organizations and websites offer resources on culturally responsive teaching, implicit bias, and educational equity. Search for terms like "culturally responsive teaching resources" or "equity in education resources" to find relevant materials.
3. What if I make mistakes in my efforts to be more equity-minded? Mistakes are inevitable. The important thing is to learn from them, reflect on your practices, and continue to strive for improvement.
4. How can I involve parents and families in my equity-minded teaching practices? Open communication with parents and families is crucial. Share your goals, invite their input, and collaboratively develop strategies to support students' learning and well-being.
5. Where can I access the Norton Guide itself? The Norton Guide to Equity-Minded Teaching is typically available through educational publishers and may be accessible through your school or university library. Checking your institution's library catalog or contacting the publisher directly are good starting points.
| norton guide to equity minded teaching: Small Teaching Online Flower Darby, James M. Lang, 2019-05-15 Find out how to apply learning science in online classes The concept of small teaching is simple: small and strategic changes have enormous power to improve student learning. Instructors face unique and specific challenges when teaching an online course. This book offers small teaching strategies that will positively impact the online classroom. This book outlines practical and feasible applications of theoretical principles to help your online students learn. It includes current best practices around educational technologies, strategies to build community and collaboration, and minor changes you can make in your online teaching practice, small but impactful adjustments that result in significant learning gains. Explains how you can support your online students Helps your students find success in this non-traditional learning environment Covers online and blended learning Addresses specific challenges that online instructors face in higher education Small Teaching Online presents research-based teaching techniques from an online instructional design expert and the bestselling author of Small Teaching. |
| norton guide to equity minded teaching: A Blueprint for Equity-Driven Community College Leadership Pamela L. Eddy, Kim E. VanDerLinden, 2024-08-14 Expert advice and effective strategies for community college leaders who endeavor to embed equity and social justice in institutional policies, practices, and structures |
| norton guide to equity minded teaching: Teaching Economics Online Abdullah Al-Bahrani, Parama Chaudhury, Brandon J. Sheridan, 2024-08-06 In the light of the Covid-19 pandemic, this book is not only timely but essential reading, providing valuable insight into teaching economics both online and in a blended online/in person format. Diverse in scope, Teaching Economics Online combines past experience with innovative ideas on how to design teaching and improve the overall learning experience whilst remaining inclusive, effective and resilient. |
| norton guide to equity minded teaching: Norton Guide to Teaching Music History Matthew Balensuela, 2019 The ultimate resource for teaching any music history course |
| norton guide to equity minded teaching: Collaborative Learning Techniques Elizabeth F. Barkley, Claire H. Major, K. Patricia Cross, 2014-07-22 A guide to thirty-five creative assignments for pairs and groups Collaborative Learning Techniques is the bestseller that college and university faculty around the world have used to help them make the most of small group learning. A mountain of evidence shows that students who learn in small groups together exhibit higher academic achievement, motivation, and satisfaction than those who don't. Collaborative learning puts into practice the major conclusion from learning theory: that students must be actively engaged in building their own minds. In this book, the authors synthesize the relevant research and theory to support thirty-five collaborative learning activities for use in both traditional and online classrooms. This second edition reflects the changed world of higher education. New technologies have opened up endless possibilities for college teaching, but it's not always easy to use these technologies effectively. Updated to address the challenges of today's new teaching environments, including online, flipped, and large lectures, Collaborative Learning Techniques is a wonderful reference for educators who want to make the most of any course environment. This revised and expanded edition includes: Additional techniques, with an all-new chapter on using games to provide exciting, current, technologically-sophisticated curricula A section on effective online implementation for each of the thirty-five techniques Significantly expanded pedagogical rationale and updates on the latest research showing how and why collaborative learning works Examples for implementing collaborative learning techniques in a variety of learning environments, including large lecture classes and flipped classes Expanded guidance on how to solve common problems associated with group work The authors guide instructors through all aspects of group work, providing a solid grounding in what to do, how to do it, and why it is important for student learning. The detailed procedures in Collaborative Learning Techniques will help teachers make sure group activities go smoothly, no matter the size or delivery method of their classes. With practical advice on how to form student groups, assign roles, build team spirit, address unexpected problems, and evaluate and grade student participation, this new edition of the international classic makes incorporating effective group work easy. |
| norton guide to equity minded teaching: Recentering Learning Maggie Debelius, Joshua Kim, Edward J. Maloney, 2024-12-03 Is a renaissance of teaching and learning in higher education possible? One may already be underway. The COVID-19 pandemic fundamentally changed how colleges and universities manage teaching and learning. Recentering Learning unpacks the wide-reaching implications of disruptions such as the pandemic on higher education. Editors Maggie Debelius, Joshua Kim, and Edward Maloney assembled a diverse group of scholars and practitioners to assess the impacts of the pandemic, as well as to anticipate the effects of climate change, social unrest, artificial intelligence, financial challenges, changing demographics, and other forms of disruption, on teaching and learning. These contributors are leaders at their institutions and draw on both the Scholarship of Teaching and Learning (SoTL) as well as their lived experiences to draw important lessons for the wider postsecondary ecosystem. The collection features faculty, staff, and student voices from a range of public and private institutions of varying sizes and serving different populations. Covering timely topics such as institutional resiliency, how to create transformational change, digital education for access and equity, and the shifting institutional data landscape, these essays serve as a compelling guide for how colleges and universities can navigate inevitable changes to teaching and learning. Faculty and staff at centers for teaching excellence or centers for innovation, university leaders, graduate students in learning design programs, and anyone interested in the evolution of teaching and learning in the twenty-first century will benefit from this prescient volume. Contributors: Bryan Alexander, Drew Allen, Isis Artze-Vega, Betsy Barre, Randy Bass, MJ Bishop, Derek Bruff, Molly Chehak, Nancy Chick, Cynthia A. Cogswell, Jenae Cohn, Tazin Daniels, Maggie Debelius, David Ebenbach, Megan Eberhardt-Alstot, Kristen Eshleman, Peter Felten, Lorna Gonzalez, Michael Goudzwaard, Sophia Grabiec, Sean Hobson, Kashema Hutchinson, Amanda Irvin, Jonathan Iuzzini, Amy Johnson, Briana Johnson, Matthew Kaplan, Whitney Kilgore, Joshua Kim, Sujung Kim, Suzanna Klaf, Martin Kurzweil, Natalie Landman, Jill Leafstedt, Katie Linder, Sherry Linkon, Edward Maloney, Susannah McGowan, Isabel McHenry, Rolin Moe, Lillian Nagengast, Nancy O'Neill, Adashima Oyo, Matthew Rascoff, Libbie Rifkin, Katina Rogers, Catherine Ross, Annie Sadler, Monique L. Snowden, Elliott Visconsi, Mary Wright |
| norton guide to equity minded teaching: The Learner-Centered Instructional Designer Jerod Quinn, 2023-07-03 “What does a new instructional designer need to know to find her or his feet when working with faculty to create online classes?” This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning.Designing and developing online classes for higher education takes a combination of pedagogical knowledge, the ability to build trust with faculty, familiarity with frameworks on how people learn, understanding of accessibility and inclusion, and technical skills to leverage a learning management system into an educational experience. Coming from diverse backgrounds, few instructional designers enter academia well versed in all of these aspects of creating online classes. This book provides the foundation on which instructional designers can build their careers. The guiding principle that animates this book is that the student experience and successful learning outcomes are paramount, and governs discussion of course design, pedagogy, the use of multimedia and technological advances, as well as the use of different forms of interactive exercises and group assignments. The succinct, informally written chapters offer ideas and means to apply theory to the daily work of instructional design and cover the four key components that drive this work in higher education: ·Defining the scope and main design approaches of our work·Building trust with the faculty we work with·Applying frameworks of how people learn·Mastering common online instructional practices. |
| norton guide to equity minded teaching: The Artistry of Teaching in Higher Education Helen King, 2024-08-13 Introducing a fresh approach to conceptualising and actioning high-quality teaching in higher education, this essential volume fills a gap in current literature by expanding beyond the mere ‘delivery’ of teaching. Instead, it offers an evidence-based discussion of ‘artistry’ and demonstrates how this may be applied successfully within a higher education setting to enable better student learning. Key concepts such as improvisation, embodiment, knowing oneself and one’s students, and a compassionate and relational approach to facilitating learning are unpacked throughout. Filled with practical examples based on scholarship and experience from and applicable to a wide range of disciplines, The Artistry of Teaching in Higher Education is divided into three distinct parts which explore: Creativity, improvisation and context; Authenticity and professional identity; Developing the artistry of teaching. An essential read for teachers, senior management, educational developers, and policy makers alike, this book acts as a call to action within higher education institutions to support and create space for learning, creativity and innovation, to the benefit of the development of their teachers’ expertise. |
| norton guide to equity minded teaching: Creating Inclusive Learning Opportunities in Higher Education Sheryl E Burgstahler, 2020-12-08 In Creating Inclusive Learning Opportunities in Higher Education, Sheryl Burgstahler provides a practical, step-by-step guide for putting the principles of universal design into action. The book offers multiple ways to access, engage with, and transform the higher education environment: making physical spaces welcoming to students of all abilities; creating digital learning and assistive technology programs that meet the needs of all users; developing universal design in higher education (UDHE) syllabi, assessments and teaching practices that minimize the need for academic accommodations; and institutionalizing universal design supports and services. A follow-up to Universal Design in Higher Education, Burgstahler's new book will be a valuable resource for leaders, faculty, and administrators who are interested in acquiring the tools needed to create barrier-free learning environments. Filled with applications, examples, recommendations, and above all, a framework in which to conceptualize UDHE, this volume will help educators meet the design needs of all students and honor the principles of diversity and inclusivity. |
| norton guide to equity minded teaching: Unlocking Learning Potential With Universal Design in Online Learning Environments Bartlett, Michelle, Ehrlich, Suzanne M., 2024-03-18 Amidst the escalating demand for online education, the issue of inclusivity in digital learning environments has become increasingly prominent. The main challenge is to guarantee equitable access to effective educational experiences for learners with diverse backgrounds, abilities, and learning preferences. Traditional educational approaches prove inadequate in addressing the varied needs of students in the digital age, signaling an urgent need for a transformative shift. It's in this context thatUnlocking Learning Potential With Universal Design in Online Learning Environments emerges as a guide, poised to confront these challenges and pave the way for a more inclusive educational landscape. Unlocking Learning Potential With Universal Design in Online Learning Environments not only highlights challenges but provides its readers with a variety of solutions. Each chapter unveils real case studies, research findings, and best practices, from historical contexts and the evolution of UDL to addressing diverse learner needs in the digital age. The book also doesn't shy away from challenges, offering solutions for overcoming resistance and barriers. It concludes with a visionary outlook on the future of UDL in online education, compelling readers to reflect on their UDL journey and take a resounding call to action for inclusive online education. The book is the roadmap to a more equitable and engaging online education landscape. |
| norton guide to equity minded teaching: Relationship-Rich Education Peter Felten, Leo M. Lambert, 2020-11-03 A mentor, advisor, or even a friend? Making connections in college makes all the difference. What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education. |
| norton guide to equity minded teaching: Surviving Southampton Vanessa M. Holden, 2021-07-13 The local community around the Nat Turner rebellion The 1831 Southampton Rebellion led by Nat Turner involved an entire community. Vanessa M. Holden rediscovers the women and children, free and enslaved, who lived in Southampton County before, during, and after the revolt. Mapping the region's multilayered human geography, Holden draws a fuller picture of the inhabitants, revealing not only their interactions with physical locations but also their social relationships in space and time. Her analysis recasts the Southampton Rebellion as one event that reveals the continuum of practices that sustained resistance and survival among local Black people. Holden follows how African Americans continued those practices through the rebellion’s immediate aftermath and into the future, showing how Black women and communities raised children who remembered and heeded the lessons absorbed during the calamitous events of 1831. A bold challenge to traditional accounts, Surviving Southampton sheds new light on the places and people surrounding Americas most famous rebellion against slavery. |
| norton guide to equity minded teaching: Other People’s Children Lisa Delpit, 2006-08-01 The classic, groundbreaking analysis of the role of race in the classroom and a guide for teaching across difference, from the MacArthur Award–winning educator “Phenomenal. . . . [This book] overcomes fear and speaks of truths, truths that otherwise have no voice.” —San Francisco Review of Books In this groundbreaking, radical analysis of contemporary classrooms, MacArthur Award–winning author Lisa Delpit develops the theory that teachers must be effective “cultural transmitters” in the classroom, where prejudice, stereotypes, and assumptions often breed ineffective education. Delpit suggests that many academic problems attributed to children of color are actually the result of miscommunication, as primarily white teachers educate “other people’s children” and perpetuate the imbalanced power dynamics that plague our system. Now a classic of educational thought and a must-read for teachers, administrators, and parents striving to improve the quality of America’s education system, Other People’s Children has sold over 150,000 copies since its original publication. Winner of an American Educational Studies Association Critics’ Choice Award and Choice magazine’s Outstanding Academic Book Award, this anniversary edition features a new introduction by Delpit as well as important framing essays by Herbert Kohl and Charles Payne. |
| norton guide to equity minded teaching: Transparent Design in Higher Education Teaching and Leadership Mary-Ann Winkelmes, Allison Boye, Suzanne Tapp, 2023-07-03 This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students’ lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit – that faculty recognize as consistent with their teaching goals – creates substantial benefits for students and demonstrably increases such predictors of college students’ success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate. |
| norton guide to equity minded teaching: Gender Lisa Wade, Myra Marx Ferree, 2022-09-15 The new gold standard for sociology of gender courses. An instant best-seller and now the leading book for the course, Wade and Ferree's Gender is an accessible and inclusive introduction to sociological perspectives on gender. Drawing on memorable examples mined from history, pop culture, and current events, Gender deftly moves between theoretical concepts and applications to everyday life. Revised throughout to be more inclusive and intersectional, the Third Edition features expanded coverage of the nonbinary and trans experience and new discussions of the impact of Covid-19 on families and work-- |
| norton guide to equity minded teaching: Nurse as Educator Susan Bacorn Bastable, 2008 Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description. |
| norton guide to equity minded teaching: Learning That Matters Caralyn Zehnder, Cynthia Alby, Karynne Kleine, Julia Metzker, 2021-01-05 A 2022 SPE Outstanding Book Honorable Mention Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This work book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society. Click HERE to watch the book launch. Click HERE to hear the authors discuss their book. Perfect for courses such as: Education Curriculum and Instruction | Design for Transformative Learning | An Introduction to Evidence-based Undergraduate Teaching | New Faculty Orientations | Freshman Seminar Faculty Trainings | Center for Teaching & Learning | Workshops in Course Design |
| norton guide to equity minded teaching: The Theory and Practice of Online Learning Terry Anderson, 2008 Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of The Theory and Practice of Online Learning features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.--BOOK JACKET. |
| norton guide to equity minded teaching: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. |
| norton guide to equity minded teaching: Teaching Tech Together Greg Wilson, 2019-10-08 Hundreds of grassroots groups have sprung up around the world to teach programming, web design, robotics, and other skills outside traditional classrooms. These groups exist so that people don't have to learn these things on their own, but ironically, their founders and instructors are often teaching themselves how to teach. There's a better way. This book presents evidence-based practices that will help you create and deliver lessons that work and build a teaching community around them. Topics include the differences between different kinds of learners, diagnosing and correcting misunderstandings, teaching as a performance art, what motivates and demotivates adult learners, how to be a good ally, fostering a healthy community, getting the word out, and building alliances with like-minded groups. The book includes over a hundred exercises that can be done individually or in groups, over 350 references, and a glossary to help you navigate educational jargon. |
| norton guide to equity minded teaching: The Musician's Guide to Theory and Analysis Jane Piper Clendinning, Elizabeth West Marvin, 2016-06-01 The Musician’s Guide to Theory and Analysis is a complete package of theory and aural skills resources that covers every topic commonly taught in the undergraduate sequence. The package can be mixed and matched for every classroom, and with Norton’s new Know It? Show It! online pedagogy, students can watch video tutorials as they read the text, access formative online quizzes, and tackle workbook assignments in print or online. In its third edition, The Musician’s Guide retains the same student-friendly prose and emphasis on real music that has made it popular with professors and students alike. |
| norton guide to equity minded teaching: Small Teaching James M. Lang, 2016-03-07 Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students. |
| norton guide to equity minded teaching: High-Impact Practices in Online Education Kathryn E. Linder, Chrysanthemum Mattison Hayes, 2023-07-03 This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs.With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students.A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful.The book provides guidance on how best to implement HIPs to increase retention and completion for online learners. |
| norton guide to equity minded teaching: The Adult Learner Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson, RICHARD SWANSON, Petra A. Robinson, 2020-12-20 How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without. |
| norton guide to equity minded teaching: Higher Education Beyond COVID Regan A. R. Gurung, Dwaine Plaza, 2023-11-14 This book illustrates how higher education responded to the COVID-19 pandemic and grew from it. The pandemic impacted faculty development, drew a greater focus on the measurement of effective teaching in higher education, and provided a better understanding of what was needed to better aid educators in colleges and universities nationwide. The stage is set for a more resilient higher education with chapters illustrating new paradigms and promise. Three themes are highlighted throughout this volume. Authors underscore the need to explore different modalities of delivery for faculty development and instruction, to enhance the leverage of technology in course design, and to refine faculty development for holistic development. Pulling together empirical data on college faculty administration, and student responses to the pandemic, chapter authors address the unique issues faced by educators and highlight successes and challenges in working with existing Centers for Teaching and Learning (CTLs) and information technology structures. Featuring contributions from diverse institutions, each chapter provides specific guidelines and recommendations for higher education to set the stage for innovation and change. Laying the groundwork for the design of more effective models of faculty development for higher education, this book is a valuable resource for higher education administrators and faculty to improve higher education going forward. |
| norton guide to equity minded teaching: Knowmad Society John W. Moravec, Pieter Spinder, Bianca Stokman, Thieu Besselink, 2013-06-19 Knowmads are nomadic knowledge workers –creative, imaginative, and innovative people who can work with almost anybody, anytime, and anywhere. The jobs associated with 21st century knowledge and innovation workers have become much less specific concerning task and place, but require more value-generative applications of what they know. The office as we know it is gone. Schools and other learning spaces will follow next. This book explores the future of learning, work and how we relate with each other in a world where we are now asked to design our own futures. Key topics covered include: reframing learning and human development; required skills and competencies; rethinking schooling; flattening organizations; co-creating learning; and new value creation in organizations. In this volume, nine authors from three continents, ranging from academics to business leaders, share their visions for the future of learning and work. Educational and organizational implications are uncovered, experiences are shared, and the contributors explore what it’s going to take for individuals, organizations, and nations to succeed in Knowmad Society. |
| norton guide to equity minded teaching: The New Science of Learning Terry Doyle, Todd Zakrajsek, 2013 Explains the latest neurological research in the science of learning, stressing the brain's need for sleep, exercise, and focused attention in its processing of new information and creation of memories. |
| norton guide to equity minded teaching: Learning Assessment Techniques Elizabeth F. Barkley, Claire H. Major, 2016-01-19 50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment. |
| norton guide to equity minded teaching: The Cambridge Handbook of Computing Education Research Sally A. Fincher, Anthony V. Robins, 2019-02-13 This is an authoritative introduction to Computing Education research written by over 50 leading researchers from academia and the industry. |
| norton guide to equity minded teaching: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy Crawford, Jenifer, Filback, Robert A., 2021-09-17 The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians. |
| norton guide to equity minded teaching: Race, Equity, and the Learning Environment Frank Tuitt, Chayla Haynes, Saran Stewart, 2023-07-03 At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students’ varying social, psychological, physical and/or emotional needs.This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the “whole” student in the teaching and learning process. |
| norton guide to equity minded teaching: Teaching Children to Care Ruth Charney, 2002-03-01 Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better. - Nel Noddings, Professor Emeritus, Stanford University, and author of Caring This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality. The new edition includes: More information on teaching middle-school students Additional strategies for helping children with challenging behavior Updated stories and examples from real classrooms. Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about. - Daniel Goleman, Author of Emotional Intelligence I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom. - Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA |
| norton guide to equity minded teaching: Collaboration in Teacher Education Andrea Peter-Koop, Vânia Santos-Wagner, C.J. Breen, A.J.C Begg, 2013-03-09 This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research – such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. It is relevant to educational researchers, research students and practitioners. |
| norton guide to equity minded teaching: Understanding and Shaping Curriculum Thomas W. Hewitt, 2006-02-13 Understanding and Shaping Curriculum: What We Teach and Why introduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners. Key Features: Emphasizes the various dimensions of curriculum practice: Becoming a curriculum practitioner requires understanding academic-practice knowledge, the forces shaping curriculum, the array of curriculum work from policymaking to evaluation, and how those are integrated forming a sense of professional practice. This book examines curriculum knowledge that is both academic and practice based. Brings theoretical concepts to life: ′Perspective into Practice′ sections illustrate the relevance of the material to both elementary and secondary school settings and contexts. In addition, end-of-chapter resources provide ideas for further discussion and assignments that address different roles and the various dimensions of curriculum practice. Examines current issues: Part of being a good practitioner is understanding the inevitability of change and the necessity to keep current about issues and trends that affect both the knowledge and the work of curriculum. Separate chapters on issues and trends give students the opportunity to explore what is happening in today′s schools and curriculum. Intended Audience: This is an ideal text for masters and doctoral-level courses on Curriculum, Curriculum Development, and Curriculum Design. |
| norton guide to equity minded teaching: Textbooks and Quality Learning for All Unesco, 2006 Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of reviews of the international perspectives as well as case studies on Brazil, Russian Federation, and Rwanda. It also documents strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; and raise textbook supply efficiently. |
| norton guide to equity minded teaching: Learning, Creating, and Using Knowledge Joseph D. Novak, 2010-02-02 This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity. |
| norton guide to equity minded teaching: Antiracist Writing Assessment Ecologies Asao B. Inoue, 2015-11-08 In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. |
| norton guide to equity minded teaching: Teach Students How to Learn Saundra Yancy McGuire, 2023-07-03 Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory. |
| norton guide to equity minded teaching: Online Teaching at Its Best Linda B. Nilson, Ludwika A. Goodson, 2021-06-16 Bring pedagogy and cognitive science to online learning environments Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research, 2nd Edition, is the scholarly resource for online learning that faculty, instructional designers, and administrators have raved about. This book addresses course design, teaching, and student motivation across the continuum of online teaching modes—remote, hybrid, hyflex, and fully online—integrating these with pedagogical and cognitive science, and grounding its recommendations in the latest research. The book will help you design or redesign your courses to ensure strong course alignment and effective student learning in any of these teaching modes. Its emphasis on evidence-based practices makes this one of the most scholarly books of its kind on the market today. This new edition features significant new content including more active learning formats for small groups across the online teaching continuum, strategies and tools for scripting and recording effective micro-lectures, ways to integrate quiz items within micro-lectures, more conferencing software and techniques to add interactivity, and a guide for rapid transition from face-to-face to online teaching. You’ll also find updated examples, references, and quotes to reflect more evolved technology. Adopt new pedagogical techniques designed specifically for remote, hybrid, hyflex, and fully online learning environments Ensure strong course alignment and effective student learning for all these modes of instruction Increase student retention, build necessary support structures, and train faculty more effectively Integrate research-based course design and cognitive psychology into graduate or undergraduate programs Distance is no barrier to a great education. Online Teaching at Its Best provides practical, real-world advice grounded in educational and psychological science to help online instructors, instructional designers, and administrators deliver an exceptional learning experience even under emergency conditions. |
| norton guide to equity minded teaching: Grading for Equity Joe Feldman, 2018-09-25 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact. —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a fixed mindset about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a true north orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, Grading practices are a mirror not just for students, but for us as their teachers. Each one of us should start by asking, What do my grading practices say about who I am and what I believe? Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference. |
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