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Culturally Responsive Differentiated Instruction (CRDI)

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Chloe Bolyard

on 10 March 2017

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Transcript of Culturally Responsive Differentiated Instruction (CRDI)

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Culturally Responsive Differentiated Instruction (CRDI)
Chloe S. Bolyard, Ph.D.

March 10, 2017

CRDI in Context: Alignment
ELE Grad Course
ELE 722: Differentiated Instruction for Early Childhood, Elementary, and Middle School
MSU Pillars of Public Affairs
Cultural Competence
Missouri Teaching Standards (MTS)
1.5, 2.4, 2.6, 3.2, 3.3
My Assumptions
I assume that you are practicing teachers
I assume that you work with students
I assume that you have varying levels of familiarity/experience with differentiated instruction
I assume that you have varying levels of familiarity/experience with culturally responsive teaching
Learning Targets
What:
By the end of this session, students will be able to...
synthesize what they know about differentiated instruction and culturally responsive teaching
evaluate how much their approach to differentiated instruction is culturally responsive

Why:
These targets are important to ensure that participants' instruction as teachers serves ALL students
What is DI?
Take out your handheld device with Internet access
Go to https://answergarden.ch/448995 OR scan the QR code to the right
Submit one-word responses to the question:
"What do teachers differentiate?"
(Type the first word that comes to mind)
What is DI?
Grounded in the work of Carol Ann Tomlinson
Why differentiate?
Teachers understand that students vary in their...

Readiness
Zone of Proximal Development (ZPD)
Interests
Learning profiles
learning styles
intelligence preference
culture
Some DI Misconceptions
Tracking
Additive or extra
Just for students identified as gifted or who receive special education services
Watered down instruction
(Metropolitan Center for Urban Education, 2008, p. 5)
DI Reflection
Think-Pair-Share

Choose one of the questions below and respond.
How has this review of differentiated instruction connected to what you already knew?
What new learning have you acquired about differentiated instruction?
What is one element of differentiated instruction that you feel most confident using with your students?
What is your biggest challenge with differentiated instruction?
Culturally Responsive Teaching (CRT)
What is CRT?
Descriptive Characteristics of CRT
Validating
Comprehensive
Multidimensional
Empowering
Transformative
Emancipatory
Culturally Responsive Differentiated Instruction
“Doesn’t DI already account for students’ cultural differences?”

Think-Pair-Share
Think about the responses on the answer garden to “what do teachers differentiate?”
Think about times when you’ve differentiated, witnessed differentiation, learned about differentiation. What have you observed/experienced related to cultural responsiveness related to DI?
The Need for a Culturally Responsive DI
At its core, DI has focused on academic diversity, leaving out cultural diversity, despite the model's insclusion of learner profile.
Grounded in the work of Geneva Gay and Gloria Ladson-Billings (among others!)
Culturally Responsive Teaching
Culturally Relevant Pedagogy
“CRT is a way of teaching used to empower students intellectually, socially, emotionally, and politically by the use of cultural references that impart knowledge, skills, and attitudes” (Santamaria, 2009, p. 8).

“...using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2010, p. 31).
(Gay, 2000)
Indicators of CRT
Academic achievement
Cultural competence
Sociopolitical consciousness
Validating
Teacher uses cultural knowledge, prior experiences, frames of reference, and performance styles of learners to make learning more relevant and effective
Comprehensive
Teacher teaches to the whole child
Multidimensional
Make use of curriculum, context, climate, relationships, pedagogy, and performance assessments
Empowering
Teacher encourages academic competence, courage, and the will to act
Transformative
Teacher builds on student strengths
Emancipatory
Teacher lifts the veil of assumed authority from conceptions of scholarly truth
Academic Achievement
High expectations (rejects a deficit theory of learning)
Make content accessible to students (requires relationship!)
Multidimensional concept
Cultural Competence
Teacher seeks to understand culture and its role in education
Teacher takes responsibility for learning about students’/families’/community’s cultures
Culture as foundation for learning
Sociopolitical Consciousness
Teacher understands broader sociopolitical context
Teacher invests in public good
Teacher connects student learning/perspectives to larger social context
Synthesizing DI and CRT
References
Scan the QR code to access this presentation
Questions?
Form heterogeneous groups/pairs based on DI familiarity.
Fill in the third column for your assigned area
Be prepared to share with the group
You have ___ minutes.
Closure: Stoplight Reflection
Think about your DI practices. How culturally responsive are they?
Green light
Which DI practice(s) is/are consistently culturally responsive?
Yellow light
Which DI practice(s) is/are sometimes culturally responsive?
Red light
Which DI practice(s) is/are the most difficult to make culturally responsive?
Synthesizing DI and CRT
Form heterogeneous groups/pairs based on DI familiarity.
Fill in the third and fourth columns for your assigned area
Be prepared to share with the group
You have ___ minutes.
Full transcript