Tch Laureate Geneviève Debose Akinnagbe teaches ELA at Bronx Studio School for Writers and Artists (BSSWA) in New York City, a secondary school where teachers refer to their students as Scholar-Activists. She’s developed a unit on Scholar Activism for her middle school students to give them a better idea of what that title means and the honor it carries.
So far, we’ve explored the following questions:
What, exactly, is scholar activism, and why is it important to teach our students about scholar activism in the classroom?
How might we create a scholar-activist experience?
What connections can we make to help us collaborate with our communities as scholar-activists?
How might we engage our students in community action projects?
How might we use the physical space in our classrooms as a learning tool?
How might students present their scholar-activist work to each other and to the broader community?
Reflection is an important part of teaching and learning in every classroom. In this post, Geneviève shares how she and her students reflect on what it means to be a scholar-activist and on what they’ve learned over the course of the unit.
- “Be Sure To”: A Powerful Reflection Strategy
- Debrief Circles
- Adapting Socratic Seminar: Senior Project Reflection
- Your Shining Moment
- Using Video to Reflect on Teaching & Learning
- End-of-Day Procedure: Reflect & Connect
- Claims, Evidence, & Reasoning: Reflection
- Evidence & Arguments: Lesson Reflection
- Reflecting on Teaching & Learning About Ratios
- Persuasive Speeches: Teacher Reflection
- When a Lesson Goes Wrong
- Lesson Reflection: Planning the Next Step
- Reflections on Practice & Growth
- Critical Friends: Looking at Student Work
- Teachers: Three Questions for Reflection
Encouraging Students to Take Action