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EmbeddingCulturallyRelevantInstructioninTeachingand
Learning
BreakoutSession
Question…
IsCulturallyRelevantInstructiontheanswerinclosingthelearningandbehavioralgapinourclassroomsandschools?
Protocol• StayEngaged• Experience
Discomfort• SpeakYourTruth• Expectand
AcceptNon-Closure
Adapted- SingletonandCurtis,(2006)CourageousConversationsAboutRace
Activity:Findsomeonewho…
• CulturalPursuit• Readyourpursuitsheetandinitialtheboxesthathavemeaningtoyou.Nextfindothersforwhomtheremainingboxeshavemeaning
• Eachpersonmaysignonlyonesquareonthesheet
• Sharewhatyouexperienced/learn
Participantswill…• Developanunderstandingofculturallyrelevantinstruction.
• Learnculturallyrelevantteachercharacteristics.
• Identifystrategiesinimplementingculturalrelevantinstruction.
WhatisCulturallyRelevantInstruction?
• CulturallyRelevantTeachingisapedagogythatrecognizestheimportanceofincludingstudents'culturalreferencesinallaspectsoflearning.
• Teachingisdefinedasusingtheculturalcharacteristics,experiences,andperspectivesofethnically,diversestudentsasconduitsforteachingthemmoreeffectively.
Ladson-Billings,G.(1995).ButThat’sJustGoodTeaching!TheCaseforCulturallyRelevantPedagogy
• Students’uniqueculturalstrengthsareidentifiedandnurturedtopromotestudentachievement.
• Createsasenseofwell-beingaboutthestudent’sculturalplaceintheworld.
• Academicallyenrichingenvironmentforstudentsofallethnicities,races,beliefs.
Howard,T.(2010)WhyRaceandCultureMatterinSchools.
WhatisCulturallyRelevantInstruction?(cont’d)
WhyCulturallyRelevantInstruction?
3% 5%
5%
45%
40%
0% 2% Asian
AmericanIndian/AlaskaNative
Black/AfricanAmerican
Hispanic/Latino
White
NativeHawaiian/OtherPacificIslanderMulti-race/non-Hispanic
2014-2015ArizonaStudentPopulation
Areteachersreflectiveofstudentpopulation?
2015ArizonaTeacherDemographics2% 2% 0% 2%
10% 0%
84%
AmericanIndian/AlaskaNativeAsian
NativeHawaiian/OtherPacificIslanderBlack/AfricanAmerican
Hispanic/Latinoofanyrace
Twoormoreraces
White
Think-Pair-Share
Whyisculturallyrelevantinstructionimportant?
AchievementGapsPersist
BehavioralData:NationalandArizona
• Theintegrationofculturallyrelevantinstructioncontributetoequityforallchildrenregardlessofrace,class,gender,language,immigrationstatus,andsexuality.
• Instructionalandbehavioralgoalsaredeliveredinwaysthatarerelevanttoandattainableforstudents.
• Curriculum,CulturallyRelevantPBISreinforcesthecollectivevaluesofinclusion,students’priorknowledge,andacademicandbehavioralexcellence.
WhyCulturallyRelevantInstruction?
TheDangerofaSingleStory
DimensionsofCulturallyRelevantInstruction
• Personaldimensionreferstotheprocessbywhichteacherslearntobecomeculturallyresponsive.
• Instructionaldimensionreferstopracticesandchallengesassociatedwithimplementingculturalresponsivenessintheclassroom.
• Institutionaldimensionemphasizestheneedforreformoftheculturalfactorsaffectingtheorganizationofschools,schoolpoliciesandprocedures(includingallocationoffundsandresources),andcommunityinvolvement.
PreconditionforCulturallyRelevantInstruction
Teacher
Beliefthatallstudentscanlearn
Recognitionandvalidationof
student’sculture
Appreciationfortheculturesrepresented
In-depthknowledgeaboutselfandstudents
Genuineemotionaland
personalpresence
TeacherCharacteristicsIncorporates
studentsculturalstrengths
Teacherdemonstrateshigh
expectations
Teacherusesexplicitvs.veiledauthority
Personalandauthentic
connectedness
Recognizesandgivesvoicetodifferingperspectives
StrategiesInvolved
Cultural-basedInstruction
Explicitinstructionandbehavioralcodes
Legitimizestudent’sreallife
experience
Investigativelearningmethods
Goodclassroomorganizationandmanagement
CharacteristicsofCulturallyRelevantInstruction
• Positiveperspectivesonparentsandfamilies.• Communicationofhighexpectations.• Learningwithinthecontextofculture.• Student-centeredinstruction.• Culturallymediatedinstruction.• Reshapingthecurriculum.• Teacherasfacilitatorandculturalbridgebuilder.
Implementationofthestrategiesisapathwayinclosingthelearningandbehavioralgap
Questions
References• Blankstein,A.&Noguera,P.(2016).ExcellencethroughEquity:FivePrinciplesofCourageousLeadershiptoGuide
AchievementforEveryStudent.• Delpit,L.(2007.)OtherPeople’sChildren:CulturalConflictintheClassroom.• Gay,G.(2010).CulturallyResponsiveTeaching:Theory,Research,andPractice.TeachersCollegePress• Howard,G.(2006).WeCan’tTeachWhatWeDon’tKnow:WhiteTeachers,MultiracialSchools.TeachersCollege• Howard,T.(2003).CulturallyRelevantPedagogy:IngredientsforCriticalTeacherReflection.TheoryIntoPractice,
Vol.42(3)• Howard,T.(2010).WhyRaceandCultureMatterinSchools:ClosingtheAchievementGapinAmerica’s
Classrooms.TeachersCollegePress• Lawrence-Brown,D.&Sapon-Shevin,M.(2014).ConditionCritical:KeyPrinciplesforEquitableandInclusive
Education. TeachersCollege• Lee,C.(2009)Culture,Literacy,andLearning:TakingBloomintheMidstoftheWhirlwind.• Ladson- Billings,G. (2007) TheDreamKeepers:SuccessfulTeachersofAfricanAmericanChildren• McKenzie,K.&Scheurich,J.(2004).EquityTraps:AUsefulConstructforPreparingPrincipalstoLeadSchoolsThat
AreSuccessfulWithRaciallyDiverseStudents. EducationalAdministrationQuarterlyVol.40(5)• Parker,Palmer(1998/2007). TheCourageToTeach:ExploringtheInnerLandscapeofaTeacher’sLife.Jossey-Bass• Peters,S.(2006).DoYouKnowEnoughAboutMeToTeachMe?ThePetersGroupFoundation• Singleton,G.&Linton,C.(2006).CourageousConversationsAboutRace.CorwinPress• EquityShortTakes:http://www.montgomeryschoolsmd.org/departments/clusteradmin/equity/shorttakes1.aspx
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