culturally responsive practices

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Culturally Responsive Practices Dr. Rosemarie Allen Metropolitan State University of Denver

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Page 1: Culturally Responsive Practices

Culturally Responsive Practices Dr.  Rosemarie  Allen  Metropolitan  State  University  of  Denver      

Page 2: Culturally Responsive Practices

�  

Culturally  Responsive  Educa<on  is  a  framework  that  ensures  students’  cultural  references  in  all  aspects  of  

teaching  and  learning.      From:  Ladson-­‐Billings  (1994).  The  Dreamkeepers:  Successful  Teachers  of  African  American  Children.  San  Francisco:  Jossey-­‐Bass  Publishers  

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�  

Why  Culturally  Responsive  Educa<on  is  important?  

   

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Achievement  Gaps   Dispropor<onality    

Addressing  the  of  an  increasingly  diverse  student  popula<on  for  a  variety  of  individual  and  systemic  reasons.    

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�  

Gender  Inequity:  Boys  are  54%  of  the  popula<on  and  comprise  

78%  of  preschool  suspensions  

 From:  United  States  Department  of  EducaJon,  2016  

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�  

African  American  girls  are  

20%  of  the  preschool  popula<on  

   

�  

But  54%  of  female  

suspensions  in  preschool    

From:  United  States  Department  of  EducaJon,  

2016      

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�  

Black  Boys  are  19%  of  the  preschool  

popula<on  yet  45%  of  males  suspended    

 From:  United  States  Department  

of  EducaJon,  2016  

     

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�  

Children  with  disabili/es  are  dispropor/onately  suspended  in  K-­‐12  

 

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�  

Black  and  La<no  students  have  less  access  to  giSed  and  talented  educa<on  (GATE)  programs  

From:  United  States  Department  of  EducaJon,  

2016  

     

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�  

Black  and  La<no  students  have  less  access  to  high-­‐level  math  and  science  courses:  

From:  United  States  Department  of  EducaJon,  

2016  

     

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�  

English  learners  represent  5%    of  students  in  

schools  that  offer  AP  courses,  but  2%  of  the  students  

enrolled  in  at  least  one  AP  course  

From:  United  States  Department  of  EducaJon,  2016  

     

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�  

All  students  need  high  quality,  culturally  

responsive  instruc<on  

Teaching  and  learning  is  a  social  and  cultural  

process  

Language  and  culture  are  strengths  to  be  

built  upon  

Equity  Alliance  at  ASU  

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From:  Irvine  &  Armento  (2001).  Culturally  Responsive  Teaching:  Lesson  Planning  for  Elementary  and  Middle  Grades.  New  York,  New  York:  The  McGraw  Hill  Companies,  Inc.    

This  is  a  self-­‐reflecJve  process.  “Because  there  are  no  quick  and  simple  soluJons,  no  single  program  or  packaged  intervenJon  to  train  teachers  to  teach  culturally  diverse  students,  the  issue  of  reflecJon  becomes  

criJcally  important.  Any  aSempt  to  generate  “tricks  of  the  trade”  must  be  avoided  

because  of  the  complexity  of  the  issue  and  because  of  the  individual  needs,  moJvaJons,  

experiences,  and  abiliJes  of  children  of  color.”  

 

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Addressing  Our  Own  Biases  

Let’s  Reflect  on  Ourselves  

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Why  Don’t  We  Want  to  Talk  About  Race?  

“We  have  become  so  poli<cally  correct  that  we  don’t  know  what  to  say  and  

when  to  say  it.  We  don’t  know  what  to  say  to  anyone  anymore.”  Lee  Jones,  Florida  State  University.  

 

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Let’s  Pretend  it  doesn’t  exist!  •  Racial  E<quefe:  Not  polite  to  discuss  that  which  makes  us  uncomfortable  (Omi  and  Winant,  2002).    

   •  Saying  “We’re  all  the  same”,  or  “I  don’t  see  color”  fails  to  acknowledge  difference  others  experience    (Harries,  2014).    

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Cultural  Disconnects  

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What  is  Culture?  Culture:    •  The  way  we  live    •  Values,  mores,  customs  •  Behavioral  expecta<ons  •  Belief  Systems  •  Communica<on  styles  •  Tradi<ons  that  are  shared  and  passed  between  genera<ons  

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Culture  impacts  the  way  children:    •  Learn  •  Cope  •  Solve  problems  •  Communicate      

Viewing  the  child  through  this  cultural  context  provides  an  understanding  of  the  child  and  the  factors  that  

influence  learning  and  behaviors      

(Gay,  Geneva  2010.  Culturally  Responsive  Teaching)    

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“You  Must  Study  The  Student!”                                                                                                Gloria  Ladson-­‐Billings  

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I  Wish  My  Teacher  Knew:  

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Elements:    Of  Culture  At  School  

We  must  be  aware  of  our  own  cultural  framework  and  context                          

                           1The  Culture  that  Already  Exists                              2The  Culture  We  Bring  

               

                           3The  Culture  That  is  Created  

Kozleski,  (2010).  Culturally  Responsive  Teaching  Mafers!  Equity  Alliance  

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The  Cultural  Background  We  Bring  With  Us:  

Beliefs  and  percep<ons  

Personal  Iden<<es  

Cultural  Prac<ces  

Kozleski,  Elizabeth    (2010).  Culturally  Responsive  Teaching  Mafers!  Equity  Alliance  

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�  

 The  

Culture  we  bring  with  

us…      

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Iceberg Theory of Culture

Beyond  Culture,  Edward  T.  Hall,  1976  

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 The  Roots:  Unseen  and  

rarely  discussed:  •  Habits  &  assump<ons,    •  understandings,  values,  

judgments      •  nature  of  friendships,    •  tone  of  voice,    •  antude  toward  elders,    •  concept  of  cleanliness,    •  paferns  of  group  

decision-­‐making,    •  preference  for  

compe<<on  or              coopera<on,    •  problem-­‐solving  

The  Branch/Leaves:    What  we  see:  •  Dress  •  Music  •  Food            At  the  Trunk:  Hidden    Rules  Some/mes  Discussed:  •  concepts  of  <me,    •  personal  space,    •  rules  of  conduct,    •  facial  expressions,    •  nonverbal  communica<on    

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 Cultural  congruence  between  the  child’s  home  and  school  is  the  cornerstone  of  culturally  responsive  prac<ces  (Joseph  &  Strain,  2010;  Monroe,  2010).      

   Developing  a  child-­‐centered,  culturally  relevant,  affirming  and  suppor<ve  environment  decreases  the  incidents  of  challenging  behaviors  in  early  childhood  senngs  (Bal,  Thorius  &  Kozleski,  2012;  Fox  &  Hemmeter,  2009;  James,  2013;  Powell,  Dunlap  &  Fox,  2006).    

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Culturally  Responsive  Prac<ces  uses  the  cultural  capital  of  the  child  to  inform  and  drive  all  teaching  and  learning  (Gay,  2010)  .  

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Culturally  responsive  prac<ces  affirm  and  sustain  the  cultural  capital  the  child  brings  into  the  classroom  environment.    

Culturally  responsive  prac<<oners  use  the  culture  of  the  child  as  the  founda<on  for  teaching  and  learning.    

Children’s  cultural  iden<ty  is  developed,  fostered  and  embraced  in  culturally  responsive  classrooms.  (Gay,  2002;  Ladson-­‐Billings,  1994)  

   

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Effec<ve  implementa<on  of  culturally  responsive  prac<ces  requires  professional  development  ac<vi<es  that  include  knowledge  of:    •  implicit  bias  and  its  impact  on  decision  

making,    •  culturally  responsive  prac<ces  and  

how  to  implement  the  prac<ces  in  the  classroom,    

•  the  role  of  cri<cal  reflec<on  in  challenging  assump<ons,  as  well  as  interpre<ng,  understanding  and  reframing  experiences  (Brookefield,  1995;  Delpit,  2012;  Gay,  2002;  Mezirow,  2003).    

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•  “Kids  get  it,  that  we  get  them”  

Principle  One:    Students  are  honored  in  their  cultural  connec/ons    •  The  children  are  represented  in:  

–  Content  –  Stories  –  People  –  Examples  –  Inclusion  –  Kids  feel  honored  recognized  and  seen  

 

Principle  One   Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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Principle  Two   Principle  2    Teachers  are  personally  culturally  invi/ng    

– Kids  understand  that  we  enjoy  them  and  enjoy  being  with  them  

– There  are  personal  connec<ons  to  each  student  

– Teachers  develop  personal,  meaningful  and  posi<ve  rela<onships  with  each  child  

 

•  “Kids  get  it,  that  we  like  them”  

Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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Principle  Three   Principle  3    •  Classroom  is  physically  and  culturally  invi/ng  

 – Children  see  themselves  in  the  classroom  

– Pictures,  books,  games,  reflect  the  culture  of  the  children    

– The  classroom  is  afrac<vely  displayed  with  learning  

 

•  “School  looks  like  me”  

Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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Principle  Four   Principle  4  Children’s  development  and  efforts  are  reinforced  

– Teachers  see  children  from  a  strength-­‐based  lens  

– Teachers  look  for  and  acknowledge  the  posi<ve  behaviors  of  children  

– Children  are  perceived  as  smart  and  capable  learners  

•  “Catch  kids  being  good”  

Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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Principle  Five  Principle  5    Adjus<ng  instruc<onal  strategies  to  meet  the  needs  of  unique  learning  and  cultural  styles  of  the  children  •  Accommoda<ng  WHO  the  kids  are  

 

•  “Singing  in  harmony  with  the  kids  song”  

Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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Principle  Six   Principle  6    Classroom  management  is  caring  and  consistent      

–  Children  are  inten<onally  taught  culturally  appropriate  prosocial  skills  

–  Children  are  taught  classroom  expecta<ons  

–  Rules  are  clear,  implemented  consistently,  and  reinforced  regularly  

–  Guidance  is  instruc<ve,  not  puni<ve  

 

•  “Respect  begins  with  the  teacher”  

Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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Principle  Seven  Principle  Seven:  Instruc/on  is  individual  as  well  collec/ve    •  Coopera<on  skills  are  promoted  

•  Individual  development  is  supported  

•  Peer-­‐to-­‐peer  teaching  and  learning  takes  place  

 

•  “Student-­‐Centered  Learning”  

Gary  Howard,  7  Principles  of  Culturally  Responsive  Teaching.  You  Tube  

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41  

Culturally  Responsive  Teaching  is…  

Culturally  Responsive  Prac<ces  

The  LENS  through  which  teachers  SEE  Children  and  their  

learning.    

The  FILTER  through  which  teachers  LISTEN  to  how  

children  express  their  needs  and  desires  

The  WAY  in  which  teachers  INTERACT  with  children  using  curricular  materials,  

and  making  educa<onal  decisions  

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Where  Are  You  in  your  journey  to  becoming  culturally  responsive?    

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LOVE  HAS  NO  LABELS  

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