Culturally Relevant Pedagogy

Visual Synectic Visual Synectic ActivityActivity

Task

Individually, create 1 comparison for a visual image in one of the four quadrants by relating your

experiences to the following prompt:

Equity is like _______________ because ___________________.

Visual ActivityVisual Activity

River Mountain

Meadow Ocean

How to engage in conversations…

• Stay engaged

• Speak with honesty and candor and care

• Experience discomfort

• Expect and accept non-closure

What is Equity?What is Equity?

Provision of opportunities for equality for all by responding to the needs of individuals. Equity of treatment is not the same as equal treatment because it is acknowledging historical and present systemic discrimination against identified groups and removing barriers, eliminating discrimination, and remedying the impacts of past discrimination.

Controversial and Sensitive Issues, p. 68

“In the education context, equity refers to an inclusive atmosphere of learning where all students are treated fairly. Equity includes a recognition that students have different needs, experiences and social identities and that a ‘one size fits all approach’ to addressing students' needs, experiences and social identities does not create an environment where all students are afforded the opportunity to succeed.”

Julian FalconerChair, School Community Safety Advisory Panel Report

What is Equity?What is Equity?

Equity Foundation Statement School Boards are committed to ensuring that fairness, equity and inclusion are essential principles of our school system and are integrated

into all our policies, programs, operations and practices.

Five commitment areas of equity covered by the Equity Foundation Statement that seek to

ensure fairness, equity, and inclusion for all students:

Anti-Racism and Ethnocultural Equity Anti-Sexism and Gender Equity

Anti-Homophobia, Sexual Orientation, and Equity

Anti-Classism and Socio-Economic Equity

Equity for Persons with Disabilities

Accepting Schools Act: Bill 13

It is the responsibility of schools to:•(a.1) promote a positive school climate that is inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability;•(a.2) promote the prevention of bullying;

Opportunity Gap Action Plan

• The first obligation of our schools is to create and sustain high levels of excellence for “all” students. In this regard, a key priority of schools is to close the achievement and opportunity gaps: the gaps between where students are at any given time, and the highest levels that they can potentially achieve. Within this context, the “Opportunity Gap Action Plan” is concerned about the achievement gap in relation to racialized groups of students and students disadvantaged by poverty.

• Despite achievement gains reflecting a board “on the move”, disparities or “gaps” in the achievement levels of different groups of students continue to be alarming. There are clear achievement gaps for JK-Grade 12 sub-groups of students, specifically Aboriginal, Black, Latino, Roma, Middle Eastern, Portuguese-Speaking, and male students. A call to action is our collective and moral responsibility.

Reflection Question

In your specific context:• How does power manifest itself with

respect to the relationships – among students– between students and adults– among students, adults in the school,

and parents/families?

Culturally Relevant and Responsive PedagogyCulturally Relevant and Responsive Pedagogy

“It’s just good teaching…” The desire to do what it takes to get

students to achieve – “induce their genius” (Enid Lee)

What does it take??

Culturally Relevant PedagogyCulturally Relevant Pedagogy

High-Yield Teaching Strategies

Culture of High Expectations

Precise and Consistent Assessment AS & FOR Learning

Caring Relationships

Utilize Students’ Cultures as a Vehicle for Learning

Connections to Knowledge of Families and Communities

Student’s Social Identities and Lived Realities are Valued and Respected

Students develop a broader socio-political consciousness

Students critique the cultural norms, values, mores, and institutions that produce and maintain social inequities

Culturally Relevant

Pedagogy

Gloria Ladson-Billings, 1995.

Equitable and Inclusive Schoolshttp://tdsbweb/equity Teaching and Learninghttp://tdsbweb/_site/ViewItem.asp?

siteid=30&menuid=30&pageid=30Leah.kearney@tdsb.on.caInstructional Leader, Early Years

Kirsten.johnston@tdsb.on.caInstructional Leader, French Immersion/Extended French

Antonino.giambrone@tdsb.on.caInstructional Leader, Equitable and Inclusive Schools