Culturally Responsive Pedagogy and Practice Module Academy 2 Slides Ver 1.0 FINAL Kak

8/12/2019 Culturally Responsive Pedagogy and Practice Module Academy 2 Slides Ver 1.0 FINAL Kak

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Culturally Responsive Pedagogy and Practice

Academy Two: Culturally Responsive Classrooms


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ww.nccrest.org


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Whats in an Educational System?Whats in an Educational System?


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What are Culturally Responsive Educational Systems?What are Culturally Responsive Educational Systems?


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Leadership AcademiesLeadership Academies


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RolesRoles


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Identify Environmental and Instructional

Define Culturally Responsive Pedagogy Identify features of culturally responsive

pedagogy


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..

Orienting Activity: What Do You Already Do?..................................................15 minutesLecturette 1: Features of Culturally Responsive Pedagogy .50 minutesActivity 1: Self Assessment...................................15 minutesActivity 2: Characteristics of Teachers......40 minutes

Lecturette 2: Elements of CR Classrooms....30 minutes

Activity 3: Unpacking the Environmental Elements of CR Classrooms...15 minutes..

Activity 4: Formative Assessment Strategies15 minutesActivity 5: Examining Instructional Elements of CR Classrooms....15 minutesSelf Assessment.5 minutes

Things to Remember.5 minutesOutcomes Review.10 minutes


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Warm Up Activity: What do you

lready o?

Materials: Worksheet; pens; tape; chart paper; markersTime limit: 15 minutesPart 1: What do you already do?

Individuals complete worksheet that asks them to describewhat culturally responsive teaching looks like, and then listthing they personally do or observe in their school that is

culturally responsive. (5 minutes) ,

Ask participants to discuss their ideas with their small groupmembers. Then, invite small groups to share sample ideas

.(10 minutes)


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Lecturette 1

Features of Culturally Responsive Pedagogy(*Review from Academy 1 of this Module)


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What Does it Mean to be Culturall Res onsive?

Cultural responsiveness is the ability to learnfrom and relate respectfully with people of yourown culture as well as those from other cultures.


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Dimensions of Culturally Responsive Education

PrejudiceReduction

ContentIntegration

Culturally

Responsive

KnowledgeConstruction

EquityPedagogy

Education

School


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Characteristics of Culturally Responsive PedagogyCharacteristics of Culturally Responsive Pedagogy

1. Students receive equal opportunities to achieve fullpotential.

. tu ent preparat on or competent part c pat on nincreasingly intercultural society.

.for every student.

all types.

5. Education more full student-centered and inclusive of

the student voices and experiences.

6. Educators, activists, and others take active role inreexam n ng a e ucat ona pract ces an ow t ey

affect the learning of all students.


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Features of Culturall Res onsive Peda o

Communication of High Expectations

earn ng w t n t e ontext o u ture

Culturally Mediated Instruction Teacher as Facilitator

Student Centered Instruction


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Artwork by Vivana-

NCCRESt 2006 art contest winner

The biggest mistake of past centuries in teaching has beento treat all children as if they were variants of the samen v ua an us o ee us e n eac ng em a e

same subjects in the same way.-Howard Gardner


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Culturally Responsive Teachers

Cultural organizers,

me a ors, an

orchestrators

of social

contexts

ar ng, comm tte ,

and respectful belief

in their students

abilities and desire

Validate,

affirm,

facilitate,

Experts in

instruction and

management

to learn liberate,

and empower

Challenge

and

Explicitly teach

skills and culturalHave a sense of

support

students

responsibility

for all students


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Activity 1 Self Assessment of your

ulturally Responsive lassroom

Individually, complete the self assessment form

Discuss your results with a partner or at your table group

Whole group debrief


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Activity 2: Characteristics of

Culturally Responsive eachers

Personal Reflection complete favorite andnot-so-favorite teacher characteristics

worksheetWhole group share


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Classrooms that Meet Human Needs*This slide is for use with



PowerBelonging

FreedomFun


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Belon in *This slide is for use withActivity 2: Characteristics ofCulturally Responsive Teachers

sta s a car ng env ronment an warm,personal, positive relationships with students

Prevent and respond to teasing, bullying and

exclusion of students Teach conflict resolution skills to maintain

friendships

Teach social skills and use cooperative learningil n f l n in


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*This slide is for use with



behavioral success and accomplishment for allstudents

Conduct individualized goal setting and evaluation

Hel students self-evaluate their erformance andbehavior

Provide fre uent ositive feedback and reco nition

Give students numerous responsibilities or jobs withinthe classroom


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Freedom *This slide is for use withActivity 2: Characteristics of


Give students a voice in what they learn and.

Require students to design a plan forim rovement when a roblem occurs.

Take students seriously in planning lessons,

ro ects classroom rules and conse uences.

Allow students to have input in creating rulesand consequences.

Give students free time during the school dayto choose from a variety of learning options.


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Fun*This slide is for use with



Create learning experiences that are fun, creative,, .

Welcome physical activity.

Give students a wide variety of choices in.

Include students interests in curricular planning.


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ulturally Responsive eachers

Part III: Connecting to Basic Human Needs List actual exam les of how our assi ned

basic need has been met in a classroom.

After writin some exam les discuss withinthe group: How did this make you feel?


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Lecturette 2

Elements of Culturally Responsive Classrooms


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Reframing the Question

Why arestudents

failing?

ow are t e

learning

experiencesprovided by ourdistrict, school,

If we seek to improve studentperformance we must focus on the

work or learning experiences we

failing thesestudents?

provide to students (Schlechty,

2002).


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Features of CR Pedagogy in

assrooms

Environmental

Instructional

Curricular


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Curricular Elements

lar

InstructionalCurricular

ontent delivery

Lesson adaptations


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nv ronmen a emen sEnvironmental

1. Creating an Environment of Respect and

Rapport

2.Establishing a Culture of Learning3.Families and Communities

4.Organizing Physical Space and Materials

5.Encouraging Classroom ManagementSystems


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2. Establishing a Culture of Learning

Importance of the Content

Expectations for Learning and Achievement


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3. Families and Communities

Connect with Families and Local Community

Map the Community and its Resources (e.g.

, , ,recreation centers, and other public activities)

u ommun cat on ystems t at or


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4. Organizing Physical Space and Materials


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Environmental

5. Encouraging Classroom Management Systems

Monitor Own Ensure

Manage

Student

Behaviors

ClassroomProcedures


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Environmental Monitor Own

Behavior

Teaching is first and foremost learning, and egocentric as it may sound, the

teachers chief area of study is herself or himself.

, ,

strengths, and compensate for my deficits rather than denying them can I

help my students do the same.

It is both the blessing and the curse of teaching that the learning never ends.Every day, I must confront what I am as a teacher and what I hope to be.

Author Unknown


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Behavior

Be aware of the broader social, economic, and politicalcontext

Question traditional assumptions of what works inc assroom managemen

Consider when to accommodate students cultural

accommodate (Mutual Accommodation) Examine current practices and policies in terms of

equitable treatment


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Behavior

Reflection uestions for E uitable Treatment of Students

Which students are being disciplined most often?

What behaviors are targeted as needing disciplinary attention?

Are we more patient and encouraging with some students, while more likely tochastise other students?

What is the root cause of student resistance? Do we use hairstyle and dress to form stereotypical judgments of our students

character and academic otential?

Do we use inappropriate, demeaning reprimands toward some students?


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Manage

Classroom

Procedures

Environmental

anagement o nstruct ona roups

Management of Transitions Management of Materials and Supplies

-

Supervision of Educational Assistants


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EnsurePositive

Student

Behaviors

Environmental

Monitoring of student behavior is preventative

Clear and consistent responses to undesirablebehavior


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Activity 3 Unpacking the

CR ClassroomsEnvironmental

Describe what your element looks like.

a e ow appens n your room u ng Radar

Rhetoric Emerging Accomplishing

What does it look like? How are culturally responsive

classrooms different from traditional classrooms? How does instruction and assessment need to change inyour setting to become more culturally responsive? Wherewould you start?


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Lecturette 3

Features of Culturally Responsive

Instruction


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Features of CR Pedagogy

Communication of HighExpectations

Learning within the context of culture Culturally mediated instruction

Student Centered Instruction


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Instructional

Classroom design


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Student-Led Grou sInstructional

Grouping Options Teachers Role Describes students roles

Collaborative escr es stu ents nterpersona s s Encourages student interaction

Monitors group effectiveness

Performance-Based

u es un erstan ng Affirms student diversity Identifies students needs

Dyad (Pairs) Provides instructional scaffold Provides explicit instruction Identifies students interests or needs Models instructional strategies

Guides understanding


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n erac onsInstructional

Teacher interactions with class

Teacher interactions with individualstudents

Ongoing awareness and monitoring ofnteract ons


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Evidence of student

understandingInstructional

ommun cat on w t stu ents

Classroom Assi nments


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Variet of Assessment

StrategiesInstructional

Initial and Ongoing

Student self-assessment


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Im rovin Learninthrough AssessmentInstructional

Adjustment of teaching

Effective feedback to students

Students actively involved in their own learning

ecogn on o e n uence assessmen as onstudents motivation and self esteem

Need for students to assess themselves and

understand how to improve

D t t t Eff ti


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Deterrents to Effective

Assessment for LearningInstructional

Assessing quantity of work versus quality

Greater attention to markin and radin Teacher feedback often centered on social and

managerial purposes versus helping students learn

Teachers not knowing enough about studentslearning needs


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n t a an n- o ngInstructional

- Assess, Build or Activate background knowledge Set purpose for lesson

ur ng Develop and assess student understanding Student practice

Post- Provide informative feedback

i i 4 F i


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ctivit 4: Formative

Assessment StrategiesInstructional

S lit into rou s

Assign each group one aspect of

Review strategies in the list select one

group


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Activit 5: Examinin the

Instructional Elements of CR

Classrooms

Instructional

How are culturall res onsive classroomsdifferent from traditional classrooms?

How does instruction and assessment need tochange in your setting to become moreculturally responsive? Where would you start?


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Self Assessment

Review the self audit of a culturallyres onsive classroom that ou com leted inthe first activity. Jot down some ideas about

in which you would benefit from the mostu .

G i T h


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Growin as a Teacher

Teaching is first and foremost learning, and egocentric as it may sound, .

n y as scover my own preju ces, ace my own ears, g ve p ay to myown strengths, and compensate for my deficits rather than denyingthem can I help my students do the same.

It is both the blessing and the curse of teaching that the learning neverends. Every day, I must confront what I am as a teacher and what Ihope to be. To do less is to be less of a teacher.


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en y nv ronmen a an ns ruc ona

elements of culturally responsive classrooms

Define Culturally Responsive Pedagogy

Identify features of Culturally Responsive Pedagogy


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Activity: Outcomes ReviewMaterials: Outcomes Review Handout

Time Limit: 10 minutes

Part 1: Complete your chosen outcome and talkwith your small group about what youve

learned. (5 minutes)

art : are your eas w t t e w o e group.

minutes)


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Activity: Outcomes ReviewPart 1: Com lete our chosen outcome and talkwith your small group about what

youve learned. Focus on one outcome,or at the most, two outcomes.

5 Minutes


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Activity: Outcomes Review

Part 1: Com lete our chosen outcome and talkwith your small group about what

youve learned. Focus on one outcome,or at the most, two outcomes.

4 Minutes


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Part 1: Com lete our chosen outcome and talkwith your small group about whatyouve learned. Focus on one outcome,or at the most, two outcomes.

3 Minutes


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2 Minutes


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1 Minute


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Part 2: Share our ideas with the whole rou .


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5 Minutes


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4 Minutes


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3 Minutes


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2 Minutes


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1 Minute


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Documents

Culturally Responsive Pedagogy and Practice Module Academy 2 Slides Ver 1.0 FINAL Kak