Transcript Presentation
Prep
• • • • K, T, W Chart Here’s What, So What, Now What Chart Sticky Notes Pens
•
Welcome! As You Enter…
•
Please Join a table and introduce yourself to your group Collectively complete the chart closest to your table
“What is culturally responsive teaching?”
Know Think I Know Want to Know
2
Whose in the Room?
• •
Process
I will make a statement When you hear a category to which you belong: – Stand – Look around the room – Make eye contact with other individuals – If you are not standing, look for individuals you might want to meet with later based on their knowledge and experience – Sit back down at the signal or as the next statement is made
Monica Hulubei Piergallini
I believe . . .
In EDUCATORS!!
WE CAN offer and advocate for equitable opportunity for ALL students to reach their full potential.
WE CAN develop the whole child: For linguistically and diverse students that means promoting first language development and supporting the understanding and the appreciation of their diverse culture.
Our nation is at a crossroads. The way we choose to address
the education of linguistically and culturally diverse students
will determine the continued success of our nation.
Objectives
Personal Learning Goal?
Guiding Question: What is a learning partnership and what makes it culturally responsive?
Objectives: 1) Identify the brain research behind the importance of developing learning partnerships.
2) Understand how to implement two culturally responsive strategies: build trust, and student teacher conferencing using asset-based feedback.
Success Criteria: Have a plan in place to begin a “learning partnership”.
Culturally Responsive Teaching
Packet, p. 1
On your own: Review the definitions Culture Cultural Relevancy Cultural Responsiveness
Table groups:
Discuss similarities and differences among the terms
Six Characteristics of a Culturally Responsive Teacher
Packet, p. 1
Table groups: Assign 1-2 Characteristics to each person.
On your own:
Read your characteristic of a culturally responsive teacher
Table groups:
- Briefly describe your characteristic - Discuss how these are similar or different to what you recorded during the entry task.
Examples of Culturally Responsive Teaching Strategies
Cultural Archetypes
Archein- “original or old” Typos- “pattern, model, or type”
Common values, worldviews, and practices amongst cultures
Collectivism and Individualism
20% Individualistic Culture Europeans 80% Collectivist Culture Latin America, Africa, Middle Eastern, and Slavic cultures
Oral and Written Traditions
Oral tradition places a heavy emphasis on relationships, interaction, and movement Written tradition- individually record thoughts onto paper
Examples of Culturally Responsive Teaching Strategies
1. Curriculum that represents student’s home culture 2. Bilingual resources 3. Engaging parents as partners in the education process
Why is this Important?
“The truth is, the achievement gap is a complex, multilayered phenomenon that requires an ongoing, sustained, multifaceted approach. “
Manning and Kovach, 2003
10
The Five Essential Elements of Culturally Responsive Teaching Assessing Cultural Knowledge
Institutionalizing cultural knowledge
Valuing diversity Adapting to diversity
Reyes, Lindsey and Lindsey, 2012
Managing the dynamics of difference
Reading
Packet, p. 2
• •
Individually:
Read paragraph from NEA’s C.A.R.E: Strategies for Closing the Achievement Gaps Use metacognitive markers while reading: Key Terms: Important information: Where you have questions:
?
Where you can relate:
* In table groups:
Each share a metacognitive marker and rationale for marking
10/2/2
* 10 minutes of instruction, 2minutes of processing writing and sharing In your own words, how would you define culturally responsive teaching and its importance?
How might this effect your mentor/mentee relationships or classroom practices?
Learning Partnerships
“In culturally responsive teaching, relationships are as important as the curriculum”
- Culturally Responsive Teaching and The Brain By Zaretta Hammond
2. Primary role is to learn from experience, manage emotions, and
remember
The Emotional Filter Amygdala: The “fork in the road” or a “switching station” on the way to the “thinking brain” (prefrontal cortex).
“Zone out” “Act out” © 2015 Judy Willis to promote efficient working memory, emotional self-control, and attentive focus.
What determines if the amygdala directs information to the reflective “thinking brain” (prefrontal cortex) or to the reactive lower brain?
• • • • State of high or sustained stress Boredom Fear Fear of failing © 2015 Judy Willis to promote efficient working memory, emotional self-control, and attentive focus.
Sources of School-Related Stress
Stress comes in many forms for students: – Boredom – No personal relevance – Unaware of how the topic relates to a student’s own interests or prior knowledge – Frustration – Confused – Failing to achieve parent or personal goals – Fear of having wrong answer, especially for English language learners © 2015 Judy Willis to promote efficient working memory, emotional self-control, and attentive focus.
Safety-Threat Detection
• • Stress experienced due to student’s association to marginalized communities due to race, class, language, gender If there were past negative school experiences, student’s “safety-threat detection” is already cued to be on alert for social and psychological threats
Impact on Learning
Stress is detected in the classroom Nervous system sends to amygdala Message: “not socially, emotionally, or intellectually safe” Sends distress signal to the body Stress hormone is produced Learning nearly impossible
Here’s What! So What? Now What?
Packet, p. 3
On your own:
Read “Key Points from Brain Research”
Table groups:
1. Round Robin Share key take-away from this section on the brain in terms of relationships with students and also with mentees.
2. Select one of the common key points among your group and place in the “Here’s What!” column.
3. Collaboratively complete the remaining two columns.
4. Select group reporter.
Learning Partnerships A Solution
rapport + alliance = cognitive insight
- Culturally Responsive Teaching and The Brain By Zaretta Hammond
Action Research
Packet, p. 7
Teacher-student Conferencing Mentor-mentee Learning Talks
1. Identify a student/s or a mentee you would like to have a better learning partnership with.
Learning Partnerships
rapport + alliance = cognitive insight
Rapport Rapport sympathy trust/ true affirmation
- Culturally Responsive Teaching and The Brain By Zaretta Hammond
True Affirmation
Not so much what they DO, As to who they are and what they offer to our community.
– Cultural – Racial – Gender – Linguistic identity
Pedagogy of Listening
Reggio Emilia
Listening communicates respect and interest
Devote the first five minutes of every conference or “Learning Talks” to two simple questions 1. How are you?
2. What are you excited about these days out of school?
Building Rapport/ Trust
Packet, p. 3
Table groups: Assign 1-2 Trust Generators to each person.
On your own:
Read your trust generator considering it in terms of relationships with students and also with mentees.
Table groups:
Briefly describe your trust generator
On your own:
Highlight which trust generator/s you will develop with your selected student/mentee
Learning Partnerships
rapport + alliance = cognitive insight
alliance alliance lowering standards validation
- Culturally Responsive Teaching and The Brain By Zaretta Hammond
Dangers of Lowering Standards
• • • • Students of color, ELLs, and poor students make up most of our remedial/intervention classes.
Awareness of lack of academic proficiency leads to a lack of confidence as learners. Students often believe skill gaps are evidence of their own innate intellectual deficits. Students internalize negative verbal and nonverbal messages sent by adults in the form of low expectations, unchallenging remedial content, and an overemphasis on compliant behavior.
- Culturally Responsive Teaching and The Brain By Zaretta Hammond
Stereotype Threat
Claude Steele • • • racially-charged amygdala hijack Anxiety about inadequacy as a learner Belief that failure confirms the negative stereotypes associated with – Race – Socioeconomic status – Gender – Language background
Goals of Culturally Responsive Teaching
“loving children should not become a proxy for teaching them”
Culturally Responsive Teaching: Theory, Research, and Practice, Geneva Gay, 2010
Goals of Culturally Responsive Teaching
• • Empowering culturally and linguistically diverse student Developing a positive academic mindset – Attitudes, beliefs, dispositions towards school, learning, and ones own capacity – Associated with effort, perseverance, positive achievement
Learning Partnerships
rapport + alliance = cognitive insight
1. Academic Mindset 5. Feedback on Progress 2. Engagement 4. Task Performance 3. Effort * U of Chicago Consortium on School Research * Carol Dweck
Categories of Hope
Packet, p. 4
Table groups: Assign 1 Category of Hope to each person.
On your own:
Read your Category of Hope considering it in terms of classroom interactions and with mentees.
Table groups:
Briefly describe your Category of Hope and how you see its application in classrooms and/or mentoring
Components of Alliance
Packet, p. 4 On your own:
1. Read 1. Specific goals 2. Shared understanding 3. Relational bond based on mutual trust 2. Sticky notes – one idea per note
What are some goals that could be applied prior to the end of the year with your students and/or mentee?
Swap: Walk about and trade 1 note each conversation. Swap three times. Table sort: Sort your sticky notes and identify common groups or themes
Learning Partnerships
Packet, p. 5-6
Table groups: Assign 1 of the 4 components of Learning Partnerships to each person.
1. Build Rapport (1) Gather Data on your identified student/s or mentee 2. Developing Alliance (2) Creating the Pact (3) Teacher/Mentor as Ally and Warm Demander (4) Students/Mentee as Drivers of Their Own Learning
On your own:
Read your component considering it in terms of classroom interactions and with mentees.
Table groups:
Briefly describe your component and how you see its application in classrooms and/or mentoring
What Will this Look Like?
Packet, p. 7
On your own: Write your Action Research – How will you build rapport?
– Which elements will you use to develop alliance?
– What will this look like, day by day, month by month, or year to year?
In table groups: Share your next steps - Culturally Responsive Teaching and The Brain By Zaretta Hammond
In Closing
1. Personal learning goal… 2. In Groups: Process chart
Know
Add new items
Think I Know
Move to an appropriate column 3. Designate group reporter
Want to Know
• • Add any new questions Highlight a group selected question
GOT IT WANT IT