Culturally Responsive Teaching (CRT) aims to create a supportive educational environment by integrating students' cultures into the learning process, promoting their intellectual, social, emotional, and political empowerment. Key elements include a multicultural curriculum, embedding culture in academic subjects, and addressing issues of inequity and power, alongside various instructional strategies like cooperative learning and differentiated instruction. These practices help build connections between home and school cultures to enhance the achievement of English learners.

1. Culturally Responsive
Teaching

2. Objective
Describe culturally responsive
strategies used to build connections
between the home and school culture in
order to support the achievement of ELs

3. 1.
What is Culturally
Responsive Teaching
(CRT)?

4. CRT
❏ Culturally responsive teaching emerged from
culturally relevant pedagogy, which is a term
created by Gloria Ladson-Billings (1994) to
describe “a pedagogy that empowers students
intellectually, socially, emotionally, and
politically by using cultural referents to impart
knowledge, skills, and attitudes” (pp. 17-18).
❏ CRT is essential to multicultural education
because it:
❏ Affirms the students’ cultures
❏ Views culture and experiences of students as
strengths
❏ Reflects the culture in the teaching process
Ladson-Billings, G. (1994). The Dreamkeepers: Successful teaching for African-American students. San Francisco: Jossey-Bass, pp. 17–18.

5. Culturally Relevant Teaching is
based on the premise that
culture influences the way
students learn
This is why culture must be
reflected in the teaching
process!
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

6. 2.
Elements of CRT in the
Teaching and Learning
Process

7. 1. Multicultural Curriculum
❏ A multicultural curriculum (MC) includes
the histories, experiences, traditions,
and cultures of the students in the
classroom (not just of the dominant
group in society)
❏ MC is good for all students → all students
should be able to acknowledge and
understand the diversity in the U.S.
and the world
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

8. 1. Multicultural Curriculum (cont.)
❏ When delivering a MC, teachers should
avoid only focusing on the Deadly Five
Fs (food, festivals, fashion, faces and flags)
❏ Teachers should avoid giving superficial
attention to groups (go deeper than the
Five Fs)
❏ MC should become the lens through
which the curriculum is presented
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

9. 2. Culture in Academic Subjects
❏ Embedding culture in academic subjects
(math, science, social studies, etc.)
allows the subject to have meaning for
students because it relates to their lives
and experiences
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

10. 3. Multiple Perspectives
❏ Students have to learn
that people from different
ethnic, religious, and
socioeconomic groups may
have perspectives
different than their own
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

11. 3. Multiple Perspectives (cont.)
❏ Teachers should examine sensitive
issues and topics and look at historical
and contemporary events from multiple
perspectives:
❏ The point of view of European Americans,
African Americans, Mexican Americans, Puerto
Ricans, men, women, etc.
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

12. 4. Address Issues of Inequity & Power
❏ Students begin to notice and
question the power relationships
and inequities that they experience
in their lives
❏ Do not ignore these topics! To
ignore them is to ignore the
experiences of students and
families who suffer its impact
Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society. Boston: Pearson.

13. 3.
Strategies for CRT

14. Strategies for Culturally
Relevant Teaching:
❏ Explicit instruction in linguistic and behavioral codes
❏ Culturally congruent interactions
❏ Utilizing instructional scaffolding
❏ Capitalizing on students cultural styles and strengths
❏ Legitimizing students’ real life experiences
❏ Link students’ histories and worlds to the subject
matter
❏ Provide students with opportunities for pro-social
interactions
❏ Good classroom organization and management
❏ Provide opportunities for affective stimulation and
movement for males
❏ Investigative learning methods
SOURCE: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/culturally%20relevant%20teaching%20strategies.pdf

15. Instructional Strategies for
Culturally Relevant Teaching
(cont.):
❏ Call-and-response
❏ Cooperative learning
❏ Differentiated instruction
❏ Cognitively guided instruction
SOURCE: http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_Students__Renae_Azziz.pdf

16. Call-and-Response
❏ Call-and-response is a type of
interaction between speaker and
listener(s) in which the statements
("calls") are emphasized by expressions
("responses") from the listener(s), in
which responses can be solicited or
spontaneous.
SOURCE: http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_Students__Renae_Azziz.pdf

17. Cooperative Learning
❏ Cooperative Learning (CL) is a learner
centered instructional process in which
small intentionally selected teams work
together on a well-defined learning task
for the primary purpose of increasing
mastery of course content.
SOURCE: http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_Students__Renae_Azziz.pdf

18. Examples of Cooperative
Learning
Example Description
Think-Pair-Share Students each think of their answers, then discuss them with partners, and share
their combined responses with the class.
Roundtable A single piece of paper is systematically passed around a small group on which
each student responds to a question.
Corners Different aspects of a topic are posted in each corner of the room. The students
move to the corner that represents their feelings on the topic and discuss their
options with others. Finally, each group reports their responses to the class.
Graffiti Each small group is given a large piece of paper and a marker, and they respond
to a question or topic by writing words and phrases on the paper.
Learning Together Students are paired in small groups and assigned individual roles. The group
works together to prepare one product.
Jigsaw Members of a small group each become “experts” on a different aspect of a topic
and then teach one another in the group.
Group Investigation Students plan and carry out a project or plan of study within a small group. The
group decides what to investigate, what role each member will play, and how to
communicate information to the entire class.
SOURCE: http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_Students__Renae_Azziz.pdf

19. Differentiated Instruction
❏ Differentiated instruction is a teaching
approach in which teachers adapt their
instruction to student differences.
❏ Teachers modify their instruction to
meet individual student’s readiness
levels, preferences, and interests.
SOURCE: http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_Students__Renae_Azziz.pdf

20. Cognitively Guided Instruction
❏ Cognitively Guided Instruction
emphasizes learning strategies that
enhance a student’s meta-cognitive
development.
❏ Focuses on the DIRECT teaching and
modeling of cognitive learning
strategies.
❏ Students learn how to monitor their own
learning(comprehension).
SOURCE: http://www.indiana.edu/~equity/docs/Strategies_for_WOrking_with_Culturally_Diverse_Students__Renae_Azziz.pdf

21. Video: Culturally Responsive
Teaching and Learning
What CRT strategies does the teacher use?