Ctel Module3 Sep07 2

Cultural Concepts and Perspectives

(KSA - 001)

Culture

What do you think of when you hear the term “culture”?

Look at the terms on page 34.– What are the differences between these two

descriptions of culture?Surface Culture

Visual, observable, external & concrete

Deep Culture

Who you really are - “soul”Embedded, internal, abstractHarder to change

Culture

Look at the terms on page 34.– Which elements do we consciously address?– How can we more successfully negotiate and

acknowledge the deeper elements in our classrooms and curriculum?

Culture Counts

“The first premise is that culture is at the heart of all we do in the name of education, whether that is curriculum, instruction, administration, or performance assessment. Culture refers to a dynamic system of social values, cognitive codes, behavioral standards, worldviews, and beliefs used to give order and meaning to our own lives as well as the lives of others

Culture CountsEven without our being consciously aware

of it, culture determines how we think, believe, and behave, and these, in turn, affect how we teach, what we teach, how we relate to children and each other. Our society’s predominant worldview and cultural norms are so deeply ingrained in how we educate children that we seldom think about the possibility that there may be other different but equally legitimate and effective approaches to teaching and learning.” Geneva Gay (2000)

Cultural Treasure Hunt

Page 35. Complete the Cultural Treasure Hunt at

your tables.Page 37.Why address issues of culture in the

classroom?Popcorn

We Speak America (Video)

This video explores the complexities of identity, immigration, culture, and language issues faced by parents, young adults, teachers and students.

Discuss page 38 at your table, then with the group.

Background Factors . . .

Language– How developed L1 is– Status– Resources available– Linguistic similarities/differences between

L1 and English– Ability


Socioeconomic Status– Are basic needs met?– Working students– Care for siblings– Housing– Health care availability


Culture– Gender expectations– Support systems– Rank in family– Literacy traditions– Similarities/differences with American

culture– Intragroup/Intergroup


Experience– Immigrant/Refugee/Undocumented

(voting/citizenship status)– Trauma– Age when English acquisition began


Education– Prior education (Nora from the video)– Literacy in L1– Print in home– Parents’ background and level of education– Parental support for education & language

acquisition goals

Quickwrite

Describe two background factors that affect ELs.

How does each factor contribute to promoting or impeding learning, language acquisition and school adjustment for English learners?

What are the implications of this for your own teaching?

Role of Culture in the Classroom and Schools

(KSA - 005)

Drink Cultura - José Antonio BurciagaListen as I read to you an excerpt from

the chapter “All Things I learned in School. . .”

Can you recall a time when something you learned at school didn’t match what you’d learned or practiced at home? Share with your table.

What do I know - page 41

Jot down your gut level responses regarding students from these cultures on the “What do I know?” . . .

How do I know these things?


What is your reaction when you hear that tomorrow you are getting a new Korean immigrant student?

What are your expectations?Take the same student to Japan. . .As there is a negative sociopolitical

relationship between Japan & Korea, the results are that Korean students usually perform to the level of expectation.


Additional examples: Finnish in Sweden, Kurdish in Turkey, and the French in Vermont

Teaching Styles - CLAD 284

Looking at the CLAD Handbook on page 284, consider the identified teaching styles listed. . .(chart not in CTEL book, paragraph on pg 307)

Where do you see yourself?How can your own cultural beliefs,

attitudes and assumptions affect their management style, teaching style, and interactions with students and parents.

Complete page 42. . .

Ways to Find out About. . .

Page 43: what are some strategies for finding out about your students’ home cultures and cultural experiences?

Using observation, community resources, home visits, interviews, informal conversation and written & oral histories . . .

How have you or could you use any of these strategies?

Promoting Culturally Inclusive Learning Environments

(KSA - 006)

Promoting Culturally Inclusive Learning Environments -pg 44Brainstorm alone or with your table. . .Share with the group.

Factors that contribute . . .pg45

High Expectations– For ALL children

High Level of Respect for Cultural & Linguistic Diversity:– Valuing and Validating the primary

language and its use.High level of interactions:

– Cooperative/collaborative group work


Multicultural Perspective– Infuse throughout the curriculum

Use of proactive approach to cultural conflict– Openly discussing prejudice,

discrimination, racism, stereotypes, intergroup relations


Zero Tolerance– For culturally insensitive behavior

Strong parent/guardian and community involvement:– In class and school activities in school

organization programs.

Factors that Contribute . . .

After taking notes on the factors, come up with one concrete example for one of the factors listed. Then:

Record one good idea on a square on page 46

Give One, Get One . . . Mingle and ask for ideas from classmates. . . Page 47: Quickwrite. Complete

Culturally Inclusive Curriculum and Instruction

(KSA - 008)

3-2-1 . . . Page 48

Fill out the 3-2-1 activity1. Three titles of multicultural books you

have read in your classroom2. Two perspectives of involvement of

immigrant parents in their child’s education

3. One social action you’ve seen your students involved themselves with. . .

Banks: Approaches to Multicultural Curriculum Reform -page 49(CTEL – page 325)After discussing Banks’ model,

discover where you are as a teacher, a district. . .

Page 50. Complete self-assessmentCould you develop a lesson with a

multicultural perspective?– Make sure to access the students’ prior

knowledge and contextualize the language and content for students.

Family & Community Support

(KSA - 007)

Parent Voices

Share your quote with as many people as possible.

Listen to Pat Mora’s Nepantla . . .Read through and answer the

questions from page 52. (CTEL, page 333)

ELAC/DELACDesign a school policy to address one

of the questions on page 52. Include a timeline & share at your tables

So They May Speak - Video

Ctel Module3 Sep07 2

Education

Transcript of Ctel Module3 Sep07 2