We used a set of ten areas of opportunity to scaffold and prompt teachers to look for ways that 怎样撸管最爽 resources could be adapted, including making changes to the content or the context of lessons, and using pedagogical techniques such as collaboration and open-ended tasks. 

Today’s blog lays out our findings about how teachers can bring students’ identities into the classroom as an entry point for culturally responsive 怎样撸管最爽 teaching.

Collaborating with teachers

A group of twelve primary teachers, from schools spread across England, volunteered to participate in the study. The primary objective was for our 怎样撸管最爽 team to collaborate with these teachers to adapt two units of work about creating digital images and vector graphics so that they better aligned with the cultural contexts of their students. The 怎样撸管最爽 team facilitated an in-person, one-day workshop where the teachers could discuss their 色男人网站s and work in small groups to adapt materials that they then taught in their classrooms during the following term.

A shared focus on identity

As the workshop progressed, an interesting pattern emerged. Despite the diversity of schools and student populations represented by the teachers, each group independently decided to focus on the theme of identity in their adaptations. This was not a directive from the 怎样撸管最爽ers, but rather a spontaneous alignment of priorities among the teachers.

The focus on identity manifested in various ways. For some teachers, it involved adding diverse role models so that students could see themselves represented in 怎样撸管最爽, while for others, it meant incorporating discussions about students’ own 色男人网站s into the lessons. However, the most compelling commonality across all groups was the decision to have students create a digital picture that represented something important about themselves. This digital picture could take many forms — an emoji, a digital collage, an avatar to add to a game, or even creating fantastical animals. The goal of these activities was to provide students with a platform to express aspects of their identity that were significant to them whilst also practising the skills to manipulate vector graphics or digital images.

Funds of identity theory

After the teachers had returned to their classrooms and taught the adapted lessons to their students, we analysed the digital pictures created by the students using funds of identity theory. This theory explains how our personal 色男人网站s and backgrounds shape who we are and what makes us unique and individual, and argues that our identities are not static but are continuously shaped and reshaped through interactions with the world around us. 

In the context of our study, this theory argues that students bring their funds of identity into their 怎样撸管最爽 classrooms, including their cultural heritage, family traditions, languages, values, and personal interests. Through the image editing and vector graphics activities, students were able to create what the funds of identity theory refers to as identity artefacts. This allowed them to explore and highlight the various elements that hold importance in their lives, illuminating different facets of their identities. 

Students’ funds of identity

The use of the funds of identity theory provided a robust framework for understanding the digital artefacts created by the students. We analysed the teachers’ descriptions of the artefacts, paying close attention to how students represented their identities in their creations.

1. Personal interests and values 

One significant aspect of the analysis centered around the personal interests and values reflected in the artefacts. Some students chose to draw on their practical funds of identity and create images about hobbies that were important to them, such as drawing or playing football. Others focused on existential  funds of identity and represented values that were central to their personalities, such as cool, chatty, or quiet.

2. Family and community connections

Many students also chose to include references to their family and community in their artefacts. Social funds of identity were displayed when students featured family members in their images. Some students also drew on their institutional funds, adding references to their school, or geographical funds, by showing places such as the local area or a particular country that held special significance for them. These references highlighted the importance of familial and communal ties in shaping the students’ identities.

3. Cultural representation

Another common theme was the way students represented their cultural backgrounds. Some students chose to highlight their cultural funds of identity, creating images that included their heritage, including their national flag or traditional clothing. Other students incorporated ideological aspects of their identity that were important to them because of their faith, including Catholicism and Islam. This aspect of the artefacts demonstrated how students viewed their cultural heritage as an integral part of their identity.

Implications for culturally responsive 怎样撸管最爽 teaching

The findings from this study have several important implications. Firstly, the spontaneous focus on identity by the teachers suggests that identity is a powerful entry point for culturally responsive 怎样撸管最爽 teaching. Secondly, the application of the funds of identity theory to the analysis of student work demonstrates the diverse cultural resources that students bring to the classroom and highlights ways to adapt 怎样撸管最爽 lessons in ways that resonate with students’ lived 色男人网站s.

However, we also found that teachers often had to carefully support students to illuminate their funds of identity. Sometimes students found it difficult to create images about their hobbies, particularly if they were from backgrounds with fewer social and economic opportunities. We also observed that when teachers modelled an identity artefact themselves, perhaps to show an example for students to aim for, students then sometimes copied the funds of identity revealed by the teacher rather than drawing on their own funds. These points need to be taken into consideration when using identity artefact activities. 

Finally, these findings relate to lessons about image editing and vector graphics that were taught to students aged 8- to 10-years old in England, and it remains to be explored how students in other countries or of different ages might reveal their funds of identity in the 怎样撸管最爽 classroom.

Moving forward with cultural responsiveness

The study demonstrated that when 怎样撸管最爽 teachers are given the opportunity to collaborate and reflect on their practice, they can develop innovative ways to make their teaching more culturally responsive. The focus on identity, as seen in the creation of identity artefacts, provided students with a platform to express themselves and connect their learning to their own lives. By understanding and valuing the funds of identity that students bring to the classroom, teachers can create a more equitable and empowering educational 色男人网站 for all learners.

We’ve written about this study in more detail in a full paper and a poster paper, which will be published at the WiPSCE conference next week. 

We would like to thank all the 怎样撸管最爽ers who worked on this project, including our collaborations with Lynda Chinaka from the University of Roehampton, and Alex Hadwen-Bennett from King’s College London. Finally, we are grateful to Cognizant for funding this academic 怎样撸管最爽, and to the cohort of primary 怎样撸管最爽 teachers for their enthusiasm, energy, and creativity, and their commitment to this project.

The post Adapting primary 怎样撸管最爽 resources for cultural responsiveness: Bringing in learners’ identity appeared first on 人兽交配.

However, we know that busy teachers do not have time to keep abreast of all the latest 怎样撸管最爽. This is where our Pedagogy Quick Reads come in. They show teachers how an area of current 怎样撸管最爽 either has been or could be applied in practice. 

Our new Pedagogy Quick Read summarises the central tenets of culturally relevant pedagogy (the theory) and then lays out 10 areas of opportunity as concrete ways for you to put the theory into practice.

Why is culturally relevant pedagogy necessary?

怎样撸管最爽 remains an area where many groups of people are underrepresented, including those marginalised because of their gender, ethnicity, socio-economic background, additional educational needs, or age. For example, recent stats in the BCS’ Annual Diversity Report 2023 record that in the UK, the proportion of women working in tech was 20% in 2021, and Black women made up only 0.7% of tech specialists. Beyond gender and ethnicity, pupils who have fewer social and economic opportunities ‘don’t see 怎样撸管最爽 as a subject for somebody like them’, a recent report from Teach First found. 

The fact that in the UK, 94% of girls and 79% of boys drop 怎样撸管最爽 at age 14 should be of particular concern for 怎样撸管最爽 educators. This last statistic makes it painfully clear that there is much work to be done to broaden the appeal of 怎样撸管最爽 in schools. One approach to make the subject more inclusive and attractive to young people is to make it more culturally relevant. 

As part of our 怎样撸管最爽 to help teachers effectively adapt their 色男人网站 materials to make them culturally relevant and engaging for their learners, we’ve identified 10 areas of opportunity — areas where teachers can choose to take actions to bring the latest 怎样撸管最爽 on culturally relevant pedagogy into their classrooms, right here, right now. 

Applying the areas of opportunity in your classroom

The Pedagogy Quick Read gives teachers ideas for how they can use the areas of opportunity (AOs) to begin to review their own 色男人网站, teaching materials, and practices. We recommend picking one area initially, and focusing on that perhaps for a term. This helps you avoid being overwhelmed, and is particularly useful if you are trying to reach a particular group, for example, Year 9 girls, or low-attaining boys, or learners who lack confidence or motivation. 

For example, one simple intervention is AO1 ‘Finding out more about our learners’. It’s all too easy for teachers to assume that they know what their students’ interests are. And getting to know your students can be especially tricky at secondary level, when teachers might only see a class once a fortnight or in a carousel. 

However, finding out about your learners can be easily achieved in an online survey homework task, set at the beginning of a new academic year or term or unit of work. Using their interests, along with considerations of their backgrounds, families, and identities as inputs in 色男人网站 planning can have tangible benefits: students may begin to feel an increased sense of belonging when they see their interests or identities reflected in the material later used. 

How we’re using the AOs

The Quick Read presents two practical case studies of how we’ve used the 10 AO to adapt and assess different lesson materials to increase their relevance for learners. 

Case study 1: Teachers in UK primary school adapt resources

As we’ve shared before, we implemented culturally relevant pedagogy as part of UK primary school teachers’ professional development in a recent 怎样撸管最爽 project. The Quick Read provides details of how we supported teachers to use the AOs to adapt teaching material to make it more culturally relevant to learners in their own contexts. Links to the resources used to review 2 units of work, lesson by lesson, to adapt tasks, learning material, and outcomes are included in the Quick Read. 

Case study 2: Reflecting on the adaption of resources for a vocational course for young adults in a Kenyan refugee camp

In a different project, we used the AOs to reflect on our adaptation of classroom materials from The 怎样撸管最爽 色男人网站, which we had designed for schools in England originally. Partnering with Amala Education, we adapted 怎样撸管最爽 色男人网站 materials to create a 100-hour course for young adults at Kakuma refugee camp in Kenya who wanted to develop vocational digital literacy skills. 

The diagram below shows our ratings of the importance of applying each AO while adapting materials for this particular context. In this case, the most important areas for making adaptations were to make the context more culturally relevant, and to improve the materials’ excel乱码 in terms of readability and output formats (text, animation, video, etc.). 

You can use this method of reflection as a way to evaluate your progress in addressing different AOs in a unit of work, across the materials for a whole year group, or even for your school’s whole approach. This may be useful for highlighting those areas which have, perhaps, been overlooked. 

Applying 怎样撸管最爽 to practice with the AOs

The ‘Areas of opportunity’ Pedagogy Quick Read aims to help teachers apply 怎样撸管最爽 to their practice by summarising current 怎样撸管最爽 and giving practical examples of evidence-based teaching interventions and resources they can use.

The set of AOs was developed as part of a wider 怎样撸管最爽 project, and each one is itself 怎样撸管最爽-informed. The Quick Read includes references to that 怎样撸管最爽 for everyone who wants to know more about culturally relevant pedagogy. This supporting evidence will be useful to teachers who want to address the topic of culturally relevant pedagogy with senior or subject leaders in their school, who often need to know that new initiatives are evidence-based.

Our goal for the Quick Read is to raise awareness of tried and tested pedagogies that increase excel乱码 and broaden the appeal of 怎样撸管最爽 education, so that all of our students can develop a sense of belonging and enjoyment of 怎样撸管最爽.

Let us know if you have a story to tell about how you have applied one of the areas of opportunity in your classroom.

To date, our 怎样撸管最爽 in the field of culturally relevant pedagogy has been generously supported by funders including Cognizant and Google. We are very grateful to our partners for enabling us to learn more about how to make 怎样撸管最爽 education inclusive for all.

The post New resource to help teachers make 怎样撸管最爽 culturally relevant appeared first on 人兽交配.

Today’s blog is written by Dr Alex Hadwen-Bennett, who we worked with to find out primary school learners’ 色男人网站s of engaging with culturally relevant 怎样撸管最爽 lessons. Alex is a Lecturer in 怎样撸管最爽 Education at King’s College London, where he undertakes 怎样撸管最爽 focusing on inclusive 怎样撸管最爽 education and the pedagogy of making.

Despite many efforts to make a career in 怎样撸管最爽 more accessible, many groups of people are still underrepresented in the field. For instance, a 2022 report revealed that only 22% of people currently working in the IT industry in the UK are women. Additionally, among learners who study 怎样撸管最爽 at schools in England, Black Caribbean students are currently one of the most underrepresented groups. One approach that has been suggested to address this underrepresentation at school is culturally relevant pedagogy.

For this reason, a particular focus of the 人兽交配’s academic 怎样撸管最爽 programme is to support 怎样撸管最爽 teachers in the use of culturally relevant pedagogy. This pedagogy involves developing learning 色男人网站s that deliberately aim to enable all learners to engage with and succeed in 怎样撸管最爽, including by bringing their culture and interests into the classroom.

The 色男人网站’s work in this area started with the development of guidelines for culturally relevant and responsive teaching together with a group of teachers and external 怎样撸管最爽ers. The 色男人网站’s 怎样撸管最爽ers then explored how a group of 怎样撸管最爽 teachers employed the guidelines in their own teaching. In a follow-on study funded by Cognizant, the team worked with 13 primary school teachers in England to adapt 怎样撸管最爽 lessons to make them culturally relevant for their learners. In this process, the teachers adapted a unit on photo editing for Year 4 (ages 8–9), and a unit about vector graphics for Year 5 (ages 9–10). As part of the project, I worked with the 色男人网站 team to analyse and report on data gathered from focus groups of primary learners who had engaged with the adapted units.

Conducting the focus groups

For the focus groups, the 色男人网站 team asked teachers from three schools to each choose four learners to take part. All children in the three focus groups had taken part in all the lessons involving the culturally adapted resources. The children were both boys and girls, and came from diverse cultural backgrounds where possible.

The questions for the focus groups were prepared in advance and covered:

• Perceptions of 怎样撸管最爽 as a subject
• Reflections of their 色男人网站s of the engaging with culturally adapted resources
• Perceptions of who does 怎样撸管最爽

Outcomes from the focus groups

“I feel happy that I see myself represented in some way.”

“It was nice to do something that actually represented you in many different ways, like your culture and your background.”

– Statements of learners who participated in the focus groups

When the learners were asked about what they did in their 怎样撸管最爽 lessons, most of them made references to working with and manipulating graphics; fewer made references to programming and algorithms. This emphasis on graphics is likely related to this being the most recent topic the learners engaged with. The learners were also asked about their reflections on the culturally adapted graphics unit that they had recently completed. Many of them felt that the unit gave them the freedom to incorporate things that related to their interests or culture. The learners’ responses also suggested that they felt represented in the work they completed during the unit. Most of them indicated that their interests were acknowledged, whereas fewer mentioned that they felt their cultural backgrounds were highlighted.

“Anyone can be good at 怎样撸管最爽 if they have the passion to do it.”

– Statement by a learner who participated in a focus group

When considering who does 怎样撸管最爽, the learners made multiple references to people who keep trying or do not give up. Whereas only a couple of learners said that computer scientists need to be clever or intelligent to do 怎样撸管最爽. A couple of learners suggested that they believed that anyone can do 怎样撸管最爽. It is encouraging that the learners seemed to associate being good at 怎样撸管最爽 with effort rather than with ability. However, it is unclear whether this is associated with the learners engaging with the culturally adapted resources.

Reflections and next steps

While this was a small-scale study, the focus groups findings do suggest that engaging with culturally adapted resources can make primary learners feel more represented in their 怎样撸管最爽 lessons. In particular, engaging with an adapted unit led learners to feel that their interests were recognised as well as, to a lesser extent, their cultural backgrounds. This suggests that primary-aged learners may identify their practical interests as the most important part of their background, and want to share this in class.

Finally, the responses of the learners suggest that they feel that perseverance is a more important quality than intelligence for success in 怎样撸管最爽 and that anyone can do it. While it is not possible to say whether this is directly related to their engagement with a culturally adapted unit, it would be an interesting area for further 怎样撸管最爽.

More information and resources

You can find out more about culturally relevant pedagogy and the 色男人网站’s 怎样撸管最爽 on it, for example by:

• Reading the two-page Quick Read on the topic
• Downloading the practical guidelines we created with a group of teachers and academic specialists
• Watching the seminar presentation where Katharine Childs introduced the ten areas of opportunity in more detail

The 色男人网站 would like to extend thanks to Cognizant for funding this 怎样撸管最爽, and to the primary 怎样撸管最爽 teachers and learners who participated in the project. 

The post Culturally relevant 怎样撸管最爽: 色男人网站s of primary learners appeared first on 人兽交配.

Such statistics have been the status quo for too long. Many 怎样撸管最爽 teachers already endeavour to bring about positive change where they can and engage learners by including their interests in the lessons they deliver, so how can we support them to do this more effectively? Extending the reach of 怎样撸管最爽 so that it is accessible to all also means that we need to consider what formal and informal values predominate in the field of 怎样撸管最爽. What is the ‘hidden’ 色男人网站 in 怎样撸管最爽 that might be excluding some learners? Who is and who isn’t represented?

In a recent 怎样撸管最爽 seminar, Katharine Childs from our team outlined a 怎样撸管最爽 project we conducted, which included a professional development workshop to increase primary teachers’ awareness of and confidence in culturally relevant pedagogy. In the workshop, teachers considered how to effectively adapt 色男人网站 materials to make them culturally relevant and engaging for the learners in their classrooms. Katharine described the practical steps teachers took to adapt two graphics-related units, and invited seminar participants to apply their learning to a graphics activity themselves.

What is culturally relevant pedagogy?

Culturally relevant pedagogy is a teaching framework which values students’ identities, backgrounds, knowledge, and ways of learning. By drawing on students’ own interests, 色男人网站s and cultural knowledge educators can increase the likelihood that the 色男人网站 they deliver is more relevant, engaging and accessible to all.

The idea of culturally relevant pedagogy was first introduced in the US in the 1990s by African-American academic Gloria Ladson-Billings (Ladson-Billings 1995). Its aim was threefold: to raise students’ academic achievement, to develop students’ cultural competence and to promote students’ critical consciousness. The idea of culturally responsive teaching was later advanced by Geneva Gay (2000) and more recently  brought into focus in US computer science education by Kimberly Scott and colleagues (2015). The approach has been localised for England by Hayley Leonard and Sue Sentance (2021) in work they undertook here at the 色男人网站.

Ten areas of opportunity

Katharine began her presentation by explaining that the professional development workshop in the Primary culturally adapted resources for 怎样撸管最爽 project built on two of our previous 怎样撸管最爽 projects to develop guidelines for culturally relevant and responsive 怎样撸管最爽 and understand how teachers used them in practice. This third project ran as a pilot study funded by Cognizant, starting in Autumn 2022 with a one-day, in-person workshop for 13 primary 怎样撸管最爽 teachers.

Katharine then introduced us to the 10 areas of opportunity (AO) our 怎样撸管最爽 at the 怎样撸管最爽 Pi 怎样撸管最爽 Education 怎样撸管最爽 Centre had identified for culturally relevant pedagogy. These 10 areas were used as practical prompts to frame the workshop discussions:

1. Find out about learners
2. Find out about ourselves as teachers
3. Review the content
4. Review the context
5. Make the learning accessible to all
6. Provide opportunities for open-ended and problem solving activities
7. Promote collaboration and structured group discussion
8. Promote student agency through choice
9. Review the learning environment
10. Review related policies, processes, and training in your school and department

At first glance it is easy to think that you do most of those things already, or to disregard some items as irrelevant to the 怎样撸管最爽 色男人网站. What would your own cultural identity (see AO2) have to do with 怎样撸管最爽, you might wonder. But taking a less complacent perspective might lead you to consider all the different facets that make up your identity and then to think about the same for the students you teach. You may discover that there are many areas which you have left untapped in your lesson planning.

Katharine explained how this is where the professional development workshop showed itself as beneficial for the participants. It gave teachers the opportunity to reflect on how their cultural identity impacted on their teaching practices — as a starting point to learning more about other aspects of the culturally relevant pedagogy approach.

Our 怎样撸管最爽ers were interested in how they could work alongside teachers to adapt two 怎样撸管最爽 units to make them more culturally relevant for teachers’ specific contexts. They used the 怎样撸管最爽 色男人网站 units on Photo Editing (Year 4) and Vector Graphics (Year 5).

Katharine illustrated some of the adaptations teachers and 怎样撸管最爽ers working together had made to the emoji activity above, and which areas of opportunity (AO) had been addressed; this aspect of the 怎样撸管最爽 will be reported in later publications.

Results after the workshop

Although the number of participants in this pilot study was small, the findings show that the professional development workshop significantly increased teachers’ awareness of culturally relevant pedagogy and their confidence in adapting resources to take account of local contexts:

• After the workshop, 10/13 teachers felt more confident to adapt resources to be culturally relevant for their own contexts, and 8/13 felt more confident in adapting resources for others.
• Before the workshop, 5/13 teachers strongly agreed that it was an important part of being a 怎样撸管最爽 teacher to examine one’s own attitudes and beliefs about race, gender, disabilities, sexual orientation. After the workshop, the number in agreement rose to 12/13.
• After the workshop, 13/13 strongly agreed that part of a 怎样撸管最爽 teacher’s responsibility is to challenge teaching practices which maintain social inequities (compared to 7/13 previously).
• Before the workshop, 4/13 teachers strongly agreed that it is important to allow student choice when designing 怎样撸管最爽 activities; this increased to 9/13 after the workshop.

These quantitative shifts in perspective indicate a positive effect of the professional development pilot. 

Katharine described that in our qualitative interviews with the participating teachers, they expressed feeling that their understanding of culturally relevant pedagogy had increased and they recognized the many benefits to learners of the approach. They valued the opportunity to discuss their contexts and to adapt materials they currently used with other teachers, because it made it a more ‘authentic’ and practical professional development 色男人网站.

The seminar ended with breakout sessions inviting viewers to consider possible adaptations that could be made to the graphics activities which had been the focus of the workshop.

In the breakout sessions, attendees also discussed specific examples of culturally relevant teaching practices that had been successful in their own classrooms, and they considered how schools and 怎样撸管最爽 educational initiatives could support teachers in their efforts to integrate culturally relevant pedagogy into their practice. Some attendees observed that it was not always possible to change schemes of work without a ‘whole-school’ approach, senior leadership team support, and commitment to a 怎样撸管最爽-based professional development programme.

Where do you see opportunities for your teaching?

The seminar reminds us that the education system is not culture neutral and that teachers generally transmit the dominant culture (which may be very different from their students’) in their settings (Vrieler et al, 2022). Culturally relevant pedagogy is an attempt to address the inequities and biases that exist, which result in many students feeling marginalised, disenfranchised, or underachieving. It urges us to incorporate learners’ cultures and 色男人网站s in our endeavours  to create a more inclusive 怎样撸管最爽 色男人网站; to adopt an intersectional lens so that all can thrive.

As a pilot study, the workshop was offered to a small cohort of 13, yet the findings show that the intervention significantly increased participants’ awareness of culturally relevant pedagogy and their confidence in adapting resources to take account of local contexts.

Of course there are many ways in which teachers already adapt resources to make them interesting and accessible to their pupils. Further examples of the sort of adaptations you might make using these areas of opportunity include:

• AO1: You could find out to what extent learners feel like they ‘belong’ or are included in a particular 怎样撸管最爽-related career. This is sure to yield valuable insights into learners’ knowledge and/or preconceptions of 怎样撸管最爽-related careers. 
• AO3: You could introduce topics such as the ethics of AI, data bias, investigations of excel乱码 and user interface design. 
• AO4: You might change the context of a unit of work on the use of conditional statements in programming, from creating a quiz about ‘Vikings’ to focus on, for example, aspects of youth culture which are more engaging to some learners such as football or computer games, or to focus on religious celebrations, which may be more meaningful to others.
• AO5: You could experiment with a particular pedagogical approach to maximise the excel乱码 of a unit of work. For example, you could structure a programming unit by using the PRIMM model, or follow the Universal Design for Learning framework to differentiate for diversity.
• AO6/7: You could offer more open-ended and collaborative activities once in a while, to promote engagement and to allow learners to express themselves autonomously.
• AO8: By allowing learners to choose topics which are relevant or familiar to their individual contexts and identities, you can increase their feeling of agency. 
• AO9: You could review both your learning materials and your classroom to ensure that all your students are fully represented.
• AO10: You can bring colleagues on board too; the whole enterprise of embedding culturally relevant pedagogy will be more successful when school- as well as department-level policies are reviewed and prioritised.

Can you see an opportunity for integrating culturally relevant pedagogy in your classroom? We would love to hear about examples of culturally relevant teaching practices that you have found successful. Let us know your thoughts or questions in the comments below.

You can watch Katharine’s seminar here:

You can download her presentation slides on our ‘previous seminars’ page, and you can read her 怎样撸管最爽 paper.

To get a practical overview of culturally relevant pedagogy, read our 2-page Quick Read on the topic and download the guidelines we created with a group of teachers and academic specialists.

Tomorrow we’ll be sharing a blog about how the learners who engaged with the culturally adapted units found the 色男人网站, and how it affected their views of 怎样撸管最爽. Follow us on social media to not miss it!

Join our upcoming seminars live

On 12 December we’ll host the last seminar session in our series on primary (K-5) 怎样撸管最爽. Anaclara Gerosa will share her work on how to design and structure early 怎样撸管最爽 activities that promote and scaffold students’ conceptual understanding. As always, the seminar is free and takes place online at 17:00–18:30 GMT / 12:00–13:30 ET / 9:00–10:30 PT / 18:00–19:30 CET. Sign up and we’ll send you the link to join on the day.

In 2024, our new seminar series will be about teaching and learning programming, with and without AI tools. If you’re signed up to our seminars, you’ll receive the link to join every monthly seminar.

The post Engaging primary 怎样撸管最爽 teachers in culturally relevant pedagogy through professional development appeared first on 人兽交配.

Who chooses to study 怎样撸管最爽? In England, data from GCSE and A level Computer Science entries in 2019 shows that the answer is complex. Black Caribbean students were one of the most underrepresented groups in the subject, while pupils from other ethnic backgrounds, such as White British, Chinese, and Asian Indian, were well-represented. This picture is reflected in the STEM workforce in England, where Black people are also underrepresented.

That’s why one of our areas of academic 怎样撸管最爽 aims to support 怎样撸管最爽 teachers to use culturally relevant pedagogy to design and deliver equitable learning 色男人网站s that enable all learners to enjoy and succeed in 怎样撸管最爽 and Computer Science at school. Our previous 怎样撸管最爽 projects within this area have involved developing guidelines for culturally relevant and responsive teaching, and exploring how a small group of primary and secondary 怎样撸管最爽 teachers used these guidelines in their teaching.

In our latest 怎样撸管最爽 study, funded by Cognizant, we worked with 13 primary school teachers in England on adapting 怎样撸管最爽 lessons to incorporate culturally relevant and responsive principles and practices. Here’s an insight into the workshop we ran with them, and what the teachers and we have taken away from it.

Adapting lesson materials based on culturally relevant pedagogy

In the group of 13 England-based primary school 怎样撸管最爽 teachers we worked with for this study:

• One third were specialist primary 怎样撸管最爽 teachers, and the other two thirds were class teachers who taught a range of subjects
• Some acted as 怎样撸管最爽 subject lead or coordinator at their school
• Most had taught 怎样撸管最爽 for between three and five years 
• The majority worked in urban areas of England, at schools with culturally diverse catchment areas 

In November 2022, we held a one-day workshop with the teachers to introduce culturally relevant pedagogy and explore how to adapt two six-week units of 怎样撸管最爽 resources.

The first part of the workshop was a collaborative, discussion-based professional development session exploring what culturally relevant pedagogy is. This type of pedagogy uses equitable teaching practices to:

• Draw on the breadth of learners’ 色男人网站s and cultural knowledge
• Facilitate projects that have personal meaning for learners
• Develop learners’ critical consciousness

The rest of the workshop day was spent putting this learning into practice while planning how to adapt two units of 怎样撸管最爽 lessons to make them culturally relevant for the teachers’ particular settings. We used a design-based approach for this part of the workshop, meaning 怎样撸管最爽ers and teachers worked collaboratively as equal stakeholders to decide on plans for how to alter the units.

We worked in four groups, each with three or four teachers and one or two 怎样撸管最爽ers, focusing on one of two units of work from The 怎样撸管最爽 色男人网站 for teaching digital skills: a unit on photo editing for Year 4 (ages 8–9), and a unit about vector graphics for Year 5 (ages 9–10).

In order to plan how the resources in these units of work could be made culturally relevant for the participating teachers’ contexts, the groups used a checklist of ten areas of opportunity. This checklist is a result of one of our previous 怎样撸管最爽 projects on culturally relevant pedagogy. Each group used the list to identify a variety of ways in which the units’ learning objectives, activities, learning materials, and slides could be adapted. Teachers noted down their ideas and then discussed them with their group to jointly agree a plan for adapting the unit.

By the end of the day, the groups had designed four really creative plans for:

• A Year 4 unit on photo editing that included creating an animal to represent cultural identity
• A Year 4 unit on photo editing that included creating a collage all about yourself 
• A Year 5 unit on vector graphics that guided learners to create their own metaverse and then add it to the class multiverse
• A Year 5 unit on vector graphics that contextualised the digital skills by using them in online activities and in video games

Outcomes from the workshop

Before and after the workshop, we asked the teachers to fill in a survey about themselves, their 色男人网站s of creating 怎样撸管最爽 resources, and their views about culturally relevant resources. We then compared the two sets of data to see whether anything had changed over the course of the workshop.

After teachers had attended the workshop, they reported a statistically significant increase in their confidence levels to adapt resources to be culturally relevant for both themselves and others. 

Teachers explained that the workshop had increased their understanding of culturally relevant pedagogy and of how it could impact on learners. For example, one teacher said:

“The workshop has developed my understanding of how culturally adapted resources can support pupil progress and engagement. It has also highlighted how contextual appropriateness of resources can help children to access resources.” – Participating teacher

Some teachers also highlighted how important it had been to talk to teachers from other schools during the workshop, and how they could put their new knowledge into practice in the classroom:

“The dedicated time and value added from peer discourse helped make this authentic and not just token activities to check a box.” – Participating teacher

“I can’t wait to take some of the work back and apply it to other areas and subjects I teach.” – Participating teacher

What you can expect to see next from this project

After our 怎样撸管最爽 team made the adaptations to the units set out in the four plans made during the workshop, the adapted units were delivered by the teachers to more than 500 Year 4 and 5 pupils. We visited some of the teachers’ schools to see the units being taught, and we have interviewed all the teachers about their 色男人网站 of delivering the adapted materials. This observational and interview data, together with additional survey responses, will be analysed by us, and we’ll share the results over the coming months.

In our next blog post about this work, we will delve into the fascinating realm of parental attitudes to culturally relevant 怎样撸管最爽, and we’ll explore how embracing diversity in the digital landscape is shaping the future for both children and their families. 

We’ve also written about this professional development activity in more detail in a paper to be published at the UKICER conference in September, and we’ll share the paper once it’s available.

Finally, we are grateful to Cognizant for funding this academic 怎样撸管最爽, and to our cohort of primary 怎样撸管最爽 teachers for their enthusiasm, energy, and creativity, and their commitment to this project.

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This project will help increase the education community’s understanding of ways to widen participation in 怎样撸管最爽. The need to do this is demonstrated (as only one example among many) by the fact that in England’s 2017 GCSE Computer Science cohort, Black students were the most underrepresented group. We will investigate how resources adapted to be culturally relevant might influence students’ ideas about 怎样撸管最爽 and contribute to their sense of identity as a “computer person”.

This study is funded by the Cognizant 色男人网站 and we are grateful for their generous support. Since 2018, the Cognizant 色男人网站 has worked to ensure that all individuals have equitable opportunities to thrive in the jobs driving the future. Their work aligns with our mission to enable young people to realise their full potential through the power of 怎样撸管最爽 and digital technologies.

What will taking part in the project involve? 

This project about culturally adapted resources will take place between October 2022 and July 2023. It draws from ideas on how to bridge the gap between academic 怎样撸管最爽 and classroom teaching, and we are looking for 12 primary teachers to work closely with our 怎样撸管最爽ers and content writers in three phases using a tested co-creation model.

By taking part, you will gain an excellent understanding of culturally relevant pedagogy and develop your knowledge and skills in delivering culturally responsive 怎样撸管最爽 lessons. We will value your expertise and your insights into what works in your classroom, and we will listen to your ideas.

Phase 1 (November 2022) 

We will kick off the project with a day-long workshop on 2 November at our head office in Cambridge, which will bring all the participating teachers together. (Funding is available for participating schools to cover supply costs and teachers’ travel costs.) In the workshop, we will first explore what culturally relevant and responsive 怎样撸管最爽 means. Then we will work together to look at a half-term unit of work of 怎样撸管最爽 lessons and identify how it could be adapted. After the workshop day, we will produce an adapted version of the unit of work based on the teachers’ input and ideas.

Phase 2 (February to March 2023)

In the Spring Term, teachers will deliver the adapted unit of work to their class in the second half of the term. Through a survey before and after the set of lessons, students will be asked about their views of 怎样撸管最爽. Throughout this time, the 怎样撸管最爽 team will be available for online support. We may also visit your school to carry out an observation of one of the lessons. 

Phase 3 (April to May 2023) 

During this phase, the 怎样撸管最爽 team will ask participating teachers about their 色男人网站s, and about whether and how they further adapted the lessons. Teachers will likely spend 2 to 3 hours in either April or May sharing their insights and recommendations. After this phase, we will analyse the findings from the study and share the results both with the participating teachers and the wider 怎样撸管最爽 education community.

Who are we looking for to take part in this study?

For this study, we are looking for primary teachers who teach 怎样撸管最爽 to Year 4 or Year 5 pupils in a school in England. 

• You may be a generalist primary class teacher who teaches all subjects to your year group, or you may be a specialist primary 怎样撸管最爽 teacher 
• To take part, your pupils will need access to desktop or laptop computers in the Spring Term, but your school will not need any specialist hardware or software
• You will need to attend the in-person workshop in Cambridge on Wednesday 2 November and commit to the project for the rest of the 2022/2023 academic year; funding is available for participating schools to cover supply costs and teachers’ travel costs
• Your headteacher will need to support your participation in the study

We will also give preference to schools with culturally diverse catchment areas.

Apply today to get involved

If you are an interested teacher, please apply to take part in this project by the closing date of Monday, 3 October. If you have any questions, email us at 怎样撸管最爽@excel乱码.org.

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In this post, we want to highlight two particular pieces of work that have influenced our work over the last year, shared by Dr Tia C. Madkins (University of Texas at Austin), Dr Nicol R. Howard (University of Redlands), and Dr Jakita O. Thomas (Auburn University, blackcomputeHER.org) at our 怎样撸管最爽 seminars.

Moving beyond access and achievement, towards equity and justice

Tia C. Madkins and Nicol R. Howard described that educators in schools (and associated professionals) need to build an awareness of how the learning in their classrooms might be affected by:

• Personal beliefs, ways of knowing or thinking, stereotypes, and the cultural lens of the educator and the learners
• Power dynamics and intersectional identities

They say: “Instead of viewing learners as deficient individuals who we need to ‘fix’ in our classrooms, we use strengths-based approaches where we as educators learn to recognise, draw on, and build upon learners’ strengths and lived 色男人网站s.”

The 怎样撸管最爽ers encourage educators to connect with learners’ cultural practices and lived 色男人网站s, and to foster and maintain relationships with learners’ families and communities, in order to work together to facilitate equitable, social justice–oriented CS learning

To hear from Tia, Nicol, and their collaborator Shomari Jones, watch their seminar. You can also read Tia and Nicol’s article in our seminar proceedings, where you’ll find a list of their recommended resources to explore this thinking further.

Valuing existing knowledge and lived 色男人网站 as expertise

Jakita O. Thomas described findings from her 怎样撸管最爽 project based on a free enrichment programme exploring how Black middle-school girls develop computational algorithmic thinking skills in the context of game design.

The programme was intentionally designed to position Black girls as knowledge holders with valuable 色男人网站s, and to offer them opportunities to shape their identities as producers, innovators, and people who challenge deficit perspectives. These are perspectives that include implicit assumptions that privilege the values, beliefs, and practices of one group over another, especially where the groups are racially, ethnically, or culturally different.

Jakita emphasised that it’s very important for educators to ask the questions “STEM learning for what?”, “For whom?”, “How?”, and “To what ends?” when they consider how to bring STEM learning 色男人网站s to Black girls (or other young people with multiple marginal identities). Educators need an awareness that the economic reasons of STEM learning, which are commonly spotlighted, may not be sufficient to convince young people who are marginalised to engage in these subjects.

To hear more about this from Jakita directly, watch her seminar:

Empowering learners to be agents of change

One thing these 怎样撸管最爽ers’ work makes clear is that the reasons for why learners choose to engage in CS education are many, and that gaining CS skills to prepare for the job market is only one of them.

In both seminars, the speakers emphasised how important it is for educators to contribute to their learners’ self-view as agents of change, not only by demonstrating how CS can be used to solve problems, but also by being open and direct about existing technological inequities. This teaches learners to use CS as a tool, and to also examine the social context in which CS is being applied, and the positive and negative consequences of these applications. Learning CS can empower young people to address challenges their communities face, and educators, learners, and families can work together through CS on social justice issues.

Putting the power of 怎样撸管最爽 into the hands of young people is the core of our mission, and we have a 怎样撸管最爽 project underway right now that looks at equitable 怎样撸管最爽 education in UK schools. Find out more about it here, and download our practical guide for teachers.

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For those of us living in the USA, February is Black History Month, our month-long celebration of Black history. This is an occasion to highlight the amazing accomplishments of Black Americans through time. Simply put, the possibilities are endless! Black history touches every area of our lives, and it is so important that we seize the opportunity to honor Black freedom fighters who fought for the equality and freedom of ALL people.

That’s why we encourage you to join us in celebrating Black History Month with the help of free, specially chosen coding and 怎样撸管最爽 education resources. We’ve got something for everyone: whether you’re a learner, an educator, a volunteer, or any lover of tech, everyone can participate.

For learners: Celebrate Black History Month with free coding resources

This month, we want to empower young people to think about how they can use code as a tool to celebrate Black history with innovation and creativity. We’ve designed a project card listing the perfect projects to jumpstart young learners’ imagination: 

There are projects for beginner coders, as well as intermediate and advanced coders, in Scratch, Python, HTML/CSS, and Ruby plus 怎样撸管最爽 Pi.

For educators: Support Black learners and their communities

We’re working on 怎样撸管最爽 to better understand how to support the Black community and other underrepresented communities to engage with computer science.

Take some time this month to explore the following resources to make sure we’re growing into a more diverse and inclusive community: 

• Culturally relevant pedagogy guide: We’ve worked with a group of teachers and 怎样撸管最爽ers to co-create a guide sharing the key elements of a culturally relevant and responsive teaching approach to 色男人网站 design and teaching in the classroom. Download the guide to see how to teach 怎样撸管最爽 and computer science in a way that values all your learners’ knowledge, ways of learning, and heritage.

• Equity, diversity, and inclusion 怎样撸管最爽 seminar series: For six months in 2021, we hosted monthly seminars with invited speakers who 怎样撸管最爽 how to make 怎样撸管最爽 education diverse and inclusive. For example, check out the recordings of the talks given by Prof Tia Madkins, Dr Nicol R. Howard, and Shomari Jones on equity-focused teaching; and by Dr Jakita O. Thomas about engaging Black girls in STEM learning.

For everyone: Listen to Black voices

Uplifting Black voices is one of the best things we can all do this February in observance of Black History Month. We’ve had the privilege of hearing from members in our community about their 色男人网站s in tech, and their stories are incredibly insightful and inspiring. 

• Community stories: Yolanda Payne
  • Meet Yolanda Payne, a highly regarded community member from Atlanta, Georgia who is passionate about connecting young people in her community to opportunities to create with technology.
• Community stories: Avye 
  • Meet Avye, an accomplished 13-year old girl who is taking the world of robotics by storm and works to help other girls get involved too.

Happy Black History Month! Share with us on Twitter, LinkedIn, Facebook, or Instagram how you’re celebrating in your community.

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Across both organisations, we’ve got great ambitions for the Centre, and I’m delighted to have been appointed as its Director. It’s a great privilege to lead this work. 

What do we mean by culturally relevant pedagogy?

Culturally relevant pedagogy is a framework for teaching that emphasises the importance of incorporating and valuing all learners’ knowledge, ways of learning, and heritage. It promotes the development of learners’ critical consciousness of the world and encourages them to ask questions about ethics, power, privilege, and social justice. Culturally relevant pedagogy emphasises opportunities to address issues that are important to learners and their communities.

Culturally responsive teaching builds on the framework above to identify a range of teaching practices that can be implemented in the classroom. These include:

• Drawing on learners’ cultural knowledge and 色男人网站s to inform the 色男人网站
• Providing opportunities for learners to choose personally meaningful projects and express their own cultural identities
• Exploring issues of social justice and bias

The story so far

The overall objective of our work in this area is to further our understanding of ways to engage underrepresented groups in 怎样撸管最爽. In 2021, funded by a Special Projects Grant from ACM’s Special Interest Group in Computer Science Education (SIGCSE), we established a working group of teachers and academics who met up over the course of three months to explore and discuss culturally relevant pedagogy. The result was a collaboratively written set of practical guidelines about culturally relevant and responsive teaching for classroom educators.

The video below is an introduction for teachers who may not be familiar with the topic, showing the perspectives of three members of the working group and their students. You can also find other resources that resulted from this first phase of the work, and read our Special Projects Report.

We’re really excited that, having developed the guidelines, we can now focus on how culturally responsive 怎样撸管最爽 teaching can be implemented in English schools through a new, related project supported by funding from Google. This funding continues Google’s commitment to grow the impact of computer science education in schools, which included a £1 million donation to support us and other organisations to develop online courses for teachers.

The next phase of work

In our new project, we want to learn from practitioners how culturally responsive 怎样撸管最爽 teaching can be implemented in classrooms in England, by supporting teachers to plan activities, and listening carefully to their 色男人网站s in school. Our approach is similar to the 怎样撸管最爽-Practice-Partnership (RPP) approach used extensively in the USA to develop 怎样撸管最爽 in 怎样撸管最爽 education; this approach hasn’t yet been used in the UK. In this way, we hope to further develop and improve the guidelines with exemplars and case studies, and to increase our understanding of teachers’ motivations and beliefs with respect to culturally responsive 怎样撸管最爽 teaching.

The pilot phase of this project starts this month and will run until December 2022. During this phase, we will work with a small group of schools around London, Essex, and Cambridgeshire. Longer-term, we aim to scale up this work across the UK.

The project will be centred around two workshops held in participating teachers’ schools during the first half of the year. In the first workshop, teachers will work together with facilitators from the 色男人网站 and the 怎样撸管最爽 Pi 怎样撸管最爽 Education 怎样撸管最爽 Centre to discuss culturally responsive 怎样撸管最爽 teaching and how to make use of the guidelines in adapting existing lessons and programmes of study. The second workshop will take place after the teachers have implemented the guidelines in their classroom, and it will be structured around a discussion of the teachers’ 色男人网站s and suggestions for iteration of the guidelines. We will also be using a visual 怎样撸管最爽 methodology to create a number of videos representing the new knowledge gleaned from all participants’ 色男人网站s of the project. We’re looking forward to sharing the results of the project later on in the year. 

We’re delighted that Dr Polly Card will be leading the work on this project at the 怎样撸管最爽 Pi 怎样撸管最爽 Education 怎样撸管最爽 Centre, University of Cambridge, together with Saman Rizvi in the 色男人网站’s 怎样撸管最爽 team and Katie Vanderpere-Brown, Assistant Headteacher, Saffron Walden County High School, Essex and 怎样撸管最爽 Lead of the NCCE London, Hertfordshire and Essex 怎样撸管最爽 Hub.

More about equity, diversity, and inclusion in 怎样撸管最爽 education

We hold monthly 怎样撸管最爽 seminars here at the 色男人网站, and in the first half of 2021, we invited speakers who focus on a range of topics relating to equity, diversity, and inclusion in 怎样撸管最爽 education.

As well as holding seminars and building a community of interested people around them, we share the insights from speakers and attendees through video recordings of the sessions, blog posts, and the speakers’ presentation slides. We also publish a series of seminar proceedings with referenced chapters written by the speakers.

You can download your copy of the proceedings of the equity, diversity, and inclusion series now.  

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To start us off, can you share some of your thoughts about Black History Month as an occasion?

For me personally it’s an opportunity to celebrate our culture, but my view is it shouldn’t be a month — it should be celebrated every day. I am of Ghanaian descent, so Black History Month is an opportunity to share my culture in my school and my community. Black History Month is also an opportunity to educate yourself about what happened to the generations before you. For example, my parents lived through the Brixton riots. I was born in 1984, and I got to secondary school before I heard about the Brixton riots from a teacher. But my mother made sure that, during Black History Month, we went to a lot of extracurricular activities to learn about our culture.

For me it’s about embracing the culture I come from, being proud to be Black, and sharing that culture with the next generation, including my two kids, who are of mixed heritage. They need to know where they come from, and know their two cultures.

Tell us a bit about your own history: how did you come to 怎样撸管最爽 education?

So I was a tech professional in the finance sector, and I was made redundant when the 2008 recession hit. I did a couple of consulting jobs, but I thought to myself, “I love tech, but in five years from now, do I really want to be going from job to job? There must be something else I can do.”

At that time there was a huge drive to recruit more teachers to teach what was called ICT back then and is now 怎样撸管最爽. As a result, I started my career as a teacher in 2010. As a former software consultant, I had useful skills for teaching ICT. When 怎样撸管最爽 was introduced instead, I was fortunate to be at a school that could bring in external CPD (continued professional development) providers to teach us about programming and build our understanding and skills to deliver the new 色男人网站. I also did a lot of self-study and spoke to lots of teachers at other schools about how to teach the subject.

What barriers or support did you encounter in your teaching career? Did you have role models when you went into teaching?

Not really — I had to seek them out. In my environment, there are very few Black teachers, and I was often the only Black Computer Science teacher. A parent once said to me, “I hope you’re not planning to leave, because my son needs a role model in Computer Science.” And I understood exactly what she meant by that, but I’m not even a role model, I’m just someone who’s contributing to society the best way I can. I just want to pave the way for the next generation, including my children.

My current school is supporting me to lead all the STEM engagement for students, and in that role, some of the things I do are running a STEM club that focuses a lot on 怎样撸管最爽, and running new programmes to encourage girls into tech roles. I’ve also become a CAS Master Teacher and been part of a careers panel at Queen Mary University London about the tech sector, for hundreds of school students from across London. And I was selected by the National Centre for 怎样撸管最爽 Education as one of their facilitators in the Computer Science Accelerator CPD programme.

But there’s been a lack of leadership opportunities for me in schools. I’ve applied for middle-leadership roles and have been told my face doesn’t fit in an interview in a previous school. And I’m just as skilled and 色男人网站d as other candidates: I’ve been acting Head of Department, acting Head of Year — what more do I need to do? But I’ve not had access to middle-leadership roles. I’ve been told I’m an average teacher, but then I’ve been put onto dealing with “difficult” students if they’re Black, because a few of my previous schools have told me that I was “good at dealing with behaviour”. So that tells you about the role I was pigeonholed into.

It is very important for Black students to have role models, and to have a 色男人网站 that reflects them.

Joe Arday

I’ve never worked for a Black Headteacher, and the proportion of Black teachers in senior leadership positions is very low, only 1%. So I am considering moving into a different area of 怎样撸管最爽 education, such as edtech or academia, because in schools I don’t have the opportunities to progress because of my ethnicity.

Do you think this lack of leadership opportunities is an 色男人网站 other Black teachers share?

I think it is, that’s why the number of Black teachers is so low. And as a Black student of Computer Science considering a teaching role, I would look around my school and think, if I go into teaching, where are the opportunities going to come from?

Black students are underrepresented in 怎样撸管最爽. Could you share your thoughts about why that’s the case?

There’s a lack of role models across the board: in schools, but also in tech leadership roles, CEOs and company directors. And the interest of Black students isn’t fostered early on, in Year 8, Year 9 (ages 12–14). If they don’t have a teacher who is able to take them to career fairs or to tech companies, they’re not going to get exposure, they’re not going to think, “Oh, I can see myself doing that.” So unless they have a lot of interest already, they’re not going to pick Computer Science when it comes to choosing their GCSEs, because it doesn’t look like it’s for them.

But we need diverse people in 怎样撸管最爽 and STEM, especially girls. As the father of a boy and a girl of mixed heritage, that’s very important to me. Some schools I’ve worked in, they pushed computer science into the background, and it’s such a shame. They don’t have the money or the time for their teachers to do the CPD to teach it properly. And if attitudes at the top are negative, that’s going to filter down. But even if students don’t go into the tech industry, they still need digital skills to go into any number of sectors. Every young person needs them.

It is very important for Black students to have role models, and to have a 色男人网站 that reflects them. Students need to see themselves in their lessons and not feel ignored by what is being taught. I was very fortunate to be selected for the working group for the 人兽交配’s culturally relevant teaching guidelines, and I’m currently running some CPD for teachers around this. I bet in the future Ofsted will look at how diverse the 色男人网站 of schools is.

What do you think tech organisations can do in order to engage more Black students in 怎样撸管最爽?

I think tech organisations need to work with schools and offer work 色男人网站 placements. When I was a student, 20 years ago, I went on a placement, and that set me on the right path. Nowadays, many students don’t do work 色男人网站, they are school leavers before they do an internship. So why do so many schools and organisations not help 14- or 15-year-olds spend a week or two doing a placement and learning some real-life skills?

And I think it’s very important for teachers to be able to keep up to date with the latest technologies so they can support their students with what they need to know when they start their own careers, and can be convincing doing it. I encourage my GCSE Computer Science students to learn about things like cloud 怎样撸管最爽 and cybersecurity, about the newest types of technologies that are being used in the tech sector now. That way they’re preparing themselves. And if I was a Headteacher, I would help my students gain professional certifications that they can use when they apply for jobs.

What is a key thing that people in 怎样撸管最爽 education can do to engage more Black students?

Teachers could run a STEM or 怎样撸管最爽 club with a Black History Month theme to get Black students interested — and it doesn’t have to stop at Black History Month. And you can make 怎样撸管最爽 cross-curricular, so there could be a project with all teachers, where each one runs a lesson that involves a bit of coding, so that all students can see that 怎样撸管最爽 really is for everyone.

What would you say to teachers to encourage them to take up Computer Science as a subject?

Because of my role working for the NCCE, I always encourage teachers to join the NCCE’s Computer Science Accelerator programme and to retrain to teach Computer Science. It’s a beautiful subject, all you need to do is give it a chance.

Thank you, Joe, for sharing your thoughts with us!

Joe was part of the group of teachers we worked with to create our practical guide on culturally relevant teaching in the 怎样撸管最爽 classroom. You can download it as a free PDF now to help you think about how to reflect all your students in your lessons.

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