Culturally Responsive Pedagogy and Practice - NIUSI Leadscape

Roles

Outcomes• Identify Environmental and Instructionalelements of culturally responsive classrooms• Define Culturally Responsive Pedagogy• Identify features of culturally responsivepedagogy

AgendaAcademy Overview………………………………………………………..15 minutesOrienting 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 minutesLecturette 2: Elements of CR Classrooms…………...…………………….30 minutesActivity 3: Unpacking the Environmental Elements of CR Classrooms…...15 minutesLecturette 3: Features of CR Instruction…………………………………..30 minutesActivity 4: Formative Assessment Strategies………………………………15 minutesActivity 5: Examining Instructional Elements of CR Classrooms………....15 minutesSelf Assessment…………………………………………………………….5 minutesThings to Remember……………………………………………………….5 minutesOutcomes Review……………………………………………….…………10 minutes

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

Dimensions of Culturally Responsive EducationContentIntegrationPrejudiceReductionEquityPedagogyCulturallyResponsiveEducationKnowledgeConstructionSchoolCulture

Characteristics of Culturally Responsive Pedagogy1. Students receive equal opportunities to achieve fullpotential.2. Student preparation for competent participation i i inincreasingly intercultural society.3. Teacher preparation for effective facilitation of learningfor every student.4. Schools are active participants in ending oppression ofall types.5. Education more fully student-centered and inclusive ofthe student voices and experiences.6. Educators, activists, and others take active role inreexamining i all educational practices and dhow theyaffect the learning of all students.

Features of Culturally Responsive Pedagogygy• Communication of High Expectations• Learning within the Context tof fCulture• Culturally Mediated Instruction• Teacher as Facilitator• Student Centered e ed Instruction

Artwork by Vivana-NCCRESt 2006 art contest winnerThe biggest mistake of past centuries in teaching has beento treat all children as if they were variants of the sameindividual id and thus to feel justified in teaching them all thesame subjects in the same way.-Howard Gardner

Culturally Responsive TeachersCultural organizers,mediators, andCaring, committed,orchestrators and respectful beliefof socialin their students’contextsabilities and desireto learnValidate,affirm,facilitate,liberate,and empowerExperts ininstruction andmanagementExplicitly teachskills and culturalcapitalChallengeandsupportstudentsHave a sense ofresponsibilityfor all students

Activity 1 – Self Assessment of yourCulturally ll Responsive Classroom• Individually, complete the self assessment form• Discuss your results with a partner or at your table group• Whole group debrief

Activity 2: Characteristics ofCulturally Responsive TeachersPersonal Reflection – complete favorite and“not-so-favorite” teacher characteristicsworksheetWhole group share

Classrooms that Meet Human Needs*This slide is for use withActivity 2: Characteristics ofCulturally Responsive TeachersBelongingPowerFunFreedom

Belongingg*This slide is for use withActivity 2: Characteristics ofCulturally Responsive Teachers• Establish a caring environment and warm,personal, positive relationships with students• Prevent and respond to teasing, bullying andexclusion of students• Teach conflict resolution skills to maintainfriendships• Teach social skills and use cooperative learningto build a sense of belonging

Power*This slide is for use withActivity 2: Characteristics ofCulturally Responsive Teachers• Create opportunities and conditions for academic andbehavioral success and accomplishment for allstudents• Conduct individualized goal setting and evaluation• Help students self-evaluateevaluate their performance andbehavior• Provide frequent positive feedback and recognition• Give students numerous responsibilities or jobs withinthe classroom

Freedom*This slide is for use withActivity 2: Characteristics ofCulturally Responsive Teachers• Give students a voice in what they learn andhow they complete assignments.• Require students to design a plan forimprovement when a problem occurs.• Take students seriously in planning lessons,projects, classroom rules, and consequences.• Allow students to have input in creating rulesand consequences.• Give students free time during the school dayto choose from a variety of learning options.

Fun*This slide is for use withActivity 2: Characteristics ofCulturally Responsive Teachers• Create learning experiences that are fun, creative,relevant, and meaningful.• Welcome physical activity.• Allow and expecting talking and laughter• Give students a wide variety of choices inextracurricular activities.• Include students’ interests in curricular planning.

Activity 2: Characteristics ofCulturally ll Responsive TeachersPart III: Connecting to Basic Human Needs• List actual examples of how your assignedbasic need has been met in a classroom.• After writing some examples, discuss withinthe group: “How did this make you feel?”

Lecturette 2Elements of Culturally Responsive Classrooms

Reframing the QuestionWhy arestudentsfailing?If we seek to improve studentperformance we must focus on thework or learning experiences weprovide to students (Schlechty,2002).How are thelearningexperiencesprovided by ourdistrict, school,or classroomfailing thesestudents?

Features of CR Pedagogy inClassroomsEnvironmentalInstructionalCurricular

Curricular ElementsCurricularCurricularInstructionalmaterials Content delivery Lesson adaptations

EnvironmentalEnvironmental nm nt Elements1. Creating an Environment of Respect andRapport2.Establishing a Culture of Learning3.Families and Communities4.Organizing Physical Space and Materials5.Encouraging Classroom ManagementSystems

EnvironmentalEnvironmental nm nt Elements1. Creating an Environment of Respect andRapport• Recognition of One’s Own Beliefs and Biases• Knowledge of students• Caring relationships• Respect for all• Positive i and consistent interactions i amongteachers and students

EnvironmentalEnvironmental nm nt Elements2. Establishing a Culture of Learning• Importance of the Content• Student Pride in Work• Expectations for Learning and Achievement

EnvironmentalEnvironmental nm nt Elements3. Families and Communities• Connect with Families and Local Community• Learn about their Funds of Knowledge• Map the Community and its Resources (e.g.transportation, industry, museums and libraries,recreation centers, and other public activities)• Build Communication i Systems that Work

EnvironmentalEnvironmental nm nt Elements4. Organizing Physical Space and Materials

Environmental5. Encouraging Classroom Management SystemsMonitor OwnBehaviorManageClassroomProceduresEnsurePositiveStudentBehaviors

EnvironmentalMonitor OwnBehaviorTeaching is first and foremost learning, and egocentric as it may sound, theteacher’s chief area of study is herself or himself.Only as I discover my own prejudices, face my own fears, give play to my ownstrengths, and compensate for my deficits rather than denying them can Ihelp 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.To do less is to be less of a teacher.Author Unknown

EnvironmentalMonitor OwnBehavior• Be aware of the broader social, economic, and politicalcontext• Question traditional assumptions of “what works” inclassroom management• Consider when to accommodate students’ culturalbackgrounds and when to expect students toaccommodate (Mutual Accommodation)• Examine current practices and policies in terms ofequitable treatment

EnvironmentalMonitor OwnBehaviorReflection Questions for Equitable 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 potential?• Do we use inappropriate, demeaning reprimands toward some students?

EnvironmentalManageClassroomProcedures• Management of Instructional Groups• Management of Transitions• Management of Materials and Supplies• Routines for Non-Instructional Activities• Supervision of Educational Assistants

EnvironmentalEnsurePositiveStudentBehaviors• Clear and consistent expectations• Monitoring of student behavior is preventative• Clear and consistent responses to undesirablebehavior

EnvironmentalActivity 3 – Unpacking theEnvironmental Elements ofCR Classrooms• Describe what your “element” looks like….• Rate how it happens in your room/building•Radar• Rhetoric• Emerging• Accomplishing• What does it look like? How are culturally responsiveclassrooms different from traditional classrooms?• How does instruction and assessment need to change inyour setting to become more culturally responsive? Wherewould you start?

Lecturette 3Features of Culturally ResponsiveInstruction

Features of CR Pedagogy• Communication of HighExpectations• Learning within the context of culture• Culturally mediated instruction• Teacher as Facilitator• Student Centered Instruction

Instructional• Grouping strategies• Interactions• Evidence of understanding• Variety of assessment strategies

InstructionalGrouping strategies• Flexible grouping• Classroom design

InstructionalTeacher-Led GroupsGrouping Options• Whole Class/SmallGroups• IndividualTeacher’sRole• Explains procedures• Provides instructionalscaffold• Facilitates discussion• Provides explicit instruction• Affirms student diversityi• Guides individualdevelopment• Encourages individualid student interests

InstructionalStudent-Led GroupsTeacher’s RoleGrouping Options • Describes students’ roles• Collaborative • Describes students’ interpersonal skills• Performance-Based• Dyad (Pairs)• Encourages student interaction• Monitors group effectiveness• Gid Guides understandingdi• Affirms student diversity• Identifies students’ needs• Provides instructional scaffold• Provides explicit instruction• Identifies students’ interests or needs• Models instructional strategies• Guides understanding

InstructionalInteractions• Teacher interactions with class• Teacher interactions with individualstudents• Student to student interactions• Ongoing awareness and monitoring ofinteractionsi

InstructionalEvidence of studentunderstanding• Communication i with students• Classroom Assignments

InstructionalVariety of AssessmentStrategies• Initial and Ongoing• Formative and Summative Assessments• Student self-assessment

InstructionalImproving pov Learningthrough Assessment• Adjustment of teaching• Effective feedback to students• Students actively involved in their own learning• Recognition n of the influence n assessment ssm has onstudents motivation and self esteem• Need for students to assess themselves andunderstand how to improve

InstructionalDeterrents to EffectiveAssessment for Learning• Assessing quantity of work versus quality• Greater attention to marking and gradingg• Teacher feedback often centered on social andmanagerial purposes versus helping students learn• Teachers not knowing enough about students’learning needs

InstructionalInitial i and On-GoingPre-• Assess, Build or Activate background knowledge• Set purpose for lessonDuring• Develop and assess student understanding• Student practicePost-• Provide informative feedback• Determine Next Steps

Activity 4: FormativeInstructionalAssessment Strategies• Split into groups• Assign each group one aspect offormative assessment strategies• Review strategies in the list – select oneto share an example with the wholegroup

InstructionalActivity 5: Examining theInstructional Elements of CRClassrooms• How are culturally responsive classroomsdifferent from traditional classrooms?• How does instruction and assessment need tochange in your setting to become moreculturally responsive? Where would you start?

Self AssessmentReview the self audit of a culturallyresponsive classroom that you completed inthe first activity. Jot down some ideas aboutwhat you have learned to improve those areasin which you would benefit from the mostsupport.

Growing as a TeacherTeaching is first and foremost learning, and egocentric as it may sound,the teacher’s chief area of study is herself or himself.Ol Only as Idiscover my own prejudices, jdi face my own fears, give play 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.Author Unknown

Things to Remember• Identify Environmental and Instructionalti elements of culturally responsive classrooms• Define Culturally Responsive Pedagogy• Identify features of Culturally Responsive Pedagogy

Outcomes ReviewActivity:Outcomes ReviewMaterials: Outcomes Review HandoutTime Limit: 10 minutesPart 1: Complete your chosen outcome and talkwith your small group about what you’velearned. (5 minutes)Part 2: Share your ideas with the whole group. (5minutes)

Outcomes ReviewActivity:Part 1:Outcomes ReviewComplete your chosen outcome and talkwith your small group about whatyou’ve learned. Focus on one outcome,or at the most, two outcomes.5 Minutes

Outcomes ReviewActivity:Part 1:Outcomes ReviewComplete your chosen outcome and talkwith your small group about whatyou’ve learned. Focus on one outcome,or at the most, two outcomes.4 Minutes

Outcomes ReviewActivity:Part 1:Outcomes ReviewComplete your chosen outcome and talkwith your small group about whatyou’ve learned. Focus on one outcome,or at the most, two outcomes.3 Minutes

Outcomes ReviewActivity:Part 1:Outcomes ReviewComplete your chosen outcome and talkwith your small group about whatyou’ve learned. Focus on one outcome,or at the most, two outcomes.2 Minutes

Outcomes ReviewActivity:Part 1:Outcomes ReviewComplete your chosen outcome and talkwith your small group about whatyou’ve learned. Focus on one outcome,or at the most, two outcomes.1 Minute

Outcomes ReviewActivity:Part 2:Outcomes ReviewShare your ideas with the whole group.

Outcomes ReviewActivity:Part 2:Outcomes ReviewShare your ideas with the whole group.5 Minutes

Outcomes ReviewActivity:Part 2:Outcomes ReviewShare your ideas with the whole group.4 Minutes

Outcomes ReviewActivity:Part 2:Outcomes ReviewShare your ideas with the whole group.3 Minutes

Outcomes ReviewActivity:Part 2:Outcomes ReviewShare your ideas with the whole group.2 Minutes

Outcomes ReviewActivity:Part 2:Outcomes ReviewShare your ideas with the whole group.1 Minute

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