Culturally Responsive Teaching to Eliminate

Inherent, Systematic Biases

Amal Jaser-Thornburg and Michele Oster-Hamilton

Essential Question

What institutional biases influence my teaching and culture within my

classroom and how can I plan accordingly to

lessen their impact on student learning?

Today’s Objective

Participants will :

• identify institutional biases existing within education and instructional materials

• explore resources and instructional strategies to incorporate culturally responsive teaching in their classroom environment and plan activities with diversity in mind

• "Too often schools do not legitimize the knowledge or experiences these [minority] children bring to school. Instead, schools are most likely to label these children as failures because their backgrounds--usually their language and culture--are seen as inadequate preparation for learning."

Jones and Fennimore (1990)

Recognizing

Institutional Biases

Activity Gallery Walk:

• Silently walk around the room and read the information posted.

• Think about your own life, family, beliefs, classroom, and struggles.

• Think about your school culture.

• When you hear the music return to your table.

P. 127

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Cooperative learning activities improve the learning for diverse students because they teach social skills

and reinforce concepts by allowing group members to discuss a variety of ideas

Conversation Protocol• In your group of 3 select a time keeper and reporter.

• Participant 1 has 2 minutes to share thoughts. (No Interruptions)

• Participants 2 & 3 have 1 minute to respond. (No Interruptions)

• Participant 1 has 1 minute to reflect and wrap up the conversation.

• Repeat protocol 2 more times with each participant.

(Algozzine, Campbell, & Wang, 2009).

P. 95

Time to Share

Particular Points Of View

“Productivity and equity are probably the most often cited reasons to attend to diversity in science”

Douglas Medin, Carol D. Lee, & Megan Bang

• Evolutionary Biology

• Child Development

• Environmental Issues

Culturally Responsive Teaching

https://www.youtube.com/watch?v=xAgwmt5BRQU

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Students’ memory is strengthened when they are provided with opportunities to

teach the entire class, partners, or small group

In groups of 3• Decide amongst you, who will read which article. • Read silently. (make notes of key facts)• Participant 1 teaches participants 2 & 3 about the article they read.• Repeat for participants 2 & 3.

Jigsaw (Tileston, 2004).

P. 97

  Articles Culturally Responsive Teaching Matters! Pages 3-5 & 6-8

Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students

Time to Share

Becoming Visible

“Women have always been an equal part of the past. We just haven’t been an equal part of history”

Gloria Steinem

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Stories or narratives can be powerful for storing curriculum content because they

connect to one’s personal life, are integrated, and held together by a structure that is familiar

Storytelling• Reflect on todays content, relate it to your classroom

or school.

• Create a story for inviting everyone in through culturally responsive teaching.

• Share at your table.

• Come up with a visual representation incorporating everyone’s story.

(Nuthall, 1999).

P. 109

Time to Share

Essential Question

What institutional biases influence my teaching and culture within my classroom and how can I plan accordingly to

lessen their impact on student learning?

Today’s Objective

Participants will :

• identify institutional biases existing within education and instructional materials

• explore resources and instructional strategies to incorporate culturally responsive teaching in their classroom environment and plan activities with diversity in mind.