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Culturally Responsive Instructional Practices
Transcript of Culturally Responsive Instructional Practices
Provide opportunities for students to interact with everyone
For most students, learning by talking is more
effective than learning by writing.
Verbal or physical cue geared at getting students attention within 3 contexts: Transition, clarification/re-direction, and end activity
Culturally and linguistically responsive pedagogy is about the creation of an instructional experience for students that validates, affirms, illuminates, inspires, and motivates them.
Responsive pedagogy is going to where the students are at culturally and linguistically and building a bridge to where they need to go academically.
Traditional Attention Signals:
Responsive Attention Signals
I say Peanut Butter, you say Jelly
I say Marco, You say Polo
I say Edgewood, You say Eagles
Be aware of boot-strapping
3R's - rapport, relationship, respect
Rapport - special connection between teacher and student
Relationship - teachers who have built relationships with students are trusted. They can
"mean-talk," and warmly demand effort, persistence and achievement.
Respect - undeserved students lose confidence in the ability of the teacher to teach - they begin to doubt how well a teacher can convey knowledge with understanding and sensitivity to their audience.
Styles of Classroom Management
CLR Classrooms Implement the 3P's:
Positive. Proactive. Preventative.
Positive - love the students for who they are. Have empathy, sensitivity, kindness, calmness, humor, forgiveness, patience
Proactive - get out ahead Classroom Management -- Predict upcoming disruptions (free lunch student anxious about long break). Use relationships with students to inform predictions.
Preventative - choose battles. Eliminate opportunities for unwanted behavior.
TEACH Situational appropriateness
Giving students multiple ways to respond and discuss is part of responsive classroom management - take time to instruct appropriateness
Indicate for students how you'd like them to respond to particular questions
Set clear expectations for students discussions and circulate often.
K-8 move move 2-3 times an hour
CLR Attention Signals
Make structures for responding & discussing explicit so students will know exactly how to respond in class and conduct discussions & why.
This will teach students situational appropriateness (that different types of cultural & linguistic behaviors & participation are appropriate in different situations).
Voice check - teacher says voice check in the tone and level of volume in which s/he wants the students to respond. Students then respond one-two, one-two.
Holla back - teacher calls out a phrase from a popular song and the students complete the phrase.
Teacher says All About that Base, students No Treble
When I say... I say peace, you say quiet, peace, quiet, peace, quiet (decrescendo)
Give yourself some love -
teacher says "hands up! Hands down! Hands out, hands in! Now give yourself some love. Students wrap arms around selves, creating a hug.
Give one, Get One
When I Move you move, Just Like That
-teacher does a quick dance move
-students mimic the move
SSR - Silent Sustained Reading
- Take "Moment of Silence" to read through
the "Protocols for Increasing Student Engagement."
Highlight or star activities you'd be interested in trying or think might work well for your students.
Strategies for movement
Objective #1: All instructional spaces will have a welcoming environment that has evidence of the student’s perspectives and lives.
January 24 - At least one element from CLR (Culturally and Linguistically Responsive Teaching and Learning) will be evident in every instructional space.
May 23 - At least two different elements from CLR (Culturally and Linguistically Responsive Teaching and Learning) will be evident in every instructional space.
All staff will decipher between wrong behaviors and culturally inappropriate behaviors.
January 24- Less than 60% of all behavior referrals will be for students of color.
May 23 - Less than 40% of all behavior referrals will be for students of color.
teacher is literally in charge
If 3Rs exist, teachers can be authoritarian when needed.
students are totally in control
negative and confrontational
students inevitably hate this kind of environment
Democratic or Collaborative
Best aligned with CLR approach.
Adult facilitates shared learning - students participate in the process
Lends itself to student choice, collaboration, and eventual independence
- intentional use of appropriate, cultural and linguistic norms for the situation
39% Students of Color
51% of referrals for disruption are for students of color
54% of all referrals are for students of color
54% of referrals for Defiance are for students of color
Responsive Classroom Management
Responsive Academic Literacy
Responsive Academic Vocabulary
Responsive Academic Language
Responsive Learning Environment
Imagine as a result of this work, student composition of HP cohorts in reading and math mirror grade level demographics.
Whip Around (each person has one minute to share):
Think about a recent referral you've written for student behavior. Do you feel you handled the situation responsively? What if anything might you have done differently?
Moment of Silence:
Take a look at your data as it pertains to student behavior last year. What stands out? What conclusions can you draw about your team from this data? Prepare to share with your table mates.
Make a silent appointment with a colleague not at your table. Use eye contact, point or nod to confirm your appointment.
Share one thing you've heard or discussed today that you've found interesting, helpful or relevant to your work.
Responsive Literacy Instruction - Personal Dictionary
Responsive Academic Literacy - Personal Thesaurus Chart
Responsive Academic Literacy - Context Clues example