Building Learning Communities Through Culturally Responsive Teaching

By Wynne Ferdinand and James JohnsThe City College of New York

“Enabling people to realize their own power relates to our obligation to create an equitable opportunity to be motivated to learn as well as to have the right to an equitable education” (Wlodkowski 89).

Links 51% of the 2008 CUNY freshman at two-year

colleges spoke a native language other than English

61% of GED Earners between 2001 and 2007 did not pass the writing proficiency exam

12.1% of students in 2006-2007 enrolled in associate degree programs in the CUNY system earned a GED

35.9% of 2005 CUNY freshmen matriculated in associate degree programs enrolled in developmental writing classes

74% of GED enrollees attend community colleges

Wlodkowski’s Four Prongs of Culturally Responsive Teaching

1. Number One

2. Number Two

3. Number Three

4. Number Four

Figure 3.1 The Motivational Framework for Culturally Responsive

Teaching Insert Caption from page 80.

Culturally Responsive Teaching Applied to a GED Classroom

Sample Work

“Pass out the lesson plan?

Culturally Responsive Teaching Applied to an ESOL Classroom Sample Work

Pass out sample lesson plan?

A College Writing Class Model Lesson

Yes, we can!