The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.

1. Culturally mediated instruction incorporates diverse ways of
knowing, understanding and representing information.
Multicultural viewpoints are encouraged.

2. The curriculum needs to be
integrated, transdisciplinary, meaningful and
student centered.

3.  Critical Thinking
 Collaboration
 Creativity
 Communication

4. 1. Promotes inquiry-based instruction:
Engaging students in math and science
experiments and word problems,
collecting and examining data, and asking
authentic questions.

5. 2.Diversifying seating and
grouping:
Establishing opportunities for students to
work individually, in dyads, and
cooperatively in small groups.

6. 3. Connecting to students’ lives at home:
Linking science and math practices with
students’ home lives and everyday
experiences.

7. 4. Creating a shared learning environment:
Shifting authority so that students take
more responsibility in math and science
activities and their own learning.

8. 5.Encouraging real, active, and engaged
conversations:
Building on students’ knowledge and
experiences in the development of
meaningful science and math
conversations.

9. 6.Creating a safe environment:
Ensuring student and teacher responses
are highly valued.

10. 7.Developing students’ capacity to think and
act independently:
Scaffolding students’ understanding of
science and math through activities that
build self-confidence, develop
competence and motivate learning in
science.

11. Charlotte Danielson-Framework for Professional
Practice
For Example:
Domain1 - Planning and preparation
1B: Demonstrating knowledge of students
Knowledge of students’ interest and cultural heritage
Domain 2 - Classroom Environment
2A: Creating an environment of respect and rapport
Teacher is aware of student cultures
2B: Establishing a Culture or Learning
Expectations for learning and achievement
Domain 3 –Instruction
3B: Using Questioning and Discussion Techniques
Quality of questions, Discussion techniques, Student
participation

12. Researched based pedagogical practice that prepare
students for the future.
Common
Formative
Assessments
Collaborative Technological
Expression
Practice
and Delivery
Questioning
Verbal
(Student and
Discourse
Teacher)

13. Assessments for Learning and
Guiding our Instruction
Global Scholar
CRES
MSA/HSA
AP Exam
Quarterly County
Assessments

14. What is collaborative practice?
Benefits: Listening, Speaking, Persevering
Example of Collaborative Practice - Cooperative
Learning
 Jigsaw
 Small Groups
 Think-Pair-Share
 Learning Buddies
 Study Groups, etc.
Benefits of Cooperative Learning:
 Internalize new knowledge
 Learn how to make the knowledge applicable
 Teaching the concept yourself
 Teaching students about other
cultures, behavior, beliefs, etc.
 Fosters tolerance and acceptance in the community

15. How does this technique benefit student
learning and achievement?
http://www2.gsu.edu/~wwwltc/howto/enablestudentcolla
b.htm
“… when properly structured, collaboration
for learning can boost academic performance
and has a positive impact on the performance
of minority students, particularly those from
low-income backgrounds.”
(Ginsburg-Block, Rohrbeck, Lavigne, & Fantuzzo, 2008)

16. What is verbal discourse?
http://www.marzanoresearch.com/popups/resou
rces.aspx?product=59
Benefit: Critical Thinking, Vocabulary
Development
 Encouraging students to develop skills to
articulate their thinking
 When students develop, and use these skills, it
encourages higher level thinking and
expression

17.  Benefit: Student and Teacher Engagement
◦ Cues and questions should focus on what is important
NOT what is unusual!
◦ Go Beyond Summarizing
◦ Allow Students to Question
 Students’ Prior Knowledge is Critical
(remember the cultural context)
“If you want to train students, then ask most of
the questions-and have predetermined answers.
If you want to educate
students, however, encourage them to ask
questions, and make sure the questions are
open-ended.”
(p.6, Understanding Black Male-Learning Styles, Kunjufu.)

18.  Call On Students Randomly
 Give opportunities for to work with partner to
answer a question
 Wait Time
 Response Chaining
 Choral response
 Simultaneous Individual Response

19. Revisiting Bloom’s Taxonomy…..
Skill Sample Prompts Purpose Level
combine elements
design, construct,
Creating into a new pattern Higher
plan, produce
or product
check, critique, judge, judge or decide
Evaluating hypothesize, conclude, according to a set of Higher
explain criteria
compare, organize, break down or
Analyzing cite differences, examine Higher
deconstruct information
implement, carry out, apply knowledge to
Applying Lower
use, apply, show, solve new situations
describe, explain, understand and
Understanding Lower
estimate, predict interpret meaning
recognize, list,
memorize and recall
Remembering describe, identify, Lower
facts
retrieve, name

20. Benefit: Contemporary Resources
Using technology is the norm for the Millennials
Allows students to acquire, develop, and express their
knowledge in a variety of ways
Examples of Classroom Technology:
Quizlet.com
Prezi  ReadWriteThink.org
Edmodo
 Pebble Go
ActiveInspire
 Discovery Streaming
CPS Remotes (Clickers)
 Kid Pix
 PBS Kids
 Dropbox

21. http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturall
y%20Responsive%20Differientiated%20Instruction.pdf
This website contains K-12 lessons
using culturally responsive practices. It
provides examples of culturally
responsive classrooms.