1. Culturally Responsive Science Teaching
Jessica Thompson

2. Dimensions of CRST Recognizing our own and others’ worlds
Teacher Science Students
Developing relationships and forming an inclusive community
Providing access to the culture of science and school through curriculum and instruction
Critiquing, challenging, and changing the culture of science

3. Culturally responsive principles to draw on when designing curriculum
Student knowledge
Student experience
Shared experiences
Windows & mirrors
Reversing knowledge authority
Social justice
Eliciting students’ ideas. Where do my students encounter this science idea in their day to day lives?

4. Lunchtime Science
I. Prenatal health care & embryologic development (2 weeks)
What advice should we give a friend who is drinking during pregnancy?
II. Asthma & inner-cities (2 weeks)
Why is asthma on the rise across the nation, including our Central district?
Identities: mom, friend
Identities: person in the community, friend
1. Shortened distance between science discourse and identity, 2. provided a type of membership and affinity identity, 3. modeled after a time of the day students do talk with others

5. Pitfalls Essentialism Portraying negative cases
Basing lessons just on few students’ interests
Only using culture/student’s identities as a “hook” upfront
Curriculum in and of itself can not be culturally responsive

6. Forming an inclusive community
Group work & status differences
Position all students with knowledge authority
Set up structures for all students to participate
Involve students in evaluating group work

7. Resources

8. from Phelan, Davidson, & Cao (1991)

9. Which typology best characterized you in science class? (Costa article)
What insights do we bring to culturally responsive science teaching?
What limitations do we have?
What do we need to pay particular attention to in our classrooms and in designing lessons?