2. Culturally responsive pedagogy is situated in a framework that recognizes the rich and varied cultural wealth, knowledge, and skills that diverse students bring to schools, and seeks to develop dynamic teaching practices, multicultural content, multiple means of assessment, and a philosophical view of teaching that is dedicated to nurturing student’s academic, social, emotional, cultural, psychological, and physiological well being. Howard (2012)

3. Culturally responsive teaching is defined by Gay (2002) as “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively” (p. 106).

4. Research on culturally responsive teaching has found that students both are more engaged in learning and learn more effectively when the knowledge and skills taught are presented within a context of their experience and cultural frames of references (Au & Kawakami, 1994; Gay, 2000; Ladson-Billings, 1995).

5. Individualist PerspectiveCollectivist Perspective Students work independently; helping others may be cheating Students engage in discussion and argument to learn to think critically Property belongs to individuals, and others must ask to borrow it Teacher manages the school environment indirectly and encourages student self – control Parents are integral to child's academic progress and participate actively Students work with peers and provide assistance when needed Students are quiet and respectful in class in order to learn more efficiently. Property is communal. Teacher is the primary authority, but peers guide each other's behavior. Parents yield to teacher's expertise to provide academic instruction and guidance.

6. Language barrier Conflicting values at home and school Conflicting understanding of child development Social cues and understanding of play may be different Culture shock and transition stress causes behavioural issues Challenges of learning a new language and culture Parents have strict rules regarding socializing, offer limited freedom Poverty - lack of funds for extra curricular activities or knowledge of them Refugee children may have more difficulties, or ones that surface again once demands increase – e.g. at preschool.

7. Limited access to knowledge of cross-cultural awareness/ communication Difficulty in building relationships and trust with children and parents Different expectations from parents regarding learning, separation, parent roles within the centre Approach learning from own perspective Might unwittingly make assumptions or use stereotypes Limited access to use of translators

8. Socio-cultural consciousness High expectations Desire to make a difference Constructivist approach Deep knowledge of their students Culturally Responsive Teaching Practices

9. Maker (1986) offers a framework through which differentiation can occur in the classroom: Create an encouraging and engaging learning environment through student-centered activities, encouraging independent learning, accepting student contributions, using a rich variety of resources, and providing mobility and flexibility in grouping. Modify the content according to abstractness and complexity. Provide a variety of content and particularly content focused on people. Modify the learning process through use of inquiry, higher-order thinking activities, group interactions, variable pacing, creativity and student risk-taking, and freedom of choice in learning activities. Modify the product through facilitating different ways for students to demonstrate learning, such as the use of authentic assessments.

10. What can I do in the classroom? Model respect. Inquiry-based approaches. Select culturally relevant classroom resources. Provide opportunities for students to share their own cultural traditions and beliefs. Understand the importance of promoting equity, rather than equality. (ATA 2003) Thematic units. Interdisciplinary units. Cooperative learning groups. Make personal contact with new students at least once each lesson. Design classroom learning activities that encourage students to get to know one another. Ensure that classroom displays are inclusive of all classroom cultures. Learn some expressions in the students’ first languages. (Coehlo 1998) Inform yourself about the student’s culture. When interacting with students, be aware of deep culture and how it may play a role in student behaviour. From: Irvine, J. J. & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw-Hill.

11. Of primary importance in any culturally responsive classroom is the teacher’s belief that children from culturally diverse backgrounds want to learn. Second, instructional strategies and specific teaching behaviors can encourage all students to engage in learning activities that will lead to improved academic achievement. Third, the development of instructional programs that prevent failure and increase opportunities for success for all students should be the goal of every teacher. - Council for Exceptional Children (2013)

12. Approximately 11,000 newcomers are arriving in Saskatchewan each year. Culturally responsive teaching is all about providing an equitable outcome for all students. Student barriers include language and cultural issues; refugee students may have experienced severe trauma and violence. Parental barriers include language, and an erosion of their authority over the children. Culturally relevant and responsive pedagogy includes children of all races and cultural backgrounds.

13.  What have you learned about cultural responsive pedagogy?  What was the biggest surprise?  What difference will understanding cultural responsive pedagogy make in your teacher work life?  What difference will understanding cultural responsive pedagogy make in your relationships with other teachers?  What difference will understanding cultural responsive pedagogy make in your relationships with newcomer families?