1. Chapter 6 Redesigning Instruction ENGAGING STUDENTS IN LEARNING © 2015 Etta R. Hollins

2. Focus Questions  What factors contribute to meaningful school learning for students from specific cultural and ethnic backgrounds?  How can a teacher provide appropriate instruction for every student in a multicultural classroom setting?  How much responsibility can students assume for their own learning and under what conditions? © 2015 Etta R. Hollins

3. Meaningful Learning in Elementary Schools  Empowering students to direct their own learning  Facilitating meaningful parent and community participation in decision making  Linking learning experiences with cultural values and practices © 2015 Etta R. Hollins

4. Meaningful Learning in Secondary Schools  Empowering students to direct their own learning  Facilitating meaningful parent and community participation in decision making  Linking learning experiences with cultural values and practices  Linking learning experiences to real-life situations such as those found in the workplace and identifiable role-specific practices © 2015 Etta R. Hollins

5. High School Graduation Rate: Good News, Bad News  In 2012 the high school graduation rate exceeded 80%.  Underserved students had graduation rates of 68–76%.  1,369 high school “dropout factories” had graduation rates of less than 60%— most serve urban and low-income students.  1 in 5 college freshmen needs remedial courses.  60% of community college students take at least one remedial course.  College graduation rates are lower for those who take a remedial courses.  Annual cost of college-level remedial help is $7 billion. © 2015 Etta R. Hollins

6. NAEP: Percent of 12th Graders Performing at or above Proficient in 2013 Hispanic 23% Black 16% © 2015 Etta R. Hollins

7. NAEP: Percent of 12th Graders Performing at or above Proficient in 2013 Hispanic 12% Black 7% © 2015 Etta R. Hollins

8. Summary  Culture is the medium for deep knowing.  Powerful learning that results in deep knowing is grounded in contextualized experiences situated within particular components of culture as represented in everyday life.  Planning meaningful and productive learning experiences that result in deep knowing requires that teachers have deep knowledge of students’ cultural and experiential backgrounds. © 2015 Etta R. Hollins