Micromessaging to Reach
and Teach Every StudentTM
National Alliance for Partnerships in Equity
© NAPEEF 2013
1
Agenda
Topic
Approximate Time
Overview of NAPE
5 minutes
Program Foundation
10 minutes
Micromessaging Concept and Elements
30 minutes
Wrap-up and Questions
15 minutes
2
Goal
Present a new model for educator engagement to
achieve equity in the classroom and equality in
student outcomes
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3
Objectives
After completing this unit, you will be able to:
• Demonstrate awareness of the NAPE organization
• Describe the core ingredients for NAPE’s MM program, the
seven units, and the larger framework that supports highquality professional development
• Describe micromessaging as a form of communicating
implicit bias in the classroom and in our culture
• Understand and address micro-inequities and apply microaffirmations as the first step in a year-long transformation
process
4
Activity: Welcoming Awareness
Introduce yourself to the class
• Name
• Title
• Organization/unit
5
Introduction to the National Alliance
for Partnerships in Equity
6
Who Is NAPE?
National Alliance for Partnerships
in Equity
Professional
Development
Provide tools and
curricula for
educators through
conferences,
presentations,
webinars, and
formal training
Research and
Evaluation
Technical
Support
Public Policy
and Advocacy
Develop reports.
Identify researchbased promising
practices.
Provide input to
others’ research.
Develop tools and
resources for LEAs.
Provide consulting
services.
Offer expertise on
access, equity, and
diversity issues.
Work with federal
agencies.
Educate legislators on
equity and diversity
issues.
Develop policy briefs.
Alert membership
policy issues.
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NAPE’s Professional Development
Suite of STEM Equity Programs
STEM Equity PipelineTM
8
Adapt a Recognized Model: The Educator as
Classroom Scientist: PIPE-STEMTM
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What’s in Store
Setting the
Stage
Equitable
Learning
Environment
STEM
Careers
Micromessaging
Micromessaging
to Reach and
Teach
Every StudentTM
Workshop
Influence of
Culture
Neuroscience
STEM
Social
Careers:
Learning
Appreciation
Theories:
A
Influence
of Culture:
Equitable
Learning
Micromessaging:
Increase
Neuroscience:
Learning
Setting
the Stage:
In
this unit
of
review
the
need
of multiple
to
build
alight
Understanding
of
human
Environment:
Intheories
ofand
awareness
of
implicit
bias
processes
that
impact
the
participants
will
learn
to
apply
climate
and
factors
of respect
such
for
development
and as
larger
patterns
of
micromessaging
that
impact
related
toevery
astrategies
data-driven
process
for
students’
attribution
potential
theory,
stereotype
intersectionality
of
cultural
socialization
in to
society,
access
and
equity
for
students
strengthening
skills
and
program-based
continuous
master
threat,
STEM
and
self
concepts
efficacy
and
and
diversity
to
create
equitable
taking
steps
establish
in their
classrooms.
abilities
and
theto
decision
to
improvement.
overcome
their
connection
the
institutional
to females
educational
environments.
equitable
learning
select
gender
typical
and
barriers
educational
that
limit
and in
career
environment
your
atypical
fields.
choices.
choices.
classrooms.
Social
Learning
Theories
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Making It Happen
Active
Learning
Reflection
Journal
Capstone
Action
Research
Improving
Student
Outcomes
ScenarioBased
Learning
Supporting
Research
Application
in the
Classroom
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Effective Pilot Program
DISD Gender Equity Training
% Passing Test - 3 yr avg
80%
70%
60%
50%
40%
30%
20%
10%
0%
2001
2002
boys
2003
girls
2004
2005
ngt boys
2006
ngt girls
2007
2008
gt boys
2009
2010
gt girls
Both boys and girls of teachers who had Gender Equity training are
passing at rates 20-30% points higher than students of teachers without the training.
NAPEEF ©
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DFW: Professional Development
60.00%
Since implementation in 2003,
50.00%
AP Physics test pass rates
improved for both girls and boys:
—4x tests passed by girls
40.00%
—4x tests by African Americans
30.00%
—6x tests passed by Hispanics
Girls
Boys
20.00%
10.00%
0.00%
2002-03
2009-10
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Micromessages
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Micromessages: The Missing
Link in Culture Delivery
Cultural
Stereotypes
Behavior
Bias
Self-efficacy
Micromessages
Accumulation of
(Dis)Advantage
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Micromessaging
Micromessages
• Small, subtle, semiconscious messages
we send and receive
when we interact with
others
Microinequities
• Negative micromessages we send
other people that
cause them to feel
devalued, slighted,
discouraged, or
excluded
Microaffirmations
• Positive micromessages that cause
people to feel valued,
included, or
encouraged
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Lands End Catalog 2012
Lands End Catalog 2012
Micromessages Accumulate
19
Micromessages: The Missing
Link Between Bias and Behavior
Cultural
Stereotypes
Behavior
Bias
Self-efficacy
Micromessages
Accumulation of
(Dis)Advantage
NAPEEF ©
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Exercise
© NAPE- EF 2011
21
Negative Implicit Bias =
Micro-Inequities
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Why Think About Micromessaging?
Intent
Teacher
Micro-messaging
Engagement
with students in
the STEM
classroom
Impact
Student
Performance
Small and seemingly insignificant behaviors may
result in unfavorable learning outcomes.
Impact Is More Important Than Intent!
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Key Micromessaging Elements
Verbal
ParaVerbal
Praise and
Criticism
Micromessages
NonVerbal
Omission
Contextual
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Key Micromessaging
Elements
What is
said
Verbal
ParaVerbal
Praise and
Criticism
Micromessages
NonVerbal
Omission
Contextual
25
Key Micromessaging
What isElements
said
Verbal
How it’s
said
ParaVerbal
Praise and
Criticism
Micromessages
NonVerbal
Omission
Contextual
26
Key Micromessaging
What isElements
said
Verbal
How it’s
said
ParaVerbal
Praise and
Criticism
Body
language
Micromessages
NonVerbal
Omission
Contextual
27
Key Micromessaging
What isElements
said
Verbal
How it’s
said
ParaVerbal
Praise and
Criticism
Body
language
Micromessages
NonVerbal
Omission
Contextual
Who or what else
is present—
culture, artifacts,
etc.
28
Key Micromessaging
Elements
What is
said
Verbal
How it’s
said
ParaVerbal
Praise and
Criticism
Body
language
Micromessages
What is not
said or not
done
NonVerbal
Omission
Contextual
Who or what else
is present-culture,
artifacts, etc.
29
Key Micromessaging
Elements
What is
said
Feedback
messages
How it’s
said
Verbal
ParaVerbal
Praise and
Criticism
What is not
said or not
done
Micromessages
Body
language
NonVerbal
Omission
Contextual
Who or what else
is present-culture,
artifacts, etc.
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Examining the Small
Consider and share a specific incident when you
were …
• unintentionally discouraged or hurt by something
SMALL someone said or did
• deeply valued by your colleague or family member
in a SMALL yet powerful way.
- How did you know? What did that person do to
communicate your value?
© NAPE- EF 2011
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Micro-inequities and
Micro-affirmations
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Positive Micromessages
Micro-affirmations are micromessages we send that validate and
recognize other people in positive and supportive ways.
33
Activity: Inoculate and Be
Affirmative!
Make a concerted over-effort to become affirmative:
• It takes time (a year or more!)
• It takes effort (a conscious plan)
• It takes support (peers and a learning community)
34
Impact of Micro-Affirmations on
Females in STEM
• Enhanced creativity and
innovation and willingness to
take risks
• Increased engagement in
complex tasks and openended thinking
• Improved caring about
learning
• Increased interest in STEM
and development of girls’
STEM identity
© NAPE- EF 2011
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Super Strategies
• Practice positive affirmations.
• Work with peers to identify unintended biases to
improve your instruction.
• Help the student identify someone in his or her life
who recognizes the student’s potential, connects the
student’s strengths to characteristics of a profession,
and teaches him or her how to enter that field.
• Intervene in students’ conflicts and teach them to use
inoculations and affirmations when communicating.
• Be diverse in the examples used in the classroom to
illustrate concepts and ideas.
NAPEEF ©
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Wrap-up and Questions
37
Objectives
After completing this unit, you will be able to:
• Demonstrate awareness of the NAPE organization
• Describe the core ingredients for NAPE’s MM program, the
seven units, and the larger framework that supports highquality professional development
• Describe micromessaging as a form of communicating
implicit bias in the classroom and in our culture
• Understand and address micro-inequities and apply microaffirmations as the first step in a year-long transformation
process
38
Moving Forward
• As the scientist in your classroom, review your data
and begin to formulate a hypothesis for any
weaknesses or gaps that exist in student outcomes.
• As a researcher in your classroom, think about how
your methods might be changed to improve your
students’ performance.
• As the coach in your classroom, consider the key
messages you can make to your “team members” to
affect their best game.
• As the educator in your classroom, recognize and
reflect on the power you have to impact the lives of
students.
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“I am only one, but still I am one. I cannot do
everything, but still I can do something; and
because I cannot do everything, I will not
refuse to do something I can do.”
-Edward Everett Hale
NAPEEF ©
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