Module 2: Anti-bias Education & Program Model Groups — Quick Notes

Focus: developing as an anti-bias educator; themes woven throughout the semester.
Activity: reflective prompts plus a short video; submit reflections to instructor.
Structure: course is project-heavy but typically has about one major assignment per week.

Weekly assignment: reflective questions tied to the anti-bias module.
Format: video intro by instructor (short) → reflection questions → submission to instructor.
Practicum scope: birth through grade two window; aim for $8-9$ hours total across $2$ days; two different dates; site/sign-off by supervising teacher.

Grouping setup: Grace and Skyler together; Emma solo due to scheduling.
Purpose: assign and finalize program model groups; review directions for the upcoming presentation.
Note: if there are private concerns about group composition, email instructor.

Purpose: research and present a specific curriculum model used in early childhood programs.
Deliverables: visual + auditory presentation (slides, Canva, PowerPoint, video, poster, etc.); avoid reading directly from slides; include a hands-on component.
Content to cover (at least):
- Theoretical perspective (aligned with module 3 content)
- Developers (who developed the approach)
- Core principles
- Image of the first/child
- Role of the teacher
- Curriculum materials
- Notable features
- Cite at least $3$ sources (given sources acceptable, or credible alternatives)
Group logistics: each member must submit materials (e.g., slides + photos of hands-on activity) for individual grading; peers provide feedback
Timeline: present on a Wednesday; due for that subsection on the following Friday; total presentation time ~ $15$ minutes
Follow-up: a final table will summarize all program models to help weave into your teaching philosophy (you need not connect with every model, but may draw from one or two)

Resources section contains model-specific materials; you may also use credible external sources (university centers, library resources, or credible videos).
Library support: Becky Leathersich (library liaison for School of Education).
Credibility: YouTube materials are acceptable if from credible sources (university centers, reputable programs like Responsive Classroom).

Louise Derman-Sparks: foundational figure in anti-bias education; often referenced throughout the course.
Quick reflection prompts: why become an anti-bias educator; what excites you; anxieties or concerns; safe-space discussion.
Bias awareness: bias exists in everyone as a survival/heuristic mechanism; reflection helps create safe, non-judgmental classroom environments.
Discussion prompts: how personal experiences shape biases; how stereotypes influence expectations of students and families; strategies to mitigate bias in practice.

Personal stories about stereotypes and perceptions; examining why biases exist and how they affect teaching.
Emphasis on becoming curious learners who ask why barriers exist for students and families; develop supportive approaches.
Example themes: historical narratives (e.g., Columbus), representation in literature, and truthful history.

Life skills emphasis: budgeting, insurance navigation, paying bills, health system navigation, laundry/household basics, etc.
Rationale: preparing future teachers to support families in practical daily skills alongside academic learning.
Teaching philosophy: teachers will integrate elements from multiple program models; adapt to student needs and context.

Prompt: Who is represented in childhood stories and who is missing? Consider authors, characters, and narratives.
Purpose: foster critical discussion about inclusion, representation, and bias in classroom literature.

Example day-to-day updates (family life, meet-the-teacher events) illustrate real-world context students bring to coursework.
Keep track of practical details (logistics, times, and documentation) as part of professional responsibilities.

Anti-bias education = an underpinning perspective that should permeate all early childhood work, not a single curriculum.
Program model group work combines collaboration, credible research, and hands-on demonstrations; connect to teaching philosophy.
Reflection on biases, representation, and real-world skills is central to developing inclusive, effective classrooms.
Practical practicum requirements: $8-9$ hours total across $2$ days with formal sign-off and documentation.
Use credible resources and at least $3$ sources to support your model presentation.