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4:00-4:20p
Gather Yourself Up
  1. Look over the day's agenda
  2. Grab some tea/coffeee... try & get comfortable 

4:20-4:30p
Connect
Zoom room opens so that we can say hello and enter as fully as possible in such a space.

Presentations
​(4:30-5:30pm)
  1. José Luis presents (4:30-4:45)
  2. Cody presents (4:45-5:00)
  3. José Luis and Cody talk back and forth for five minutes (5:00-5:05)
  4. Open Discussion with whole group (BRIEF): Think about what elements of these presentations you might use in your classroom.
  5. Individual Sharing of Theme Units

BREAK: 5:31-5:46pm

Open Sessions
5:45-6:40pm
1. Announcements, Reminders & Check-Ins . . . 
  • Keep working on your syllabus. It will be due on the last day of class (November 24).  I am canceling the theme unit project and just wrapping that into the syllabus project (since the final syllabus will require a calendar of activities).  You will see that project is automatically credited points from today's RR on D2L.
  • Next week is the final call for any missing RRs.  Please check D2L.  If I have not scored something from RR #1-11, then I couldn't access it.  Please send me a new link.

2. Review of Final Deadlines & Last Days of Class
  • Next Week: Please let us know your plans for the final projects.  We want to hear from everyone: 1) what is the final theme/ focus of your syllabus? 2) what units of study have you decided for your syllabus?  3) For your final digital project, will you create a website tab for this class or a 3-5 minute video introduction + your syllabus? (Expect more details on the final exam/final digital project on this day of class).
  • November 24: Your syllabus is due on this day of class.  Put it in your google folder.  Give it a cover and an interesting set of opening pages.  Plan to share these opening pages in class.  Bring a glass of something to drink to class too--- yall grown so yall decide what that will be. [NOTE: I hear the new apple Crown Royal is good.  You may see me with a purple bag that day... it ain't gon be toiletries!]
  • December 1: Your final digital project is due.  For this, you need to add a new tab to an existing website.  For those who do not have websites, use this week of class to build that out.  Yup, create it NOW!  (This course website uses weebly.)  You do not have to go public yet but you must absolutely start building out your website NOW.  You have a choice here.  #1: Build out a main page that has at least two subpages--- or some such structure--- that highlights your overview/reflection of anti-racist pedagogies along with 2-3 RRs. #2: Create a webpage that houses a video introduction to your syllabus and then upload your syllabus there (perhaps as a flipbook).  There is no class this day.  Email me a link to your webspace.

3. Final Sharings of Units Tonight
Today's Curriculum/Unit Project 
Move FAR away from thinking that a college curriculum, pedagogy, classroom, or syllabus rests on the readings that you assign.  In that kind of model, you assign some reading and students come to class to talk about it within the structural terms of the Socratic Method. It is as white, masculinist, and western as you can be--- the talking-heads/ teacher-directed model that incorporates no other aspects of ontology.  It is, after all, called the Socratic Method... that ain't a metaphor. Anti-racist pedagogies got no damn business locating roots in an Ancient Greece pedagogy.  NO. DAMN. BUSINESS. Stop teaching this way. 

Another thing to keep in mind here is that you are also trying to give young people an opportunity to DO the things that they are studying/reading/watching.  In other words, you are setting up a hierarchy if students only read "critical theory" and "critical essays" but are never asked to produce that, never taught that they are co-producers of these things, not merely recipients.  Give students an ACTIVE LITERATE ROLE, not a passive one!

For the week's work, you need to design 2-4 weeks of class where you do at least TWO of the following: 1) assign a piece of writing that goes beyond essayist/school prose; 2) offer a reading strategy like guiding questions, designated/targeted pages, and/or a jigsaw method; 3) end a unit with a multimodal project of some sort; 4) incorporate a dynamic group activity in class (explain it in the syllabus or unit plan as a way to prep students for it). You do not need to email anything ahead of time.  Just come to class with a unit plan that you will share with colleagues.