Cultural, Ethnic, and Social Diversity (Indicators 4.1, 4.2, 4.3, AQTS)

Helping Beginning Teachers Recognize, Understand, and Value Divers i ty (4 .3) ; and Differentiate Instruct ion to Bui ld

on Student Assets (4 .1)

MODULE FOR INDICATOR 4 .1

A L A B A M A D E PA R T M E N T O F E D U C A T I O NR E S O U R C E S F O R M E N T O R T E A C H E R S

Cultural, Ethnic, and Social Diversity (Indicators 4.1, 4.2, 4.3, AQTS)

Understanding this Resource

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Alabama Quality Teaching Standard 4: Diversity

Cultural, Ethnic, and Social Diversity4.1 Develops culturally responsive curriculum and

instruction in response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status

4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning

Indicator 4.1 is Related to Other Standards

4.1 Culturally

Responsive Instruction

1.3 Connects curriculum to real

life 1.4 Content based on standard

s

1.5 Adapts to meet learner needs

2.2 Positive climate

of respect

2.6 Uses varied

strategies

2.7 Optimizes student achieve-

ment

Spheres of Activity

Classroom

PersonalSchool

Questions to Explore

Regarding Indicator 4.1-- Develops culturally responsive curriculum and instruction in response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status

What is culturally responsive curriculum and instruction? How can I get to know my students, so I can teach them?How important are my expectations for learning? How are

they communicated to students? What are ways to keep diverse learners engaged in my

classroom? How can we collaboratively develop and share culturally

responsive instructional practices with colleagues?What is an inclusive classroom? How does that affect

learning of diverse students?

Ability to develop and provide curriculum and instruction that meets

diverse needs

Read through the five levels on the AQTS Continuum for Indicator 4.1.

Where do you rate yourself on the continuum?

What is the evidence for your self-assessment?

Where do you want to be on the continuum?

Five Keys to Culturally Responsive Curriculum and Instruction

1. Awareness of the influence of student background (e.g. culture, race, gender, personal experiences) on learning

2. Knowledge of students3. Establishment of high expectations and

adequate support for student engagement and success

4. Provision of differentiation and choice in curriculum and learning

5. Establishment of a respectful, inclusive classroom culture

1. Awareness of Influence of Culture

“A culturally responsive pedagogy builds on the premise that how people are expected to go about learning may differ across cultures….To maximize learning opportunities, teachers must gain knowledge of the cultures represented in their classrooms, then translate this knowledge into instructional practice.”

--Villegas (1991) cited by Turnbull and Pacheo, The Education Alliance, page 85

Connecting education with students’ lives


Culturally relevantCulturally appropriateCulturally congruentCulturally responsive

Terms that relate to teachers taking into account the cultural background of students when designing curriculum, instruction and assessment


“Teachers continually express their culture; the danger is being unaware of that expression…. Cultural responsiveness requires teachers to acknowledge and understand their own cultural values and how this impacts their own teaching practice.”

--White, K. W., Zion, S., and Kozleski, M. L. pp. 2-3


Begin with reflection upon factors in your own life that may have influenced your learning in school.

See Indicator 4.3 for more information about this topic.

Some Factors that May Influence Learning

EthnicityRaceSocioeconomic statusGenderFamily traditions and

backgroundReligionGeographic

background (rural, suburban, urban)

Sexual orientationLearning styles

(reading, listening, creating, hands-on, talking, technology)

Personality (e.g., outgoing, introverting)

Family support for and values of education

2. Knowledge of Students

“You have to know the kids. They teach me how to teach them. They may be from all kinds of background and cultures, but if you really listen to them, they’ll tell you how to teach them.”

Lisa Delpit, Other people’s children: Cultural conflict in the classroom. P. 120, 1994

2. Knowledge of Students

SurveysStudent-to-student interviews to collect data

and prepare summariesMeetings with familiesPeriodic phone calls, e-mails, or lettersWalking or driving through neighborhoods

3. High Expectations for Student Success

Belief that all children can learn and it’s my job to make sure they do. NO

EXCUSES mentality

3. High Expectations for Student Success

Students given increased responsibility by schools tend to be more involved and tend to stay in school, with fewer discipline problems. Improvements

in drop-out rate and discipline problems

Increased responsibility to students

4. Differentiation in Curriculum and Instruction

Help students connect content to their own livesSelect content that motivates and interests

studentsIf textbooks fail to depict diversity adequately,

find supplemental materials that demonstrate the role of females, the role of Asian-Americans, the role of native Americans, etc.

Demonstrate how different points of view affect our understandings of society and content

Student Choice and Control Related to Income

Students from lower socio-economic families tend to have more control over their own activities than do students from higher socio-economic families.

If this holds true for some of the students in your classroom, what are the implications for teaching?

Linguistic Differences Based on SES Levels

Students from middle class families are more comfortable and skilled in asking questions of adults than are students from lower SES families.

Is this validated by your own experiences?If this holds true for some of the students in

your classroom, how does it affect expectations? What are the implications for your teaching?

Race-related Implications for Learning

Students from an African American culture tend to prefer working in groups; they value interdependence rather than independence, which is a value in most schools.

Is this a characteristic that you have ever noticed?

If this holds true for some of the students in your classroom, what are the implications for your teaching?

Gender-Related Learning Styles

Males tend to excel in learning with technology; they prefer and are more skilled in using computers for learning activities.

Have you noticed this tendency to be true? If this holds true for some of the students in

your classroom, what are the implications for your teaching?

4. Differentiation in Curriculum and Instruction

Provide choice when possible, using a variety of learning strategies that use different strengths, e.g., Cooperative learning Physical movement, dance, rhythm Discussion that allows social interaction and talking

among students to clarify ideas and share understandingUse strategies that engage students and hold

them accountable to participate activelyEncourage different points of view during

discussion

5. Establish a Classroom Culture of Respect

“Teachers must create a classroom culture where all students regardless of their cultural and linguistic background are welcomed and supported, and provided with the best opportunity to learn.”

--Richards, H. V., Brown, A. F., Forde, T. B. p. 4.


In order to learn well, students must feel safe, fairly treated, and respected.

Establish fair and consistent behavioral

expectations.Establish positive relationships, built on

trust.Model respect for all; do not tolerate

disrespect.Promote and discuss the concepts of equity

and diversity in the classroom and in a strong society.


“We learn from one another when we listen with attention and respect.”

• Establish a shared understanding among students as to what respect looks like and why it is important to listen to others’ points of views.

• Hold a classroom discussion about how infrequently we see such norms modeled in our culture.

• Model this norm so that students can learn what it looks like.

• Have students role play examples and non-examples.• Ask students or groups to monitor themselves and assign

a rating (1-5) on the extent to which they were able to maintain this norm.

Pre-Service and Beginning Emerging

Is aware of the diverse cultural, ethnic, and language backgrounds represented among learners.

Selects instructional strategies, resources, and technologies with some consideration for diverse learners.

Plans, delivers, and evaluates lessons that reflect positive regard for the culture, gender, linguistic background, and SES of learners and families/guardians.

Incorporates into the learning environment visuals, readings, and other materials that reflect learner diversity.

Designs and manages content to facilitate learning experiences utilizing technologies that are responsive to a diversity of learners, learning styles, and special needs.

What Would It Take to Help a Beginning Teacher Move from Beginning to Emerging

in 4.1?

Types of Data for Formative Assessment

Perceptions and attitudes

Classroom Observations

Samples of student work

Test results and other data

Related research and literature

Types of Data for Formative Assessment

Classroom Observations

Culture of Belonging

How are students greeted as they enter the classroom? To which students do I speak? Which students speak to me? Do students talk with other students?

Suggest the beginning teacher collect the entering classroom data for a week, making notes (or checkmarks) beside each student’s name.

Summarize the data. Do the same thing a few weeks later. Do you notice any

differences?Compare with the mentor’s observations. Are there

patterns that vary by sub-groups (gender, ethnicity, personality, etc.)?

Sample Observation: Rate of Student Engagement

Are students engaged?To answer this question, use a form such as

the handout, “Monitoring Student Engagement.”

Decide with your mentee: What constitutes “engagement”? What qualifies as “disengaged”?

Helping a Teacher Move in 4.1

Equity Protocol —Teacher-to-teacher feedback on selected student work samples, focusing on equity within the classroom. Facilitated process is explained on the following slides.

1. Presenting teacher brings sample work. Explains the assignment and hoped-for outcomes to colleagues. Colleagues listen without comment.

Adapted from National School Reform Faculty, “Equity Protocol.” Website www.nsrfharmony.org

http://www.nsrfharmony.org/


Equity Protocol2. Facilitator poses a question, answered by each

colleague (in go-round fashion.) Each addresses the question briefly (30-60 seconds.) Sample questions include:

a. What would be engaging to many different students?b. What would meet more than one learning style?c. Do you note any potential language, visual, or cultural bias in

the assignment?d. What questions does this assignment raise for you?

3. Facilitator poses additional questions, as appropriate and as time allows. Presenting teacher listens quietly during steps 2 and 3.


Equity Protocol4. Presenter distributes copies of sample student work

(with student names eliminated.) Colleagues review silently.

5. Colleagues comment on the relationship between student work and earlier comments and questions (one minute each.) Presenting teacher is silent.

6. Presenter reflects on what he or she has learned, including questions and insights. Colleagues listen silently.

7. Group has an open discussion about what they have learned.


“When one has no stake in the way things are, when one’s needs or opinions are provided no forum, when one sees oneself as the object of unilateral actions, it takes no particular wisdom to suggest that one would rather be elsewhere.”

--Sarason, 1990, cited in Williams, p. 121

Suggest that the teacher invite a group of students to participate in a focus group.

Acknowledge Diversity

In one section of the room, have students create a quilt or bulletin board that celebrates diversity. Let students decide what best symbolizes their own culture or uniqueness.

Share with students stories about your own family experiences and traditions. Encourage students to write or talk about their own.

Acknowledge similarities, not just differences. All of us are more alike than we are different from one another.

Male Advantages Male Disadvantages

More frequently are asked teacher questions

Receive more teacher attention More likely are asked to perform

demonstrations in front of class (e.g. math and science)

Receive more academic help from teachers

Receive more specific feedback, including praise, criticism, and remediation

Outperform girls in math and science

Sadker, M. and Sadker, D. Failing at Fairness: how Our Schools Cheat

More frequently identified as special education students: 2/3 of learning disabilities are male 90% of behavioral disorders 80% of ADHD 90% of discipline problems

More “fidgety”; less impulse control More aggressive; more physical Process emotions less easily;

incidents may disrupt ability to stay focused on learning tasks

Lower grades: receive 70% of the teacher-assigned D’s and F’s; 40 percent of the A’s

Gurian, M. Boys and Girls Learn Differently! A Guide for Teachers and Parents



Keep a record of students that are called upon.Use varied learning strategies: girls do better with

cooperative learning; boys do better with physical movement and technology; use manipulatives—boys tend to excel with spatial learning

Use wait times consistently (3 to 5 second pauses before and after students respond to questions) Helps males process responses. Allows teacher time to reflect on whom to call.

Use technology; give choices in demonstration of competency

Home Language of Middle Class Students

Home Language ofLower Class Students

Negotiate with adults Family speech fairly steady

and complex Engage in reasoning and

dialogue, resulting in rich vocabulary

Exposed to correct grammar and the “language of schools”

Exposed to broad range of knowledge

May comfortably question and throw around ideas

Follow adult directives; rarely engage in negotiations

Family speech = less talking, shorter sentences, frequent silence

Rarely engage in reasoning; language is related to daily life necessities

Often use incorrect grammar Rarely question adults or

explore ideas


Source: Lareau, A. Unequal Childhoods: Class, Race, and Family Life


There is a 4,500-word knowledge gap between low- and high-achieving students.* Many believe that VOCABULARY is the best route to helping students.

Help beginning teachers find resources on building vocabulary appropriate to the grade level and content they teach.

--Cited by Marzano in Williams

Resources

Teaching Diverse Learners: Equity and Excellence for All. TDL (Teaching Diverse Learners) Web site at Brown University. www.alliance.brown.edu/tdl/

Teaching Tolerance, www.teachingtolerance.org Resources and suggested activities (lesson plans by grade level and subject

matter) to help teach about diversity and tolerance. Additionally, they offer professional development and suggest additional resources on a number of subjects. Sponsored by the Southern Poverty Law Center.

In addition, this web-site includes The Teaching Diverse Students Initiative (TDSI) which provides research-based resources for improving the teaching of racially and ethnically diverse students.

Suggested books for students, K-8, on multicultural topics http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/multicultural.htm

http://www.alliance.brown.edu/tdl/

http://www.teachingtolerance.org/

http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/multicultural.htm

http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/multicultural.htm

References

Gurian, M. and Henley, P. Boys and Girls Learn Differently! A Guide for Teachers and Parents. San Francisco: Jossey-Bass. 2001.

Lareau, A. Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press. 2003.

National School Reform Faculty website www.nsrfharmony.org Richards, H. V., Brown, A. F., Forde, T. B. Addressing Diversity in Schools: Culturally

Responsive Pedagogy. NCCREST. 2006. Sadker, M. and Sadker, D. Failing at Fairness: How Our Schools Cheat Girls. New York:

Touchstone Press. 1995. Turnbull, Elise and Pacheo, Maria. The Teacher’s Guide to Diversity: Building a Knowledge

Base. Volume 1: Human Development, Culture, and Cognition. The Education Alliance at Brown University. 2005

What Kids Can Do. First Ask, Then Listen: How to Get Your Students to Help You Teach Them Better. A Teachers Guide. Providence, RI: What Kids Can Do. 2003. www.whatkidscando.org

White, K. W., Zion, S., and Kozleski, M. L. Cultural Identity and Teaching. National Institute for Urban School Improvement. On Point Series. 2005.

Williams, Belinda (Ed.) Closing the Achievement Gap: A Vision for Changing Beliefs and Practices, 2nd edition. Alexandria, VA: ASCD. 2003.

Wilson, B. and Corbett, H. Listening to Urban Kids: School Reform and the Teachers They Want. New York: State University of New York Press. 2001.

http://www.nsrfharmony.org/

http://www.whatkidscando.org/

Cultural, Ethnic, and Social Diversity (Indicators 4.1, 4.2, 4.3, AQTS)

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