Upload
msudenver
View
0
Download
0
Embed Size (px)
Citation preview
• Range of support for STEM equity • Role of language in teaching and learning • Role of culture in teaching and learning • Race and ethnicity in education • Tools for professional development
“We’ve arranged a global civilization in which most crucial elements – transportation, communications, and all other industries; agriculture, medicine, education, entertainment, and protecting the environment – profoundly depend on science and technology.
We have also arranged things so that almost no one understands science and technology. This is a prescription for disaster. We might get away with it for a while, but sooner or later this combustible mixture of ignorance and power is going to blow up in our faces.” ~Carl Sagan
“The largest group is millions of American school children who do not speak English, or standard English.” “The youngest children mistakenly internalize the school practices signs of their own personal inadequacy. Older students rightly take them as insults. To this contempt for their humanity, the children reply with resignation, and with resistance.”
¡ How do we define childhood? ¡ How do we define family? ¡ How we define family engagement? ¡ What issues of language and culture impact achievement?
¡ Intersection with socioeconomic status ¡ Teacher quality ¡ Digital divide ¡ Disproportionality ¡ Achievement gap ¡ Dropout rates ¡ School to prison pipeline
¡ Staggering amount of published material
¡ Most people’s knowledge is from fictional movies and TV
¡ History books typically constrain Indians to the past
¡ Celebration of “discovery” of America
¡ Many tribes have treaties
¡ There is no common language, and no shared customs, though stereotypes are common
¡ Similarities in ways of being
¡ Shared response to US policies and structures
¡ Societal romanticism and historical imagery
¡ What is the history of language and education policy for Natives in this community since European contact?
¡ How does the history of boarding schools affect this community?
¡ How do families make ends meet? ¡ What’s the structure of the tribe?
¡ Cultural sensitivity ¡ Socioeconomic factors ¡ Classroom expectations
¡ Effective teaching ¡ Learning ¡ Cultural traits ¡ Stereotypes ¡ Classroom implications
¡ Is the student first or second generation? Or has the family stayed in one place?
¡ Does the student consider her/himself Latino? Hispanic? Mexican?
¡ Does the student have written literacy skills in his/her L1*?
¡ What is the family’s situation? ¡ What are the child’s responsibilities?
¡ Develop and/or improve knowledge of language acquisition
¡ Know and apply Sheltered Instruction strategies ¡ Broaden understandings of family engagement ¡ Draw upon students’ funds of knowledge ¡ Broaden forms of assessment ¡ Counsel underrepresented groups into rather than away from STEM fields
¡ Build a network of community role models doing STEM work
¡ Be prepared to offer remedial help as needed, to strengthen students’ foundational skills
¡ Be open to cultural exchange opportunities for teachers that can increase empathy, understanding, and appreciation
¡ Critically examine their own teaching materials and paradigms for cultural bias
¡ Develop and facilitate problem-‐based learning activities around issues relevant to the community
¡ After participating in this session, how do you feel about working with culturally and linguistically diverse students?