culturally relevant mathematics- clrt in secondary extended mathematics
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Culturally Relevant Mathematics- CLRT in Secondary Extended Mathematics. Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can .”. - PowerPoint PPT PresentationTRANSCRIPT
Culturally Relevant Mathematics-CLRT in Secondary Extended Mathematics
Whatever you see in a child is what you will produce – “I don’t
become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.”
"Educational researchers have proven time and again that culturally responsive teaching methods increase student achievement. So if our teaching is not culturally relevant, then we as educators are not relevant."
- Chike Akua
ADINKRA CIRCLE Identity Development
Symbol and personal connection
Unity Circle Name, job, symbol, and
reason
AGREEMENTS
Working Agreements1. What you share within the context of the conversation is confidential, honored, and respected. 2. Use "I" statements. No one speaks for another or for an entire group of people.3. Avoid critiquing other's experiences; focus on your own experiences.4. Be honest and willing to share. Be brief.5. Listen with curiosity and the willingness to learn and change. Resist the desire to interrupt.6. Try not to take comments personally. Ask for clarification. Assume positive intent.7. Suspend judgment. Be open to the kernel of wisdom in each person's story.
I’M IN
OUTCOMES: Develop an initial understanding of two area of CLRT Practice CLRT techniques Analyze classroom vignettes with a CLRT lens Reflect on student engagement with a CLRT lens
regarding Extended Math Classrooms at MS Collaboratively plan a CLRT lesson for Extended
Math Leave with a renewed sense of hope. Be willing to take a risk. Use the session contents to take away something to
try the very next day..
THREE PREMISES TO PONDER…
~Premise One- Focus on classroom management school of thought and style-Is your current system working?
~Premise Two- Focus on cultural behaviors-Is it misbehavior or cultural behavior?
~Premise Three- Focus on instruction- Is the best lesson plan an engaging culturally relevant and responsive lesson?
TODAY’S THEMES:
Management Language
1. Responsive Classroom Management2. Responsive Academic Vocabulary
Instruction
Engagement
CULTURALLY AND LINGUISTICALLY RESPONSIVE TEACHING From The Center for Culturally and Linguistically
Responsive Teaching CLR is the validation and affirmation of the home
(indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society.
Validate, Affirm, Build and Bridge through:1. Responsive Classroom Management2. Responsive Academic Literacy Instruction3. Responsive Academic Vocabulary Instruction4. Responsive Academic Language Instruction
http://www.youtube.com/watch?v=W3AbBFzIokg&feature=colike From CLRT&L by Dr. Sharroky HolliePg. 23
Sara
Attention Getting SignalsListen~UpAy’go~ Ay’mePeace~QuietSi~Se PuedeVoice Check~1-2,1-2When I Move You Move~Just Like ThatHolla, Holla~I’m A Math ScholarI’m In
Ways of Responding Whip Around, Give a Shout Out, Pick A Stick, Moment of
Silence, My Turn~Your Turn, Turn and Talk, Think-Pair-Share
Ways of Discussing Musical Shares, Greet and Respond Tea Party
Culturally Responsive
Protocols
NOTE TAKING FOR TODAY:
TODAY’S PURPOSE:
Turn and TalkRaise a Righteous Hand WHY:
WHAT:
HOW:
The NAEP data suggest that many minority students are notexperiencing instructional practices consistent with the recommendation suggested by theNational Council Teachers of Mathematics (NCTM).
Math Doctor Shahid [email protected]
NAEP DATA 4th grade
OUR DATA SUPPORTS THE NAEP CLAIM
K-12 Math Proficiency on the 3-8th Grade State Assessment Exam
MMSD
WHO IS IN OUR EXTENDED MATH CLASSES??
AsianBlackHispanicNat AmericanTwo or more racesWhite
Black
Hispanic
White
WISCONSIN'S VISION FOR RESPONSE TO INTERVENTION
CULTURALLY RESPONSIVE PRACTICES
Include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of its students’ race, language, and culture.
Source: WI RtI Center, Response to Intervention in Wisconsin Glossary
WHAT DOES RELEVANT MEAN?
Relevant is Having a connection to your life and the way that you learn
When teachers are relevant-Students are engaged.
Think-Pair-ShareHow will we connect students to
mathematics? How will we change that data?
2012 Second Semester Data – All MMSD Schools
LOST INSTRUCTIONAL TIME 20 minutes per ODR 11,411 ODRs for African
American students
X 20 minutes = ~228,220 minutes
= ~3,803 hours= ~585 days
RTI BEHAVIOR TIERS – ALL MMSD STUDENTS: 2ND SEMESTER 2011-12
3% 7%
90% 0-1 referral
2-5 referrals
6+ referrals
RTI BEHAVIOR TIERS – WHITE STUDENTS: 2ND SEMESTER 2011-12
1% 3%
96% 0-1 referral
2-5 referrals
6+ referrals
RTI BEHAVIOR TIERS – ASIAN STUDENTS: 2ND SEMESTER 2011-12
<1% 1%
98% 0-1 referral
2-5 referrals
6+ referrals
RTI BEHAVIOR TIERS – HISPANIC/LATINO STUDENTS: 2ND SEMESTER 2011-12
1% 6%
93% 0-1 referral
2-5 referrals
6+ referrals
RTI BEHAVIOR TIERS –AFRICAN AMERICAN STUDENTS: 2ND SEMESTER 2011-12
10% 17%
73% 0-1 referral
2-5 referrals
6+ referrals
CULTURAL BEHAVIORS SPECTRUM
Traditional school norms
Low movement
Turn-taking
Quiet & rule-driven
Specific to under-served students
High movement
Overlap
Preference for variation/spontaneity
CLASSROOM SCENARIOSMusical Shares
Description: Teacher poses a question and turns
on the music. Students move or dance around the classroom until music is off. Students discuss the question with whoever they are closest to.
Why use it? To incorporate music and movement
with the opportunity to share ideas. Best Used
Reviewing, summarizing or clarifying information
Sharing journal entries
When you hear the music move around the room.
SCENARIO #1Scenario 1: A student is continuously blurting out during the mini-lesson section of math class. The student is responding to the content of the lesson and sharing personal examples related to the content. The student has been given several redirects by the teacher and the classroom support staff to stop blurting. The student continues to blurt out during the lecture, inciting other students to began to talk while the lecture continues. The teachers asks the class to quiet down and then asks the student to leave the room for disrupting the class and not following directions.
SCENARIO #2Scenario 2: Students have been in class for 30 min. and one student has left their seat and started to wander the classroom. The student has not completed the assigned work. As they are wandering they are stopping to talk with other students. The student is asked by the adult to return to their seat, and get back to work. The student “snaps” back at the adult and says “I’m working, I’m asking her about a question!” The teacher tells the student to “watch their tone, and not to raise their voice, and to return to their seat.” The student did not return to their seat and lingered near the other students desk. The adult then directed the student to return to their seat or leave the room. The student replies “fine I hate this class!” The teacher sends the student out of the room.
SCENARIO #3Scenario 3: Students are outside during lunch and are witnessed shoving each other. A supervisor intervenes and asks the students to stop. The students continue to go after one another after more adults arrive. The students are asked to go to the office.
SCENARIO #4Scenario 4: During independent work time in math class a student is refusing to do the assigned task. The teacher has asked the student to take out their work several times, first with a non-verbal redirect. The student does not respond and still refuses to complete the task.The teacher uses proximity and stand near the students desk in silence. The student still refuses. The teacher asked to the student once more. The student still refuses and is asked to leave the room.
CLASSROOM SCENARIOS
Musical Shares
Give a Shout Out
What were your “aha” moments…
TAKE ACTION!!!! Go Responsive or Go
Deficit?
~Reinforcing~Reminding~Redirecting
Building RELATIONSHIPS!
1. Make math engaging through culturally and linguistically responsive protocols
2. Take NOTES
WHERE CAN I…? Validate Affirm Build Bridge
NOTE TAKING FOR TODAY:
BREAK
Every child, Every day….
Whatever it takes!!!!
The educational system in America is left brain dominant based and the entire scope of the learning process favors the left brain dominant learner
-(Hart, 1978; Cf. Wolfe and Reising, 1977)
Math Doctor Shahid [email protected]
Gifts
Mathematical
Development
Cultural Precept
s
“GIFTS” THAT OUR STUDENTS BRING…Cultural Precepts: (gifts that students bring) musicality verbal expression resilience orality rhythm personal style and uniqueness emotional vitality
engage in explicit discussion about the importance of using standard American English in certain situations.
vary the methods of instruction in the classroom.call and response vs. standard instruction
WHERE CAN I?ValidateAffirmBuildBridge
WHAT SHOULD TEACHERS DO?
EMBEDDING THE CULTURAL PRECEPTS INTO A MATHEMATICAL KNOWLEDGE STRUCTURE
Questions to ask yourself… are your mathematical tools real? do they start from what the child can do and
does know? do they offer opportunities for verbal
expression? do they allow for communal support? do they have musicality? are you considering these things intentionally
and purposefully when planning math lessons?
Mathematical Success
Learning is C0-PRODUCEDDevelopment
Assessment
Targeted
Teaching Engagement
Multi-Faceted Teaching
Culturally
Linguistically
Learning Styles & Math Achievement: Left Brain Versus Right Brain
Math Doctor Shahid [email protected]
Right Brain Learners excel at:
Big Picture Thinking Visual Input Pictures Conceptual
Connections Differentiation
Through Color Humor
Music Creativity Rhythm Intuitive thinking Holistic thinking Unstructured thinking Synthesizing Subjective
(Lori Enomoto)
Math Doctor Shahid [email protected]
WHERE CAN I…? Validate Affirm Build Bridge
CULTURAL BEHAVIORS SPECTRUM
Traditional school norms
Low movement
Turn-taking
Quiet & rule-driven
Specific to under-served students
High movement
Overlap
Preference for variation/spontaneity
Reflect back to your school experience….
-Two-corners
TRADITIONAL VS. NON-TRADITIONAL As you watch the
video: Fill out reflection
sheet Consider the
learning styles listed in the hand-out as you respond to the five prompts
Readers Workshop Video
TEA PARTY PROTOCOLDirections: When you hear the drum
beat walk around and greet another person with a culturally appropriate greeting for their situation
(friend, acquaintance, stranger, etc.)
With your partner dialogue about number 1 on your video reflection sheet
When you hear the drum find a new partner for number 2
(bell, drum, music off, etc).
If….. Then…Pass it with a Point
allow students to present their knowledge in a variety of ways(writing, singing, acting)
use direct and explicit vs. indirect language
WHERE CAN I?ValidateAffirmBuildBridge
WHAT SHOULD TEACHERS DO?
STATIONS
Classroom Management Academic Vocabulary
Cooperative Groups by Grade Level:
Look at:-Lesson Plan-Notes
REFLECTIONSHOUT OUT
CHART IT
LESSON PLANNING
Classroom Management & Academic Vocabulary
• Take a gallery walk and read the quotes that are posted on the walls.
• Select a quote that SPEAKS to you.• Stand and Deliver-Recite the quote and why it
SPEAKS to you.
• Participants step forward if quote vibrates their soul and states:
“this speaks to me”
• Sharing will continue for 5 minutes.
THIS SPEAKS TO ME!…SOMETHING INSIDE SO STRONG
CLOSING WITH AFFIRMATION
I Stand Tall, Affirmation
One word Whip Around How are you feeling in moving from
awareness to action with CLR strategies?
AFFIRMATION
INNER OUTER CIRCLE
Sharroky Hollie's "Culturally and Linguistically Responsive Teaching and Learning”
MISBEHAVIOR OR CULTURAL BEHAVIOR
RESPONDING AND DISCUSSION PROTOCOLS AS EQUITABLE PRACTICES
How can we use the tools, skills, and perspectives presented through the CLR framework to support teachers in development equitable classroom systems.
WILL After making a distinction
between a staff's will--that is, their belief in all students' abilities along with their determination to make student learning and success a schoolwide priority and a staff's skill their use of quality, responsive methods and activities--the authors submit that healthy school cultures grow out of a marriage of the two.
SKILL 4 Pedagogies (p. 49) Responsive Classroom Management Responsive Academic Literacy (or use of text) Responsive Academic Vocabulary Responsive Academic Language
Strategies and protocols
Logistics/format of class and how we will address the SKILL
FILL CPR Strands, Andreal Davis
Testimonial Mindset vs. Skillset Working on Fill and Skill to meet
the needs of our most underserved students
CLOSING WITH AFFIRMATION I Stand Tall, Affirmation
One word Whip Around How are you feeling in moving
from awareness to action with CLR strategies?
INTEGRATED ELEMENTS
CREATE INSTRUCTIONAL RANGE
Traditional
Responsive
Culturally Responsive
Maximum
student outcom
es
MAXIMUM STUDENT OUTCOMES