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With the Common Core Developing the Cultural Competence of - - PowerPoint PPT Presentation

Sep 30, 2023 482 likes •801 views

SOARR With the Common Core Developing the Cultural Competence of Teachers using the Common Core Curriculum for English Language Arts Diantha B. Watts, Ed. D. Director of Field Experiences SUNY Geneseo Agenda Cultural Competence

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SOARR With the Common Core

Developing the Cultural Competence

  • f Teachers using the

Common Core Curriculum for English Language Arts

Diantha B. Watts, Ed. D. Director of Field Experiences SUNY Geneseo

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Agenda

  • Cultural Competence
  • Cultural Competence for Teachers
  • Cultural Competence and the Common

Core Learning Standards

  • SOARR
  • Using the SOARR framework in

teaching

  • Resources
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De Definition inition of

  • f

Cul ultural tural Com

  • mpet

petence ence

  • Cultural competence is the ability to

effectively work, i.e., teach, provide service, cross-culturally.”

(Diller & Module, 2005)

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Models dels of Cultural ultural Co Compete mpetence nce

  • Origins of Cultural Competence:

– Social Work (Cross, 1988) – Cross-Cultural Counseling (Petersen, Draguns, Lonner & Trimble, 1989) – Cross-Cultural Awareness Practice (Devore & Schlesinger, 1981; Green, 1982; Lum, 1986) – Intercultural Communication (Hoopes, 1972) – Multicultural Education (Banks & Banks, 1995)

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Thr hree e CO

COMPONENTS MPONENTS of

  • f

Cul ultural tural Com

  • mpet

petenc ence

Knowledge Awareness Skills

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Cultural competence

  • “A culturally competent teacher devises a curriculum that:

enables students to view concepts, issues, events, and themes from the perspectives of diverse racial and cultural groups and/or leads students to make meaningful contributions to the resolution of social issues and problems. Teachers who add “multicultural fluff” do not meet the standard of multicultural education at a transformative level and may well decrease the ability of diverse students to interact effectively with the material (p. 161).” Diller & Moule (2005)

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“To understand other perspectives and cultures. Students appreciate the twenty-first century classroom and workplace are settings in which people from other widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds.”

Common Core Goals

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  • How do you incorporate cultural

competence into everyday teaching?

– Five concepts to remember for EVERY lesson you teach and EVERY interaction you have

  • S

S elf-Awareness

  • Other-Awareness
  • Accepting multiple perspectives
  • Relevance
  • Reflection

Cultural competence

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  • Self-Awareness
  • Other-Awareness
  • Accepting multiple perspective
  • Relevancy
  • Reflection

SOARR

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  • Understand how the cultures of your

communities impact you;

  • Understand your cultural limitations; and
  • Understand potential areas of tension

and conflict.

  • May include informal and formal

Self-assessments

National Center for Cultural Competence: http://nccc.georgetown.edu/foundations/assessment.html

Self-Awareness

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  • What is your knowledge base about other

groups?

  • Is your knowledge of others limited or based on

stereotypes?

  • How are other groups portrayed in the

material/subject area?

  • Are other groups negatively represented in your

teaching materials?

Me, My Race & I http://www.pbs.org/race/005_MeMyRaceAndI/005_01-slideshow.htm

Other Awareness

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  • Accepting differences as:

– legitimate diverse realities – produce value

Perspectives Toolkit (Teaching for Tolerance): http://www.tolerance.org/perspectives-toolkit

Acceptance/Awareness Of Multiple Perspectives

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  • How can you make the material/lesson

relevant to your students? –Think about the following

  • cultural backgrounds
  • ages
  • interests
  • skills needed to be successful (technology)

Relevance

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  • Consistent and persistent review of

experiences, interactions and beliefs

  • Noting changes, progress, conflating

ideas, etc.

  • May also include discussions with others

Reflection

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  • “We see the Common Core as a

powerful opportunity to build diversity into instruction and encourage powerful dialogue.”

  • “They invite us to be culturally

responsive in new ways.”

Emily Chiarello (Teaching Tolerance, 2012)

Common Core Opportunity

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  • CCSS Global Compentencies:

–Investigate the world –Recognize perspectives –Communicate ideas –Take action

Common Core Opportunity

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http://www.corestandards.org/assets/Appendix_B.pdf

Common Core Curriculum

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  • English Language Arts

http://www.engageny.org/english-language-arts

Common Core Curriculum

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Common Core Curriculum

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  • CCLS Module 3.1
  • Guiding Questions:

–What is the power of education and reading? –How does where people live in the world affect how they access reading and books?

Using the SOARR Framework

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Module 3.1

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  • Self-Awareness
  • Other-Awareness
  • Accepting multiple perspective
  • Relevancy
  • Reflection

SOARR

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  • Teacher must consider her/his own

beliefs about this topic

– What do I truly believe about reading and writing? – What are my biases about access to reading and books? – Do I highly value books and reading in such a way that I believe that those who do not read and write are inferior? – Why do I feel this way? – Who/What has shaped these beliefs and values?

Self-Awareness

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  • What are my beliefs about how others

view reading and writing?

  • How might my knowledge of others’

views of reading and writing be based on stereotypes?

  • What do I know about others’ view of

reading and writing?

  • What more can I learn about others’ view
  • f reading and writing?

Other Awareness

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  • Do all cultures value reading and writing

in the same way?

  • In what ways do other cultures vary in

their perspectives on books as well as traditional reading and writing?

  • What barriers may exist that prevent this

access to books, reading and writing?

Accepting Multiple Perspectives

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  • How do I make this topic relevant for the

students in my classroom and their families?

  • How do my students truly feel about this

topic?

  • How can I find out about their beliefs?
  • Do students have a more modern view

(technology infused)?

  • Why do they need to know this information?

Relevance

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  • Now that I have taught this

lesson/module/unit, what did I learn about myself, others, and my students?

  • How have my beliefs about this topic

changed?

  • How will I use this information to improve my

understanding of others and myself?

  • What other texts can be used to enhance

this topic?

Reflection

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  • Self-Awareness
  • Other-Awareness
  • Accepting multiple perspective
  • Relevancy
  • Reflection

SOARR

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Resources

  • Diversity Toolkit: http://www.nea.org/tools/diversity-toolkit.html
  • Me, My Race & I:

http://www.pbs.org/race/005_MeMyRaceAndI/005_01-slideshow.htm

  • Multicultural Education Resources:

http://www.edchange.org/multicultural/case-studies.html

  • The danger of a single story:

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

  • Why Cultural Competence (NEA):

http://www.nea.org/home/39783.htm

  • Teaching Tolerance Anti-Bias Framework:

http://www.tolerance.org/sites/default/files/general/TT%20anti%20bias%20frame work%20pamphlet_final.pdf Self-Assessment Tools:

  • Implicit Attitude Test: https://implicit.harvard.edu/implicit
  • Cultural Awareness Self-Assessment:

http://highered.mcgraw-hill.com/sites/dl/free/0072563974/87090/ch02.html

  • Perspective Tool Kit: http://www.tolerance.org/perspectives-toolkit
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resources

Texts:

  • Cultural competence: A Primer for Educators

(Diller & Moule)

  • Building Racial and Cultural Competence in the Classroom

(Teel & Obidah)

  • Cultural Proficiency: A Manual for School Leaders

(Lindsey, Robins & Terrell)

  • Blink

(Malcolm Gladwell)