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Creating Culturally Responsive, Inclusive Classrooms


Karima Hoytt

on 23 March 2015

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Transcript of Creating Culturally Responsive, Inclusive Classrooms

Creating a Culturally Responsive, Inclusive Classroom

Diversity is...

1. Use a range of culturally sensitive instructional methods and materials

2. Establish an interactive learning environment that respects individuals and their culture

3. Collaborate with other professionals and Families
During: "Say Something"
Chunk 1:
Use a range of culturally sensitive instructional materials and methods and materials
Class Calendar
Chunk 3:
Collaborate with other professionals and families
Before: Quickwrite
Collaborative activities and strategies that teachers and families might use....
Cool graphs
Use these separate elements
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Reading Standards
R.L. To use strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Literacy Standards
S.L. Initiate and participate effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse patterns on topics, texts, and issues building on others' ideas and expressing their own clearly and persuasively.
Alabama Quality Teaching Standards
4.1 Develops culturally responsive curriculum and instruction

4.2 Communicates in ways that demonstrate sensitivity to diversity
Outcome: students will be able to identify 3 key provisions to create a culturally responsive and inclusive classroom.

Before: Think-Pair-Share/Quickwrite

During: "Say Something"

After: Exit Slip
How would you feel if you were the only person of your gender, race, or ethnicity represented in a given classroom? How would your learning be effected?

Share your thoughts with your partner.
"Culturally responsive classrooms specifically acknowledge the presence of culturally diverse students to find relevant connections among themselves and with the subject matter and the tasks teachers ask them to perform"
What are the 3 key provisions to create a culturally
responsive and inclusive classroom?
Give examples of each.
The inclusion of individuals representing more than one national origin, culture,race, religion, socioeconomic stratum, and sexual orientation. etc.

3 Provisions to create a culturally responsive, inclusive classroom are....
Effective culturally sensitive instructional methods are...
Explicit, Strategic Instruction:
shows students what to do, why, how and when. ex. "think-aloud" and reciprocal questioning

"think-aloud"- teacher reads a passage and talks students through the thought process

Interdisciplinary Units:
these units include and connect content area learning with language arts and culturally diverse literature

Instructional Scaffolding:
teachers determine the difference between what students can accomplish independently and what they can accomplish with instructional support. ex. journal writing, and open-ended projects

Chunk 2:
Establishing an interactive learning environment that respects individuals and their culture
Strategies/ activities to accomplish a positive and interactive learning environment

Current and relevant bulletin boards that display positive and purposeful activities and events involving culturally diverse people

A book corner with a variety and range of culturally diverse literature (fiction and non-fiction)

Cross-cultural literature discussion groups

Cooperative learning groups

Guided and informal group discussions

Internet interaction
consult and share ideas regularly with other teachers with whom teachers work

communicate regularly with families

invite families to participate in classroom culturally celebrations and to assist in planning such events.

initiate a parent volunteer tutorial program

use culturally diverse community resources

attend culturally diverse community or neighborhood events
Tracking our lesson
Outcome: Students will be able to identify 3 key provisions to create a culturally responsive, and inclusive classroom.
Before: Think-pair- share/ Quickwrite
activate prior knowledge
build background knowledge
set a purpose for reading

During: "Say Something"
make connections with texts during reading
enhance comprehension of written material through short readings and oral discussions
integrate new information with prior knowledge

After: Exit Slip
reflect on content of lesson
By: Karima Borden and Brian Williams
After: Exit Slip
After reflecting on this statement, write a response and share it with your partner.
"Say Something" Instructions
1. Students will paired in groups of 3 or 4.

2. Each group will be assigned a "chunk" of
text to read and then to "say something"
(i.e. key details, strategies, or activities)
about the text

3. After groups have deliberated, as a class
we will discuss your findings.

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