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What are the key terms or ideas from this definition. Acknowledge their presence and need for these students to find relevant connections In summary culturally responsive classrooms acknowledge the presence of culturally diverse students and find way to make the content and tasks relevant to students. The key idea her is that it is not just acknowledging the differences but finding relevant connections amount themselves and with the subject matter and tasks. Brain storm what this might look like in a classroom?

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Some specific areas that we can focus on to support all student in a culturally responsive classroom is to look at factors from various levels of a classroom or school environment Environmental and cultural factors are based on the classroom and school environment Instructional factors are the how we instruct students in the classroom Curricular factors are related to what we teach – last semester we looked at curricular factors. For example who is the curriculum written for or from what perspective. Think about sexual health do some

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One thing that is very important is having clear learning goals with examples of what you want students to know and be able to do. Be thoughtful when grouping, give some choice, for groups of 4 have students pick someone they want to work with then you choose the second pair to form the group. Use homogeneous grouping by ability sparingly. Start with individual work then group based in interests or form diverse groups based in interest. Based on your clear defined goal develop formative assessments that allow for adjustment in teaching as needed. All assessment should lead to a clear goal use performance assessments when appropriate.

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We will discuss DI in depth later this semester. Content- What students learn (Essential vs. Nice to know) Process- How students learn (what processes will you use to get to learning, Decision Making Model, some students can learn this through working in a group, others can learn it individually, another option might be to do individual work then grouping. Product - Provide varied formative assessments that give students an opportunity to engage with the content.

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When we look at the curriculum that we are teaching it is important to be sure that the curriculum is adapted to ensure that it is relevant, real, and right know. Involve student in the construction of knowledge don’t give provide opportunities for students to take what

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I would be totally out of line if I didn’t bring Banks back into the discussion here. This is a key tenant to think about when curricular pedagogical decisions are made from a multicultural perspective. Contributions = Adding what a specific race/culture/individuals of a specific culture have contributed to the content i.e. Cinco de Mayo, Black History Month, in PE look at sports hero's from a specific country. Additive = Adding specific examples that are culturally relevant to our students. in a unit, or adding a section to every lesson that focuses on culture. In a role play using names and situations that are relevant to students. In PE add a unit on the sports of a specific country or culture. Transformative = Viewing a situation from a variety of perspectives. For example viewing tobacco marketing from the perspective of the tobacco industry then linking it to how they have changed their marketing to focus on specific racial and ethnic groups. Look at Also examining another perspective beyond the traditional view. For example when discussing disease you might want to give students an opportunity to research and examine how health officials might have unfairly treated individuals (Tuskegee Syphilis study, Willobrook Hepatitis Study), Discussing how various religions have varied perspectives on health.

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It is important that we start by looking at our personal, professional and instructional practices then identify how we can support an environment, curriculum and instruction that is responsive to diverse student needs.

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