Ctel Module3 Sep07 2
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Ctel Module3 Sep07 2

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    Ctel Module3 Sep07 2 Ctel Module3 Sep07 2 Presentation Transcript

    • Cultural Concepts and Perspectives (KSA - 001)
    • Culture
      • What do you think of when you hear the term “culture”?
      • Look at the terms on page 34.
        • What are the differences between these two descriptions of culture?
      Surface Culture Visual, observable, external & concrete Deep Culture Who you really are - “soul” Embedded, internal, abstract Harder to change
    • Culture
      • Look at the terms on page 34.
        • Which elements do we consciously address?
        • How can we more successfully negotiate and acknowledge the deeper elements in our classrooms and curriculum?
    • Culture Counts
      • “ The first premise is that culture is at the heart of all we do in the name of education, whether that is curriculum, instruction, administration, or performance assessment. Culture refers to a dynamic system of social values, cognitive codes, behavioral standards, worldviews, and beliefs used to give order and meaning to our own lives as well as the lives of others
    • Culture Counts
      • Even without our being consciously aware of it, culture determines how we think, believe, and behave, and these, in turn, affect how we teach, what we teach, how we relate to children and each other. Our society’s predominant worldview and cultural norms are so deeply ingrained in how we educate children that we seldom think about the possibility that there may be other different but equally legitimate and effective approaches to teaching and learning.” Geneva Gay (2000)
    • Cultural Treasure Hunt
      • Page 35.
      • Complete the Cultural Treasure Hunt at your tables.
      • Page 37.
      • Why address issues of culture in the classroom?
      • Popcorn
    • We Speak America (Video)
      • This video explores the complexities of identity, immigration, culture, and language issues faced by parents, young adults, teachers and students.
      • Discuss page 38 at your table, then with the group.
    • Background Factors . . .
      • Language
        • How developed L1 is
        • Status
        • Resources available
        • Linguistic similarities/differences between L1 and English
        • Ability
    • Background Factors . . .
      • Socioeconomic Status
        • Are basic needs met?
        • Working students
        • Care for siblings
        • Housing
        • Health care availability
    • Background Factors . . .
      • Culture
        • Gender expectations
        • Support systems
        • Rank in family
        • Literacy traditions
        • Similarities/differences with American culture
        • Intragroup/Intergroup
    • Background Factors . . .
      • Experience
        • Immigrant/Refugee/Undocumented (voting/citizenship status)
        • Trauma
        • Age when English acquisition began
    • Background Factors . . .
      • Education
        • Prior education (Nora from the video)
        • Literacy in L1
        • Print in home
        • Parents’ background and level of education
        • Parental support for education & language acquisition goals
    • Quickwrite
      • Describe two background factors that affect ELs.
      • How does each factor contribute to promoting or impeding learning, language acquisition and school adjustment for English learners?
      • What are the implications of this for your own teaching?
    • Role of Culture in the Classroom and Schools (KSA - 005)
    • Drink Cultura - Jos é Antonio Burciaga
      • Listen as I read to you an excerpt from the chapter “All Things I learned in School. . .”
      • Can you recall a time when something you learned at school didn’t match what you’d learned or practiced at home? Share with your table.
    • What do I know - page 41
      • Jot down your gut level responses regarding students from these cultures on the “What do I know?” . . .
      • How do I know these things?
    • What do I know - page 41
      • What is your reaction when you hear that tomorrow you are getting a new Korean immigrant student?
      • What are your expectations?
      • Take the same student to Japan. . .
      • As there is a negative sociopolitical relationship between Japan & Korea, the results are that Korean students usually perform to the level of expectation.
    • What do I know - page 41
      • Additional examples: Finnish in Sweden, Kurdish in Turkey, and the French in Vermont
    • Teaching Styles - CLAD 284
      • Looking at the CLAD Handbook on page 284, consider the identified teaching styles listed. . .(chart not in CTEL book, paragraph on pg 307)
      • Where do you see yourself?
      • How can your own cultural beliefs, attitudes and assumptions affect their management style, teaching style, and interactions with students and parents.
      • Complete page 42. . .
    • Ways to Find out About. . .
      • Page 43: what are some strategies for finding out about your students’ home cultures and cultural experiences?
      • Using observation, community resources, home visits, interviews, informal conversation and written & oral histories . . .
      • How have you or could you use any of these strategies?
    • Promoting Culturally Inclusive Learning Environments (KSA - 006)
    • Promoting Culturally Inclusive Learning Environments -pg 44
      • Brainstorm alone or with your table. . .
      • Share with the group.
    • Factors that contribute . . .pg45
      • High Expectations
        • For ALL children
      • High Level of Respect for Cultural & Linguistic Diversity:
        • Valuing and Validating the primary language and its use.
      • High level of interactions :
        • Cooperative/collaborative group work
    • Factors that contribute . . .pg45
      • Multicultural Perspective
        • Infuse throughout the curriculum
      • Use of proactive approach to cultural conflict
        • Openly discussing prejudice, discrimination, racism, stereotypes, intergroup relations
    • Factors that contribute . . .pg45
      • Zero Tolerance
        • For culturally insensitive behavior
      • Strong parent/guardian and community involvement:
        • In class and school activities in school organization programs.
    • Factors that Contribute . . .
      • After taking notes on the factors, come up with one concrete example for one of the factors listed. Then:
      • Record one good idea on a square on page 46
      • Give One, Get One . . .
      • Mingle and ask for ideas from classmates. . .
      • Page 47 : Quickwrite. Complete
    • Culturally Inclusive Curriculum and Instruction (KSA - 008)
    • 3-2-1 . . . Page 48
      • Fill out the 3-2-1 activity
        • Three titles of multicultural books you have read in your classroom
        • Two perspectives of involvement of immigrant parents in their child’s education
        • One social action you’ve seen your students involved themselves with. . .
    • Banks: Approaches to Multicultural Curriculum Reform -page 49 (CTEL – page 325)
      • After discussing Banks’ model, discover where you are as a teacher, a district. . .
      • Page 50. Complete self-assessment
      • Could you develop a lesson with a multicultural perspective?
        • Make sure to access the students’ prior knowledge and contextualize the language and content for students.
    • Family & Community Support (KSA - 007)
    • Parent Voices
      • Share your quote with as many people as possible.
      • Listen to Pat Mora’s Nepantla . . .
      • Read through and answer the questions from page 52. (CTEL, page 333)
      • ELAC/DELAC
      • Design a school policy to address one of the questions on page 52. Include a timeline & share at your tables
    • So They May Speak - Video