Culturally Responsive Instruction

A Key to Unlocking The Common Core Standards

Curriculum

Ticket In
Welcome to the Training!
Please complete the Self
Audit you have received.

Norms
Silence all electronic devices
Actively participate
Take responsibility for your own learning
Give and receive respect

Definition of Culture
Define your own culture in 10 words or less*
Your Culture influences
How your students learn
How you teach your students
How you view your student, and how they view
you
Your selection of resources and materials for
instruction

ETMA and the Common Core Curriculum

Culturally
Responsive
Instruction

Reflecting on
Current
Practice

FCPS
Salient 5

Common
Core

Relationships

Teacher
Evaluation

Teacher Importance
The most salient and important variable in a students
education is the teacher. Teachers establish the climate,
define the tasks, communicate the expectations, help
translate the content, monitor understanding, determine the
time frame for work completion, and serve as the guide,
coach and facilitator throughout the learning process. Of
critical importance is the duty of the teacher to establish the
psychological climate in which the teacher-learning- process
takes place, the students often perceive themselves and
their capabilities through the eyes of the teacher and he or
she communicate the message of student efficacy. Through
these efforts, teachers build bridges to knowledge.
Adapted from: Shade, Barbara J., Cynthia A. Kelly, and Mary Oberg. Creating culturally responsive classrooms.
Washington, DC: American Psychological Association, 1997

Children Are
Affirmed In
Their Cultural
Connections
Interactions
Stress
Collectivity
Rather Than
Individuality

Classroom Is
Managed With
Firm,
Consistent,
Loving Control

Teachers Are
Personally
Inviting

Principles For
Building A
Learning
Community
Relationships
Precede Learning
Changes Made
To
Accommodate
Culture Are
Essential To
Learning

Students Are
Reinforced For
Academic
Development

Classroom Is
Physically
Inviting

Building Relationships and a

Classroom Community

How are relationships built with students?

Be honest about yourself

Interest/Learning/Personal Surveys
Value the positive students bring to the classroom
Communication journals

Researcher Joyce Taylor Gibson says

In our multicultural society, culturally
responsive teaching reflects democracy at its
highest level. It means doing whatever it takes
to ensure that every child is achieving and ever
moving toward realizing his or her potential.

Some of the Characteristics of

Culturally Responsive Teaching
Learning Within the Context of Culture
Student Centered Instruction
Feedback for Instruction
Culturally Mediated Instruction
Reshaping the Curriculum

Learning With In the Context of

Culture
People from different cultures learn in
different ways.
Their expectations for learning may be
different.

Student Centered Instruction

Learning is cooperative, collaborative and
community oriented
Students are encouraged to direct their own
learning and to work with others on research
projects and assignments

Feedback the Hinge Factor for

Improving Student Learning
Feedback is the hinge that swings
information about goals and progress
between students and the teacher

Student
Understanding
Self-Assessment
StudentEffort
Effort and Understanding
Self-Assessment

Date

Objective for the Day

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HW

Student
Understanding
Self-Assessment
StudentEffort
Effort and Understanding
Self-Assessment

Date

Objective for the Day

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HW

Feedback the Hinge Factor for

Improving Student Learning
A good goal is the key
The goal is the target for performance ;feedback
is the information about where you stand in
relation to the goal and how to improve

Feedback the Hinge Factor for

Improving Student Learning
Feedback is the hinge that swings
information about goals and progress
between students and the teacher

Culturally Mediated Instruction

Instruction that is culturally mediated
incorporates diverse ways of knowing,
understanding and representing information.
Multicultural viewpoints are encouraged.

Reshaping The Curriculum

The curriculum needs to be
integrated, transdisciplinary,
meaningful and student centered.

In my lesson did I involve?

Critical Thinking
Collaboration
Creativity
Communication

What does Culturally Responsive Math

and Science Instruction Look Like?
1. Promotes inquiry-based instruction:
Engaging students in math and science
experiments and word problems,
collecting and examining data, and asking
authentic questions.

What does Culturally Responsive Math

and Science Instruction Look Like?
2. Diversifying seating and grouping:
Establishing opportunities for students to
work individually, in dyads, and
cooperatively in small groups.

What does Culturally Responsive Math

and Science Instruction Look Like?
3. Connecting to students lives at home:
Linking science and math practices with
students home lives and everyday
experiences.

What does Culturally Responsive Math

and Science Instruction Look Like?
4. Creating a shared learning environment:
Shifting authority so that students take
more responsibility in math and science
activities and their own learning.

What does Culturally Responsive Math

and Science Instruction Look Like?
5.Encouraging real, active, and engaged
conversations:
Building on students knowledge and
experiences in the development of
meaningful science and math
conversations.

What does Culturally Responsive Math

and Science Instruction Look Like?
6.Creating a safe environment:
Ensuring student and teacher responses
are highly valued.

What does Culturally Responsive Math

and Science Instruction Look Like?
7.Developing students capacity to think and
act independently:
Scaffolding students understanding of
science and math through activities that
build self-confidence, develop competence
and motivate learning in science.

Evaluation and Culturally Responsive

Instruction
Charlotte Danielson-Framework for Professional Practice
For Example:
Domain1 - Planning and preparation
1B: Demonstrating knowledge of students
Knowledge of students interest and cultural heritage
Domain 2 - Classroom Environment
2A: Creating an environment of respect and rapport
Teacher is aware of student cultures
2B: Establishing a Culture or Learning
Expectations for learning and achievement
Domain 3 Instruction
3B: Using Questioning and Discussion Techniques
Quality of questions, Discussion techniques, Student participation

FCPS Salient 5-Rigor

Researched based pedagogical practice that prepare

students for the future.
Common
Formative
Assessments

Collaborative
Practice

Technological
Expression and
Delivery

Verbal

Questioning

Discourse

(Student and
Teacher)

Common Formative Assessments

Assessments for Learning and
Guiding our Instruction
Global Scholar
CRES
MSA/HSA
AP Exam
Quarterly County
Assessments

Collaborative Practice
What is collaborative practice?
Benefits: Listening, Speaking, Persevering
Example of Collaborative Practice - Cooperative Learning
Jigsaw
Small Groups
Think-Pair-Share
Learning Buddies
Study Groups, etc.

Benefits of Cooperative Learning:

Internalize new knowledge
Learn how to make the knowledge applicable
Teaching the concept yourself
Teaching students about other cultures, behavior, beliefs, etc.
Fosters tolerance and acceptance in the community

Collaborative Practice (continued)

How does this technique benefit student
learning and achievement?
http://www2.gsu.edu/~wwwltc/howto/enablestudentcollab.htm

when properly structured, collaboration

for learning can boost academic performance
and has a positive impact on the performance of
minority students, particularly those from lowincome backgrounds.
(Ginsburg-Block, Rohrbeck, Lavigne, & Fantuzzo, 2008)

Verbal Discourse
What is verbal discourse?
http://www.marzanoresearch.com/popups/resou
rces.aspx?product=59
Benefit: Critical Thinking, Vocabulary
Development
Encouraging students to develop skills to
articulate their thinking
When students develop, and use these skills, it
encourages higher level thinking and expression

Questioning
Benefit: Student and Teacher Engagement
Cues and questions should focus on what is important
NOT what is unusual!
Go Beyond Summarizing
Allow Students to Question

Students Prior Knowledge is Critical

(remember the cultural context)
If you want to train students, then ask most of the
questions-and have predetermined answers. If you want to
educate students, however, encourage them to ask
questions, and make sure the questions are open-ended.
(p.6, Understanding Black Male-Learning Styles, Kunjufu.)

Questioning
Strategies to Increase Response Rates
Call On Students Randomly
Give opportunities for to work with partner to
answer a question
Wait Time
Response Chaining
Choral response
Simultaneous Individual Response

Questioning
Revisiting Blooms Taxonomy..
Skill

Sample Prompts

Purpose

Creating

design, construct, plan,

produce

combine elements into

a new pattern or
Higher
product

Evaluating

check, critique, judge,

hypothesize, conclude,
explain

judge or decide
according to a set of
criteria

Analyzing

compare, organize, cite

differences, deconstruct

break down or examine

Higher
information

Applying

implement, carry out, use, apply knowledge to new

Lower
apply, show, solve
situations

Understanding

describe, explain, estimate, understand and

predict
interpret meaning

Lower

Remembering

recognize, list, describe,

identify, retrieve, name

Lower

memorize and recall

facts

Level

Higher

Technological Expression and Delivery

Benefit: Contemporary Resources
Using technology is the norm for the Millennials
Allows students to acquire, develop, and express their
knowledge in a variety of ways

Examples of Classroom Technology:

Quizlet.com
Prezi
Edmodo
ActiveInspire
CPS Remotes (Clickers)

ReadWriteThink.org
Pebble Go
Discovery Streaming
Kid Pix
PBS Kids
Dropbox

Culturally Responsive
Differentiated Instructional
Strategies

http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiate
d%20Instruction.pdf

This website contains K-12 lessons using

culturally responsive practices. It provides
examples of culturally responsive classrooms.

Prezi Links
http://prezi.com/jtmbw6mqf0ai/differentiate
d-math-instruction/
http://prezi.com/ab7l8jq0jauu/culturalresponsive-teachingpedagogy-and-mentoring/

Links
http://www.youtube.com/watch?v=dkZr0cS95zs&feature=related Minnesota CRT Degree
Ron Clark
http://www.youtube.com/watch?v=QZ-_Nl0dQYw
Teaching Tolerance
http://www.tolerance.org/magazine/number-36-fall-2009/reaching-studentswhere-they-are
Culturally Responsive Teaching

http://www.intime.uni.edu/multiculture/curriculum/culture/teaching.htm
http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
http://knowledgeloom.org/practices3.jsp?location=1&bpinterid=1110&spotlighti
d=1110

Minnesota CRT Degree *FORMAT VIDEO

http://www.youtube.com/watch?v=dkZr0cS95zs&feature=related
Culturally Responsive Teaching
http://www.intime.uni.edu/multiculture/curriculum/culture/teaching
.htm
http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
http://knowledgeloom.org/practices3.jsp?location=1&bpinterid=111
0&spotlightid=1110
Ron Clark*
http://www.youtube.com/watch?v=QZ-_Nl0dQYw