Transcript Instructional Strategies for Working with Diverse Learners

"What children learn depends not only on
what they are taught but also how they
are taught, their development level, and
their interests and experiences.... These
beliefs require that much closer attention
be paid to the methods chosen for
presenting material..."
Understanding the Common Essential Learnings
The webinar will begin at 10 am
www.laspdg.org
Instructional Strategies to Support
Cultural Competence in the
Classroom
Dr. Summer Whitmore
LaSPDG Staff
Considerations
• This webinar is being recorded and will be available for
viewing at www.laspdg.org under
Culturally Responsive Practices
Webinars
2013-2014
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What do you already know?
I have knowledge about the following
instructional strategies as it relates to the
classroom
-Call and Response
-Cooperative Learning
-Music and Movement
People First Language
“People First Language puts the person before the disability and describes
what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
What is Cultural Competence?
• Cultural competence refers to an ability to
interact effectively with people of different
cultures and socio-economic backgrounds
What is Cultural Competence in the
Classroom?
• educational practices,
instructional strategies, team
processes, and curricular
content which have been
established by research to
increase the achievement of
culturally diverse students
• how you teach to the needs
and experiences of students
Why is Cultural Competence
Important?
• One of the main ingredients in
closing the achievement gap in
education
• A key factor in enabling
educators to be effective with
students from cultures other
than their own
Cultural Competence:
Individualism vs. Collectivism
• African-American, Native
American, Hispanic/Latino, and
most Asian cultures are more
likely to hold collectivist goals and
values
• Students with European
backgrounds (Caucasian) tend to
align with individualist goals and
values
Individualist
• Students work
independently; helping
others may be cheating
• Property belongs to
individuals, and others must
ask to borrow it
• Teacher manages the school
environment indirectly and
encourages student self control
• Parents are integral to
child's academic progress
and participate actively
Collectivist
Students work with peers and
provide assistance when
needed
Property is communal
Teacher is the primary
authority, but peers guide each
other's behavior
Parents yield to teacher's
expertise to provide academic
instruction and guidance
This represents a partial list of features associated with each value system.
Individualist
and
Collectivist
Poll Question
• Do schools tend to focus more on
individualism teaching strategies or
collectivism teaching strategies?
Instructional Culture of Schools
• Schools foster individualism,
viewing the child as an
individual who should be
developing independence
and valuing individual
achievement
• Teachers who understand
both the collectivistic value
system of minorities and the
individualistic culture of
schools can use practices that
honor both home and school
Example of a teacher not understanding the
difference between collectivism and individualism
A kindergarten teacher was showing her class
an actual chicken egg that would be hatching
soon. She was explaining the physical
properties of the egg and she asked the
children to describe eggs by thinking about the
times they had eaten cooked eggs. One of the
children tried three times to talk about how she
cooked eggs with her grandmother, but the
teacher disregarded these comments in favor
of a child who explained how eggs looked clear
and yellow when they are cooked.
Why Focus on Instructional Strategies?
• Poll question: When planning lessons, should
teachers focus more on content, process, or
both?
Instructional Strategies
A. Call and Response
B. Cooperative Learning
C. Music and Movement
• a type of interaction between speaker and
listener(s) in which the statements (calls) are
emphasized by expressions (responses) from
the listener(s), in which responses can be
solicited or spontaneous
3 Primary Goals
• Academic review and reinforcement
• High Energy Fun
• Behavioral Reinforcement
5 Types of Call and Response
1. Repeat
2. Report
4. Review
3. Reinforce
5. Solve
Students repeat what their teacher has said or
complete a familiar phrase
Example:
• “What are we here to do?” [“Learn and Achieve”]
• “When we see a..” “Preposition!” “We look for…”
[“Its object!”]
Students who have completed
problems on their own are asked
to report their answers back
Example:
• “On three, tell me your answer
to #1?”
3. Reinforce
The teacher can reinforce new information by
asking the class to repeat it
Example:
• “Can anyone tell me what this part of the
expression is called? Yes, Leroy, that’s the
exponent. Class, what’s this part of the
expression called?”
4. Review
Students review answers or information from
earlier
Example:
• “What did we say we did to a number when we
multiplied it by itself?”
The teacher asks students to solve a problem in
real time and call out the answer in unison
Example:
• “What is the area of this triangle, on three”?
Self Check
Note: Students read a story prior to going to
lunch and are now back in the classroom. The
teacher asks the following questions out loud.
“Who was the first person Theseus met on the
road to Athens, class?”
“Who was the second person?”
“And now who’s the third?”
Call and Response Example
Math Activities: Using Rhythm, Rhyme, Call and Response to
Reinforce Math Concepts
by CCRPedagogy
http://www.youtube.com/watch?v=YnckuoUb3o8&feature=youtu.be
• is a learner-centered instructional process in
which small intentionally selected teams work
together on a well defined learning task for
the purpose of increasing mastery of content
Essentials of Cooperative Learning
• Face-to-Face Interaction
• Positive Interdependence
• Individual Accountability
• Interpersonal and Collaborative Skills
• Reflection/Group Processing of Interaction
Cooperative Learning Examples
Corners/
Action
Thermometer
Pairs Check
Team Work
Webbing
InsideOutside
Circle
Co-op
Each student moves to a corner (or
section of the classroom) of the
room representing a teacherdetermined alternative. Students
discuss within concerns, then listen
to and paraphrase ideas from other
corners.
Benefits: Seeing alternative
hypotheses, values, and problemsolving approaches, knowing and
respecting different points of view,
meeting classmates.
Students work in pairs within groups
of four. Within pairs students
alternate. As one solves a problem,
the other coaches. After every two
problems, the pair checks to see if
they have the same answers as the
other pair
Benefits: Practicing skills. Helping,
praising.
Students write simultaneously on a
piece of chart paper, drawing main
concepts, supporting elements, and
making connections between related
ideas
Benefits: Analysis of concepts into
components, understanding multiple
relations among ideas, differentiating
concepts
Students stand in pairs in two
concentric circles. The inside
circle faces out; the outside circle
faces in. Students use flash
cards, or respond to teacher
questions, as they rotate to each
new partner
Benefits: Checking for
understanding, review,
processing, helping, tutoring,
sharing, and meeting classmates
Students work in groups to produce a
particular group product to share with
the whole class; each student makes a
particular contribution to the group
Benefits: Learning and sharing
complex material, often with multiple
sources; evaluation, application,
analysis, synthesis, conflict resolution,
presentation skills
Self Check
The teacher has reviewed several behaviorist
such as B.F Skinner.
Students are placed into groups to make a
commercial to share with the class how social
learning influences people to buy or want
things. Students will be responsible for having
each theorist concepts within the commercial.
C. Singing and Movement
Benefits:
• Creates a state of relaxation
• Promotes students’ focus & concentration
• Provides a change of pace and mood to
improve student motivation
Benefits
• Patterns can make learning easier
• Builds students confidence in oral language
• Offers opportunities for repeated readings,
which builds fluency
• Can be used to enhance learning in math,
science, language arts (grammar, punctuation,
spelling), and other curricular areas
Key Ideas
• The faster tempo results in higher levels of
excitement
• Music played at 60 beats per minute has
shown to produce a state of relaxation in both
children and adults
• Use music to open and close class
Example of Culturally Responsive
Teaching and Learning with Strategies
http://www.youtube.com/watch?v=_uOncGZWxDc&feature=em-share_video_user
Kagan
Strategies
Families and the Learning Strategies
• How can I use my students' families and
cultural backgrounds to enrich the classroom
and instruction?
Engaging Families with the
Instructional Strategies
Call and Response
• Good news calls- to recognize the child for a job well done
as a way of promoting positive relations with parents
Cooperative Learning
• Create a homework assignment with the student and any
one of their family members to receive feedback on an
social issue or learning objective
Music and Movement
• Borrow a music CD from a student’s family collection
In SummaryInstructional Strategies
A. Call and Response
B. Cooperative Learning
C. Music and Movement
Building Capacity
• When you leave today, what will you do with this
information?
• How will you share it with others in your district?
• When will you share it? (Timeline)
Note: If you are on the district leadership team, this
information will be useful in completing your district’s
LASPDG 5 Year Plan
What did you learn?
My knowledge increased about the following
instructional strategies as it relates to the
classroom
-Call and Response
-Cooperative Learning
-Music and Movement
Questions?
Please use your chat pod if you have questions related
to this presentation
• You may email additional questions to
[email protected]
www.laspdg.org
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education,
#H323A110003. However those contents do not necessarily represent the policy of the US Department of Education,
and you should not assume endorsement by the Federal Government.