Culturally Responsive Teaching Methods. Jeff Herr Julie Ledford Erin Vader Jackie Gaffner. What is Culturally Responsive Teaching? . An Introduction. Culturally Responsive Teaching. - PowerPoint PPT Presentation
Culturally Responsive Teaching Methods
Culturally Responsive Teaching MethodsJeff HerrJulie LedfordErin VaderJackie GaffnerWhat is Culturally Responsive Teaching? An IntroductionCulturally Responsive Teaching Recognizes the importance of including students cultural references in all aspects of learning (Ladson-Billings, 2009).
Some characteristics of culturally responsive teaching are:Positive perspectives on parents and familiesCommunication of high expectationsLearning within the context of cultureStudent-centered instructionCulturally mediated instructionTeacher is facilitatorHow do we become Culturally Responsive Teachers?Acknowledge that a students cultural heritage is important and legitimate. Recognize that culture serves as both legacy that impacts a students attitude and as worthy content to be taught in class.Communicate consistent messages of high expectations and believe what you say!How do we become Culturally Responsive Teachers?Use a variety of lessons and instructional strategies that connect with different learning styles, are respectful of different cultures and are applicable to a students real life.Allow students to control the learning. Student-led learning groups help facilitate cultural recognition, relevant learning, leadership skills and responsibility. Teachers should guide, facilitate and learn from their students.What are some methods teachers can use?Culturally Reflective ArtDiversity in LiteratureLanguage Role PlayingCulturally Reflective ArtArt can be used as a way to celebrate heritage, investigate cultures, and examine societal norms.Art also provides a way to reach out and include many different types of learners.Here are two examples of how to use different types of art in the classroom:Reel-life TeachingUsing movies in class can be a way to kill two hours, or it can be a transformative way to examine heritage, culture and society.
Akeelah and the Bee (2006)Reflection Questions:Should competitions be a big part of schools? What has your experience been with competition in school?How did Akeelah benefit from participating in the spelling bee? How did her school, her teachers, and her community benefit?Is this movie an example of the concept of acting white? Would you describe the Asian fathers presentation as more of a generalization or a stereotype? What other characterizations stand out?Reel-life TeachingBend it Like Beckham (2002)Reflection questions:Gender, culture, religion, ethnicity and class structure all clash. How is Jesss identity effected by each of these dimensions? How do Pinky, Jules, and Jules and Jesss parents serve as advocates of specific roles in society? Do you see people or groups of people as having to have a role in society?Jesss family held on to traditional food, dress and celebrations. Identify times they embraced new ideas. How did British society as a whole impact them? Did they impact British society? How do you think your culture impacts society?What is the cost of Jesss family holding on to their traditional values? What do they gain? Do you believe people are expected to assimilate or acculturate? Why?Visualizing Jazz: Harlem RenaissanceStudents will connect themes of selected poetry, literature and art to Harlem Renaissance Jazz; describe the impact of jazz on African American literature of the timeLiterature and poetry suggestions:By Sterling Brown:Ma RaineyCabaretBy Langston Hughes:The Weary BluesJazzoniaTrumpet PlayerHarlem Night ClubBy Frank Horne:HarlemBy Rudolph Fisher:Miss CynthieVisualizing Jazz: Harlem RenaissanceSong suggestions:Take the A Train. It Dont Mean a Thing Duke Ellington"Big Foot Ham" (a.k.a. "Ham & Eggs"), Black Bottom Stomp Jelly Roll MortonAint Misbehavin, Honeysuckle Rose Fats WallerArt suggestions:
Play de Blues Aaron Douglas
Street Life, Harlem W. Johnson
I See the Rhythm Michele WoodVisualizing Jazz: Harlem RenaissanceReflection questions:Using the poetry, literature and art as your guide, what are some aspects of life in Harlem during this time?What are you being told are the cultural norms in this place at this time?What evidence are you given for your answer?How are the songs, the writings and the art alike?How are they different?How are they similar to what we listen to, read or look at today?Do you feel any connection to this art culturally? Why or why not?Using your investigative skills, see if the assumptions you made when answering the first question are correct or not.Literature in Primary GradesBenefits Of Examining Multicultural Literature: Gain Understanding & Insight into Other CulturesExamine Folktales and Legends Passed down through generationsPortrayal of Non-traditional characters free from stereotypesAmelioration of Self-Concept for Minorities
Multicultural Literature for ChildrenImprove knowledgeGain PerspectiveIncrease SensitivityRecognize SimilaritiesHonor DifferencesShare ExperiencesHighlight TraditionsPromote Connections
Cross Curricular IntegrationApplication TechniquesDiscussion of familiesCompare and ContrastAcknowledge TraditionsHabitat CorrelationsGoods & ServicesCardinal DirectionsMeasuring DistancesFood and ShelterMath Cultural Examples
Social Studies Integration of LiteraturePossible ApproachesPast Inequality & HistoryConnection to Other BooksHonoring Extended FamilyImportance of FairnessRespect for TraditionsFamily ConnectionsCreating a TimelineFighting InjusticeHistorical Perspectives
Fiction Versus FantasyTechniques for SelectionElements of FictionFantasy ExamplesFamily ConnectionsCultural Attire & GarmentsNeighborhood ComparisonESL/Bilingual PresentationCultures within IllustrationsPersonal Examples
Comparison of Genres
Folktales and Generational StoriesPossible ApplicationsSaint Patricks DayFantasy versus FactFact and OpinionsSequence of EventsMoral of StoryPrediction of FuturePoint of ViewCharacter FeelingsIrish Traditions
Adaptations to CurriculumModification of ConceptsVenn Diagram (Anansi)Multiple Books Same TopicConcept of PerseveranceForest EnvironmentAnimal CharactersReligious ImplicationsCaldecott Award WinnerOther works by AuthorAfrican Traditions
Goal: Bringing Children TogetherMaking Personal ConnectionsLiterature in Intermediate GradesBook Frenzy ActivityPurpose:Exposes students to a variety of booksGives them a choice, allows input from teacherForms literature circles between students with similar interestsMethod:Students form a circle and receive one book Briefly view book for 20-30 secondsPass book to next person to viewContinue processStudents can choose from this set of booksWhat happens next?Students read and respond to literature
Spoken Communication Role PlayingObjective: to understand that students colloquial, vernacular is essential to culturally responsive scaffolding. Equally essential is the power obtained from altering social speech to relate to various audiences (Cummins, 1984; Gay, 1999; hooks, 1994; Jones, 2006).
Critical Class DiscourseWhy is it that the Hispanic students in this class tend to disregard the homework assignments?
Levels of Spoken CommunicationSocial- informal language, slang (friend-speak- BICS)Academic- broader, situational language (school-talk- CALP)Formal- concise, respect-minded (business-speak- CALP)
Know Your AudienceTeams of 2 players
Determine a hand-raising captain
Determine a team writer
Identify1. Speakin Spanish up in school is racist cause them Mexicans be makin fun of you to their friends and you dont know it.
Apply1. Mr. Ortega, I believe I possess both the skills and the attitude to become a valued member of the Burleson Census Bureau.
Apply2. Man, I gots skills. They aint no reason why I wouldnt be pimpin at that job!
Apply3. Ms. Haddad, if you have a moment after class or during your conference period, could I please inquire about the deductions given on my last paper?