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UW Botanical Gardens School Age Programs

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Rosetta Eun Ryong Lee
Rosetta Eun Ryong Lee

Workshop for after school program, summer program, preschool program, and field trip program staff. What are the practical strategies that increase inclusivity - curriculum, pedagogy, and relationships, etc. - in non-classroom settings like UW Botanical Gardens?

Education
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UW Botanical Gardens Rosetta Eun Ryong Lee Seattle Girls’ School Beyond the Why and Into the How: Inclusive Classroom Practices Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) The Jones Model of Cultural Competence Cultural Self- Awareness Cultural Intelligence Cross-Cultural Effectiveness Skills Countering Oppression through Inclusion
What Can We Do to Increase Inclusion and Responsiveness? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Increasing Trust - Distinguishing Behaviors - Overcoming History and Impact
Do You See Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Representation on the Walls - *Representation in the Curriculum - *Interest in Personal Story (Sharing of Personal Story) - Interactions In and Out of the Classroom - Demonstration of Care
Do You Hear Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - *Incorporation of Prior Knowledge and Experience - *Seeking and Responding to Student Feedback - *Student Choice in the Curriculum - *Empathy Reflex - *Authoritative Discipline
Will You Treat Me Fairly? - *Clear and High Expectations - *Equal Discipline and Rewards - Support in Struggle and Push in Success - Consistent and Predictable Assessment - *Different Kinds of Success Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- *Understanding of Identity and Experience - *Interruption of Exclusive or Oppressive Behavior - Teaching and Discussing Cultural and Power Difference - *Encouragement of and Practice with Collaboration Will You Protect Me? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
You Win Some, You Lose Some Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Developmentally Appropriate Diversity Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Timeline for Early Awareness of Difference and Oppression Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Age Signs 6 months Can discern racial feature differences 3 years Awareness of own and others’ gender. Beginning awareness of gender roles 5 years Desire to categorize – self, others Curiosity about meaning of differences Aware of biases 7 years Can regulate biases versus behaviors Starting to parrot adult messages 3rd grade Are aware of societal stereotypes 5th grade Have internalized stereotypical messages
When They’re Little Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Trying to Understand the World  Curiosity based questions about difference  Find out what they’re actually asking  Find out why they’re asking  Answer their questions straightforwardly  Model and coach humility, delight, and curiosity about difference  Be mindful of children’s media – it’s not always good for kids
Curricular Approaches  Exposure Base  Allowing Questions  Gentle Guidance  Modeling Comfort With Discussions  Expanding Definition of What’s Possible  Fairness, Kindness, and Rightness Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Examples  The Black Santa Story  The Jackie Robinson Story  What Makes a Family?  Alternate Fairy Tales  Dress-Up Corner  Guest Speakers That Defy Stereotypes Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Middle Years Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Who Am I? How Do I Have Power?  “Friendship Extinction Event”  Identity search through grouping  Good and bad cliques  Open their horizons about identity  Be steady through their rollercoaster  Coach more, teach less
Curricular Approaches  Experiential And Discovery Base  Facilitating Questions and Discussions  Media Literacy  Patterns and Systems  Values and Actions  Autonomy and Choice  Justice and Activism Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Experiences Across Difference Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Code/Mode Switching Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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UW Botanical Gardens School Age Programs

  • 1. UW Botanical Gardens Rosetta Eun Ryong Lee Seattle Girls’ School Beyond the Why and Into the How: Inclusive Classroom Practices Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 3. Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) The Jones Model of Cultural Competence Cultural Self- Awareness Cultural Intelligence Cross-Cultural Effectiveness Skills Countering Oppression through Inclusion
  • 5. What Can We Do to Increase Inclusion and Responsiveness? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Increasing Trust - Distinguishing Behaviors - Overcoming History and Impact
  • 6. Do You See Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Representation on the Walls - *Representation in the Curriculum - *Interest in Personal Story (Sharing of Personal Story) - Interactions In and Out of the Classroom - Demonstration of Care
  • 7. Do You Hear Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - *Incorporation of Prior Knowledge and Experience - *Seeking and Responding to Student Feedback - *Student Choice in the Curriculum - *Empathy Reflex - *Authoritative Discipline
  • 8. Will You Treat Me Fairly? - *Clear and High Expectations - *Equal Discipline and Rewards - Support in Struggle and Push in Success - Consistent and Predictable Assessment - *Different Kinds of Success Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 9. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 10. - *Understanding of Identity and Experience - *Interruption of Exclusive or Oppressive Behavior - Teaching and Discussing Cultural and Power Difference - *Encouragement of and Practice with Collaboration Will You Protect Me? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 11. You Win Some, You Lose Some Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 12. Developmentally Appropriate Diversity Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 13. Timeline for Early Awareness of Difference and Oppression Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Age Signs 6 months Can discern racial feature differences 3 years Awareness of own and others’ gender. Beginning awareness of gender roles 5 years Desire to categorize – self, others Curiosity about meaning of differences Aware of biases 7 years Can regulate biases versus behaviors Starting to parrot adult messages 3rd grade Are aware of societal stereotypes 5th grade Have internalized stereotypical messages
  • 14. When They’re Little Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Trying to Understand the World  Curiosity based questions about difference  Find out what they’re actually asking  Find out why they’re asking  Answer their questions straightforwardly  Model and coach humility, delight, and curiosity about difference  Be mindful of children’s media – it’s not always good for kids
  • 15. Curricular Approaches  Exposure Base  Allowing Questions  Gentle Guidance  Modeling Comfort With Discussions  Expanding Definition of What’s Possible  Fairness, Kindness, and Rightness Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 16. Examples  The Black Santa Story  The Jackie Robinson Story  What Makes a Family?  Alternate Fairy Tales  Dress-Up Corner  Guest Speakers That Defy Stereotypes Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 17. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 18. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 19. The Middle Years Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Who Am I? How Do I Have Power?  “Friendship Extinction Event”  Identity search through grouping  Good and bad cliques  Open their horizons about identity  Be steady through their rollercoaster  Coach more, teach less
  • 20. Curricular Approaches  Experiential And Discovery Base  Facilitating Questions and Discussions  Media Literacy  Patterns and Systems  Values and Actions  Autonomy and Choice  Justice and Activism Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 21. Experiences Across Difference Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Code/Mode Switching Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)