Prejudice & Misconceptions

"We've got to stop trying to fix our kids, because our kids are not what's broken. We have a very broken system."

These words from Dr Michelle Johansson really left me thinking during (and following on from) her webinar last month (hosted by PENZ) - 'What will it take to change the world for Young Brown Scholars?' As I pondered some of her key messages, our staff also had the opportunity for Anton Blank to present to us about Racism, Bias and Wellbeing.

There were many crossovers within these presentations, but they both highlighted the prejudice and misconceptions many have about Māori people. The unfortunate stereotype in society is that our brown faces are poor and dumb. And because they are 'poor and dumb', society treats them this way. It is appalling that we have created this prejudice, but horrific that this has become normalised and accepted by many. 

As teachers, we have a significant role and opportunity to challenge these preconceived ideas. To defy them. To interrupt the ongoing cycle. 

But to start, Anton suggested we are aware of our unconscious bias. When you think something, do you consider where that idea has come from? Do you challenge the idea? Do you critically break down where/how/why that idea even existed in your mind? Over the last week or so, I have been trying to answer these questions, to challenge my own thinking and bias.

I was surprised by some of the findings that Anton discussed, related to the disconnect between teachers and students. Even though there wasn't supposed to be this disconnect, and many of the teachers believed they were inclusive of all learners, the students commented that their teachers often asked Asian and Pākeha students to answer questions. This has encouraged me to more intentionally consider who I am asking to demonstrate learning or to give examples.

Some additional strategies that were recommended included; breaking up the 'in' groups (those who may not be considered as a minority), ensuring Māori students are all around the room (not just at the back), and educate about prejudice and misconceptions to encourage students to think about their own bias! 

Assessment... More Than a Test!

Over the last four months, I have been fortunate to be able to complete the Evidence Based Education course 'Assessment Essentials', funded by The Education Hub. I was interested in this opportunity because I love to learn, but also because there aren't many PD opportunities that are specifically about assessment. The course was split into 10 modules. Each of these had videos to watch, audio to listen to, texts and further articles to read, and also collaborative conversations. I had these conversations with my HOD, Asher, and the conversations were my favourite part of the course. 

There were soooo many things that challenged my thinking throughout the course, and I learnt a significant amount. Here are the key things I was left thinking more about;

• Learning can be considered as a change in long term memory, and assessment is bridging the gap between teaching and learning. The aim of assessment is to generate actionable meanings.
• How we question students - There was a large focus on the importance on 'hinge questions', questions to encourage students to think. I have more actively been considering when I am asking questions, how I am asking, how many, and at what point in the learning process. The course also encouraged me to more actively explain WHY I am asking students questions.
• The importance of multiple inadequate glances - Essentially, assessment is not a one hit wonder. We should be looking at learning from multiple angles, and multiple times, before we develop a conclusion and decide on the next steps.
• Awareness of student cues, to demonstrate an understanding, or a lack of. This means more actively looking for facial expressions and body language!
  
• Being comfortable being surprised - There were several times throughout the course I was reminded of the importance to have high expectations for all students, and to never be surprised by what the students may demonstrate. This can help reduce bias based off previous understandings and experiences with/of students. It's important that we allow ourselves to be continually surprised by student growth and development, rather than judging or gathering evidence from first impressions.
• The importance of Ako Orewa - There was a huge focus on student understanding of their own knowledge and skills, and where they are heading next. This is the culture our school is currently embedding within teaching and learning.
• The wording of assessments is crucial - So be sure to structure the wording and/or break down the language of questions so that they are comprehendible by the students. The wording/vocabulary can sometimes be a barrier for students to demonstrate their knowledge.
• Feedback needs to have a specific aim related to the performance of a task, and give strategies to put that feedback into action. It's important to remember that some feedback can actually have negative implementations on learning.
• Professor Rob Bjork's concept of Desirable Difficulties - When someone is at the right stage of learning, so that difficulties becomes desirable. If they haven't reached that stage of learning, then the difficulty will become less desirable.

After this course, there are a few things I would like to do (or do more of) in the future:

• Co-construct assessments with Seniors
• Greater use of student work as exemplars (at various levels)
• Have visible learning intentions that are measurable and able to give effective feedback to

A huge thanks to The Education Hub for the opportunity and for Asher's support along the way. I would highly recommend anyone to get amongst this course (just know it's mostly in a UK context!).