week 8, march 2, tuesday  Ladson-Billings, G. But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. the one five o

assignments Thursday, Panel session of urban educators Readings  Urban Prep Academy, Chicago Urban Prep Academy, Chicago  Lansing Charter Academy Lansing Charter Academy  Holmes Foundation Academy Holmes Foundation Academy  Blog on focus question Come to the session with one question to ask the panelists the one five o

assignments Focus questions in your blog (1 paragraph each)  Review the information about the programs available at these sites. You may also search elsewhere for more information since some of these sites are not very detailed. Then, consider the following question.  1. How might these programs be seen as responses to particular features of their urban environment? For example, how is the all-boys Urban Prep Academy a response to something in Chicago environment? What are your opinions of the way these schools have responded? the one five o

inquiry project  Everyone must spend sustained time in an urban environment  The purpose of group work is not to divide the work, but to have multiple perspectives on the same phenomenon the one five o

2 million minutes the one five o

gloria ladson-billings  “…considered one of the leaders in scholarship concerning the education of African-American children today. Most notably she is credited with the concept of culturally relevant pedagogy”  University of Wisconsin, Madison  “Who are the teachers capable of transcending the labels and categories to support excellence among all students? …I call them dreamkeepers.” GLB the one five o

cultural competence  “Culture is a complex concept, and few teachers have an opportunity to learn about it… And although it is important for teachers to understand their students' culture, the real benefit in understanding culture is to understand its impact on our own lives.” GLB  Cultural background influences and shapes the way they understand and act in the world. the one five o

cultural competence  Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures  Cultural competence comprises four components: (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews, and (d) cross-cultural skills.  Wikipedia the one five o

cultural competence  Culture: the values, norms, and traditions that affect how individuals of a particular group perceive, think, interact, behave, and make judgments about their world (Chamberlain) the one five o

understanding one’s culture  Q: Why is it so important for teachers to understand their own culture? the one five o

culturally relevant pedagogy CRP is emphasizes the importance of:  Students’ academic achievement, not just self- esteem  Teacher and students’ cultural competence (see examples on p. 161  Critical consciousness, as a response to feeling disenfranchised. An alternative to bemoaning or feeling helpless about social inequities. the one five o

code switching  A linguistic term referring to the changing from one way of speaking to another depending on the social context  Examples?  An important skill for cultural competent TE students the one five o

ladson-billings story of inquiry  GLB gives a good example of a story of her inquiry and learning, p. 162 the one five o

qualities of the good urban educator Based on her study of 8 excellent urban teacher, GLB found they share certain qualities.  p. 163 the one five o