Culturally Responsive Teaching Methods

Jackie GaffnerJeff Herr

Julie LedfordErin Vader

What is Culturally Responsive Teaching?

An Introduction

Culturally Responsive Teaching

Recognizes the importance of including students’ cultural references in all aspects of learning (Ladson-Billings, 2009).

Some characteristics of culturally responsive teaching are:

Positive perspectives on parents and families

Communication of high expectationsLearning within the context of cultureStudent-centered instructionCulturally mediated instructionTeacher is facilitator

How do we become Culturally Responsive

Teachers? Acknowledge that

a student’s cultural heritage is important and legitimate. Recognize that culture serves as both legacy that impacts a student’s attitude and as worthy content to be taught in class.

Communicate consistent messages of high expectations – and believe what you say!

How do we become Culturally Responsive

Teachers? Use a variety of

lessons and instructional strategies that connect with different learning styles, are respectful of different cultures and are applicable to a student’s real life.

Allow students to control the learning. Student-led learning groups help facilitate cultural recognition, relevant learning, leadership skills and responsibility. Teachers should guide, facilitate and learn from their students.

What are some methods teachers can use?

Culturally Reflective Art

Diversity in Literature

Language Role Playing

Culturally Reflective Art

Art can be used as a way to celebrate heritage, investigate cultures, and examine societal norms.

Art also provides a way to reach out and include many different types of learners.

Here are two examples of how to use different types of art in the classroom:

‘Reel-life’ Teaching

Using movies in class can be a way to kill two hours, or it can be a transformative way to examine heritage, culture and society.

Akeelah and the Bee (2006)Reflection Questions:1. Should competitions be a big part of schools? What

has your experience been with competition in school?

2. How did Akeelah benefit from participating in the spelling bee? How did her school, her teachers, and her community benefit?

3. Is this movie an example of the concept of ‘acting white?’

4. Would you describe the Asian father’s presentation as more of a generalization or a stereotype? What other characterizations stand out?

‘Reel-life’ Teaching

Bend it Like Beckham (2002)Reflection questions:1. Gender, culture, religion, ethnicity and class structure

all clash. How is Jess’s identity effected by each of these dimensions? How do Pinky, Jules, and Jule’s and Jess’s parents serve as advocates of specific roles in society? Do you see people or groups of people as having to have a ‘role’ in society?

2. Jess’s family held on to traditional food, dress and celebrations. Identify times they embraced new ideas. How did British society as a whole impact them? Did they impact British society? How do you think your culture impacts society?

3. What is the cost of Jess’s family holding on to their traditional values? What do they gain? Do you believe people are expected to assimilate or acculturate? Why?

Visualizing Jazz: Harlem Renaissance

Students will connect themes of selected poetry, literature and art to Harlem Renaissance Jazz; describe the impact of jazz on African American literature of the timeLiterature and poetry suggestions:

By Sterling Brown:“Ma Rainey”“Cabaret”

By Langston Hughes:“The Weary Blues”“Jazzonia”“Trumpet Player”“Harlem Night Club”

By Frank Horne:“Harlem”

By Rudolph Fisher:“Miss Cynthie

Visualizing Jazz: Harlem Renaissance

Song suggestions:“Take the A Train.” “It Don’t Mean a Thing” Duke

Ellington"Big Foot Ham" (a.k.a. "Ham & Eggs"), “Black Bottom

Stomp” Jelly Roll Morton“Ain’t Misbehavin,” “Honeysuckle Rose” Fats Waller

Art suggestions:

“Play de Blues” Aaron Douglas “Street Life, Harlem” W. Johnson

“I See the Rhythm” Michele Wood

Visualizing Jazz: Harlem Renaissance

Reflection questions:•Using the poetry, literature and art as your guide, what are some aspects of life in Harlem during this time?•What are you being told are the cultural norms in this place at this time?•What evidence are you given for your answer?•How are the songs, the writings and the art alike?•How are they different?•How are they similar to what we listen to, read or look at today?•Do you feel any connection to this art culturally? Why or why not?•Using your investigative skills, see if the assumptions you made when answering the first question are correct or not.

Literature in Primary Grades

Benefits Of Examining Multicultural Literature:o Gain Understanding & Insight into Other Cultures

• Examine Folktales and Legends Passed down through generations

• Portrayal of Non-traditional characters free from stereotypes

• Amelioration of Self-Concept for Minorities

Multicultural Literature for Children

Improve knowledge Gain Perspective Increase Sensitivity Recognize

Similarities Honor Differences Share Experiences Highlight Traditions Promote

Connections

Cross Curricular Integration

Application Techniques

Discussion of families Compare and Contrast Acknowledge

Traditions Habitat Correlations Goods & Services Cardinal Directions Measuring Distances Food and Shelter

Math Cultural Examples

Social Studies Integration of

LiteraturePossible Approaches

Past Inequality & History

Connection to Other Books

Honoring Extended Family

Importance of Fairness Respect for Traditions Family Connections Creating a Timeline Fighting Injustice

Historical Perspectives

Fiction Versus FantasyTechniques for

Selection Elements of Fiction Fantasy Examples Family Connections Cultural Attire &

Garments Neighborhood

Comparison ESL/Bilingual

Presentation Cultures within

Illustrations Personal Examples

Comparison of Genres

Folktales and Generational Stories

Possible Applications Saint Patrick’s Day Fantasy versus Fact Fact and Opinions Sequence of Events Moral of Story Prediction of Future Point of View Character Feelings

Irish Traditions

Adaptations to Curriculum

Modification of Concepts

Venn Diagram (Anansi)

Multiple Books Same Topic

Concept of Perseverance

Forest Environment Animal Characters Religious Implications Caldecott Award

Winner Other works by Author

African Traditions

Goal: Bringing Children Together

Making Personal Connections

Literature in Intermediate Grades

“Book Frenzy” Activity Purpose:

o Exposes students to a variety of bookso Gives them a choice, allows input from teachero Forms literature circles between students with similar interests

Method:o Students form a circle and receive one book o Briefly view book for 20-30 secondso Pass book to next person to viewo Continue processo Students can choose from this set of books

What happens next?o Students read and respond to literature

Spoken Communication Role

Playing Objective: to understand that students’ colloquial, vernacular is essential to culturally responsive scaffolding. Equally essential is the power obtained from altering social speech to relate to various audiences (Cummins, 1984; Gay, 1999; hooks, 1994; Jones, 2006).

Critical Class Discourse

Why is it that the Hispanic students in this class tend to disregard the homework assignments?

Levels of Spoken Communication

1. Social- informal language, slang (friend-speak- BICS)

2. Academic- broader, situational language (school-talk-

CALP)3. Formal- concise, respect-minded

(business-speak- CALP)

Know Your Audience

Teams of 2 players

Determine a hand-raising captain

Determine a team writer

Identify

1. Speakin’ Spanish up in school is racist ‘cause them Mexicans be makin’ fun of you to their friends and you don’t know it.

Apply

1. Mr. Ortega, I believe I possess both the skills and the attitude to become a valued member of the Burleson Census Bureau.

Apply

2. Man, I gots skills. They ain’t no reason why I wouldn’t be pimpin’ at that job!

Apply

3. Ms. Haddad, if you have a moment after class or during your conference period, could I please inquire about the deductions given on my last paper?