Jackie Gaffner Jeff Herr Julie Ledford Erin Vader.
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Transcript of Jackie Gaffner Jeff Herr Julie Ledford Erin Vader.
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?