Edu 647 wk 6 culturally responsive teaching presentation transcript
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  • 1. Culturally responsive teachingPresentation Transcript  1. CULTURALLY-RESPONSIVE TEACHING  2. What is Culturally Responsive Teaching?“It is an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes”-Gloria Ladson-Billings  3. Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures. Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).  4. characteristics of culturally responsive teaching are: Positive perspectives on parents and families Teacher as Facilitator Reshaping the curriculum Student-centered instruction Culturally-mediated instruction Foster a sense of belonging Sharing Cultures  5. POSITIVE PERSPECTIVES ON PARENTS AND FAMILIES Parents are the child's first teacher and are critically important partners to students and teachers. To help parents become aware of how they can be effective partners in the education process, teachers should engage in dialogue with parents as early as possible about parents' hopes and aspirations for their child, their sense of what the child needs, and suggestions about ways teachers can help. Teachers explain their own limitations and invite parents to participate in their child's education in specific ways.  6. TEACHER AS FACILITATOR Within an active teaching environment, the teacher's role is one of guide, mediator, and knowledgeable consultant, as well as instructing with a smile. Teachers should develop a learning environment that is relevant to and reflective of their students' social, cultural, and linguistic experiences. They act as guides, mediators, consultants, instructors, and advocates for the students, helping to effectively connect their culturally- and community-based knowledge to the classroom learning experiences.  7. RESHAPING THE CURRICULUM The curriculum should be integrated, interdisciplinary, meaningful, and student-centered. It should include issues and topics related to the students' background and culture. It should challenge the students to develop higher-order knowledge and skills. Integrating the various disciplines of a curriculum facilitates the acquisition of new knowledge. Students' strengths in one subject area will support new learning in another. Likewise, by using the students' personal experiences to develop new skills and knowledge, teachers make meaningful connections between school and real-life situations  8. STUDENT-CENTERED INSTRUCTION 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.  9. CULTURALLY-MEDIATED INSTRUCTION Instruction is culturally mediated when it incorporates and integrates diverse ways of knowing, understanding, and
  • 2. representing information. Instruction and learning take place in an environment that encourages multicultural viewpoints and allows for inclusion of knowledge that is relevant to the students. Learning happens in culturally appropriate social situations; that is, relationships among students and those between teachers and students are congruent with students' cultures.  10. FOSTER A SENSE OF BELONGING There is an ongoing dialogue with students, parents, and community members on issues important to them, along with the inclusion of these individuals and issues in classroom curriculum and activities. For new students or students who seem isolated, a teacher can assign a buddy who will help them to feel at home.  11. SHARING CULTURES Multiculturally sensitive education does not solely prescribe to mainstream ways of knowing. Teachers make authentic knowledge about different ethnic groups accessible to students. For example, the verbal creativity and storytelling that is unique to some African Americans in informal social interactions is acknowledged as a gift and used to teach writing skills. Teach students to know and praise their own and other's cultural heritage. Culturally Responsive TeachingPresentation Transcript  1. Culturally Responsive Teaching Final Group Project Broward College - Educator Preparation Institute 0030 Diversity - Ms. Hall April 23, 2009 Group Members: Susan Convery Foltz Mia Montalegre Elizabeth McDonald  2. We live in a culturally diverse world  3. And a culturally diverse country…  4. And we work in a culturally diverse community...  5. How do we teach our children in a culturally sensitive environment?  6. What is Culturally Responsive Teaching? “ It is an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” -Gloria Ladson-Billings  7. If you see in any given situation only what everybody else can see, you are said to be so much representative of your culture that you are a victim of it" - S.I. Hayakawa former US Senator from Hawaii  8. How do we become culturally sensitive teachers? Acknowledge the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students' dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum.  9. How do we become culturally sensitive teachers? Communication of High Expectations: There are consistent messages , from both the teacher and the whole school, that students will succeed, based upon genuine respect for students and belief in student capability.  10. How do we become culturally sensitive teachers? Use a wide variety of instructional strategies that are connected to different learning styles.
  • 3.  11. How do we become culturally sensitive teachers? Instruction is organized around low-pressure, student-controlled learning groups that can assist in the development of academic language  12. "As the soil, however rich it may be, cannot be productive without cultivation, so the mind without culture can never produce good fruit." -Unknown  13. Teacher as Facilitator Within an active teaching environment, the teacher's role is one of guide, mediator, and knowledgeable consultant, as well as instructing with a smile.  14. Teacher as Facilitator Employ active teaching methods. Instruction is designed to promote student engagement by requiring that students play an active role in crafting curriculum and developing learning activities.  15. Reflective Teaching Reflective teachers are alert to their own preconceptions and open to new ways of thinking. Uncover your own beliefs  16. Reshaping the Curriculum A reshaped curriculum is culturally responsive to the background of students. Teachers should know the cultural heritage of their students and include references in the curriculum. A Culturally Responsive Curriculum does not rely on one-time activities, "add-on" units or "sprinkling" the traditional curriculum with a few minority individuals  17. Reshaping the Curriculum A Culturally Responsive Curriculum is authentic, child- centered, and connected to the child's real life. It employs materials from the child's culture and history to illustrate principles and concepts  18. Reshaping the Curriculum Build bridges of meaningfulness between home and school experiences, between curriculum and social reality.  19. Reshaping the Curriculum Incorporate multicultural information, resources and materials in all subjects routinely taught in schools.  20. Reshaping the Curriculum Students are given the opportunity to control some portion of the lesson, providing teachers with insight into the ways that speech and negotiation are used in the home and community.  21. "Culture is the sum of all the forms of art, of love, and of thought, which, in the course of centuries, enabled man to be less enslaved" -Andre Malraux  22. Classroom Activities Activities to increase cultural sensitivity: Autobiographical writing assignments Oral presentations on students' native countries Discussing current events from a multicultural viewpoint.  23. Classroom Activities More activities to stimulate cultural sensitivity: Organizing ESL students to provide peer tutoring to other students studying their native language Organizing a cultural bazaar to showcase student cultures with the larger community. Participating in a school talent show to share culturally unique skills and dances.  24. Classroom Appearance Classrooms should be filled with photographs and artwork representing the wide range of humanity and daily life.  25. "Be what you is, not what you ain't. 'Cause if you ain't what you is, you is what you ain't" - Luther D. Price  26. Foster a Sense of Belonging There is an ongoing dialogue with students, parents, and community members on issues important to them, along with the inclusion of these individuals and issues in classroom curriculum and activities.  27. Foster a Sense of Belonging For new students or students who seem isolated, a teacher can assign a buddy who will help them to feel at home.
  • 4.  28. Foster a Sense of Belonging "Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born." - Anais Nin  29. Sharing Cultures Teach students to know and praise their own and other's cultural heritage.  30. Sharing Cultures Multiculturally sensitive education does not solely prescribe to mainstream ways of knowing. Teachers make authentic knowledge about different ethnic groups accessible to students. For example, the verbal creativity and storytelling that is unique to some African Americans in informal social interactions is acknowledged as a gift and used to teach writing skills.  31. Sharing Cultures Christmas, Kwanzaa, Easter, Yom Kippur, Passover, Hanukkah, St. Lucia Day, Chinese New Year, Songkran, Aboakyere, Midsummer Day, O-bon, Basanth, New Year, Holi, May Day... There are many holidays in the world. In a culturally responsive curriculum students will learn about many different holidays and traditions.  32. Sharing Cultures Culturally responsive teaching enables students to be better human beings and more successful learners.  33. Culturally Responsive Teaching is Empowering "Give a man a fish and he eats today; teach a man to fish and he eats for the rest of his life." -unknown  34. Culturally Responsive Teaching is Transformative It means respecting the cultures and experiences of various groups and then uses these as resources for teaching and learning. It appreciates the existing strengths and accomplishments of all students and develops them further in instruction.  35. Culturally Responsive Teaching is Transformative Culturally sensitive education empowers and transforms students by helping them to develop the knowledge, skills and values needed to become social critics who can make reflective decisions and implement their decisions in effective personal, social, political and economic action.  36. Culturally Responsive Teaching is Transformative Multicultural education guides students in understanding that no single version of "truth" is total and permanent.  37. Culturally Responsive Teaching is Transformative The validation, information and pride generated by multiculturally sensitive education are psychologically and intellectually liberating.  38. "There are only two lasting bequests we can hope to give our children. One of these is roots, the other, wings." -Hodding Carter  39. Resources: Music by Angelina Kidjo “We Are One” from Oremi http://www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm http://knowledgeloom.org/practices3.jsp?location=1&bpinterid=1110&spotlightid=1110 Culturally responsive teaching – Knowledge Loom http:// www.culturallyresponsive.org/index.html Center for Culturally responsive learning and teaching. http:// www.youtube.com/watch?v =Bw_9z_m6EFQ Culturally Sensitive Child Care http:// www.youtube.com/watch?v =VlMnCHrRM64&feature=related Global Kids Show First! http://www.hol.edu/syllabusuploads/CLK- Culturally%20Sensitive%20Classrm.pdf Course on Culturally Sensitive Classroom http://www.tampabay.com/news/education/k12/article847231.ece Pinellas County Culturally Sensitive Teaching http://findarticles.com/p/articles/mi_m1145/is_n5_v32/ai_19494446/pg_3 Enhancing
  • 5. Multicultural Sensitivity http://www.yourdictionary.com/esl/ESL_Classroom-and- Cultural_Sensitivity.html ESL Classroom & Multicultural Sensitivity http://hungerlandstudios.com/bh_articles/Multicultural_strategies.pdf Strategies for a multicultural classroom http://www.sccoe.org/depts/ell/elac/0208/WhatsMxEd.pdf What is Multicultural Education? http://www2.scholastic.com/browse/article.jsp?id=4336 Success for ESL students http://www2.scholastic.com/browse/collection.jsp?id=39 List of articles on Cultural Sensitivity Martinez & Ortiz de Montellano, 1988; Chisholm et al., 1991; Dickerson, 1993; Chion-Kenney, 1994).