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Culturally responsive classrooms intro

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  • 1. What are the key terms or ideas from this definition.Acknowledge their presence and need for thesestudents to find relevant connectionsIn summary culturally responsive classroomsacknowledge the presence of culturally diversestudents and find way to make the content and tasksrelevant to students.The key idea her is that it is not just acknowledgingthe differences but finding relevant connectionsamount themselves and with the subject matter andtasks.Brain storm what this might look like in a classroom? 1
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  • 3. Some specific areas that we can focus on to supportall student in a culturally responsive classroom is tolook at factors from various levels of a classroom orschool environmentEnvironmental and cultural factors are based on theclassroom and school environmentInstructional factors are the how we instructstudents in the classroomCurricular factors are related to what we teach – lastsemester we looked at curricular factors. Forexample who is the curriculum written for or fromwhat perspective. Think about sexual health do some 3
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  • 5. One thing that is very important is having clearlearning goals with examples of what you wantstudents to know and be able to do.Be thoughtful when grouping, give some choice, forgroups of 4 have students pick someone they wantto work with then you choose the second pair toform the group. Use homogeneous grouping byability sparingly. Start with individual work thengroup based in interests or form diverse groupsbased in interest.Based on your clear defined goal develop formativeassessments that allow for adjustment in teaching asneeded. All assessment should lead to a clear goaluse performance assessments when appropriate. 5
  • 6. We will discuss DI in depth later this semester.Content- What students learn (Essential vs. Nice toknow)Process- How students learn (what processes willyou use to get to learning, Decision Making Model,some students can learn this through working in agroup, others can learn it individually, another optionmight be to do individual work then grouping.Product - Provide varied formative assessments thatgive students an opportunity to engage with thecontent. 6
  • 7. When we look at the curriculum that we are teachingit is important to be sure that the curriculum isadapted to ensure that it is relevant, real, and rightknow.Involve student in the construction of knowledgedon’t give provide opportunities for students to takewhat 7
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  • 9. I would be totally out of line if I didn’t bring Banks back into the discussion here. Thisis a key tenant to think about when curricular pedagogical decisions are made froma multicultural perspective.Contributions = Adding what a specific race/culture/individuals of a specific culturehave contributed to the content i.e. Cinco de Mayo, Black History Month, in PE lookat sports heros from a specific country.Additive = Adding specific examples that are culturally relevant to our students. in aunit, or adding a section to every lesson that focuses on culture. In a role play usingnames and situations that are relevant to students. In PE add a unit on the sports ofa specific country or culture.Transformative = Viewing a situation from a variety of perspectives. For exampleviewing tobacco marketing from the perspective of the tobacco industry then linkingit to how they have changed their marketing to focus on specific racial and ethnicgroups. Look atAlso examining another perspective beyond the traditional view.For example when discussing disease you might want to give students anopportunity to research and examine how health officials might have unfairly treatedindividuals (Tuskegee Syphilis study, 9
  • 10. It is important that we start by looking at ourpersonal, professional and instructional practicesthen identify how we can support an environment,curriculum and instruction that is responsive todiverse student needs. 10
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