1/8/2013
1
CULTURAL
PEDAGOGY
Culturally Responsive Teaching
How do I become a culturally responsive teacher?
A culturally responsive teaching builds on the premise that
how people learn and behave will different from culture to
culture. Cultural differences present opportunities as well as
challenges. Teachers must gain knowledge of the cultures
represented in the classroom.
Culturally Responsive Teaching
Responsive Committed to
providing a balanced perspective
Committed to examining both similarities and differences among people
Considered an integral part of each class
Unresponsive Focused on a single
point of view
Designed to indoctrinated students into a controlled philosophy
Considered to be an addition to the curriculum of school day
Teepees and Chitterlings
1/8/2013
2
Culturally Responsive Teaching
Culturally responsive teaching uses the child’s culture to build a bridge to success in school achievement. In so doing, it places other cultures alongside middle class mainstream culture at the center of the classroom instructional paradigm. The bridge leads to more than achievement. It moves to broader cultural horizons. Most importantly, the teacher and the student cross the bridge together hand in hand.
MODEL FOR MULTICULTURAL CHANGE
Morey and Kitano, 1997 12
Principles of Learning
Principles of Multicultural
Instructor’s Multicultural Goals
Nature of the Lesson or Course
Levels of
Change
Elements Lesson and Syllabi
Exclusive Content Purpose, goals, objectives, schedule,
readings, materials
Inclusive Instruction Assignment, schedule, lesson description
Transformed Assessment
Assignments, policies
Dynamics Educational beliefs, lesson description,
support services
The Exclusive Level
The Exclusive level teaches minor aspects of diversity at the lowest level.
Diversity is restricted to one part of the course.
Gender and diverse groups are discussed in relation to stereotypes.
Activities are limited to the four
Content encompasses traditional mainstream experiences and stereotypes.
13
1/8/2013
3
The Exclusive Level…LET’S
NOT FORGET ACADEMICS
Extracurricular reading materials focus on authors who perpetuate and confirm myths.
Instructional strategies are mainly lecture, basic question and answer, and other basic didactic methods.
Instruction is teacher-centered.
Exams are objective & assignments focus on content while avoiding social dynamics.
14
The Inclusive Level
The Inclusive level adds diversity content but retains the traditional, original structure.
Diversity is discussed throughout the course and compared to the dominant norm.
Reading materials include authors with varying and diverse viewpoints.
Social views are discussed but not elaborated upon.
15
The Inclusive Level…Expansion
includes academics!!
A wide array of assessment methods and various speakers add flavor to the content.
Instruction remains teacher-centered.
A variety of methods are used to relate new knowledge.
Students are encouraged to construct their own knowledge and use critical thinking skills in
conjunction with peer learning.
16
1/8/2013
4
The Transformed Course
The Transformed course and curriculum challenges traditional views and encourages reconceptualization and new ways of thinking.
Instructors engage in critical pedagogy and issue-oriented approaches.
Instruction is student-centered and students self-evaluate through projects and related assignments that contribute to real-life change.
17
The Transformed Course
Students learn from each other and concepts and personal experiences are analyzed.
Transformed courses represent a paradigm shift that present content from a diverse perspective.
Self-assessment and reflection techniques are employed that encourage sharing, diverse perspectives and equity in participation and critical problem solving.
Instruction centers on content related vignettes that require application and examination of values.
18
The “DRAW” Strategy (used to teach all facts)
University of Kansas Center for Research on
Learning 1/98
1/8/2013
5
The “FIND” Strategy (used to teach place value)
University of Kansas Center for Research on
Learning 1/98
“FAST DRAW” (used to teach word problems)
F Find what you’re solving for
A Ask yourself, “What are the parts of the problem?”
S Set up the numbers
T Tie down the sign
D Discover the sign
R Read the problem
A Answer, or draw and check
W Write the answer
University of Kansas Center for Research on
Learning 1/98
Advanced Problem-Solving
Practice Multiplication:
Jan has 8 dolls. Each doll has 2 hats. Jan also
has 3 pets. How many hats are there in all?
1/8/2013
6
Solving Multiplication Problems
Concrete: manipulatives 7 groups of 3 ________ ________
Representational: pictures or tallies 3 groups of 4 _________ _________
Abstract: words 3 basketball hoops My friend has 4 trains. of 7 Basketballs Each train has 6 cars. ___Basketballs There are cars in all.
Cindy has 2 tapes. Each tape has 4 songs on it. How many songs are on the tapes?
University of Kansas Center for Research on
Learning 1/98
How can we make this
more Culturally
Relevant?
Culturally Responsive
Math Activities
Hoop Dreams
Wilt Chamberlain
Michael Jordan
Julius Ervin
Allen Iverson
Kobe Bryant
Charles Barkley
1/8/2013
7
Learning About Students’ Relationships to
Subject Matter
Mathematics & Science – Sample Questions
Does anyone build or repair things, thus using principles of mathematics and physics?
What specific principles are involved in these recurrent activities, and how did those who perform such activities learn them?
Do students regularly deal with money? If so, in what situations?
Does anyone make clothing or do other types of sewing that require measuring with precision?
NBA Statistics
1/8/2013
8
Word Problems
Allen Iverson scored a total of 36 points in a basketball game. In the second quarter, he made half of his points. How many more points did he score during the second quarter than in the third quarter if he only scored 10 points in the third quarter?
Step 1: 36/2 = 18
Step 2: 15 + 17 = 32
All rights reserved Leah Seabrook 2002
30
Menu Math
Many students enjoy going out to dinner, and some students may not have had the opportunity to order at a “sit down” restaurant.
This activity embraces two things that students enjoy…………….
Menu math was created to help teach math and social skills in a fun way.
All rights reserved Kimberly Y. Curtis 2002
31
What are they??
Food
Music
All rights reserved Kimberly Y. Curtis 2002
1/8/2013
9
32
Why Menu Math? By creating a menu of popular
food items and popular music, you create a win-win activity.
Students have the opportunity to sit in groups or individually and “pretend” they are at a restaurant.
They order based on the “situation cards” that the teacher provides.
The situation cards are your math operation scenarios.
All rights reserved Kimberly Y. Curtis 2002
Math Menu APPETIZERS
Ludacris Loaded Cheese Fries $6.00 Bow Wow Buffalo Wings $6.00 Missy Mozzarella Sticks $4.00 Lil Romeo Ribs $7.00 Shakira Spinach and Cheese Dip $6.00 Nelly Nachos $5.00
ENTREES Each dish comes with a choice of 2 sides
Pink Pasta Alfredo $12.00 Chicken Fingers Platter $12.00 Justin Timberlake Tacos $8.00
All rights reserved Kimberly Y. Curtis 2002
Mancala (to transfer) The History
Mancala is an ancient game
in many countries in Africa
and Asia.
It helps teach math and
social skills to students with
disabilities.
It has been played for over
7,000 years.
The game was brought to
the West Indies and the
Americas through the
African slave trade.
The game is recommended
for students 6 years and
older.
1/8/2013
10
Tessellations
Cloth Patterns
Tessellations Using African Textiles
Multicultural Education Model
• Blooms Taxonomy
• Knowledge
• Application
• Analysis
• Synthesis
• Evaluation
• Evaluation
Content
• Morey and Kitano
• Exclusive
• Inclusive
• Transformed
Process • Diverse
• Curriculum Change
• Diverse Lessons
Products
January 8, 2013 Leading Change, Improving Outcomes
On the web at www.ncpublicschools.org/ec/conference/
37
1/8/2013
11
January 8, 2013 Leading Change, Improving Outcomes
On the web at www.ncpublicschools.org/ec/conference/
38
Individual • Gender
• Age
• Sexual Orientation
Individual • Gender
• Age
• Sexual Orientation
Home Environment • Race
• Religion
• Ethnicity
• Class
• Geography
• Education
• Occupation
• Family Status
Individual • Gender
• Age
• Sexual Orientation
Home Environment • Race
• Religion
• Ethnicity
• Class
• Geography
• Education
• Occupation
• Family Status
Classroom Environment • Facts, ideas, concepts
• Texts, media
• Teachers, students paraprofessionals
• Values , attitudes, beliefs
Lesson 1 - Translating Others
Experiences
Girl –Jamaica Kincaid/The Things They Carried-Tim O’Brien
The share aspects of the human experience
Read the original piece and the sample
Identify settings, time, place, and particular culture
Write a copy of the translation
Explain the difference in your translation and the original.
How might you use this in your classroom or with other teachers?
January 8, 2013 Leading Change, Improving Outcomes
On the web at www.ncpublicschools.org/ec/conference/
39
Girl 2010-Sample Translation-
unmarried, white, middle-class female
Get your t shirts out of the dryer right away so they won’t wrinkle. Stay away from McDonald’s and all those other fast food places. They’ll make you fat. Keep lean Cuisines in your freezer so you have something safe to eat at home. Eat before you go out on a date. You don’t want boys to think you are some kind of pig. Don’t let people take your picture when you’re drunk. Once they get posted on Facebook or YouTube, you can never live them down.
How might this be written different by others? January 8, 2013 Leading Change, Improving Outcomes
On the web at www.ncpublicschools.org/ec/conference/
40