This document outlines a presentation on culturally relevant S.T.E.A.M. instruction strategies. The objectives are to engage participants in culturally relevant activities that model powerful S.T.E.A.M. instruction and provide a conceptual framework for teaching underrepresented students. The presentation focuses on integrating science, technology, engineering, art, and math with culturally responsive techniques. It explores strategies that empower students intellectually and socially, use students' culture as a learning tool, and provide leadership opportunities through literature and social justice themes. Participants will experience sample culturally relevant activities and discuss how to apply these strategies in their own teaching.

1. A Design for Teaching
and Empowering All
Students to Transform
the World
CULTURALLY RELEVANT
*S.T.E.A.M POWER
STRATEGIES
Presented by
Dr. Bonnie Mozer

2. Objectives:
Participants will engage in activities that model the powerful
use of S.T.E.A.M instruction within a culturally relevant
framework.
Participants will receive a conceptual frame for teaching
students of color and all underrepresented elementary
school students the power of knowledge and leadership

3. Our Focus: Educating
Students of Color
Adult Mind Set,
Structure, Strategies

4. *S.T.E.A.M
Integrating: Science, Technology, Engineering and Math with Art
and Music
• Performing Arts
• Language Arts and Reading
• Poetry
• Cultures

5. OUR ADULT MINDSET
My Story
My Purpose and Mission as An Educator
Creating a Just and Peaceful World for Children and All Living
Creatures
With a special interest in Unlocking the Gifts© of Students of
Color, and all under-represented children to lead the mission.

6. Encouraging Scholarship and
Leadership:
• Combining high level individual STEAM scholarship with helping others to
succeed
• Emphasis on the classroom as a Community of Caring and Learning
• Providing opportunities for student voice in/after learning activities
• Providing opportunities for students to discuss, write about, hear about
issues of equity and social justice through literature, music, and literature

7. Creating Possibilities and Opportunities:
Culturally Relevant S.T.E.A.M Instruction
Provides 21st Century Skills Student Opportunities
Opens Gates to Success for Students in School
Creates Opportunities for Transformation of Students,
Teachers, and Communities

8. STRUCTURE
Important Themes for
Academic and Leadership
success in the 21st century:

9. Think
Critically
Communicate
Collaborate
Create

10. Culturally Responsive
STEAM Power Strategies:
A Design for Teaching and
EmPowering All Students to
Transform the World Our Frame is
Culturally Relevant
Pedagogy

11. Culturally relevant teaching 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.”.

12. Beginning Our Journey
CREATING
A JOYFUL PRODUCTIVE
COMMUNITY
• T

13. Teacher Mindset
Know Yourself
Know Your Community
Know Your Students

14. Values
What are the values of the
quoted Scholars?
What Are Your Values ?

15. Our Community Village Word Wall

16. Culturally Responsive STEAM
Power Strategies:
A Design for Teaching and
EmPowering All Students to
Transform the World
OUR JOYFUL PRODUCTIVE
COMMUNITY
Will Explore:
Teaching Activities:
The Integration of Science, Technology,
Engineering, with L/Art Music/Movement
Cultural Learning Techniques (5 R’s),
Academic English Language Development
Practices,
21st Century Themes
Culturally Relevant
STEAM POWER
Strategies

18. Reflection
Connecting to Affective, Meta-Cognitive,
and Cognitive Domains of Learning

19. Charts
Add your thoughts and expertise.
Review of Activities

20. What will be your actions as an educator, family
member, and community member?
I Learned, I Liked, I Will

21. Thank you!
Dr. Bonnie Mozer
Contact:
bonmozer@aol.com

22. Culturally Responsive Teaching “is about building the learning
capacity of the individual student,” Hammond says. “There is a
focus on leveraging the affective and the cognitive scaffolding
that students bring with them.” The simplest way to judge whether
your teaching is culturally responsive is whether your diverse
students—students of color, English language learners, immigrant
students—are learning. If they are not succeeding academically
within your classroom norms, your approach might need to be more
culturally responsive.
Zaretta Hammond

23. Culturally Responsive Teaching
for the 21st Century
Earmarks
Students are empowered and motivated to use critical thinking skills, research, read and write in
content areas, and
take part in academic discussions effectively
Students feel,
see and hear evidence that visual, affective, and cognitive domains are employed to instruct
Students understand that they are held to high expectations in school and community
Students are provided with tools that provide mastery of grade level+ materials, resources and
leadership and social activism opportunities,
Students’ language, culture, and voice is honored
Students’ cultural, linguistic, cognitive, and creative gifts are honored and used to provide a pathway
to learning
STEAM Learning is used as an important driving force
SEE CHART

24. Strategies: Activities by
Design
How: We Will Explore
Strategies: Activities by Design that
• Focus on Gifts/Genius of Children
• Set Children up for Success
• Raise the Bar for All-Ramp Up Rigor
• Provide Opportunities for Student Voice, performance, and
presentation
• Create joy
• College and 21st Century Aligned
• Emphasize an Inclusive Mind Set
• Build a cultural bridge
• Create a Community of caring and
• Activism and Social Justice
Our Frame:
Culturally Responsive Pedagogy

25. Critical Pedagogy
• Paulo Freire’s work has influenced people working in
education, community development, community health
and many other fields. Freire developed an approach to
education that links the identification of issues to
positive action for change and development. While
Freire’s original work was in adult literacy, his approach
leads us to think about how we can ‘read’ the society
around us.
• For Freire, the educational process is never neutral.
People can be passive recipients of knowledge —
whatever the content — or they can engage in a
‘problem-posing’ approach in which they become active
participants. As part of this approach, it is essential that
people link knowledge to action so that they actively
work to change their societies at a local level and
beyond
Action and
Hope

26. Review
Strategies for Language Learning

27. Activities:
Word and Chart Village
Academic Language Community Dance
Math Relay Race
Poetry Writing to Music
Carousel Community Voice
Charts: How did this activity represent Culturally Responsive Pedagogy, 21st Century Themes, and STEAM Connections. Technology
apps and sites used by participants
Video-Student Voice
Performance-Culmination/Assessment