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Culturally sensitive learning practices
The document discusses culturally-sensitive learning practices in school libraries, emphasizing the importance of understanding cultural factors, language issues, and diverse teaching strategies. It highlights the need for cultural competence and proficiency among educators to effectively engage students and create inclusive learning environments. Future trends indicate a growing need for cultural integration and adaptation in educational practices, supported by technology and learner-centered approaches.
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Culturally sensitive learning practices
- 1. Culturally-Sensitive Learning Practices Dr. Lesley Farmer California State University Long Beach lfarmer@csulb.edu Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of Queensland, the 39th International Association of School Librarianship Annual Conference, incorporating the 14th International Forum on Research in School Librarianship, Brisbane, QLD Australia, 27 September – 1 October 2010.
- 2. Agenda Cultural factors Language issues Teachingfactors Future Conclusions
- 3. Cultural Factors Definition: groupbeliefs, social forms and traits Cultural assumptions subconscious, norms and values are behaviors Teaching tends to be surface so problems can arise
- 4. written oral narrative videos simulations electronic lecture isolated drill tools based and practice assessment contextualized opportunities technology skills practice enhanced based communication knowledge of modeling environments how people learn individual inquiry self-study vs. group based case studies cooperative learning by problems learning jigsaw design projects learning From: How People Learn (expanded edition), p. 22
- 5. Elearning Characteristics Physical accessto resources Experiencing information formats Intellectual access to resource: note tech skills Social learning Digital natives vs. immigrants
- 6. Learner Cultural Characteristics Language (primary/secondary, usage, vocabulary) Educational philosophy and experience Gender issues Age-linked cultural norms (generation, family, social realities Knowledge of career
- 7. Hofstede’s Cultural Dimensions Model Power distance Individualism vs. collectivism Masculinity Uncertainty avoidance Note learning styles (field- dependent, non-linear learning)
- 8. Biggs’ 3P Model ofTeaching and Learning Presage: experiences before learning Process during learning Products: outcomes of learning Differentiation between surface learning, deep approaches, achievement orientation
- 9. Kalyanpur and HarryCultural Benchmarks Cultural knowledge Cultural awareness Cultural sensitivity Cultural competence: congruent behaviors Cultural proficiency: interaction
- 10. Language Issues Language idioms/formality Onlinebenefits: translation, pacing, anonymity Communicating: plain language, define terms, slow/clear, rephrase/summarize, graphic organizers Check for understanding Provide local language resources visual cues (may mislead) Note sports terms
- 11. Teaching Factors Student-teacher relations Topicsof discussion (taboos, feelings) Choice of resources Learner participation Learning activities Assessment
- 12. Technology Teaching Issues Equipment and connectivity Tech experience and self-efficacy Generational issues Time differences Evaluation of resources Web: software, accessibility Tech support
- 13. ID Cultural AdaptationProcess Model (Edmundson) 1. Evaluate complexity of content 2. Identify instructional methods and activities 3. Identify cross-cultural dimensions relative to learning: motivation, collaboration, learner control, teacher role, value of errors 4. Identify culturally-contextualized learner preferences
- 14. Degrees of Accommodation/Localization Translate (simple words, neutral content) Find local resources and examples Modularize with culture-specific learning objects Do locally
- 15. Future Trends More culturalmash-ups (fluid lines, identities, die-hards) Information overload Web 2.0 (peers, self-disclosure, hierarchy, privacy)
- 16. 10 Tips 1. Clear info and expectations 2. Know students better (peers too) 3. Safe, comfortable class climate 4. Structure learning for meaning (culture) 5. Provide access to resources 6. Support/staffold learning 7. Give process/evaluation time 8. Study groups; help students express knowledge 9. Timely, specific feedback 10. Help students self-monitor/demo competence