Socio group participatory norms

C&PA – Module one

Socio group participatory norms

Tamariki need to be explicitly taught how to engage productively in the practices outlined above in collaboration with their peers in their learning communities. Developing new social norms for productive collaboration is challenging and takes time. Sharing the responsibility for one another’s learning and having high expectations of each other go hand-in-hand. It is important that the group take responsibility for ensuring everyone can explain and justify the group’s thinking – there should be no hitch-hikers and no-one left behind.

• Read Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. (pp. 197-206) in Averill & Harvey (2010). As you work through these topic notes, think about how you might explain what these practices are and how they are important. This chapter will help you to make sense of the practices and their role in mathematics learning.

• Read BES Exemplar 1: Developing communities of mathematical inquiry. Reflect on how the metaphors of “whanau” and “friendly arguing” are used to promote productive participation in important mathematical practices.

https://crlt.umich.edu/examples-discussion-guidelines

Sample Guidelines from CRLT

Many of these will be more useful for some disciplines, topics, and class settings than others. Which are most relevant for your specific teaching context?  Additional examples, including some for specific disciplinary spaces, can be found here.  

• Share responsibility for including all voices in the conversation. If you tend to have a lot to say, make sure you leave sufficient space to hear from others. If you tend to stay quiet in group discussions, challenge yourself to contribute so others can learn from you. 
• Listen respectfully. Don’t interrupt, turn to technology, or engage in private conversations while others are speaking. Use attentive, courteous body language. Comments that you make (whether asking for clarification, sharing critiques, or expanding on a point) should reflect that you have paid attention to the previous speakers’ comments.
• Be open to changing your perspectives based on what you learn from others. Try to explore new ideas and possibilities. Think critically about the factors that have shaped your perspectives. Seriously consider points-of-view that differ from your current thinking. 
• Understand that we are bound to make mistakes in this space, as anyone does when approaching complex tasks or learning new skills. Strive to see your mistakes and others’ as valuable elements of the learning process. 
• Understand that your words have effects on others. Speak with care. If you learn that something you’ve said was experienced as disrespectful or marginalizing, listen carefully and try to understand that perspective. Learn how you can do better in the future.  
• Take pair work or small group work seriously. Remember that your peers’ learning is partly dependent upon your engagement. 
• Understand that others will come to these discussions with different experiences from yours. Be careful about assumptions and generalizations you make based only on your own experience. Be open to hearing and learning from other perspectives. 
• Make an effort to get to know other students. Introduce yourself to students sitting near you. Refer to classmates by name and make eye contact with other students.
• Understand that there are different approaches to solving problems. If you are uncertain about someone else’s approach, ask a question to explore areas of uncertainty. Listen respectfully to how and why the approach could work.

Sample Guidelines for Social Justice Education Contexts (Sensoy & Diangelo p. 8)

• Strive for intellectual humility. Be willing to grapple with challenging ideas.
• Differentiate between opinion–which everyone has–and informed knowledge, which comes from sustained experience, study, and practice. Hold your opinions lightly and with humility.
• Let go of personal anecdotal evidence and look at broader group-level patterns.
• Notice your own defensive reactions and attempt to use these reactions as entry points for gaining deeper self-knowledge, rather than as a rationale for closing off.
• Recognize how your own social positionality (e.g., race, class, gender, sexuality, ability) informs your perspectives and reactions to your instructor and those whose work you study in the course.
• Differentiate between safety and comfort. Accept discomfort as necessary for social justice growth.
• Identify where your learning edge is and push it. For example, whenever you think, I already know this, ask yourself, How can I take this deeper? Or, How am I applying in practice what I already know?

Developing Class Participation Agreements

https://www.umass.edu/ctl/sites/default/files/Handout-Developing%20Class%20Participation%20Agreements.pdf

Sample Class Participation Agreements
 Give respect and dignity to all members of
the classroom community.
 Confidentiality. Personal stories that we
share, stay in the room.
 Address each other with proper names and
pronouns.
 Be brave, take risks and lean into
discomfort.
 Speak in a way that’s kind, honest, and
helpful.
 Use appropriate language. No put-downs,
even for comic relief.
 Come from curiosity and generosity not
judgment.
 Embrace multiple perspectives and a
diversity of voices.
 Speak from your own experiences using “I”
statements. Avoid generalizations.
 Share talking time. Step Forward/Step Back.
 One mic: One person speaks at a time.
Avoid interrupting and talking over others.
 Listen actively and with the intention to
understand. Acknowledge what another
person has said. Paraphrase what has been
said. Ask clarifying questions.
 Stay engaged when listening.
 Challenge ideas and arguments not people.
 If someone says something that hurts or
offends you, name it (e.g., say ‘ouch’)
without attacking the person. Acknowledge
that the comment—not the person—hurt
your feelings and explain why.
 Agree to practice dialogue instead of
criticizing each other.
 Agree to take a problem-solving approach
when conflicts arise.
 Write down thoughts or questions if there is
no time or you don’t feel safe to voice them
during the discussion. Ask the instructor to
help you find a way to share your thought
or question.
 Acknowledge that stereotypes, bias,
discrimination, and oppression based on
race/ethnicity, social class, gender,
sexuality, etc. exist and that we will actively
try to combat them.
 Check your assumptions about fellow
members of the class. Refrain from judging
and labeling.