Culturally Responsive Teaching

Transcript Culturally Responsive Teaching

Culturally Responsive Teaching

Impact After School Conference April 25, 2014

by Christopher Soldat, Science Curriculum Consultant, Van Allen Science Teaching Center, Grant Wood AEA and Peggy J. Christensen, Science Curriculum Consultant, Heartland AEA 11

Lens Module Documenting Disparities Beliefs & High Expectations

The PAGE Framework for Access and Equity in STEM Education

Examples and Rationale

Synthesize current data to develop an understanding of achievement disparities and pipeline issues by gender, race/ethnicity, and socioeconomic status (MMEP, 2012).

Consider various unexamined beliefs regarding teaching and learning, and examine the role of high expectations in student achievement (Landsman & Lewis, 2006).

Examples of Enactment •

Discontinue ability tracking in science and math sequences.

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Teachers set and enact high expectations for students and take high responsibility for their teaching.

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Faculty work together to understand the meaning of demographic and achievement data and develop actions that are responsive to the data.

Designing Equitable Classrooms Culturally Pedagogy Relevant Complex Instruction (CI) Curriculum Deconstruction

Analyze vignettes of classroom situations to explore issues of equity and access and tie them to specific equitable classroom strategies (Chatman et al., 2008).

Contrast assimilationist and culturally relevant teaching, generate images of what each might look like in STEM classrooms, and explore possible consequences for students and teachers (Ladson-Billings, 2006b).

Investigate the power of groupwork and procedural roles to minimize status issues and to promote maximum physical and intellectual engagement of all learners (Cohen, 1994).

Recognize curriculum as a cultural artifact, and practice deconstructing and reconstructing STEM curricular materials through reflective processes (Gutstein, 2006).

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Implement CI strategies into STEM classroom settings.

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Analyze status issues within building and district staff structures.

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Engage students in the deconstruction and reconstruction of knowledge presented in STEM curricula.

Analyze and deconstruct curricular materials in the process of a STEM curriculum adoption.

What is STEM?

STEM Case Studies

Recast the disciplines of STEM from discreet bodies of knowledge and processes to culturally mediated ways of coming to know the world.

Understand the ways in which STEM is embedded in a Euro- American worldview that often marginalizes other views of the natural world, and explore the impact of traditional portrayals of STEM on learners with a variety of identities. (

I Know the Moon, Anderson, 2001; The Story of the Bean, Brayboy & Maughan, 2009; The Essence of the Leech) • •

Explicitly broaden conceptions of STEM and who does it with both colleagues and students.

Recognize the role of culture and society in STEM, integrate it into STEM curricula, and encourage students to investigate the social implications of STEM knowledge.

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Work to deconstruct and deepen understanding of A Framework for K – 12 Science Education, and other standards documents.

Deconstructing STEM Standards Self Theories of Intelligence

Explore the relationship among beliefs about intelligence, learner resilience, and motivation by analyzing responses to learning challenges (Dweck, 2000).

Geography & Construction of Identity

Probe intersectionality of identity and situated group identities through explicit analyses of power and privilege and unexamined beliefs that define what it is to be the “right kind of person” in STEM (Lensmire, 2009; Martin, 2009).

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Students are explicitly taught that intellectual skills can be acquired through effort and persistence.

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Scrutinize and challenge the mindframes and paradigms that animate our work in schools/districts.

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Educators work on the role of group and individual identity on student opportunities and achievement.

Discourse & the Single Story Adult Facilitation Strategies Living in a World of Systems

Examine common essentializing notions about gender, race, and class, their intersections with one another, and their impact on educational experiences (Gee, 2008).

Teachers and leaders use focused conversations, talking circles, and other strategies to take the group from the surface of a topic to the implications for their work. (Stanfield, 2000; Pranis, 2005).

Understand key systems concepts (including the idea of system function or purpose), apply those concepts to educational systems, and identify leverage points for modifying system functions. (Meadows, 2008)

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Communities flexibly employ a variety of discussion structures that involve all members in sense- and decision-making Community members attend to both intellectual and affective needs.

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Teachers and leaders use stories to share their motivation, build relationships, strategize, and work together to achieve common purpose.

School leaders focus on changing cultural paradigms and relationships rather than technical elements and structures.

Leadership Storytelling Mind Frames

Examine the portrayal of the nature and culture of STEM in standards documents and evaluate the implications for classroom practice. (NCTM, 2000; NAS, 2012; Achieve, 2013) Use the power of public narrative and leadership storytelling to communicate values to one another, and to motivate others to action (Ganz, 2008).

Change institutional paradigms to focus on student learning and the role of teachers as change agents. (Hattie, 2012; Muhammed, 2009)

Self Theories

Explore the relationship among beliefs about intelligence, learner resilience, and motivation by analyzing responses to

of Intelligence

learning challenges (Dweck, 2000).

Geography &

Probe intersectionality of identity and situated group

Construction of Identity

identities through explicit analyses of power and privilege and unexamined beliefs that define what it is to be the “right kind of person ” in STEM (Lensmire, 2009; Martin, 2009).

Discourse & the Single Story

Examine common essentializing notions about gender, race, and class, their intersections with one another, and their impact on educational experiences (Gee, 2008).

• Students are explicitly taught that intellectual skills can be acquired through effort and persistence.

• Scrutinize and challenge the mindframes and paradigms that animate our work in schools/districts.

• Educators work on the role of group and individual identity on student opportunities and achievement.

• Students are explicitly taught that intellectual skills can be acquired through effort and persistence.

Self Theories of Intelligence Explore the relationship among beliefs about intelligence, learner resilience, and motivation by analyzing responses to learning challenges (Dweck, 2000).

Identity

Mindsets Fixed versus Growth Mindsets

Plus, Minus, Interesting (PMI)

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Skim read and write notes in margin of:

Pluses

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(+)

Those things that are a benefit •

Minuses

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(-)

Those things that are a drawback •

Interesting

:

(?)

Questions or comments about interesting things you read

The Effect of Praise on Mindsets

(5

Graders with Puzzles)

References

Briceno, Eduardo. "The Power of Belief - Mindset and Success."

YouTube

. YouTube, 18 Nov. 2012. Web. 17 Apr. 2014.

Dweck, Carol S.

Mindset: The New Psychology of Success

. New York: Random House, 2006. Print.

Dweck, Carol S. "Mind-Sets and Equitable Education."

Principal Leadership

(January 2010): 26-29. Web.

Dweck, Carol S.

Self-theories: Their Role in Motivation, Personality, and Development

. New York, NY: Taylor & Francis Group, LLC, 2000. Dweck, Carol S. "Carol Dweck: The Effect of Praise on Mindsets."

YouTube

. YouTube, 11 June 2010. Web. 17 Apr. 2014.

Our Kids Diversity in Iowa

. Iowa Department of Education, 2008. DVD.