Description: What is the problem (from Jeff Bliss's perspective as well as from Ms. Phung's perspective)?

Diagnosis: How did it get like this? What probably caused it? Who set it up like this? Who benefits? Who loses? What position do you take on this issue?

Solution: How could a more equitable, culturally relevant approach to the class improve the situation? How might Ms. Phung respond differently to Jeff's concerns? On a broader scale, recommend specific ways you believe Ms. Phung could provide more equitable learning opportunities for all learners. How might creativity be used more effectively in this social studies class? How should Ms. Phung go about implementing such an approach? What would she need to get started?

Evaluation: How would you evaluate the success or failure of each proposed solution? One year from now, what would you want to see changed?

Equity Strategies : Describe existing equity strategies in the area of instruction, classroom environment, student grouping, and student leadership/recognition that are implemented in the classroom and additional ways in which the teacher can help meet all student needs.

Cultural Relevance Strategies : Describe evidence of any culturally relevant pedagogy in action in the cellphone video and additional strategies that might help improve the overall efficacy of the learning experience. Such strategies might include at least one of the following nine areas:

Maximizing academic success through relevant instructional experiences

Addressing cultural competence through reinforcing students' cultural integrity

Involving students in the construction of knowledge

Building on students' interests and linguistic resources

Tapping home and community resources

Understanding students' cultural knowledge

Using interactive and constructivist teaching strategies

Examining the curriculum from multiple perspectives

Promoting critical consciousness through opportunities to challenge predominant elements of the students' social norms.