Using Culturally Responsive Practice to Promote Literacy Empowering - - PowerPoint PPT Presentation

Using Culturally Responsive Practice to Promote Literacy

Fredeisha Harper Darrington, M.S.Ed. Kimberly Green, NBCT, M.Ed.

Empowering ALL Learners

• Assemble into your assigned groups.
• Compile a list of 10 ONE-WORD commonalities that have

NOTHING to do with work. YOU MAY NOT GIVE OBVIOUS RESPONSES LIKE: ARMS, BRAIN, HAIR, CHILDREN, PANTS, SHOES.

• You will have only 8 minutes to complete your group list.
• Choose a member of the group to share your results with everyone.

ICEBREAKER

”We’ve Got Something In Common!”

• Identify environmental and

instructional elements of culturally responsive classrooms.

• Explore key terminology:

multicultural education, culturally responsive practice, ecological systems.

• Reflect on current practice for

improvement of instructional methodology

Participant Outcomes

“What’s the Point?”

Research says...

“In culturally responsive teaching, the educator connects the importance

• f the student’s individual

experiences into the various components of explicit instruction.” (Pace, 2011, p. 6) “Explicit instruction is clear and supportive, guiding students in the learning of new knowledge and skills.” (Pace, 2011, p. 6) “Culture plays a critical role in learning and that cultural competence increases teaching effectiveness.” ( Pace, 2011, p. 5)

Pace, D. (2011). Best Practices: The Use of Explicit Instruction and Culturally Responsive Teaching. Insights on Learning Disabilities, 8 (2), 5-14.

“How and Why?”

Explicit Instruction & Culturally Responsive Teaching

RAP Conspicuous Strategies

Solid strategies made clear and useful

Strategic Integration

Combination of knowledge and skills used to learn new information

Mediated Scaffolding

Temporary support provided by teachers

Judicious Review

Planned review and application of multiple and varied activities

Primed Background Knowledge Big Ideas

Assist in acquiring knowledge-concepts, principles, and basic rules Acquisition of the knowledge in place and provision for additional cues to connect and learn new information

Pace, D. (2011). Best Practices: The Use of Explicit Instruction and Culturally Responsive Teaching. Insights on Learning Disabilities, 8 (2), 5-14.

U N C O N S C I O U S B I A S U N C O N S C I O U S B I A S

https://www.youtube.com/watch?v=dVp9Z5k0dEE

Dimensions of Culture

”What’s in Your Cultural Wallet?”

Belief Systems Grooming & Attire Religions Family Roles Education Age Status Family Structures Gender Roles Traditions Taboos

THE CULTURAL ICEBERG What could you be missing about your students culturally which profoundly affects their learning style, interests, understanding of the world, attitudes about learning, behaviors, and, etc ?

• 3. According to the Center for

American Progress, compared with schools attended by at least 90% White students, those attended by at least 90% students

• f color spend how much less per

pupil annually? a. $312 b. $733 c. $1023

• 2. Fifty-seven percent of people

in state prisons for drug offenses in the US are African-American. What percentage of illicit drug users in the US are also African-American? a. 14% b. 28% c. 42% d. 56%

• 1. US Census data show that

African-American and Latina women earn how much for every dollar a White man earns? a. $1.00 & $1.00, respectively b. 81 cents & 79 cents, respectively c. 64 cents & 56 cents, respectively d. 54 cents & 49 cents, respectively

How does your unconscious bias prevail?

• 6. “The Government of the United

States of America is not, in any sense, founded on the Christian religion.” a. The manifesto of the

• rganization, American

Atheists b. The “Seven Principles” of Unitarian Universalism c. The Treaty of Tripoli, between the US and Tripoli (1797)

• 5. “I am not now, nor ever have been in

favor of bringing about in any way the social or political equality of the White and Black races. I am not now nor ever have been in favor of making voters or jurors of Negroes, nor of qualifying them to hold office, nor of intermarriages with White people. There is a physical difference between the White and the Black races which will forever forbid the two races living together on social or political equality. There must be a position of superior and inferior, and I am in favor of assigning the superior position to the White man.” a. Abraham Lincoln b. George Wallace c. Elizabeth Cady Stanton d. Jesse Helms

• 4. In which of the following areas

is poverty growing quickest in the United States? a. Urban b. Rural c. Suburban

How does your unconscious bias prevail?

• 9. “We have deluded ourselves into

believing the myth that capitalism grew and prospered out of the Protestant ethic of hard work and

• sacrifices. Capitalism was built on

the exploitation of Black slaves and continues to thrive on the exploitation of the poor, both Black and White, both here and abroad.” a. Martin Luther King, Jr. b. Michael Moore c. bell hooks d. Eleanor Roosevelt

• 8. According to a national study of

US parents with children in public schools, 66% of parents from families not experiencing poverty reported they ALWAYS checked to ensure their children did their homework. What percentage of parents from families experiencing poverty reported they ALWAYS checked to ensure their children did their homework? a. 32% b. 52% c. 72% d. 92%

• 7. About 5% of the world’s people

live in the United States. About what percentage of people currently in prison live in the United States? a. 5% b. 25% c. 45% d. 65%

How does your unconscious bias prevail?

VIGNETTE ACTIVITY

Groups of two or more will be assigned a vignette that covers one of the dimensions of culture. Each scenario presents an issue requiring knowledge and practice involving culturally responsive action within the classroom. What would you do if you were placed in

• ne of the situations provided?

Read and discuss with your group and plan to present and share with everyone.

Reflect & Share!

Culturally Responsive Education

Culturally responsive pedagogy are the processes by which we support ALL student learning (as well as teacher learning) through the provision of effective teaching and learning. This happens in a learner-centered, culturally supported environment where students’ strengths and identities are nurtured and utilized to promote learning. (Richards, Brown & Forde, 2006)

“What is Culturally Responsive?”

Pillars of...

Culturally Responsive Education

H E C f C T F S C C M KEYWORDS Inclusivity Multicultural Diversity Competence Responsive

Pedagogy

FEATURES Instructional Curricular Environmental

Anchor Standards

K-5

Anchor Standards

6-12

• for ALL

TEACHERS-new and experienced.

• an essential part of

lesson planning.

• ngoing and does not
• ccur less with more

experience.

• NOT quick and easy.
• initially

uncomfortable.

• an integral part of

growth mindset.

“The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way”

• Howard Gardner

Reflective Practice is...

1. How are the learning experiences provided by our district, school, or classroom failing these students? 2. Do students perceive me as: a. Treating them equally? b. Suspending judgement? c. Welcoming and encouraging all points

• f view?

d. Carefully listening to gain deep understanding? e. Encouraging active participation, serious discussion; honest disclosure of their most important concerns including harassment, bullying, etc.? 3. Why do I believe students perceive me in these ways?

“Ask Yourself...”

CRE Circle of Life

CULTURALLY RESPONSIVE EDUCATION

Content Integration Equity Pedagogy School Culture Prejudice Reduction K n

• w

l e d g e C

• n

s t r u c t i

• n

https://www.youtube.com/watch?v=B8kEpOgt2OY

❏ Students respond to varying demands of audience, task, purpose. ❏ Students know how to critique as well as comprehend. ❏ Students know how to recognize a perspective that is different from his/her own. ❏ Students value evidence from a text. ❏ Students use technology & digital media strategically & capably. Alabama College and Career Readiness Standards (2010)

• Develop integrated units around universal themes
• Vary teaching strategies

❏ Assign independent work after students are familiar with concept ❏ Use role-playing strategies

• Create an environment that encourages and embraces

culture. ❏ Allow students ample opportunities to share their cultural knowledge ❏ Question and challenge students on their beliefs and actions ❏ Teach students to question and challenge their own beliefs and actions

• Use resources other than textbooks for study

❏ Provide information to the students on alternative viewpoints or beliefs of a topic Principles for Culturally Responsive Teaching (www.brown.edu)

Name it! Note it! Do it!

With others at your table, compile a list of behaviors and actions that you are currently doing or can do in your classroom to foster culturally responsive teaching and learning. ___________________ With others at your table, compile a list of writing prompts for your grade/age level that follow cultural responsiveness and curricular standards.

CULTURALLY RESPONSIVE CLASSROOM CLIMATES is guided by TEACHERS’ BEHAVIORS!

#1 #2

Perspective is Reality!

Reflect & Share!

THANK YOU!

Please complete the survey! https://s.surveyplanet.com/Sk2M9XjKf CONTACT

Fredeisha Harper Darrington, MSEd Library Media Specialist, Fairfield City Schools Teacher Consultant UAB Red Mountain Writing Project fhd611@uab.edu

• Kimberly Green, NBCT, MEd

Gifted Specialist Birmingham City Schools Teacher Consultant UAB Red Mountain Writing Project klgreen117@gmail.com

References

Aldridge, J., Kilgo, J. L. & Christensen, L. (2014). Turning Culture Upside Down: The Role of Transcultural Education. Social Studies Research and Practices, 9(2), 107-119. Ball, A. F. & Tyson, C.A. (2011). Preparing Teachers for Diversity in the Twenty-first Century. Studying Diversity in Teacher Education (p. 399-416). Washington, DC: American Educational Research Association. Bassey, M. O. (2017). Just What Carter G. Woodson Ordered: Culturally responsive Education and Teaching. Journal of Education and Human Development, 6(4), p. 1-6. doi: 10.15640/jehd.v6n4a1. Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), p. 106-116. Gonzalez, N., Greenberg, J. & Velez, C. (n.d.). Funds of Knowledge: A Look at Luis Moll’s Research Into Hidden Family Resources. Retrieved from https://edsource.org/wp-content/uploads/old/Luis_Moll_Hidden_Family_Resources.pdf. Gorski, P. (2009). Toward a Critical Approach to Multicultural Teacher Education. Retrieved from http://www.edchange.org/handouts/MTE-Approaches.pdf. Gorski, P. (2010). Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education. Retrieved from http://www.edchange.org/publications/deficit-ideology-scornful-gaze.pdf. Gorski, P. (2013). Who Said it?: A Re-Perception Quiz. Retrieved from http://www.edchange.org/multicultural/quiz/who-said-quiz-KEY.pdf. Gorski, P. (2017). Classism and Poverty Awareness Quiz. Retrieved from http://www.edchange.org/multicultural/quiz/quiz-class-key.pdf. Gorski, P. (2017). Equity and Diversity Awareness Quiz. Retrieved from http://www.edchange.org/multicultural/quiz/quizNEW-KEY.pdf. Gorski, P. (2017). Ten Commitments for Equity-Literate Educators. Retrieved from http://edchange.org/handouts/10-commitments-equity-educators.pdf. Hammond, Z. (2013, February 8). Cultural Responsiveness Starts with Real Caring [Blog post]. Retrieved from https://www.tolerance.org/magazine/cultural-responsiveness-starts-with-real-caring. Major, J. & Reid, J. (2017, July 6). Culturally Relevant teacher Education Pedagogical Approaches. The Sage Handbook of Research on Teacher Education, p. 610-626. Retrieved from https://researchoutput.csu.edu.au/ws/portalfiles/portal/19088402. May, V. M. (2014). “Speaking into the Void”? Intersectionality Critiques and Epistemic Backlash. Hypatia: A Journal of Feminist Philosophy, (29)1. doi: 10.1111/hypa.12060. Pace, D. (2011). Best Practices: The Use of Explicit Instruction and Culturally Responsive Teaching. Insights on Learning Disabilities, 8(2), 5-14. Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1). Sharf, A. (n.d.). Critical Practices for Anti-bias Education. Retrieved from http://www.tolerance.org/sites/default/files/general/PDA%20Critical%20Practices.pdf. Teaching Tolerance (n.d.). Critical Practices for Anti-bias Education: Classroom Culture. Retrieved from https://www.tolerance.org/professional-development/critical-practices-for-antibias-education-classroom-culture. Wong, D. L. [DanielLWong]. (2016, April 27). Cultural iceberg-helpful idea #culture #multiculturalism [Tweet]. Retrieved from https://twitter.com/daniellwong/status/725299584860315649