Weeks 5­7: Learning Task Assignment Options
Choose at least two tasks from the selections below and indicate your selection in Canvas.
Option
A
Description
Observe at least 3 learning situations (e.g., classes, meetings), gathering
specific and descriptive evidence. Analyze the “tasks” in the learning situations
and predict what learners would know and be able to do as a result of doing the
task.
Bonus Challenge: Observe a combination of classrooms and adult meetings,
and after doing your analysis and predictions based on tasks, consider them in
relationship to one another. Do you see similar patterns across classrooms and
adult meetings?
B
Lead a meeting of adults using effective adult development principles and
effective meetings practices, including particular attention to tasks. Debrief the
meeting with a colleague.
C
Shadow a student/teacher/principal for a half­day and, using effective
observation principles, collect information on the intersection of race and
learning.
D
Interview at least three students (individually or as a group) about their and their
peers’ academic identities. Share what you heard with someone else, using
specific and descriptive language.
E
Using adult development principles, lead a meeting to define language used
when having conversations about race (e.g., race, ethnicity, discrimination,
racism, stereotype, institutional racism, oppression, bias, high expectations,
etc.)
Choose your own task(s): You must be explicit about what you plan to do and
F
how your task meets the following requirements:
●
●
Includes at least two content concepts from weeks 2­4
Is job­embedded/connects to your current work
Use this space to briefly answer the following questions:
­ Why did you choose these tasks?
­ How do you plan to complete the tasks?
­ What do you hope to learn?
­ Name one way in which your OLF or peers can support you in this process.
Choose Two
(Mark with X)
X