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In Service #5: Culturally Competent Teaching
Transcript of In Service #5: Culturally Competent Teaching
Culturally Competent Pedagogy in Practice Apprenticeships
as Access Points Growing Access and Opportunities through Culturally Competent Practice Recalling Key Concepts Jeffrey Duncan-Andrade's
5 PIllars of Transformative Teaching in Urban Public Schools An apprenticeship employing culturally competent pedagogy that gives access to the culture of power should: In-Service #5,
1/11/2013 Objectives We will be able to:
- define and describe culturally competent pedagogy
- apply the ideas of culturally competent pedagogy to our work in apprenticeships this coming semester Agenda Welcome and Round UP!
Walk and Talk
Implications for Apprenticeships
- Break and TA meetup-
Applying these ideas
Closing Circle Walk and Talk Walk around the room. When the music stops, find a partner and discuss the definition of each concept.
- Use examples from the readings
- Think about how this concept applies to your work Culture of Power Cultural Competence Success Effective Teaching High Expectations Access What today is NOT: - answering every question about how to work with every student in every possible situation
- solving every problem with the American school system or our organization
- "sensitivity" training
- group therapy (for you or from you) What today IS: - agreeing on some shared language and concepts
- reflecting in PLCs on research and on our own personal practice
- working in campus teams to maximize the impact of our apprenticeships LEADERSHIP We will drive our own learning and “teach back” to our campus colleagues.
TEAMWORK We will practice active listening and support each other.
RESPECT We will be physically and mentally engaged, and treat our colleagues well.
JOY We will bring a sense of humor and “generosity of spirit” to all our conversations.
PRIDE We will honor effort, celebrate progress, and highlight successes.
DIVERSITY We will demonstrate appreciation for the different backgrounds, contexts, and perspectives we all bring to this gathering.
COURAGE We will honestly share our thoughts, opinions, and ideas, even when they might seem different from the rest of the group.
VISION We will imagine the possible, ask the un-answered questions, and share responsibility for solving problems.
PERSEVERANCE We will forge through tough conversations and uncomfortable situations. Educating Youth,
Strengthening Communities How does Citizen Schools define Cultural Competence? PC.6 Employs cultural competencies
a. Works effectively with, and learns from, a diverse range of people
b. Identifies and discusses cultural differences and issues openly, seeks perspectives on how structural inequalities impact work
c. Gains the trust and respect of individuals who are culturally different through interactions and communication
d. Self-examines and is aware of how one’s own behavior impacts others
e. Makes culturally competent choices in instruction and communication
f. Works to create a program environment that creates safety and regard for all What does Lisa Delpit mean by “the culture of power?”
Why does Delpit argue that the “rules of the culture of power” should be taught explicitly in schools? Applying These Ideas What implications do Delpit’s ideas have for the way that teachers interact with students?
How do the ideas of "warm/strict" tone and "maintaining high expectations" for students relate to Delpit's ideas?
We see apprenticeships as the place where our students get access to the "culture of power." What recommendations might Delpit make to increase the access students get from apprenticeships?
* If time * How might Duncan-Andrade's recommendations on building trust and engagement through relevance relate to apprenticeships? I. Critically Conscious Purpose:
"I teach the students most likely to change the world." II. Duty:
"Working with the students I teach is a privilege and serving them is part of who I am." III. Preparation:
"It is my responsibility to prepare relevant, engaging, rigorous curriculum that provides access to the skills students need to make change in their lives and their communities." IV. Socratic Sensibility
"I constantly seek feedback and reflect on how to improve my practice." V. Trust:
"There are legitimate reasons why students may be slow to trust me, and it is my responsibility to build trust with them." Lisa Delpit on
Culture and Power in the Classroom I. Issues of power are enacted in classrooms. IV. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. III. The rules of the culture of power are a reflection of the rules of the culture of those who have power. II. There are codes or rules for participating in power; that is, there is a “culture of power.” V. Those with power are frequently least aware of – or least willing to acknowledge – its existence. Those with less power are often most aware of its existence. 1. Be welcoming and inclusive of all students while holding them to high standards. 2. Provide explicit, direct instruction in the skills necessary to complete the work of the apprenticeship. 3. Provide explicit, direct instruction in the culture of the apprenticeship. 4. Engage students with opportunities to apply their new skills that are immediately relevant to the conditions of their lives 5. Provide real, immediate value to the community with a WOW! project, presentation, or performance. Introducing Ourselves Do you agree?
What would you add to this list?
Have you seen apprenticeships
that meet these standards? Personal Reflection What have been my biggest successes in providing access through apprenticeships?
What have been my biggest challenges? In the next apprenticeships I support, what do I want to happen no matter what?
What commitments will I make to myself and to my students to ensure my next apprenticeships are successful?