That is the word that best described my process for developing an action plan to the question I tried hard to answer this year: how might I identify strong opportunities for culturally responsive teaching in the [SCIENCE] curriculum in order to build student knowledge in prejudice reduction and collective action towards inclusion?
For many months in trying to produce a quick answer to this question. I learned that I was trying too hard to get to a final product. But as I developed my action plan, I realized that the product was actually the process I took to answer my question. Taking the time to research, document thoughts and share ideas allowed me to be intentional in answering this question. Sure, if I wanted to take the quick route to create a culturally responsive teaching curriculum, I would have some final products to show – but, would those final products be effective? Would they be successful? Would they be meaningful and respectful towards different perspectives?
Instead of my product being a final curriculum with a bunch of lesson plans that are aligned with DEIJ goals, my final product became the game plan or the ACTION PLAN to how I will get there. With this plan in my mind, I have recognized that content development for DEIJ will be a never-ending process (in order to align with changing societal values). But what will rarely change, is the framework I will follow to create/curate these lessons.
In the slides below is my action plan. It documents my roadmap for how I will go about changing my science curriculum over time (and perhaps other subject curricula), and examples I have taken of this process in practice! You’ll notice that in my roadmap, I was left with another big question to tackle – “what does success look like?
A big thank you to the Cohort21 group, and Team “Be More Dog” for helping me get to this plan. AND, for teaching me that small wins are equally as meaningful as big wins.