Culturally Responsive Teaching & Learning (CRTL) Presenters: Dolores Gallegos, Buck Stapleton, Mark Susuki, and Heidi Yilan

Agenda Introduction of members Quick Activity-Short-term and Long-term Goal (Hopes & Dreams) What is CRTL? Responsive to Cultural Triggers/Decolonization of our student learning environment Stereotypes Impact in Teaching and Learning Group Discussions Communication/Survey Advocacy Conclusion

Short-term and Long-term Goal Activity (Hopes & Dreams)

What is CRTL? “Cultural responsiveness is the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures.” - (National Council for Cultural Responsiveness in Education, 2013) Culturally Responsive Classroom Management. Culturally Responsive Classroom Management (CRCM) seeks to provide “all students with equitable opportunities for learning” by minimizing discriminatory school discipline practices that occur when the behaviors of non-dominant populations are misinterpreted (Finley, 2014). https://youtu.be/uV36efjBKRU

Setting Rules of Engagement/Expectations/Norms for establishing Inclusion 1. Course work emphasizes the human purpose of what is being learned and its relationship to the learner’ personal experiences and contemporary situations. “What are the human implications of what we are helping learners to know or do?” 2. Teachers use a constructivist approach to create knowledge. - When learners know that having a sharing ideas, assumptions, and hypotheses is a sincerely respected way of being in a learning environment, they will be more likely to expose their thinking. 3. Collaboration and cooperation are the expected ways of proceeding and learning. We need to learn the constructive competencies involved in managing and making shared meaning from conflicts. 4. Course perspectives assume a non-blameful and realistically hopeful view of people of their capacity to chance. Democratic faith (Dewey, 1955) is our attempts to construct a world that is inclusive, meaningful, and satisfying is always a work in progress. Our classrooms are learning environments that are filled with people with multiple worlds of experience and the teachers are one of the many experience and not the only one from the many other experiences.

Student Success How are norms are connected to their success: 1. Assessment process is connected to student’s world, frames of reference and values. Assessment is contextualized in ways that hold meaning for students given their experiences, frames or references and values. 2. Assessment should allow personal interruption of “truth”-linkage between traditional academic perspectives and personal experiences and the generation of valid alternate perspectives to conventionally held beliefs. Demonstration is of learning includes multiple ways to represent knowledge and skill. Self-assessment is essential to the overall assessment process Self assessment allows students to gain perspective into themselves as learners, knowers, apprentices in a discipline, and citizens in a complicated and paradoxical world. As students become more aware of their individual metacognitive [processes, their are able to move deliberately access strategies that stimulate internal questions and self-monitoring, both of which are associated with intrinsic motivation and learning.

The Blame Cycle *What teacher normally does to help student is ineffective. Student appears unappreciative, frustrated, &/or withdrawn Teacher’s further effort seem to increase mutual feelings of incompetence, frustration, and helplessness. Teacher &/or student begin to feel blameful and start to lower expectations Self-fulfilling prophecies to begin to emerge with tendencies to blame and label. Student &/or teacher withdraw or become hostile. Teacher &/or student generate stereotypes.

(Please see Handout for the examples) Strategies Short-term/Long-term Goals (Hopes and Dreams) Previous activity I am Activity Head, Heart, Hand Anonymous Note Card Summarizing Questions Heart Puzzle (Please see Handout for the examples)

Graduation, Higher GPA, honors, Transfer, & Successfully Pass classes Results Let’s review your Goals and let’s compare them to our students (see table ) Results Short-term Goals (Hopes) Long-term Goals (Dreams) Goals Graduation, Higher GPA, honors, Transfer, & Successfully Pass classes Financial security for themselves and for family, Healthy, Travel, & give back to community.

Results Review student’s response to I AM activity (see table) Ethnicity, Nationality, &/or Cultural background Empathetic Traits (kind, nice, humble, etc.) Gender Family Role Positive Affirmation (strong, resilient, determined, etc.) % 90 85 60 57 45

Results Lastly, our CRTL Student survey results out of 181 participants (see table ) Results Participants Strongly Agree/Agree 80 No Opinion 62 Strongly Disagree/Disagree 39

Motivational Framework How does this learning experience… …contribute to developing as a community of learners who feel; respected by and connected to one another to the teacher? Establishing Inclusion: Respect and Connectedness …offer meaningful choices and promote personal relevance to contribute to a positive attitude? Developing a Positive Attitude: Volition and Personal Relevance …create students’ understanding that they are becoming more effective in authentic learning they value? Engendering Competence: Authenticity and Effectiveness …engage students in challenging learning that has social merit? Enhancing Meaning: Challenge and Engagement

Conclusion Enabling vs. Empowering=Students Flexibility vs Vulnerability=Teacher

References Diversity & Motivation: Culturally Responsive Teaching in College (Ginsberg, M.B. & Wlodkowski, R.J., 2009). Everyday Anti-Racism: Getting real about race in School, Pollock, M, 2008). Culturally and Linguistically: Responsive Teaching and Learning Hollie, S. (2012).