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Culturally Responsive Pedagogy and Practice
Academy Two: Culturally Responsive Classrooms
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ww.nccrest.org
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Whats in an Educational System?Whats in an Educational System?
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What are Culturally Responsive Educational Systems?What are Culturally Responsive Educational Systems?
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Leadership AcademiesLeadership Academies
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RolesRoles
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Identify Environmental and Instructional
Define Culturally Responsive Pedagogy Identify features of culturally responsive
pedagogy
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..
Orienting 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 minutes
Lecturette 2: Elements of CR Classrooms....30 minutes
Activity 3: Unpacking the Environmental Elements of CR Classrooms...15 minutes..
Activity 4: Formative Assessment Strategies15 minutesActivity 5: Examining Instructional Elements of CR Classrooms....15 minutesSelf Assessment.5 minutes
Things to Remember.5 minutesOutcomes Review.10 minutes
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Warm Up Activity: What do you
lready o?
Materials: Worksheet; pens; tape; chart paper; markersTime limit: 15 minutesPart 1: What do you already do?
Individuals complete worksheet that asks them to describewhat culturally responsive teaching looks like, and then listthing they personally do or observe in their school that is
culturally responsive. (5 minutes) ,
Ask participants to discuss their ideas with their small groupmembers. Then, invite small groups to share sample ideas
.(10 minutes)
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Lecturette 1
Features of Culturally Responsive Pedagogy(*Review from Academy 1 of this Module)
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What Does it Mean to be Culturall Res onsive?
Cultural responsiveness is the ability to learnfrom and relate respectfully with people of yourown culture as well as those from other cultures.
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Dimensions of Culturally Responsive Education
PrejudiceReduction
ContentIntegration
Culturally
Responsive
KnowledgeConstruction
EquityPedagogy
Education
School
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Characteristics of Culturally Responsive PedagogyCharacteristics of Culturally Responsive Pedagogy
1. Students receive equal opportunities to achieve fullpotential.
. tu ent preparat on or competent part c pat on nincreasingly intercultural society.
.for every student.
all types.
5. Education more full student-centered and inclusive of
the student voices and experiences.
6. Educators, activists, and others take active role inreexam n ng a e ucat ona pract ces an ow t ey
affect the learning of all students.
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Features of Culturall Res onsive Peda o
Communication of High Expectations
earn ng w t n t e ontext o u ture
Culturally Mediated Instruction Teacher as Facilitator
Student Centered Instruction
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Artwork by Vivana-
NCCRESt 2006 art contest winner
The biggest mistake of past centuries in teaching has beento treat all children as if they were variants of the samen v ua an us o ee us e n eac ng em a e
same subjects in the same way.-Howard Gardner
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Culturally Responsive Teachers
Cultural organizers,
me a ors, an
orchestrators
of social
contexts
ar ng, comm tte ,
and respectful belief
in their students
abilities and desire
Validate,
affirm,
facilitate,
Experts in
instruction and
management
to learn liberate,
and empower
Challenge
and
Explicitly teach
skills and culturalHave a sense of
support
students
responsibility
for all students
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Activity 1 Self Assessment of your
ulturally Responsive lassroom
Individually, complete the self assessment form
Discuss your results with a partner or at your table group
Whole group debrief
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Activity 2: Characteristics of
Culturally Responsive eachers
Personal Reflection complete favorite andnot-so-favorite teacher characteristics
worksheetWhole group share
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Classrooms that Meet Human Needs*This slide is for use with
Activity 2: Characteristics of
Culturally Responsive Teachers
PowerBelonging
FreedomFun
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Belon in *This slide is for use withActivity 2: Characteristics ofCulturally Responsive Teachers
sta s a car ng env ronment an warm,personal, positive relationships with students
Prevent and respond to teasing, bullying and
exclusion of students Teach conflict resolution skills to maintain
friendships
Teach social skills and use cooperative learningil n f l n in
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*This slide is for use with
Activity 2: Characteristics of
Culturally Responsive Teachers
behavioral success and accomplishment for allstudents
Conduct individualized goal setting and evaluation
Hel students self-evaluate their erformance andbehavior
Provide fre uent ositive feedback and reco nition
Give students numerous responsibilities or jobs withinthe classroom
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Freedom *This slide is for use withActivity 2: Characteristics of
Culturally Responsive Teachers
Give students a voice in what they learn and.
Require students to design a plan forim rovement when a roblem occurs.
Take students seriously in planning lessons,
ro ects classroom rules and conse uences.
Allow students to have input in creating rulesand consequences.
Give students free time during the school dayto choose from a variety of learning options.
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Fun*This slide is for use with
Activity 2: Characteristics of
Culturally Responsive Teachers
Create learning experiences that are fun, creative,, .
Welcome physical activity.
Give students a wide variety of choices in.
Include students interests in curricular planning.
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Activity 2: Characteristics of
ulturally Responsive eachers
Part III: Connecting to Basic Human Needs List actual exam les of how our assi ned
basic need has been met in a classroom.
After writin some exam les discuss withinthe group: How did this make you feel?
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Lecturette 2
Elements of Culturally Responsive Classrooms
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Reframing the Question
Why arestudents
failing?
ow are t e
learning
experiencesprovided by ourdistrict, school,
If we seek to improve studentperformance we must focus on the
work or learning experiences we
failing thesestudents?
provide to students (Schlechty,
2002).
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Features of CR Pedagogy in
assrooms
Environmental
Instructional
Curricular
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Curricular Elements
lar
InstructionalCurricular
ontent delivery
Lesson adaptations
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nv ronmen a emen sEnvironmental
1. Creating an Environment of Respect and
Rapport
2.Establishing a Culture of Learning3.Families and Communities
4.Organizing Physical Space and Materials
5.Encouraging Classroom ManagementSystems
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nv ronmen a emen sEnvironmental
2. Establishing a Culture of Learning
Importance of the Content
Expectations for Learning and Achievement
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nv ronmen a emen sEnvironmental
3. Families and Communities
Connect with Families and Local Community
Map the Community and its Resources (e.g.
, , ,recreation centers, and other public activities)
u ommun cat on ystems t at or
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nv ronmen a emen sEnvironmental
4. Organizing Physical Space and Materials
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Environmental
5. Encouraging Classroom Management Systems
Monitor Own Ensure
Manage
Student
Behaviors
ClassroomProcedures
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Environmental Monitor Own
Behavior
Teaching is first and foremost learning, and egocentric as it may sound, the
teachers chief area of study is herself or himself.
, ,
strengths, and compensate for my deficits rather than denying them can I
help 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.
Author Unknown
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Environmental Monitor Own
Behavior
Be aware of the broader social, economic, and politicalcontext
Question traditional assumptions of what works inc assroom managemen
Consider when to accommodate students cultural
accommodate (Mutual Accommodation) Examine current practices and policies in terms of
equitable treatment
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Environmental Monitor Own
Behavior
Reflection uestions for E uitable 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 otential?
Do we use inappropriate, demeaning reprimands toward some students?
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Manage
Classroom
Procedures
Environmental
anagement o nstruct ona roups
Management of Transitions Management of Materials and Supplies
-
Supervision of Educational Assistants
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EnsurePositive
Student
Behaviors
Environmental
Monitoring of student behavior is preventative
Clear and consistent responses to undesirablebehavior
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Activity 3 Unpacking the
CR ClassroomsEnvironmental
Describe what your element looks like.
a e ow appens n your room u ng Radar
Rhetoric Emerging Accomplishing
What does it look like? How are culturally responsive
classrooms different from traditional classrooms? How does instruction and assessment need to change inyour setting to become more culturally responsive? Wherewould you start?
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Lecturette 3
Features of Culturally Responsive
Instruction
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Features of CR Pedagogy
Communication of HighExpectations
Learning within the context of culture Culturally mediated instruction
Student Centered Instruction
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Instructional
Classroom design
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Student-Led Grou sInstructional
Grouping Options Teachers Role Describes students roles
Collaborative escr es stu ents nterpersona s s Encourages student interaction
Monitors group effectiveness
Performance-Based
u es un erstan ng Affirms student diversity Identifies students needs
Dyad (Pairs) Provides instructional scaffold Provides explicit instruction Identifies students interests or needs Models instructional strategies
Guides understanding
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n erac onsInstructional
Teacher interactions with class
Teacher interactions with individualstudents
Ongoing awareness and monitoring ofnteract ons
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Evidence of student
understandingInstructional
ommun cat on w t stu ents
Classroom Assi nments
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Variet of Assessment
StrategiesInstructional
Initial and Ongoing
Student self-assessment
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Im rovin Learninthrough AssessmentInstructional
Adjustment of teaching
Effective feedback to students
Students actively involved in their own learning
ecogn on o e n uence assessmen as onstudents motivation and self esteem
Need for students to assess themselves and
understand how to improve
D t t t Eff ti
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Deterrents to Effective
Assessment for LearningInstructional
Assessing quantity of work versus quality
Greater attention to markin and radin Teacher feedback often centered on social and
managerial purposes versus helping students learn
Teachers not knowing enough about studentslearning needs
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n t a an n- o ngInstructional
- Assess, Build or Activate background knowledge Set purpose for lesson
ur ng Develop and assess student understanding Student practice
Post- Provide informative feedback
i i 4 F i
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ctivit 4: Formative
Assessment StrategiesInstructional
S lit into rou s
Assign each group one aspect of
Review strategies in the list select one
group
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Activit 5: Examinin the
Instructional Elements of CR
Classrooms
Instructional
How are culturall res onsive classroomsdifferent from traditional classrooms?
How does instruction and assessment need tochange in your setting to become moreculturally responsive? Where would you start?
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Self Assessment
Review the self audit of a culturallyres onsive classroom that ou com leted inthe first activity. Jot down some ideas about
in which you would benefit from the mostu .
G i T h
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Growin as a Teacher
Teaching is first and foremost learning, and egocentric as it may sound, .
n y as scover my own preju ces, ace my own ears, g ve p ay 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.
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en y nv ronmen a an ns ruc ona
elements of culturally responsive classrooms
Define Culturally Responsive Pedagogy
Identify features of Culturally Responsive Pedagogy
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Activity: Outcomes ReviewMaterials: Outcomes Review Handout
Time Limit: 10 minutes
Part 1: Complete your chosen outcome and talkwith your small group about what youve
learned. (5 minutes)
art : are your eas w t t e w o e group.
minutes)
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Activity: Outcomes ReviewPart 1: Com lete our chosen outcome and talkwith your small group about what
youve learned. Focus on one outcome,or at the most, two outcomes.
5 Minutes
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Activity: Outcomes Review
Part 1: Com lete our chosen outcome and talkwith your small group about what
youve learned. Focus on one outcome,or at the most, two outcomes.
4 Minutes
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Activity: Outcomes Review
Part 1: Com lete our chosen outcome and talkwith your small group about whatyouve learned. Focus on one outcome,or at the most, two outcomes.
3 Minutes
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Activity: Outcomes Review
Part 1: Com lete our chosen outcome and talkwith your small group about whatyouve learned. Focus on one outcome,or at the most, two outcomes.
2 Minutes
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Activity: Outcomes Review
Part 1: Com lete our chosen outcome and talkwith your small group about whatyouve learned. Focus on one outcome,or at the most, two outcomes.
1 Minute
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Activity: Outcomes Review
Part 2: Share our ideas with the whole rou .
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Activity: Outcomes Review
Part 2: Share our ideas with the whole rou .
5 Minutes
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Activity: Outcomes Review
Part 2: Share our ideas with the whole rou .
4 Minutes
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Activity: Outcomes Review
Part 2: Share our ideas with the whole rou .
3 Minutes
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Activity: Outcomes Review
Part 2: Share our ideas with the whole rou .
2 Minutes
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Activity: Outcomes Review
Part 2: Share our ideas with the whole rou .
1 Minute
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