Culturally Responsive Teaching Module 3
- 1. Culturally Responsive Teaching By Dr. Melinda Tompkins Lewis Clark State College
- 3. “Culture is the “glue” that binds a group of people together” Douglas-Brown, 1994
- 4. “Culture is an elusive construct that shifts constantly over time and according to who is perceiving and interpreting it. Linda Harklau
- 5. Culture is central to learning It plays a role in conveying and receiving information. It plays a role in shaping the thinking process.
- 7. Three Levels of Culture Concrete: This is the most visible and tangible level of culture, and includes the most surface-level dimensions such as clothes, music, food, games, etc. These aspects of culture are often those which provide the focus for multicultural "festivals" or "celebrations.” Behavioral: This level of culture clarifies how we define our social roles, the language we speak, and our approaches to nonverbal communication. The Behavioral level REFLECTS our values. Aspects to be listed in this category include language, gender roles, family structure, political affiliation, and other items that situation us organizationally in society. Symbolic: This level of culture includes our values and beliefs. It can be abstract, but it is most often the key to how individuals define themselves. It includes values systems, customs, spirituality, religion, worldview, beliefs, mores, etc. Hidalgo, N. 1993. Multicultural teacher introspection. In Perry, T. and Fraser, J. (Eds.) Freedom's Plow: Teaching in the Multicultural Classroom. New York: Routledge.
- 8. How Do YOU Define Yourself? Concrete Behavioral Symbolic
- 9. What is your focus as you teach Multiculturally? Concrete Behavioral Symbolic
- 10. How Has Education Generally Tried to Be “Multicultural”? What are the aspects or dimensions of culture that are often the focus of classrooms trying to be “multicultural”?
- 11. Is it consistent with how we know people want to be defined?
- 12. What is Culturally Responsive Teaching? Validating – Comprehensive – Multidimensional Empowering -- Transformative – Emancipatory
- 13. Culturally Responsive Teaching….. Uses Cultural Knowledge, Prior Experiences and Performance Styles of Diverse Students to make learning more appropriate and effective for them It Teaches to the Strengths of Students
- 14. Culturally Responsive Teaching Acknowledges the legitimacy of cultural heritages of different ethnic groups represented in the classroom and how this affects student dispositions, attitudes, and approaches to learning
- 15. It is….. Validating • It builds bridges of meaningfulness between home and school experiences developing positive perspectives on Parents and Families. • It uses a wide variety of Instructional Strategies that are connected to different learning styles – Maintaining HIGH Expectations for ALL! • It creates an environment that encourages and embraces cultural heritages – teaching students to value their own and each other’s cultural heritage. • It incorporates multicultural information, resources, and materials in all the subjects and skills routinely taught in schools
- 16. • It teaches to the WHOLE Child • Student Centered • Sets High Expectations • Culturally responsive teachers realize not only the importance of academic achievement, but also the maintaining of cultural identity and heritage (Gay, 2000). It Is….. Comprehensive
- 17. It is….. Multidimensional Incorporating Diverse Ways of…. • Knowing • Understanding • Representing Information Involving • Curriculum Content Learning Context • Classroom Climate • Student-Teacher Relationships • Instructional Techniques • Performance Assessments
- 18. It is….. Empowering Empowerment Equals Academic Competence, Self-Efficacy, and Initiative. Students’ strength in one subject area will support new learning in another
- 19. It is ….Transformative It appreciates the existing strengths and accomplishments of all students and develops them further in instruction. Respects the cultures and experiences of various groups and then uses these as resources for teaching and learning Banks (1991) asserts that if education is to empower marginalized groups, it must be transformative.
- 20. It is….. Empowering Empowerment =academic competence, self-efficacy, and initiative. • Students’ strength in one subject area will support new learning in another Teachers must demonstrate ambitious and appropriate expectations and exhibit support for students in their efforts toward academic achievement. • Challenge students to develop higher order knowledge and skills This can be done through attribution retraining, providing resources and personal assistance, modeling positive self-efficacy beliefs, and celebrating individual and collective accomplishments (Gay, 2000)
- 21. Culturally responsive teaching is liberating • This freedom results in improved achievement of many kinds, including increased concentration on academic learning tasks. It is….. Emancipatory
- 22. Other Improved Achievements Can Include: Clear and insightful thinking; more caring, concerned, and humane interpersonal skills; better understanding of interconnections among individual, local, national, ethnic, global, and human identities; and acceptance of knowledge as something to be continuously shared, critiqued, revised, and renewed Chapman, 1994; M. Foster, 1995; Hollins, 1996; Hollins, King, & Hayman, 1994; Ladson-Billings, 1992, 1994, 1995a and 1995b; Lee, 1993; Lee & Slaughter-Defoe, 1995.
- 23. What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? • To Create a POSITIVE Environment in the Classroom where ALL Students have the Opportunity to be Successful • To Cultivate a climate of Respect and Dignity for ALL in the classroom • To Be an Agent of Change
- 25. DIFFERENCES ?
- 26. Or SIMILARITIES? Within the Context of Uniqueness of Each Person?
- 27. How are We Different? How are We Alike? Diversity
- 28. How Do We Celebrate Diversity? And Create a Culturally Responsive Classroom….
- 29. And Create a Culturally Responsive Classroom…. How Do We Celebrate Diversity?
- 30. Diverse Learners Studies have shown that the use of Best Practices in teachingis a significantfactor inclosingthe achievement gap that persistby race/ethnicity, socio-economics, language,and disability
- 31. Best Practices Simplified DEMONSTRATION OF HIGH EXPECTATIONS IMPLEMENTATION OF CULTURALLY RELEVANT INSTRUCTION ESTABLISHMENT OF CARING RELATIONSHIPS PARENT AND COMMUNITY INVOLVEMENT
- 32. High Expectations Expectations are internal processes that arise from our belief systems and values Low teacher expectations is the MAJOR contributor to the achievement gap. Educators must be willing to explore our beliefs, attitudes, and assumptions that lead to low expectations and accept responsibility for the influence they have on student learning.
- 33. High Expectations Students are taught challenging, rigorous curriculum in ways that capitalize on the strengths of their learning style. Students receive praise for their effort to foster motivation to and responsibility for their own learning. Talk in the school reflects the belief that “all children can learn to high levels.” Children are believed to be “at-promise,” not at-risk. Teachers demonstrate persistence in their efforts to help students meet standards by changing instructional approaches to meet the needs of each student. Teachers provide equitable opportunities for students to respond and participate. Provide ample wait time for thinking and responding. Teachers provide specific and timely feedback to students about their work. Students are asked high-level, open-ended questions that require them to interpret, analyze, synthesize, and evaluate
- 34. Implementation of Culturally Relevant Instruction Culturally relevant instruction includes • Using the language and understandings that students have acquired in their families and communities to bridge the gap between what students know and are able to do and what they need to learn in school. • Incorporating the everyday issues and concerns of families and the community into curriculum and instruction. • Actively engaging students in the learning process. • Using equitable grouping practices.
- 35. Providing Rich Instruction Technology-enriched instruction • In technology -enriched instruction teachers use multimedia and other technology to facilitate student learning through active engagement. • Multimedia facilitates auditory skill development of English language learners by integrating visual and auditory input. Cognitively guided instruction • Teaching cognitive strategies scaffolds instruction for students and enables them to self-monitor learning and to know how to navigate successfully through difficult learning situations
- 36. • Instructional conversations are extended dialogues between teachers and students for the purpose of developing students’ language and thinking skills and to guide the learning process. • These interactive discussions provide teachers with essential opportunities to know students, assess their learning, and to contextualize instruction to meet students’ academic needs and base of experience. And… Instructional Conversations
- 37. Culturally Relevant Instruction Capitalizes on the funds of knowledge in families and the community Funds of knowledge refer to the practical and intellectual knowledge and skills found among the social networks in students’ homes and communities. When this knowledge is untapped and used to plan and deliver instruction, it becomes a social and intellectual resource for teachers.
- 38. Culturally Relevant Instruction utilizes… Cooperative Learning Has consistently shown to be an effective teaching strategy in diverse learning environments. Cooperative learning provides learners with essential opportunities to use language in meaningful, purposeful, and interesting ways, build self-esteem and self-confidence, and develop academic, communication, and social skills.
- 39. Establishment of Caring Relationships In effective classrooms the strengths of every student are recognized, respected, and valued asstudents and teachers share the roles of expert, researcher, teacher, and learner.
- 40. Parent and Community Involvement • Parent and community involvement in schools has long been linked as having a positive effect on student achievement. • Recent studies indicate that effective home-school partnerships increase grades, test scores, attendance, graduation rates, post-secondary enrollments, and homework completion.
- 41. “No significant learning can occur without a significant relationship.” Dr. James P. Coomer
- 42. Are You the Favorite Person of Anybody? Click on the Video
Editor's Notes
- #3: Brainstorm ----
- #7: Defining "multicultural". Start by underlining the prefix "multi" and asking your students what this prefix means. Responses will include "many," "varied or various," "different," etc. Affirm all answers, then sum them up. This portion should only take a couple minutes. Next, move on to "-cultural." What does this term mean? Encourage students to define "cultural" both in terms of what they believe a dictionary-type definition to be and what it means to them individually. MUSIC – FOOD - …. ALSO: FAITH, RELIGION, VALUES, LANGUAGE, FAMILY STRUCTURE NOT MENTIONED?? Race, gender, sexual orientation, social class If your class or workshop is one of the 4 (out of 5) that does not suggest one or more of these items, point this out and ask why the participants believe they didn't think of these dimensions. This will be an interesting introduction to the following steps, as you will see. It's often the case that when participants are suggesting items for the list from their own experience, and thus through how they define themselves, race, gender, etc., don't come directly to their minds. But, if they're suggesting items for the list based on how OTHERS define them, or how they define OTHERS, these items immediately come to mind.
- #9: What do you consider important times for defining yourself – NOT the ways in which others define you
- #17: Student-centered instruction differs from the traditional teacher-centered instruction. Learning is cooperative, collaborative, and community-oriented. Students are encouraged to direct their own learning and to work with other students on research projects and assignments that are both culturally and socially relevant to them. Students become self-confident, self-directed, and proactive.
- #19: Attribution Retraining – A part of teaching effective effort will revolve around how students attribute their success and will likely require some attribution retraining to take place. This is when you retrain students to think about their success as something they actively influence, not something of which they are a victim. There are four main factors to which you can attribute success or failure: ability, task difficulty, luck, and effort. A student attributing ability might say, “I’m so smart/dumb, this is why I succeeded/failed.” A student attributing task difficulty might say, “It was so easy/hard, that’s why I passed/failed.” A student attributing luck might say, “I was/wasn’t wearing my lucky socks the day I took that test, which is why I passed/failed.” Students don’t have any control over luck or task difficulty and we’ve established that ability is gained in the process of learning knowledge and skills, so the only aspect that students can directly influence on a regular basis is their effort. This is where attribution retraining takes place. When a student attributes their success or failure to something outside their effort, it is your opportunity to redirect them. Students who take up the effort based belief gain an “internal locus of control” (believing that they are in control) and feel empowered (Huffman 2007). They believe that, they “have enough ability that, with effort, I can be successful” (Saphier, Haley-Speca & Gower 2008).
- #21: ATTRIBUTION RETRAINING – INTERVENTION STRATEGY THAT ATTEMPTS TO GIVE STUDENTS A LOCUS OF CONTROL – ATTEMPTS TO INDUCE CHANGES IN STUFENTS’ TENDENCY TO ATTRIBUTE FAILURE TO LACK OF ABILITY INSTEAD OF A CAUSE THAT CAN BE CHANGED, SUCH AS INSUFFICIENT EFFORT – INAPPROPRIATE STRATEGY, LACK OF CULTURAL UNDERSTANDING ….. LEARNED HELPLESSNESS ….
- #25: Pipecleaner Activity
- #36: Cognitively guided instruction In effective classrooms students’ sense of autonomy and efficacy are developed through explicit instruction on cognitive strategies
- #38: School practices often underestimate and disregard what Hispanic students are able to demonstrate intellectually in schools by not recognizing and mobilizing students’ funds of knowledge.