The document discusses culturally responsive teaching, which uses students' cultural experiences and perspectives to effectively teach them, and examines how it can help reduce achievement gaps for American Indian students. It also reviews factors that affect academic success for all students, such as attendance, teaching quality, and personal characteristics, and evidence-based teaching methods shown to help students do well, including explicit instruction, building background knowledge, and peer-assisted learning.
This document provides an overview of a conference on developing a multicultural curriculum held from April 16-18, 2015 in Hartford, Connecticut. The conference was presented by Dr. William A. Howe from the Connecticut State Department of Education and focused on understanding culture and how it influences learning, implementing multicultural education to increase academic achievement, and enhancing school culture. The document outlines the learning objectives and agenda topics for the conference, which include defining culturally responsive education, the importance of being multilingual, working with bias, constructivist listening skills, cultural competence skills, and lesson planning for multicultural education.
This document summarizes a study on teaching diversity to young learners (YLs). It discusses implementing a culturally responsive curriculum across grades 2-8 that incorporates activities exploring gender roles, toys, flags, food, festivals, dances, and prejudices from different cultures. Students completed poems, drawings and descriptions to share their views. Teachers observed that views become more flexible over time and are influenced by media exposure and experiences. The conclusion advocates for diversity education and culturally responsive teaching materials to promote intercultural awareness when learning a second language.
From pre service years to inservice years-delano-name2015bola delano-oriaran
This document discusses the preparedness of pre-service and in-service teachers to teach culturally diverse students. It notes that some research has found that teachers often do not feel they have the knowledge and skills needed. The document outlines strategies that teachers have reported as being effective in diverse classrooms, such as using culturally appropriate books and recognizing different learning styles. However, it also discusses barriers teachers face, such as a lack of appropriate resources and resistance from others. It raises questions about whether teacher education programs are adequately preparing new teachers for this challenge.
Human diversity in education is important because students can learn from those different from themselves. When classrooms are too homogeneous, curiosity and discovery are diminished. Embracing each other's uniqueness despite our differences is key. A multicultural perspective assumes that all students receive an education that affirms human diversity and that teachers hold high expectations for students of all backgrounds. Students can teach each other as they come to school to learn new things not just from teachers but from their peers as well.
The document discusses developing an online collaborative learning community to improve ethnic and racial students' academic achievement through a digital curriculum. The digital curriculum would be delivered using learning technologies like LectureShare, Second Life, ePals and Quizlet. It would aim to enhance students' language skills and social engagement. Evaluating students' performance, parent interviews and surveys would measure the program's success in addressing the challenges of cultural and language diversity in education.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
This document discusses diversity in higher education in the United States. It outlines how higher education has historically excluded many groups and only recently begun promoting more diverse and inclusive campuses. Key events like civil rights laws and court rulings increased access to higher education for minorities. However, more work still needs to be done to achieve diversity among students, faculty, administrators and governing boards that represents the changing demographics in the US. The document advocates for colleges to actively recruit and support diverse students, staff and faculty.
The document provides information about cultural and linguistic diversity at Abraham Moss High School in Manchester. It notes that the school has significant pupil diversity, with 88% from ethnic minorities and over 50 languages spoken. It also has high levels of poverty, pupil mobility, and English as an additional language learners. The document discusses the school's inclusive curriculum and strategies used to support diverse learners, such as using visuals, collaborative work, and activities focused on language development.
This document provides an overview of a conference on developing a multicultural curriculum held from April 16-18, 2015 in Hartford, Connecticut. The conference was presented by Dr. William A. Howe from the Connecticut State Department of Education and focused on understanding culture and how it influences learning, implementing multicultural education to increase academic achievement, and enhancing school culture. The document outlines the learning objectives and agenda topics for the conference, which include defining culturally responsive education, the importance of being multilingual, working with bias, constructivist listening skills, cultural competence skills, and lesson planning for multicultural education.
This document summarizes a study on teaching diversity to young learners (YLs). It discusses implementing a culturally responsive curriculum across grades 2-8 that incorporates activities exploring gender roles, toys, flags, food, festivals, dances, and prejudices from different cultures. Students completed poems, drawings and descriptions to share their views. Teachers observed that views become more flexible over time and are influenced by media exposure and experiences. The conclusion advocates for diversity education and culturally responsive teaching materials to promote intercultural awareness when learning a second language.
From pre service years to inservice years-delano-name2015bola delano-oriaran
This document discusses the preparedness of pre-service and in-service teachers to teach culturally diverse students. It notes that some research has found that teachers often do not feel they have the knowledge and skills needed. The document outlines strategies that teachers have reported as being effective in diverse classrooms, such as using culturally appropriate books and recognizing different learning styles. However, it also discusses barriers teachers face, such as a lack of appropriate resources and resistance from others. It raises questions about whether teacher education programs are adequately preparing new teachers for this challenge.
Human diversity in education is important because students can learn from those different from themselves. When classrooms are too homogeneous, curiosity and discovery are diminished. Embracing each other's uniqueness despite our differences is key. A multicultural perspective assumes that all students receive an education that affirms human diversity and that teachers hold high expectations for students of all backgrounds. Students can teach each other as they come to school to learn new things not just from teachers but from their peers as well.
The document discusses developing an online collaborative learning community to improve ethnic and racial students' academic achievement through a digital curriculum. The digital curriculum would be delivered using learning technologies like LectureShare, Second Life, ePals and Quizlet. It would aim to enhance students' language skills and social engagement. Evaluating students' performance, parent interviews and surveys would measure the program's success in addressing the challenges of cultural and language diversity in education.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
This document discusses diversity in higher education in the United States. It outlines how higher education has historically excluded many groups and only recently begun promoting more diverse and inclusive campuses. Key events like civil rights laws and court rulings increased access to higher education for minorities. However, more work still needs to be done to achieve diversity among students, faculty, administrators and governing boards that represents the changing demographics in the US. The document advocates for colleges to actively recruit and support diverse students, staff and faculty.
The document provides information about cultural and linguistic diversity at Abraham Moss High School in Manchester. It notes that the school has significant pupil diversity, with 88% from ethnic minorities and over 50 languages spoken. It also has high levels of poverty, pupil mobility, and English as an additional language learners. The document discusses the school's inclusive curriculum and strategies used to support diverse learners, such as using visuals, collaborative work, and activities focused on language development.
Multicultural education aims to ensure equal educational opportunities and access for all students. It challenges prejudices and promotes appreciation of diverse cultures. The document discusses the need for multicultural education given the increasing diversity in US schools. It notes disproportionate outcomes for minority students, such as wider achievement gaps and higher suspension rates. The benefits of multicultural education include closing achievement gaps, improving racial attitudes, and preparing students for an intercultural society. Teachers must be culturally responsive to meet the needs of all students. Successful multicultural programs infuse diverse cultures throughout the curriculum and see improved academic and social outcomes.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds in the classroom. It provides an example of two students, Michael and Neina, who struggle to understand an addition lesson because the teacher fails to recognize their different learning needs and cultural influences.
2. Research cited shows that students from different cultures may have distinctive learning patterns influenced by their upbringing. For example, some cultures value collaboration over independence. Ignoring these differences can cause students to struggle.
3. It is important for teachers to learn about the diverse cultures represented in their classrooms so they can better accommodate different learning styles and create an inclusive environment where all students can succeed academically and socially.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and help each one succeed academically, socially and emotionally. Tailoring instruction to individual needs and strengths is crucial.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and facilitate successful learning for every child in their classroom. Understanding diversity is crucial to meeting the needs of diverse learners.
Teachers must recognize that students learn in different ways and have different cultural backgrounds. The teacher in the example failed to understand that the two students did not grasp the math concept in the same way as the other students and dismissed their struggles. Research shows learning styles and cultural experiences can impact how students learn. It is important for teachers to learn about their students' individual backgrounds and customize their teaching methods to support all learners.
This document provides tips and suggestions for teaching in racially diverse college classrooms. It discusses developing a culturally responsive curriculum through considering multiple perspectives in course materials and assignments. It also addresses creating an open and safe classroom environment where all student voices are activated. The document offers guidance on how to plan for and manage potentially racially charged situations or "hot moments," including interrupting discriminatory behaviors, having students reflect to defuse tensions, and turning disruptions into learning experiences. The overall aim is to empower educators to enhance learning for all students in a multicultural context.
This document discusses strategies for promoting multicultural education. It defines multicultural education as education that values diversity and includes perspectives from various cultural groups. Some strategies discussed include the jigsaw classroom, where students work in mixed groups to learn about different cultures and teach each other; positive personal contact, where students share personal experiences to find common ground; and perspective-taking, where students consider issues from the point of view of other cultures. The goal of these strategies is to improve relationships among students from different ethnic groups and cultural backgrounds.
The document discusses cultural diversity and multiculturalism. It defines cultural diversity as having different cultures respect each other's differences. Multicultural diversity arose in the late 1900s as a philosophy of tolerating people from different backgrounds. However, a lack of tolerance has led to issues like slavery, wars, and colonialism. Embracing cultural diversity can provide organizations benefits like increased adaptability, a broader customer base, more effective problem solving, and better business execution. However, managing diversity also presents challenges like communication barriers, resistance to change, and socio-cultural factors between different groups. Overall, the document advocates recognizing, defining, and sustaining cultural diversity through positive influence programs.
Attending a school with a diverse student body that includes differences in ethnicity & race, age, gender, sexual orientation, religion, disabilities & exceptionalities, and socioeconomic status can help prepare children for citizenship in a multicultural democracy. Diversity in education refers to differences across these categories that expose students to a variety of backgrounds and experiences.
The document discusses the importance of understanding cultural and learning style differences in students. It describes a scenario where two students, of different ethnic backgrounds than their peers, are struggling to understand an math lesson. The teacher fails to recognize that students learn in different ways and that cultural factors can influence learning. The document advocates teaching students in ways that align with their individual learning needs and cultural backgrounds to promote academic success for all.
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
Multiculturalism in the classroom a presentationVicky Loras
Vicky Loras gave a presentation on multiculturalism and diversity in education. She discussed her own multicultural background and family history dating back 300 years across several countries. For young learners, she recommends activities that explore their own cultural backgrounds through flags, food, music and objects from their home countries. She listed several books that teach about different cultures. For adult students, she provided icebreaker questions that incorporate cultural elements. The presentation suggested resources on multiculturalism and ways to contact the presenter for further materials.
This document discusses diversity and inclusion in education. It defines diversity as accepting differences in race, culture, beliefs, gender and experiences with the goal of equality. A diverse and inclusive curriculum acknowledges different cultures and teaches about them throughout the year, not just during specific months. For instruction to be effective for all students, teachers must use culturally responsive practices, collaborate to meet diverse needs, and ensure policies and procedures support equity and inclusion. Ongoing evaluation of diversity efforts is also important to promote continuous improvement.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
The document discusses skill-based syllabus in language teaching. It involves collecting particular language skills that may be useful for using language, such as pronunciation, vocabulary, grammar, and discourse. Unlike situational syllabi which group functions by language setting, skill-based syllabi group linguistic competencies into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach specific skills that are necessary to be competent in a language. It also discusses the role of multicultural education in transforming schools so that all students, regardless of gender, ability level, or cultural background can learn equally.
This document discusses diversity issues in today's classrooms. It identifies several areas of diversity including religion, culture, gender, language, communication, social issues, and race. It then provides suggestions for how to approach cultural conflicts, including taking it slow, understanding yourself, and becoming sensitive to your own discomfort. The conclusion states that as early childhood professionals, it is our responsibility to sensitively handle, learn, and teach about diversity issues.
This resource provides teachers with guidance on embracing cultural diversity in primary education. It begins with an introduction that defines cultural diversity and the purpose of the resource. It then presents a scenario about a classroom with culturally diverse students and describes issues that arose. Specifically, it discusses how cultural relocation can affect students' learning, the importance of an effective curriculum that embraces diversity, and how children's ideologies can be influenced by important relationships. Finally, it proposes two defensible strategies for teachers - open classroom discussions to challenge stereotypes and creating culturally inclusive learning environments. It links these strategies to principles of the Australian curriculum. The overall summary is that the resource alerts teachers to issues of cultural diversity, provides analysis to understand these issues,
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
Multicultural and bilingual special education aims to provide equal educational opportunities to students from culturally and linguistically diverse backgrounds who are at greater risk of being misidentified as having disabilities. It combines aspects of multicultural education, bilingual education, and special education. Bilingual special education programs begin with an individualized plan that incorporates a student's home language and culture to meet their academic and social needs while developing English proficiency. Challenges include identifying disabilities and giftedness in students with limited English skills and from different cultures, as assessments can be biased without proper consideration of cultural and linguistic factors.
The document discusses the goals and strategies of multicultural education. It states that the major goal is to transform schools so that all students, regardless of gender, ability level, culture, social class, race or ethnicity have an equal opportunity to learn. It provides suggestions for teachers, including becoming sensitive to different racial, ethnic and gender groups; not making assumptions about students; getting to know each student as an individual; examining one's own conscious and unconscious biases; infusing multicultural materials and strategies; and fostering collaboration among students, parents and teachers. Finally, it notes that no two students are the same and that student backgrounds and experiences should be considered in teaching.
Multicultural education aims to ensure equal educational opportunities and access for all students. It challenges prejudices and promotes appreciation of diverse cultures. The document discusses the need for multicultural education given the increasing diversity in US schools. It notes disproportionate outcomes for minority students, such as wider achievement gaps and higher suspension rates. The benefits of multicultural education include closing achievement gaps, improving racial attitudes, and preparing students for an intercultural society. Teachers must be culturally responsive to meet the needs of all students. Successful multicultural programs infuse diverse cultures throughout the curriculum and see improved academic and social outcomes.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds in the classroom. It provides an example of two students, Michael and Neina, who struggle to understand an addition lesson because the teacher fails to recognize their different learning needs and cultural influences.
2. Research cited shows that students from different cultures may have distinctive learning patterns influenced by their upbringing. For example, some cultures value collaboration over independence. Ignoring these differences can cause students to struggle.
3. It is important for teachers to learn about the diverse cultures represented in their classrooms so they can better accommodate different learning styles and create an inclusive environment where all students can succeed academically and socially.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and help each one succeed academically, socially and emotionally. Tailoring instruction to individual needs and strengths is crucial.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and facilitate successful learning for every child in their classroom. Understanding diversity is crucial to meeting the needs of diverse learners.
Teachers must recognize that students learn in different ways and have different cultural backgrounds. The teacher in the example failed to understand that the two students did not grasp the math concept in the same way as the other students and dismissed their struggles. Research shows learning styles and cultural experiences can impact how students learn. It is important for teachers to learn about their students' individual backgrounds and customize their teaching methods to support all learners.
This document provides tips and suggestions for teaching in racially diverse college classrooms. It discusses developing a culturally responsive curriculum through considering multiple perspectives in course materials and assignments. It also addresses creating an open and safe classroom environment where all student voices are activated. The document offers guidance on how to plan for and manage potentially racially charged situations or "hot moments," including interrupting discriminatory behaviors, having students reflect to defuse tensions, and turning disruptions into learning experiences. The overall aim is to empower educators to enhance learning for all students in a multicultural context.
This document discusses strategies for promoting multicultural education. It defines multicultural education as education that values diversity and includes perspectives from various cultural groups. Some strategies discussed include the jigsaw classroom, where students work in mixed groups to learn about different cultures and teach each other; positive personal contact, where students share personal experiences to find common ground; and perspective-taking, where students consider issues from the point of view of other cultures. The goal of these strategies is to improve relationships among students from different ethnic groups and cultural backgrounds.
The document discusses cultural diversity and multiculturalism. It defines cultural diversity as having different cultures respect each other's differences. Multicultural diversity arose in the late 1900s as a philosophy of tolerating people from different backgrounds. However, a lack of tolerance has led to issues like slavery, wars, and colonialism. Embracing cultural diversity can provide organizations benefits like increased adaptability, a broader customer base, more effective problem solving, and better business execution. However, managing diversity also presents challenges like communication barriers, resistance to change, and socio-cultural factors between different groups. Overall, the document advocates recognizing, defining, and sustaining cultural diversity through positive influence programs.
Attending a school with a diverse student body that includes differences in ethnicity & race, age, gender, sexual orientation, religion, disabilities & exceptionalities, and socioeconomic status can help prepare children for citizenship in a multicultural democracy. Diversity in education refers to differences across these categories that expose students to a variety of backgrounds and experiences.
The document discusses the importance of understanding cultural and learning style differences in students. It describes a scenario where two students, of different ethnic backgrounds than their peers, are struggling to understand an math lesson. The teacher fails to recognize that students learn in different ways and that cultural factors can influence learning. The document advocates teaching students in ways that align with their individual learning needs and cultural backgrounds to promote academic success for all.
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
Multiculturalism in the classroom a presentationVicky Loras
Vicky Loras gave a presentation on multiculturalism and diversity in education. She discussed her own multicultural background and family history dating back 300 years across several countries. For young learners, she recommends activities that explore their own cultural backgrounds through flags, food, music and objects from their home countries. She listed several books that teach about different cultures. For adult students, she provided icebreaker questions that incorporate cultural elements. The presentation suggested resources on multiculturalism and ways to contact the presenter for further materials.
This document discusses diversity and inclusion in education. It defines diversity as accepting differences in race, culture, beliefs, gender and experiences with the goal of equality. A diverse and inclusive curriculum acknowledges different cultures and teaches about them throughout the year, not just during specific months. For instruction to be effective for all students, teachers must use culturally responsive practices, collaborate to meet diverse needs, and ensure policies and procedures support equity and inclusion. Ongoing evaluation of diversity efforts is also important to promote continuous improvement.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
The document discusses skill-based syllabus in language teaching. It involves collecting particular language skills that may be useful for using language, such as pronunciation, vocabulary, grammar, and discourse. Unlike situational syllabi which group functions by language setting, skill-based syllabi group linguistic competencies into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach specific skills that are necessary to be competent in a language. It also discusses the role of multicultural education in transforming schools so that all students, regardless of gender, ability level, or cultural background can learn equally.
This document discusses diversity issues in today's classrooms. It identifies several areas of diversity including religion, culture, gender, language, communication, social issues, and race. It then provides suggestions for how to approach cultural conflicts, including taking it slow, understanding yourself, and becoming sensitive to your own discomfort. The conclusion states that as early childhood professionals, it is our responsibility to sensitively handle, learn, and teach about diversity issues.
This resource provides teachers with guidance on embracing cultural diversity in primary education. It begins with an introduction that defines cultural diversity and the purpose of the resource. It then presents a scenario about a classroom with culturally diverse students and describes issues that arose. Specifically, it discusses how cultural relocation can affect students' learning, the importance of an effective curriculum that embraces diversity, and how children's ideologies can be influenced by important relationships. Finally, it proposes two defensible strategies for teachers - open classroom discussions to challenge stereotypes and creating culturally inclusive learning environments. It links these strategies to principles of the Australian curriculum. The overall summary is that the resource alerts teachers to issues of cultural diversity, provides analysis to understand these issues,
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
Multicultural and bilingual special education aims to provide equal educational opportunities to students from culturally and linguistically diverse backgrounds who are at greater risk of being misidentified as having disabilities. It combines aspects of multicultural education, bilingual education, and special education. Bilingual special education programs begin with an individualized plan that incorporates a student's home language and culture to meet their academic and social needs while developing English proficiency. Challenges include identifying disabilities and giftedness in students with limited English skills and from different cultures, as assessments can be biased without proper consideration of cultural and linguistic factors.
The document discusses the goals and strategies of multicultural education. It states that the major goal is to transform schools so that all students, regardless of gender, ability level, culture, social class, race or ethnicity have an equal opportunity to learn. It provides suggestions for teachers, including becoming sensitive to different racial, ethnic and gender groups; not making assumptions about students; getting to know each student as an individual; examining one's own conscious and unconscious biases; infusing multicultural materials and strategies; and fostering collaboration among students, parents and teachers. Finally, it notes that no two students are the same and that student backgrounds and experiences should be considered in teaching.
Cultural competence in education has evolved from multicultural education to refer to a teacher's disposition, knowledge, skills, and pedagogy to effectively teach culturally and linguistically diverse students. A culturally competent teacher understands students' cultural backgrounds and integrates students' cultures into standards-based instruction using culturally responsive teaching methods. Research shows this approach helps close achievement gaps by maintaining students' cultural identities while promoting high academic expectations for all students.
The document discusses multicultural education and how it was implemented in the small town of Gatesville. It analyzes the level of cultural diversity present in the local schools and community, finding that while the schools lacked diversity, the community had some diversity in restaurants but churches remained segregated. The schools recognized the need to improve multicultural education and met with local organizations to address the issue.
The document discusses research on the impact of student diversity on literacy development and identifies common categories of diversity such as ethnicity, socioeconomic status, and language. It provides recommendations for teachers, teacher educators, and administrators to honor diversity, such as making connections between instruction and students' experiences, diversifying texts, and addressing moral and educational dilemmas created by competing pressures in schools. The goal is to create safe spaces and pathways for all students through literacy instruction that values diversity and avoids essentializing students.
RMECC 2013 Sherry Taylor & Isabelle Smith SVTaylor123
This document summarizes a presentation on building culturally responsive family partnerships in early childhood education. The presentation focused on supporting young learners through culturally responsive skills and understandings, engaging families as partners, and using cross-cultural supports and authentic assessments. It provided information on student and teacher demographics today and the importance of understanding students' cultures. The presentation also offered strategies for learning about families' valuable resources and experiences through home visits, interviews, and community involvement to strengthen family partnerships.
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
This document summarizes key points from several sources about teaching linguistically diverse students. It discusses the importance of not making assumptions about students based on broad census categories, and finding out about their individual backgrounds and needs. It also emphasizes making course content relevant to students' lives, understanding academic language from an expert perspective, and allowing multiple ways for students to demonstrate knowledge. The document cautions against biases and expectations that don't align with students' own perspectives. It provides suggestions for inclusive classroom practices like clear expectations, encouraging participation, and assessing teaching approaches.
This document discusses the importance of culturally responsive education. It notes that culturally responsive education ensures students' cultural references are included in all aspects of teaching and learning. The document then provides several examples of achievement gaps and disproportionality in the US education system, such as higher suspension rates for boys and African American girls in preschool, as well as less access to gifted programs and advanced courses for Black and Latino students. It emphasizes that teaching and learning involve social and cultural processes, and that language and culture should be built upon rather than dismissed. Effective teaching requires understanding students' cultural backgrounds and contexts.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, development differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
This document discusses cultural diversity and its importance in adult education. It defines cultural diversity as comprising various ethnic and religious groups. A culturally diverse environment promotes respect and understanding between different groups. Educators should foster cultural sensitivity by making the curriculum inclusive, avoiding bias, and respecting all learners. Cultural awareness helps educators understand students better and creates a supportive learning environment. It also improves communication and encourages open-mindedness.
Here are some strategies to address gender diversity in the classroom:
- Educate students about gender identity, expression, orientation and related terms in an age-appropriate manner.
- Enforce anti-bullying policies and intervene if any student faces discrimination.
- Use students' preferred names and pronouns to create an inclusive environment.
- Provide gender-neutral bathrooms or allow students to use the facility matching their gender identity.
- Review dress codes and uniforms for flexibility that respects all students' identities.
- Train teachers to avoid making assumptions and to be sensitive to different experiences.
The goal is to foster understanding and acceptance and ensure all students feel safe, respected and able to fully participate
This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
The document discusses culturally responsive practices and how they can reduce disparities in school discipline. It examines school leaders' perceptions of cultural responsiveness. The topic is important because schools are becoming more diverse, so teachers need new skills to effectively teach culturally diverse students. Implementing culturally responsive practices can help empower students from diverse backgrounds by building on their cultural strengths. This allows students to demonstrate their skills and knowledge in a way that makes sense to them culturally. It can also help bridge gaps between dominant and non-dominant cultures and encourage acceptance within the school. The researcher became interested in this topic because they want to understand school leaders' views on cultural responsiveness and how it can address disparities in discipline.
ELECTIVE 1 (The impact of culture in schools)Divine Ampongol
The document discusses the impact of culture on academic performance in schools. It examines three theories that explain differences in school performance among racial and ethnic groups: cultural deficit theory, expectation theory, and cultural difference theory. It explores how cultural differences may affect student performance through communication styles like eye contact and physical contact. The document advocates for culturally responsive teaching that builds on students' cultural backgrounds to create a positive learning environment and equal opportunities for all students.
Similar to Culturally res teach_tobin_hoover_and_chaparro_3_frame_only_pja (1) (3) (17)
This document summarizes a presentation on culturally relevant practices and Positive Behavioral Interventions and Supports (PBIS). It introduces the presenters and defines important terms. National and state discipline data show racial disparities that common justifications do not explain. A three-tiered approach to PBIS incorporates culturally relevant practices at each level, including embedding culturally relevant teaching, examining data, and understanding student and practitioner cultures. Family involvement and using data to identify patterns are important. The presentation provides resources and emphasizes that culturally relevant PBIS is emerging but must be systematically implemented for lasting impact.
This document discusses integrating Positive Behavior Supports (PBIS) and Restorative Practices to improve school climate and provide alternatives to exclusionary discipline. It notes that exclusionary discipline disproportionately impacts minority students and is linked to negative outcomes. PBIS uses positive behavioral interventions while Restorative Practices focus on restoring relationships and addressing underlying issues. The document explores how PBIS and Restorative Practices can work together to improve outcomes by teaching replacement behaviors and resolving issues in a respectful manner.
The document discusses establishing an organized and well-managed classroom environment. It emphasizes that 1) teachers must establish clear structure, rules, and expectations for student behavior, 2) expectations should be explicitly taught to students at the beginning of the year and reinforced consistently, and 3) teachers should pay attention to and reward positive student behavior rather than focusing on inappropriate behavior. Key aspects of setting up an effective classroom include arranging the physical space so the teacher can easily monitor all students, deciding on seating arrangements, and having a plan for how students will transition between activities and maintain appropriate independent work behavior.
The document discusses communicating and collaborating with families and communities about Positive Behavior Support (PBS) systems in schools. It emphasizes that family involvement is critical for student success and behavior support. Effective methods for communication include encouraging communication, outlining things to avoid, and teaching seven skills for school success. The document also provides an overview of PBS, including universal, selected, and targeted supports and interventions. It stresses that schools must partner with families and involve them in supporting student behavior and social skills.
Bullying and cyberbullying_in_schools_frames_only_pja_edits_3_final1UO_AcademicExtension
This document discusses bullying, harassment, and creating a positive school climate. It defines bullying and harassment, examines the effects on students who are bullied as well as youth who bully others. Risk factors for bullying are outlined. The document also discusses federal anti-discrimination laws, cyberbullying, adult bullying, common myths about bullying, and ineffective approaches to prevention and intervention. Integrated approaches like Positive Behavior Interventions and Support (PBIS) that teach prosocial skills are recommended for addressing bullying and promoting a respectful school culture.
The document discusses culturally responsive teaching and its role in academic success. It defines culturally responsive teaching as using symbols, language, art, and customs that demonstrate inclusion of all students. It identifies key factors that affect academic success, such as pre-school learning experiences, attendance, school climate, teaching quality, and student characteristics. The document recommends setting high expectations, managing implicit bias, and using explicit instruction coupled with active engagement to help students succeed. It also provides advice for teachers such as legitimizing student voices, building family partnerships, and adapting evidence-based practices for classroom cultures.
The document discusses systematic supervision of common areas in schools. It outlines the key features of an effective common area supervision program, including establishing clear rules and expectations, actively supervising areas through movement and scanning, providing positive contact and reinforcement to students, and responding appropriately to both appropriate and inappropriate behaviors. It emphasizes the importance of a team-based approach to implementing and maintaining the supervision program.
The document discusses how to design and teach clear classroom behavioral expectations. It recommends developing 3-5 positive rules that are specific, easy to understand, and align with school-wide rules. Teachers should state rules positively, demonstrate and practice the expected behaviors, and consistently reinforce the rules to help students learn and follow classroom expectations. Establishing well-designed and consistently enforced rules is important for effective classroom management.
This document provides strategies for teachers to use when students are non-compliant or disruptive in the classroom. It discusses using clear, specific commands known as "alpha commands" rather than wordy, vague commands. It also recommends giving students a choice to comply with directions or face a pre-determined consequence, and avoiding power struggles by remaining calm and not engaging with a disruptive student for more than two minutes before referring them to another staff member. The goal is to de-escalate situations and encourage compliant behavior through respectful communication and following through on consequences.
This document discusses bullying and cyberbullying in schools. It defines bullying as aggressive behavior involving threats or intimidation that occurs repeatedly over time. It notes the various roles in a culture of bullying, including bullies, bystanders, and targets. It also lists common beliefs students have about bullying and the impact of adult responses. Effective responses that make students feel supported include listening, providing guidance, checking on well-being, and intervening with bullies. Integration of social-emotional learning and positive behavior support programs is recommended to comprehensively address bullying through teaching skills, monitoring, and rewarding positive behaviors.
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
The document discusses culturally responsive teaching and its role in academic success. Culturally responsive teaching incorporates symbols, language, art, and customs that are relevant to students' cultures into the curriculum. Key factors that affect academic success include pre-school learning experiences, school attendance, school climate and resources, teaching quality and curriculum choices, and student characteristics. The document recommends that teachers set high expectations, manage implicit bias, use explicit instruction coupled with active engagement, legitimize student voices, build family and community alliances, and adapt evidence-based practices to classroom cultures.
The document discusses strategies for effective classroom organization and management. It recommends explicitly teaching clear expectations to students, establishing consistent structure in the classroom, and monitoring students. The first day of school activities should include creating easy to remember classroom expectations and linking them to school-wide rules. It is important to design the classroom layout before school starts, placing desks so the teacher has access to all students and students cannot hide behind objects. The teacher should also have a strategy to keep students on task during independent work and to handle disruptions from a few students.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Advance Organizer: Topics
I. Definitions, Characteristics, and Examples
of Culturally Responsive Teaching
II. Factors Affecting Academic Success
III. What Is Known to Help Students Do Well?
Evidence-based?
IV. What Else Do Experts Believe Would Help?
And Why?
V. Considerations When Making Decisions for
Your Situation
3. “The mismatch between school and
self-identified race is greatest for
American Indian students. . .
• For American Indian students, only 55 percent of
school-identified American Indian fourth graders and
only 60 percent of school-identified American Indian
eighth graders choose the same designation.
• The reverse mismatch (percentage of all self-identified
students who are assigned the same category by the
school) is similar . . . among student who designate
themselves to be American Indian, only 44 percent of
4th graders and 65 percent of 8th graders are also
reported to be American Indian by the school” (Fischer
& Stoddard, 2013, p. 138).
4. They also found ethnic and racial gaps in
achievement, which leads us to wonder if
more culturally responsive teaching could
reduce those gaps.
• "On average, school-identified American
Indians score 60 percent of a standard
deviation lower than school identified
whites on the NAEP math exam in 4th
grade, increasing . . . by 8th grade" (Fischer &
Stoddard, 2013, p. 142).
6. What is “culturally responsive
teaching?”
• What do authors mean when they use the
phrases "culturally relevant" to describe
teaching, instruction, schooling, pedagogy,
intervention, etc.
• What role does diversity play in this?
7. What is “culturally responsive teaching?”
(Continued)
• “Culturally responsive teaching is defined as
using the cultural characteristics, experiences,
and perspectives of ethnically diverse
students as conduits for teaching them more
effectively” (Gay, 2002, p. 106).
• Teach using culturally relevant symbols,
language, dance, art, legends, folktales,
games, items, examples, values, customs, and
celebrations.
8. What is “culturally responsive teaching?”
(Continued)
• “The social interaction process must be
accepted both among students and between
students and teacher. Each individual must
perceive that she or he is free to assist, free
to offer assistance, and free to make personal
contact with other students and the teacher”
(Shade, 1997, p. 106).
9. “Culturally Responsive Teaching” for
Native American Students
• Includes concepts from cultural traditions and
suggestions from community members (Arviso et
al., no date; Cross et al., 2011).
• Is NOT focused on “high stakes testing” (Quijada
Cerecer, 2014, p. 197).
• Respects “Indigenous” knowledge, languages,
ceremonies, festivals, and multicultural books /
information . . . (Quijada Cerecer, 2013, p. 612).
• Recognizes and accepts Native students’ “traditional
knowledge of storytelling, the rhythm of traditional
narratives, the oral structures of these narratives
and the importance of this type of literature in the
local community” (Zepeda, 1995, p. 14.).
10. What is “culturally responsive teaching?”
(Continued)
For Latino students:
• “Used examples that were culturally relevant . . . For
example, students were given opportunities to role play as
real estate brokers to sell the homes of Latino celebrities
such as Antonio Banderas, Penelope Cruz, George Lopez,
and Jennifer Lopez and then calculate the sales
commission and tax for these homes” (Shumate, Campbell-
Whatley, & Lo, 2012, p. 46).
• Combined with language support, scaffolding, and an
interactive style of teaching.
• Results on math quizzes were not different from traditional
methods until modified by adding manipulatives and
games, then improvement was noticed.
11. Another study of perspectives of Latino students
concluded that it is important to be a
“culturally connected teacher . . . as a framework for
understanding the fluid nature of culture and the variety of
ways that members of a cultural group express their
cultural identities. . . [This] does not conceptualize culture
solely in terms of racial/ethnic characteristics of a specific
group.
Rather, it takes into account the development of hybrid
identities that emerge as a result of members of various
cultural communities negotiating their identities and
forging new socioculturally situated identities.
It also highlights the potential for teachers who are not
members of the same racial or ethnic group as their
students to become ‘connected’” (Irizarry, 2007, p. 27).
12. Use of African Proverbs as Tools for
Teaching in U.S. Public Schools
(Grant & Asimeng-Boahene, 2006)
• “Using proverbs along with other aspects of folk
literature (i.e., fairy tales, fables, legends, and
myths) can help all students, especially African
Americans, develop an awareness of Africa’s
contribution in forming moral and democratic
principles” (p. 18).
• He that has never traveled thinks that his mother
is the only good cook in the world .
• A cockroach does not need to dress up to live in a
king’s palace . . . (pp. 20-22).
13. They conclude that “teachers must:
1. Reexamine their own deficit perspectives about
cultures other than their own.
2. Take an activist stance in creating a truly global
community.
3. Learn about the traditions and practices of other
cultures.
4. Incorporate into their teaching cultural traditions”
(Grant & Asimeng-Boahene, 2006, p. 22).
14. Freedom Schools are another example of
culturally responsive teaching for African
American students:
• "Freedom Schools serve children in grades K-12 for six to eight
weeks [in the summer] and integrate reading, conflict
resolution, and social action in an activity-based curriculum
that promotes social, cultural, and historical awareness.
• Books in the curriculum particularly provide African American
children with positive cultural messages .
• Being a culturally responsive teacher at Freedom Schools
means that one is a part of a larger, collective social justice
movement" (Jackson & Howard, 2014, pp. 156-160).
16. • “If the classroom instruction and social
organization are compatible with the
students’ cultural cognitive style, this may
enhance their learning and achievement” (Bui
& Fagan, 2013, p. 60, emphasis added).
• “The culturally based education hypothesis is
not an alternative to a high-standard
academic curriculum” (Demmert & Towner,
2003, p. 17).
17. Many factors affect academic success!
• Pre-school learning (being talked to, listened to, read
to, etc., at home).
• Number of books in the home, parents model
reading.
• ATTENDANCE!
• Quality of teaching.
• School climate & resources.
• Type of curricula used.
• Personal characteristics (intelligence, ability,
motivation, etc.).
18. “AI/AN youths experience significantly higher rates
of alcohol and illicit drug use, have an earlier onset
of use, and experience more severe consequences
[than] . . . any other ethnic/racial group .
Deaths attributable to alcoholism among AI
adolescents . . . were . . . more than 15 times those
of the same age group of all races combined .
Drug and alcohol abuse by AI youths has been found
to be associated with academic failure . . .”
(Dickerson & Johnson, 2012, pp. 56-57, emphasis
added).
19. “The Seventh Generation Program is an
urban after-school alcohol prevention
program . . . [with] an emphasis on core
AI/AN [American Indian/Alaska Native]
values and concepts associated with the
Medicine Wheel of the Northern Plains
tribes” (Dickerson & Johnson, 2012, p. 60,
emphasis added).
20.
21. IV. What Is Known to Help Students – Any
Students -- Do Well Academically?
Evidence-based Teaching Methods?
22. High vs. Low Expectations
• Reflection question: Do you have high expectations for all
students in your classroom?
1. Set high expectations.
– Low expectations perpetuate students fulfilling prophecies and
narrow curricula that does not meet the instructional and cognitive
needs of students.
2. Be aware of your own biases and how those biases are
impact student achievement in your classroom.
3. Provide yourself with strategies to keep your biases in
check.
4. Use instructional delivery principles that have been shown
to be effective for all students.
23. Effective Instruction for All
Explicit and effective instruction will include:
* clear goals and objectives.
* well-designed instruction and instructional routines.
* clear modeling.
* active engagement and participation.
* informative feedback.
* application of new learning.
* practice and periodic review.
* interaction with other students.
* frequent assessments, with re-teaching as needed.
24. IES Practice Guide
Recommendations
• Screen for reading problems
and monitor progress.
• Provide intensive small-
group reading
interventions.
• Provide extensive and
varied vocabulary
instruction.
• Develop academic English
• Schedule regular peer-
assisted learning
opportunities.
25. Six Effective Components of
Comprehension Instruction
• Clarify important vocabulary.
• Preteach key ideas.
• Create background knowledge.
• Ask students to think about the text in relation to
their own lives.
• Use background knowledge.
• Embrace student questioning about words and ideas
in text.
27. Alejandro’s small adobe house
stood beside a lonely desert
road.
Beside the house stood a well,
and a windmill to pump water
from the well. Water for
Alejandro and for his only
companion, a burro.
It was a lonely place, and
Alejandro welcomed any who
stopped by refresh themselves at
the well. But visitors were few,
and after they left, Alejandro felt
lonelier than before.
28. Step 1: Prepare & Identify
Background Knowledge
Step 1 Teacher pre-reads material for the upcoming
lesson to determine background knowledge
students need to maximize understanding of the
text.
Example: HM Level 2.1 Theme 3 Around Town
Background Needed: cities, community, family, subways, transportation
29. Step 2: CRP Provided
Background Knowledge
Step 1 Teacher pre-reads material for the upcoming lesson to
determine background knowledge students need to maximize
understanding of the text.
Step
2
Teacher determines if comprehensive reading
program provides sufficient background
knowledge.
Example: Jamaica Louise James
•CRP provides: “Preparing to Read” - Subway stations
•Ask yourself is this enough information for my students?
30. Step 3: Introduce or Front Load
Step 1 Teacher pre-reads material for the upcoming lesson to determine
background knowledge students need to maximize understanding of the
text.
Step 2 Teacher determines if comprehensive reading program provides sufficient
background knowledge.
Step 3 If Yes, introduce background knowledge as
outlined in the comprehensive reading
program. Actively engage students in this
process.
If No, prepare to “front load” by:
1) Teaching additional background
knowledge needed to better understand
the passage and/or,
2) Selecting and reading aloud a short
story or passage that provides the
necessary background knowledge.
31. Step 1 Teacher pre-reads material for the upcoming lesson to determine background
knowledge students need to maximize understanding of the text.
Step 2 Teacher determines if comprehensive reading program provides sufficient
background knowledge.
Step 3 If Yes, introduce background knowledge as outlined in the comprehensive
reading program. Actively engage students in this process.
If No, prepare to “front load” by:
1) Teaching additional background knowledge needed to better understand
the
passage and/or,
2) Selecting and reading aloud a short story or passage that provides the
necessary
background knowledge.
Step 4 If students have prior knowledge,
choose a procedure to activate that
knowledge:
1) Ask students questions and engage them in a
discussion to activate their background
knowledge.
2) Activate prior knowledge using the KWL
strategy or graphic organizer.
3) Brainstorm the topics/questions that might be
covered in the upcoming reading selection.
Step 4: Activate Necessary Background Knowledge
32. How you can help all
students to achieve.
• Set high expectations for all.
• Develop and use strategies to manage your
own possible biases.
• Use explicit instructional principles partnered
with active engagement for all students.
– Example: Provide background knowledge.
33. V. What Else Do People Believe Would Help?
Even if not yet an “evidence-based
practice” – but may have practice-based
evidence – or be logical and should be tried
and evaluated.
34. Guidance from the Native community:
(from Sprague, Vincent, Tobin, & Pavel,
2013; Vincent, Sprague, Pavel, Tobin, &
Gau, in press).
• Teachers should have culturally relevant pre-service
and in-service training.
• In lessons, teachers should use of tribal traditions,
customs, and languages.
• Educators should encourage parents’ participation in
school events and local policy making.
35. Ways to develop “culturally responsive
teaching/curricula/interventions”
• School administration builds alliances with
students’ families and communities .
• Teachers engage in “reciprocal dialogue with
students, . . . empower and legitimize” their
voices (Quijada Cerecer, 2013, p. 612).
36. Providing services in a culturally appropriate way may
mean:
• scheduling “around tribal ceremonies or
events,
• opening meetings with a blessing or words of
welcome from tribal elders or other officials,
• or translating brochures and handbooks into
the parents’ and families’ primary language”
(Faircloth, 2011, p. 80).
37. • Culturally responsive teachers should be
aware of individual differences, avoid
stereotypes, and keep up-to-date with
changing cultural conditions:
– “Over 60% of American Indians now reside in
urban or suburban areas” (Eitle, Johnson-Jennings,
& Eitle, 2013, p. 1470; see also Friesen et al.,
2012).
– “The number of mixed-race American
Indian/Alaska Native children is increasing with
over 40% . . . reporting at least one additional
racial identification” (Eitle et al., 2013, p. 1471).
38. Culturally responsive teachers can be
effective with students from diverse
cultures.
“White teachers are overrepresented in public schools,
comprising 82% of the teaching force (National Center
for Educational Statistics, 2012).
. . . Initially used to describe an effective teacher of . . .
students in Alaskan Schools . . . The warm demander’s
approach to authority is considered to be culturally
responsive classroom management for racially diverse
students in urban and high poverty schools . . . balancing
discipline and care to provide a highly structured
learning environment” (Ford & Sassi, 2012, pp. 2, 5).
39. Advice from experts working with African
American students and youth from other
ethnic and racial groups in California:
• “Focus on the plural and evolving nature of
youth identity and cultural practices .
• taking into account contemporary/evolving
community practices .
• [and] problematic elements expressed in
some youth cultural practices” (Paris & Alim,
2014, pp. 85-86)
40. An Oregon example:
NAYA Youth and Family Center
Serves Native American children and families in the
Portland, Oregon metropolitan area (Cross, Friesen, &
Naher, 2007; Friesen et al., 2012).
Provides “Positive Indian Parenting (PIP), a curriculum
designed to promote . . . appropriate parenting practices
in Indian families” (Cross et al., 2007, p. 11).
Offers many other services, such as:
• Grade 8/9 transition, high school math, and science summer
programs.
• Healing circle domestic violence prevention program.
• Cultural arts program. (from http://nayapdx.org/)
41. • “High school graduation rates 5 times
that of all Indian children within the
Portland Public schools . . .
• Students who participate in the Culture,
Arts, and Sports programs have
significant increases in their daily school
attendance rates and benchmark
achievement rates as well as decreases in
behavioral incidents or referrals” (Cross
et al., 2007, p. 13, emphasis added).
42. More about Attendance vs. Being Absent
• Read Dr. Christopher Kearney’s research on
functional assessment of reasons for being
absent, school refusal, being truant (e.g.,
Kearney, 2002).
• On average, a very big problem for Native
Americans.
• What good does it do to have the best
curriculum if they are not there?
• 2 strategies, based on either an avoidance
problem or an outside attraction problem.
43. Cultural Adaptation of Interventions
• Take an intervention that is known to be
“evidence-based” because of research with
one population (e.g., mainstream, primarily
white).
• Adapt it for the culture you are interested in
• Can you still implement the intervention with
fidelity?
• Will it be successful?
• Can you take data to evaluate it?
44. Cultural Adaptation of Interventions, continued
• For more on this, see Bernal, Jiménez-Chafey, &
Domenech Rodríguez (2009), who describe methods
used for adaptations for different groups, including:
• Puerto Rican.
• Mexican American.
• Asian American.
• Different nations.
An example of the process of cultural adaptation of an intervention:
Castro-Olivo, S. M. (2014). Promoting Social-Emotional Learning in
Adolescent Latino ELLs: A Study of the Culturally Adapted Strong
Teens Program. School Psychology Quarterly.
http://dx.doi.org/10.1037/spq0000055
They recommend community involvement and carefully
considering whether adaptation is really needed.
46. 6 things to know – and to help your
students understand:
1. Your goals: Understanding across diversity, avoiding
misunderstandings, building a classroom learning
culture.
2. Your own culture(s) – heritage, current group
(generation, region).
3. Traditions, “standard” generalities, research “on
average” for groups of interest.
47. 6 things to know – and to help your students understand,
continued:
4. Variations on that! Assimilation, youth, mixed race
heritage, adoption, unique individual interests:
“Managing persons by group identity may work in
theory, but in practice with real human beings,
human relations . . . disintegrate and sour”
(Bauerlein, 2015, p. 59).
5. “Code switching” and how to move in different
circles.
6. How to get all this information – (a) learn from
published research (like you are doing today!) and
(b) gather your own information by dialogue,
listening, and collecting your own data.
Editor's Notes
Homework
“Assign” homework. Tell participants that the IES practice represents a summary of the stringest evidence we have right now about what works with EL students.
Alejandro was lonely living in the desert.
Now it’s your turn to use your Question Card. Instead of writing our main idea sentences, we will just say them to our partner. Switch roles for this paragraph.
Coaches, ask your partner the first Paragraph Shrinking question on the Question Card. (Alejandro).
Coaches, who did your partner say as the most important who or what? (mine said Alejandro and show on slide).
Coaches, ask your partner the second Paragraph Shrinking question on your card. (wait time)
Coaches, what did your partner say was the most important thing about animals? (get a couple responses).
Coaches, ask your partner the third Paragraph Shrinking question. (wait time) (get a couple responses). Then show the one you have written on the slide.
Again, remember that your partner doesn’t have to use exactly the same words as the story or the same words I used. Just the ideas have to be the same.