Culturally Responsive Instruction: Session Objectives Awareness of need for culturally responsivity Understand the impact of culture on individuals and.

Slides:

Advertisements

Similar presentations

Foundations of American Education, Fifth Edition

Advertisements

UNDERSTANDING NBPTS STANDARDS

Jeanne L. Higbee, Irene M. Duranczyk,

By Michael Morris Samika Thompson Integrating and Implementing Technology Fall 2009.

© 2009 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 5 Sociocultural Diversity.

INSTRUCTIONAL LEADERSHIP: CLASSROOM WALKTHROUGHS

1 Cultural Competencies, Part IV: Race & Ethnicity Maggie Rivas April 11, 2007.

Diversity Assessment and Planning with members of the October 14, 2005.

© 2008 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 5 Sociocultural Diversity.

Science Achievement and Student Diversity Okhee Lee School of Education University of Miami National Science Foundation (Grant No. REC )

Understanding and Supporting Gender Equality in Schools

Developing School-Based Systems of Support: Ohio’s Integrated Systems Model Y.S.U. March 30, 2006.

Meeting SB 290 District Evaluation Requirements

Susan Felicia Eileen Gabrielli Jackki Tilton Amanda Ward Role Playing.

Expectations What do you expect from: C&I Faculty? Yourself and other students? The Bachelor of Science in Education Program?

Got a Gap? Get a Plan… Race and Equity Kickoff Training August 22, 2008.

1 Office of Diversity Management Data Report Otis R. Anthony Senior Director Polk County Public Schools 2010.

Eagle Ridge Elementary Data Presentation. Eagle Ridge: CRCT Data Review (3-5) Subject Gains/Losses Reading86%87%+1 Language Arts86%82%-4 Math81%69%-12.

Improving Teaching and Learning: One District’s Journey Curriculum and Instruction Leadership Symposium February 18-20, 2009  Pacific Grove, CA Chula.

Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.

Montgomery County Public Schools, Maryland Middle School Reform in Montgomery County Public Schools Linda Ferrell Director Director Middle School Instruction.

Professional Growth Plan / Professional Development Guide.

Leadership: Connecting Vision With Action Presented by: Jan Stanley Spring 2010 Title I Directors’ Meeting.

 PLCs Flourish When Equity Matters Jen Stearns, Tigard-Tualatin School District.

Instructional leadership: The role of promoting teaching and learning EMASA Conference 2011 Presentation Mathakga Botha Wits school of Education.

General Consideration of Culturally Responsive Instruction Culture Ethnicity Culture is best explained as the ways in which we perceive, believe, evaluate,

ORGANIZATIONAL MANAGEMENT BAKE BARRON ROBERT MARTINEZ CHRISTOPHER STEIN Standards Group Project.

Culture, Practice, and Leadership: Where Do I Stand? Tiffany Young, M. Ed. Equity & Diversity Coordinator Josh Deason, M.A. Equity & Diversity Specialist.

ationmenu/nets/forteachers/2008s tandards/nets_for_teachers_2008.h tm Click on the above circles to see each standard.

What is HQPD?. Ohio Standards for PD HQPD is a purposeful, structured and continuous process that occurs over time. HQPD is a purposeful, structured and.

What’s Race Got To Do With It? Looking at student achievement data through the racial lens Equity Alliance Phoenix, Arizona February 17, 2010.

Improve Your Teaching Through Cultural Awareness and Connection Society of Health and Physical Educators National Convention and Exposition March 19, 2015.

Virginia Department of Education’s Training and Technical Assistance Center at Virginia Commonwealth University

Culturally Responsive Middle School Science A case study of needs, demands, and challenges.

FEBRUARY KNOWLEDGE BUILDING  Time for Learning – design schedules and practices that ensure engagement in meaningful learning  Focused Instruction.

Culturally responsive pedagogy is situated in a framework that recognizes the rich and varied cultural wealth, knowledge, and skills that diverse students.

Integrating Success The Transition of All Students From High School to College November 2007 Iowa Educational Research & Evaluation Association Annual.

Empowering Students of Color Through Powerful Texts Presenters: Rosa Guzman, Academy of Medicine & Public Service Amy Crawford, Communication Arts & Sciences.

Mentoring School Name Date Mentor’s Name. OVERVIEW What is Mentoring? The Mentoring Menu The Coaching Process.

Science Instructional Guide For High School Integrated Coordinated Science Biology and Chemistry Professional Development Module 1 Introduction to the.

STANDARD 4 & DIVERSITY in the NCATE Standards Boyce C. Williams, NCATE John M. Johnston, University of Memphis Institutional Orientation, Spring 2008.

Graduate School of Education Leading, Learning, Life Changing Emerging Trends in K-12 Education in Oregon Patrick Burk, PH.D. Educational Leadership and.

Connecticut Accountability for Learning Initiative District and School Capacity Building Leadership No Child Left Behind Partnerships & Professional Learning.

State Education Agency Strategies for Promoting Equity: Students of Color “ALL” means ALL Darlene Morgan Brown, Ph.D. SECC/TXCC Regional.

Photo of children Student Discipline Leading for Equity.

U SING D ATA TO ASSESS AND INFORM SCHOOL CHANGE Data for change Presenter: Judith Marty Principal Mater Academy Charter Middle High.

Building Leadership Capacity to Remove Racial Barriers to Student Achievement.

Culturally Relevant Inspiration Rakita Griffin EDU 692 Creativity Culture and Global Contexts In Education Decision Making Thinh Nguyen June 22, 2015.

Curriculum Analysis and Development Project Holly Cronin.

Expectations What do you expect from: C&I Faculty? Yourself and other students? The Bachelor of Science in Education Program?

ORGANIZATIONAL MANAGEMENT BAKE BARRON ROBERT MARTINEZ CHRISTOPHER STEIN Standards Group Project.

INCLUSIVE PRACTICES Co-Teaching Models

Leading for Equity Student Discipline

Carrying the Torch A Teacher Education Program Moves From

Gloria Ladson-Billings University of Wisconsin

Field Experiences and Clinical Practice

Academic Self-Regulation

Generation Next Leadership GRESA

Close Reading and Instructional Rounds

International Seminar on

NJCU College of Education

Teach, Learn & Grow Lindsey White EDUC 640.

SAGE 2YC IL Workshop Diversity is more than ethnicity 10 November 2017

MMD 2018 Summit St. Louis Union Station

Engagement Survey Results: Demographics

Q: “Language exists within the context of culture

The Relevance of Culture in Evaluation and Assessment

Academic Excellence Indicator System Report

Table 1. Conceptual Framework Learning Outcomes

Presentation transcript:

Culturally Responsive Instruction: Session Objectives Awareness of need for culturally responsivity Understand the impact of culture on individuals and systems Review your own cultural beliefs and behaviors so you can broaden your own cultural responsivity to others’ (students’) cultures Develop culturally responsive pedagogy

“Unawareness of the need to adapt means failing to recognize the need to make personal and school changes in response to the cultural diversity of students with whom one interacts simply because it never occurred that there was a problem.” Lindsey, R.B., Roberts, L.M., & Campbell Jones, F. (2005). The culturally proficient school: An implementation guide for school leaders. P. 71.

Terra Nova OPI Means and Standard Deviations by Ethnic Group Subject Areas Ethnic Group ReadingLanguage Mathemati cs Science Social Studies Total White (n=121) 67.37* (14.19) 67.21* (16.93) 61.04* (15.32) 63.68* (14.78) 68.78* (13.08) 66.31* (18.10) African- American (n=32) (14.90) (14.36) (12.52) (13.91) (12.47) (14.33) Hispanic (n=34) (14.18) (20.47) (14.79) 64.50* (16.58) 63.68* (15.74) (17.97) Asian (n=17) (11.36) (14.33) (13.84) (11.35) (9.80) (14.30) Multiracial (n=14) (13.65) (14.48) 61.29* (11.15) (10.49) (14.79) (14.29) * OPI mean is significantly higher than the OPI mean obtained by the African-American group.

Males OPI mean is significantly higher than the OPI mean obtained by Females. DoDEA NAEP Results Terra Nova OPI Means and Standard Deviations of African American Students by Gender Subject Areas GenderReadingLanguageMathematicsScience Social Studies Total Male (n=17) (15.61) (13.74) (9.65) 55.53* (9.20) (10.32) (13.79) Female (n=15) (12.88) (15.52) (14.64) (16.80) (14.23) (14.80)

According to research, African American students’ academic achievement scores can be increased through culturally responsive instruction. “Teachers must reflect on their own experiences and analyze their own cultural heritage to be able to understand varying cultural perspectives and make culturally responsive instructional decisions.” Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom.

As an educator of diverse students, what can you do to make your classroom more culturally responsive?

Formative assessmentFormative assessment, which focuses on continuously observing students’ interactions in class and thoughtfully examining students’ work, can help teachers adapt their instructional practices to meet the unique needs of students from diverse cultures. Roy, J. (2009). Achieving cultural proficiency in schools (Doctoral dissertation).

Engage teachers in collaborative action research to improve their cultural awareness and help them identify culturally relevant topics and culturally responsive instructional strategies to “change the manner in which they work with students who are culturally different from themselves”.collaborative action research Caro-Bruce, C., Flessner, R., Klehr, M., & Zeichner, K.M. (2007). Creating equitable classrooms through action research.