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Cultivation Student-Centered Interanational Classroom_Kelly_Davis-Kiser 563

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Kelly Davis-Kiser

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Transcript of Cultivation Student-Centered Interanational Classroom_Kelly_Davis-Kiser 563

Theoretical Foundation
Empowering Pedagogy
Phase 1
Phase 2
Conclusion
Core Question
What are you doing and saying in each interaction to expand the student's opportunities in life?
Social Cognitive Theory
Cultivating Student-Centered International Classrooms
Red Light --Green Light
Kelly Davis-Kiser
December 7, 2012
EDUC 563 Teaching from a Comparative and International Perspective
Professor Mary Mardirosian
Rossier School of Eduction
University of Southern California
Behavior becomes increasingly self-regulated.
Learning is an internal process that may not lead to behavior changes
Cognitive processes influence motivation as well as learning
People learn by observing others
People and their environments mutually influence each other
People with high self-efficacy...
-Are more likely to exert effort when attempting a new task
-Tend to learn and achieve more than those with low self-efficacy
-Set higher goals for themselves
Self-Efficacy
(Ormrod, 2012 p. 336)
"Whether you think you can or can't -- you're right." -Henry Ford
Educators must seek an “understanding of the world the people have” (p.10)
Paulo Freire (2006)
Teachers must conduct a “daily search of [student’s] point of view” (p. 154)
Paley (2007)
Milner (2010)
Colorblind Mindset
I have heard educators, including non White teachers, proclaim in many different contexts that they "do not see color," they "just see students” (p. 17).
Teachers who adopt color-blind mind-sets and practices…
can lack the racial knowledge, sensitivity, and empathy necessary to successfully teach racially diverse students, especially those who are often relegated to the margins of teaching and learning.
fail to attend to the multilayered identities of students
may intentionally avoid race as a central identity marker in their decisions regarding curriculum and instructional designs,
expect students to just assimilate and adjust
do not consider the role and relevance of students’ race.
may not recognize how their own race and racial experiences shape what they teach, how they teach it, and how they assess what has been taught. (p. 17)
“empowering pedagogy” includes an understanding of the following influences:
Affective
Multicultural (p. 17)
critical thought is simultaneously a cognitive and affective activity
“Education is a social experience” (Dewy, 1963 as referenced by Shor, 1992)
In traditional classrooms, negative emotions are provoked in students by teacher-centered politics (p. 23)
An empowering educator seeks a positive relationship between feelings and thoughts (p. 24)
Shor (1992)
Deep cultural analysis does not imagine a priori that particular behaviors are owned by groups (p. 370).
Shared behaviors indicate a group
Allow variants in a group
Everyone is multicultural. Cultures include the following:
Home, family, community, school and so on
Pollock (2008)
Pollock (2008)
Children’s fate are constructed over minutes, days, years in children’s lives, through “millions of daily interactions” (p.374)
Bennet, M. (1986). A developmental approach to training for intercultural sensitivity. Intercultural Journal of Intercultural Relations, 10(2), 1-8. Retrieved from www.intercultures.gc.ca

Freire, P. (2006). Chapter 1. In P. Freire, Pedagogy of Hope (pp. 7-42). New York, NY: The Continuum Publishing Company.

Milner, H. R. (2010) A diversity and opportunity gaps explanatory framework. In Start where you are, but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms. Cambridge: Harvard University Press, pp. 20-21.

Ormrod (2010) Chapter 10, from Educational Psychology: Developing Learners (7th ed.). Pearson. pp. 323-352.

Paley, V. (2007). Her classic: on listening to what the children say. Harvard Educational Review, 77(2), 152-163.

Pollock, M. (2008). From shallow to deep: toward a thorough cultural analysis of school achievement patterns. Anthropology & Education Quarterly, 39(4), 369-380. doi: 10.1111 /j.1548-1492.2008.00028.x.

Shor, I (1992) Chapter 1, from Empowering Education: Critical Teaching for Social Change. The University of Chicago Press, Chicago. pp. 11-30
References
Ormrod (2010)
Let's play a game...
Rules:
As indicated by the gestures, either move toward the presenter or stop all motion.
Confused?
Gestures are a culturally specific almost subconscious form of communication
Being aware of what your gestures communicate to your students is one way to develop your cultural awareness and mitigate a "color-blind" ethnocentric attitude.
Milner (2010)
Do you have the racial knowledge, sensitivity, and empathy necessary to successfully teach racially diverse students, especially those who are often relegated to the margins of teaching and learning?
Do you attend to the multilayered identities of students?
Do you avoid race in your decisions regarding curriculum and instructional designs?
Do you expect students to just assimilate and adjust?
Do you consider the role and relevance of students’ race in your interactions with students?
Do you recognize how your race and racial experiences shape what you teach, how you teach it, and how you assess what has been taught?
Do you have the color-blind mind-set?
Almost universal gesture for "stop." Also "wait" in some Latin American cultures.
In many cultures beckoning with the palm down either with the whole hand or with fingers is the most appropriate and respectful method of motioning a person in your direction.
Conversely, in many cultures gesturing with the hand palm-up is perceived as an insult. Exclusively using the index finger amplifies this insult. Often, these are methods of summoning an animal such as a dog.
This is a common gesture for "follow me" in the United States. Take time getting to know your students' cultural ways of communicating. This will often improve your relationship with students and affirm their cultures.
Language learning
Take notes!
What is the main idea?
List 3 supporting details.
Using examples from the song, explain the author's attitude.
Give one example of figurative language.
Let's Compare Notes
How much were you able to complete?
How did you feel trying to answer the questions?
Did you give up?
How long did you it take you before you gave up?
What factors contributed to your ability (or inability) to address all aspects of the assignment?
Let's Try Again!
How is the possessive pronoun used in this language?
List three newly acquired vocabulary words.
Empowering educators:
Are aware of how verbal and non-verbal communication may be interpreted
Continually seek to understands the child’s individual perspective
Considers the student’s social, racial, and cultural context
Consistently contribute to a productive level of learner’s self-efficacy
Are not perfect
Admit mistakes
and address conflicts
If a young student is struggling to learn multiplication facts, would you announce to his classmates, "this student can't do multiplication?"
Using positive and affirming language empowers students, amplifies their self-efficacy and increases the likelihood of academic success.
Similarly if a student has limited English proficiency, this student is learning English. Telling a student and his peers that he is learning English is more empowering than telling a student and his peers that he can't speak English.
Of course not, you understand that multiplication facts are learned and you communicate that expectation to students when you remind a student that he and his classmates are in the process of learning.
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