1. Culturally Responsive Teaching Practices Based on Educating Culturally Responsive Teachers by Villegos & Lucas, 2002 Based on Educating Culturally Responsive Teachers by Villegos & Lucas, 2002

2. Involving all students in the construction of knowledge  Inquiry projects  Having students working collaboratively in small groups of mixed ability  Authentic dialogues  Having students assume increasing responsibility for their own learning  Inquiry projects  Having students working collaboratively in small groups of mixed ability  Authentic dialogues  Having students assume increasing responsibility for their own learning

3. Building on students’ personal and cultural strengths - 1  Helping students access prior knowledge and beliefs  Building on students’ interests  Building on students’ linguistic resources  Using examples and analogies from students’ lives  Helping students access prior knowledge and beliefs  Building on students’ interests  Building on students’ linguistic resources  Using examples and analogies from students’ lives

4. Building on students’ personal and cultural strengths - 2  Using appropriate instructional materials  Tapping community resources  Creating different paths to learning by using varied instructional activities  Using appropriate instructional materials  Tapping community resources  Creating different paths to learning by using varied instructional activities

5. Helping students examine the curriculum from multiple perspectives  Review the curriculum to see if it contains multiple perspectives and is relevant to youth  Review curriculum resources to see if they provide multiple perspectives  Review teaching to see it if includes different cultural perspectives  Review the curriculum to see if it contains multiple perspectives and is relevant to youth  Review curriculum resources to see if they provide multiple perspectives  Review teaching to see it if includes different cultural perspectives

6. Using varied assessment practices that promote learning  Use authentic assessments that take advantage of cultural differences  Include such assessment as:  Exhibits or portfolios  Oral presentations  Debates  Use authentic assessments that take advantage of cultural differences  Include such assessment as:  Exhibits or portfolios  Oral presentations  Debates

7. Making the culture of the classroom inclusive of all students  Reflect on teaching experiences to determine what works  Don’t automatically misinterpret cultural differences as misbehaviors (e.g., explain speaking and turn-taking rule)  Set and provide clear expectations  Provide meaningful feedback  Reflect on teaching experiences to determine what works  Don’t automatically misinterpret cultural differences as misbehaviors (e.g., explain speaking and turn-taking rule)  Set and provide clear expectations  Provide meaningful feedback

8. Understand that all these principles constitute good teaching practice!  Consistent with the National Science Education Standards  Consistent with what you have been taught in ISU’s Physics Teacher Education program  Consistent with Teacher Education’s conceptual framework Realizing the Democratic Ideal  Consistent with the National Science Education Standards  Consistent with what you have been taught in ISU’s Physics Teacher Education program  Consistent with Teacher Education’s conceptual framework Realizing the Democratic Ideal