Culturally Diverse Strategies

© 2015 Dr. Catherine CollierAll Rights Reserved

Implementing Culturally & Linguistically Responsive

Instruction

Dr. Catherine [email protected]

#AskDrCollierFacebook: AskDrCollier

mailto:[email protected]


The Bottom Line

CLD/LEP must be able to participate effectively (at or near peer) in all

programs and content areas.


Underlying Components for Culturally and Linguistically Responsive Practice

Intercultural SkillsAbility to make accurate predictions and explanations of others’ actions

Cultural KnowledgeAwareness of what we need to do to communicate effectively and appropriately

Motivation, Attitudes, Beliefs Desire to communicate effectively and appropriately with others


Operating From Our Cultural Assumptions Can Lead to Culture Bumps

4

A culture clash is the conflict or disagreement that results when two or more individuals from different backgrounds interact, each basing their behaviors on a different set of rules for what is expected and/or considered appropriate.


Krashen’s Critical Elements

1. Provide Comprehensible Input in Target Language

2. Lower the Affective Filter

3. Maintain Subject Matter Education

4. Maintain and Develop Base Language


Smarter RTI for CLD/EL• Prevention first• Multistage screening to identify risk & strategy selection for

problem solving• Problem solving interventions focused on specific learning

concerns• Multistage assessment (progress monitoring) to determine

appropriate levels of instruction– Specific goals– Measurable goals & outcomes– Attainable objectives– Relevant content– Time-bound


What does research say about learning strategies?

• Effective learners’ strategies are varied and flexible.

• Use of learning strategies is correlated to self-efficacy.

• Strategy use improves academic performance.


Strategy Fitness!

OBJECTIVE


STRATEGIES

A strategy is a tool.


STRATEGIES

A strategy can be applied to any learning task.


STRATEGIES

Choose the right strategy for the

task.

Click icon to add clip art


STRATEGIES

Strategies stay with you.

Click icon to add clip art


Teaching Learning Strategies

• Focus on academic learning strategies.

• Identify students’ current learning strategies.

• Name & explain strategies.

• Model strategies (ex. teacher thinking aloud).

• Self-evaluation of strategy use (by S & T).

• Develop metacognitive awareness & self-regulated learning.


Prep For Teaching Learning Strategies

• Teacher provides overview and objectives;

• Elicits students’ prior knowledge;

• Develops vocabulary; and

• Uses students’ native language as a resource.


Teaching The Strategies

• Teacher addresses different learning preferences;

• Models language processes explicitly;

• Explains learning strategies; and

• Discusses connections to students’ prior knowledge.


Practice Strategies

• Students engage in interactive activities;

• Practice different cooperative learning structures;

• Use authentic content and language tasks; and

• Use learning strategies.


Evaluate Strategy Use

• Students assess their own learning;

• Identify preferred strategies;

• Keep learning logs; and

• Evaluate themselves.


Culturally Responsive Content Guidelines

Materials must be authentic, relevant, compatible, and neutral in content. Some guidelines for content include:– Concentrate on the contemporary, rather than historical– Focus on the groups nearest (most dominant) the school

first.– Deal with real life, controversial issues– Concentrate on the processes of life, not just the

products– Validate using community “experts”


Five Standards for Effective Instruction

• Joint Productive Activity• Language & Literacy

Development• Contextualize to Make

Meaning• Challenging Activities• Instructional Conversation

Center for Research on Education, Diversity & Excellence at Univ of California at Santa Cruz


Marzano’s Nine High Yield Strategies

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers


Example Strategies For Building & Facilitating Resiliency

• Resiliency– Active processing– Advanced organizers– Belonging activities– Mediated stimuli– Scaffolding– Sorting

• Language Strengths– Home language

• Bilingual peers• Bilingual aide• Language games

– Schooled language• Bilingual texts

– English• Cognates vocabulary games• Wordless picture books


Example Strategies For Level of Acculturation & Language

• Phonological differences– “bitch” vs “beach”– /θ/ vs /t/ and /d/– /l/, /r/, /ł/– Points of articulation

• Language strengths in all languages– Transition strategies– Scaffolded language

development– Daily oral guided

practice

• Level/Rate of Acculturation– AQS 8-14 = TPR, modeling, L1

support, demonstrations– AQS 15-22 = context embedding,

L1 scaffolding, guided practice– AQS 23-29 = advanced organizers,

role-playing, leveled readers– AQS 30-36 = active processing,

analogies, expansions, TQLR– AQS 37-43 = evaluation, rehearsal,

self-monitoring, choices– AQS 44-48 = cognitive learning

strategies, cross-cultural competence, bilingual strategies


Example Progress Monitoring

• Frequency & consistency of response

• Miscue analysis• Dynamic Assessment*

– Reading– Phonics– Math– Retention– Control

• Behavior – Charting– Contrast

• COHORT PEERS

• Test/Teach/Test• In-situ Modifications• Authentic


My Pearl of Wisdom

•Prepare•Embed•Attach•Ratchet•Look Back


My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Prepa

rePreview, Question, Imagine, Predict, Anticipate, Brainstorm


Prepare Strategy: Advanced Organizer

What do we

KNOW

about this already?

What do we

WANTto know about

this?

What will we

LEARNabout this?

HOWwill we learn

this?

? ? ? ?Whywill we learn

this?


My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Embe

dConcrete, Guides, Cues, Realia,

Model, Context


Embedding Strategy: Visualization

Where should I stop to think?

Who is doing what, where, when, how, and why?

What picture do I see in my mind regarding these?

What do I see when I put the pictures from each stop together?

What does the whole thing tell me?


Where should I stop to think?

Rehearsal #1


Who is doing what, where, when, how,

and why?Rehearsal #2


What picture do I see in my mind

regarding these?Rehearsal #3


What do I see when I put the pictures from each stop together?

Rehearsal #4


What does the whole thing tell me?

Rehearsal #5


Embedding Strategy: Color Cues

Subject Clause

Verb Clause Object Clause

Subject Pronoun

Adverb Verb Article Noun Preposition ObjectPronoun

You quickly give a cat to her.

We hastily put the fish in it.

They badly hit the ball over you.

I meanly throw an egg on him.

You quietly eat an apple behind her.

We happily sing a song about us.

They grumpily wash the floor under me.

I vastly underestimated the cost to them.


My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Attac

hConnect, Analogies, Similarities,

Compare, Contrast


Attachment Strategy: Culture Tool Kits

• Realia from specific culture• Recipes from specific

culture• Pictures of people from

culture• Language examples• Stories• Projects: art, buildings,

drama, music, etc.


My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Ratch

etExpand, Transfer, Generalize, Enrich, Apply


Ratchet Strategy: Card Games


Ratchet Strategy: Consequence Wheel


My Pearl of Wisdom

©Prepare/preview

©Embed

©Attach

©Ratchet

©Look Back/review

©Look backReview, Reflect, React, Summarize,

Evaluate


Look Back Strategy: Comprehension

Somebody Wanted But So Then•Princess Elizabeth

•Prince Ronald

•The Dragon

Marriage to Prince Ronald

The Dragon took him away

The Princess rescued the ungrateful Ronald

The Princess chose freedom


Look Back Strategy: Hot Seat

• Elizabeth• Ronald• Dragon


Contact Information

Catherine Collier, Ph.D.@AskDrCollier [email protected] www.crosscultured.com http://www.facebook.com/AskDrCollier



http://www.crosscultured.com/

http://www.facebook.com/AskDrCollier

http://www.facebook.com/AskDrCollier


Thank you! Come visit us atwww.crosscultured.com

• Over 45 years experience.• Research on impact of acculturation

on referral & placement of CLD students.

• Research on effectiveness of specific cognitive learning strategies for diverse learners.

• Classroom teacher, diagnostician, faculty, administrator.

• Social justice advocate, author & teacher educator.