Building Equitable Learning Experiences Workbook:
This workbook is designed to guide users through a 3-step review process for determining the degree to which a curriculum provides students with equitable learning experiences and ways it can be improved.
The criteria for the review is grounded in extensive research in the field of equity and explained further in Making Curriculum Matter: How to Build SEL, Equity and Other Valued Priorities into Instruction:
- Students have access to and are held to high expectations (Hammond, 2015; Ladson-Billings, 2014; Smith et al., 2017).
- Curriculum and instruction honors students’ cultural and experiential backgrounds and builds off their strengths and interests (Bryan-Gooden, Hester, & Peoples, 2019; Ladson-Billings, 2014; Saavedra & Nolan, 2018; Smith, Frey, Pumpian, & Fisher, 2017).
- Students engage in authentic experiences that develop relationships and build human and social capital and civic equity (Bryan-Gooden et al., 2019; Hammond, 2015; Ladson-Billings, 2014; Smith et al., 2017).
- Students engage in their learning (Baker et al., 2014; Hammond, 2015; Ladson-Billings, 2014; Saavedra & Nolan, 2018; Smith et al., 2017).
- Students become independent and self-regulated learners (Hammond, 2015; Smith et al., 2017).
As a result of the review, educators deepen their understanding of how curriculum provides a pathway for building equitable learning experience and actions they can take for achieving this goal.