Before beginning a unit or text that may include conversations on sensitive topics, it is essential that you establish what the ultimate goal is for the unit or text. By understanding the goal, you can then work backward in designing lessons and creating questions. It is also important to know the end goal and ensure students are aware of the goal as they progress through the unit or text. This can help to ground everyone and keep a focus.
ESSENTIAL QUESTION
How can this learning community safely and intellectually engage in sensitive conversations?
OBJECTIVE
Students will be able to create a class list of norms that will aid in creating a class environment where students feel comfortable being vulnerable and discussing sensitive topics.
SOCIO-EMOTIONAL LEARNING
It is critical that as an Educator, time is taken to reflect and consider any biases held. Having an implicit bias can ruin an otherwise intellectually engaging conversation.
In asking students to be vulnerable and willing to participate in conversations that touch on sensitive topics, the Educator has to reconcile how much of themselves they are willing to share with their students, as some level of vulnerability will be expected from the Educator as well.
STANDARDS
Next Gen: CC: STANDARD 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; express ideas clearly and persuasively, and build on those of others.
A mini-lesson for Educators to prepare themselves to engage in conversations with students about potentially uncomfortable topics.
While we have built each lesson and workshop sequentially, feel free to tailor your exploration of them to suit your needs. You may choose to follow a lesson as provided from beginning to end or select sections of various lessons and combine them for a different approach.
