cultural pedagogy pedagogy... · 1/8/2013 1 cultural pedagogy culturally responsive teaching how do...

1/8/2013

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CULTURAL

PEDAGOGY

Culturally Responsive Teaching

How do I become a culturally responsive teacher?

A culturally responsive teaching builds on the premise that

how people learn and behave will different from culture to

culture. Cultural differences present opportunities as well as

challenges. Teachers must gain knowledge of the cultures

represented in the classroom.


Responsive Committed to

providing a balanced perspective

Committed to examining both similarities and differences among people

Considered an integral part of each class

Unresponsive Focused on a single

point of view

Designed to indoctrinated students into a controlled philosophy

Considered to be an addition to the curriculum of school day

Teepees and Chitterlings

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Culturally responsive teaching uses the child’s culture to build a bridge to success in school achievement. In so doing, it places other cultures alongside middle class mainstream culture at the center of the classroom instructional paradigm. The bridge leads to more than achievement. It moves to broader cultural horizons. Most importantly, the teacher and the student cross the bridge together hand in hand.

MODEL FOR MULTICULTURAL CHANGE

Morey and Kitano, 1997 12

Principles of Learning

Principles of Multicultural

Instructor’s Multicultural Goals

Nature of the Lesson or Course

Levels of

Change

Elements Lesson and Syllabi

Exclusive Content Purpose, goals, objectives, schedule,

readings, materials

Inclusive Instruction Assignment, schedule, lesson description

Transformed Assessment

Assignments, policies

Dynamics Educational beliefs, lesson description,

support services

The Exclusive Level

The Exclusive level teaches minor aspects of diversity at the lowest level.

Diversity is restricted to one part of the course.

Gender and diverse groups are discussed in relation to stereotypes.

Activities are limited to the four

Content encompasses traditional mainstream experiences and stereotypes.

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The Exclusive Level…LET’S

NOT FORGET ACADEMICS

Extracurricular reading materials focus on authors who perpetuate and confirm myths.

Instructional strategies are mainly lecture, basic question and answer, and other basic didactic methods.

Instruction is teacher-centered.

Exams are objective & assignments focus on content while avoiding social dynamics.

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The Inclusive Level

The Inclusive level adds diversity content but retains the traditional, original structure.

Diversity is discussed throughout the course and compared to the dominant norm.

Reading materials include authors with varying and diverse viewpoints.

Social views are discussed but not elaborated upon.

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The Inclusive Level…Expansion

includes academics!!

A wide array of assessment methods and various speakers add flavor to the content.

Instruction remains teacher-centered.

A variety of methods are used to relate new knowledge.

Students are encouraged to construct their own knowledge and use critical thinking skills in

conjunction with peer learning.

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The Transformed Course

The Transformed course and curriculum challenges traditional views and encourages reconceptualization and new ways of thinking.

Instructors engage in critical pedagogy and issue-oriented approaches.

Instruction is student-centered and students self-evaluate through projects and related assignments that contribute to real-life change.

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The Transformed Course

Students learn from each other and concepts and personal experiences are analyzed.

Transformed courses represent a paradigm shift that present content from a diverse perspective.

Self-assessment and reflection techniques are employed that encourage sharing, diverse perspectives and equity in participation and critical problem solving.

Instruction centers on content related vignettes that require application and examination of values.

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The “DRAW” Strategy (used to teach all facts)

University of Kansas Center for Research on

Learning 1/98

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The “FIND” Strategy (used to teach place value)


Learning 1/98

“FAST DRAW” (used to teach word problems)

F Find what you’re solving for

A Ask yourself, “What are the parts of the problem?”

S Set up the numbers

T Tie down the sign

D Discover the sign

R Read the problem

A Answer, or draw and check

W Write the answer


Learning 1/98

Advanced Problem-Solving

Practice Multiplication:

Jan has 8 dolls. Each doll has 2 hats. Jan also

has 3 pets. How many hats are there in all?

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Solving Multiplication Problems

Concrete: manipulatives 7 groups of 3 ________ ________

Representational: pictures or tallies 3 groups of 4 _________ _________

Abstract: words 3 basketball hoops My friend has 4 trains. of 7 Basketballs Each train has 6 cars. ___Basketballs There are cars in all.

Cindy has 2 tapes. Each tape has 4 songs on it. How many songs are on the tapes?


Learning 1/98

How can we make this

more Culturally

Relevant?

Culturally Responsive

Math Activities

Hoop Dreams

Wilt Chamberlain

Michael Jordan

Julius Ervin

Allen Iverson

Kobe Bryant

Charles Barkley

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Learning About Students’ Relationships to

Subject Matter

Mathematics & Science – Sample Questions

Does anyone build or repair things, thus using principles of mathematics and physics?

What specific principles are involved in these recurrent activities, and how did those who perform such activities learn them?

Do students regularly deal with money? If so, in what situations?

Does anyone make clothing or do other types of sewing that require measuring with precision?

NBA Statistics

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Word Problems

Allen Iverson scored a total of 36 points in a basketball game. In the second quarter, he made half of his points. How many more points did he score during the second quarter than in the third quarter if he only scored 10 points in the third quarter?

Step 1: 36/2 = 18

Step 2: 15 + 17 = 32

All rights reserved Leah Seabrook 2002

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Menu Math

Many students enjoy going out to dinner, and some students may not have had the opportunity to order at a “sit down” restaurant.

This activity embraces two things that students enjoy…………….

Menu math was created to help teach math and social skills in a fun way.

All rights reserved Kimberly Y. Curtis 2002

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What are they??

Food

Music


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Why Menu Math? By creating a menu of popular

food items and popular music, you create a win-win activity.

Students have the opportunity to sit in groups or individually and “pretend” they are at a restaurant.

They order based on the “situation cards” that the teacher provides.

The situation cards are your math operation scenarios.


Math Menu APPETIZERS

Ludacris Loaded Cheese Fries $6.00 Bow Wow Buffalo Wings $6.00 Missy Mozzarella Sticks $4.00 Lil Romeo Ribs $7.00 Shakira Spinach and Cheese Dip $6.00 Nelly Nachos $5.00

ENTREES Each dish comes with a choice of 2 sides

Pink Pasta Alfredo $12.00 Chicken Fingers Platter $12.00 Justin Timberlake Tacos $8.00


Mancala (to transfer) The History

Mancala is an ancient game

in many countries in Africa

and Asia.

It helps teach math and

social skills to students with

disabilities.

It has been played for over

7,000 years.

The game was brought to

the West Indies and the

Americas through the

African slave trade.

The game is recommended

for students 6 years and

older.

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Tessellations

Cloth Patterns

Tessellations Using African Textiles

Multicultural Education Model

• Blooms Taxonomy

• Knowledge

• Application

• Analysis

• Synthesis

• Evaluation

• Evaluation

Content

• Morey and Kitano

• Exclusive

• Inclusive

• Transformed

Process • Diverse

• Curriculum Change

• Diverse Lessons

Products

January 8, 2013 Leading Change, Improving Outcomes

On the web at www.ncpublicschools.org/ec/conference/

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Individual • Gender

• Age

• Sexual Orientation


• Age


Home Environment • Race

• Religion

• Ethnicity

• Class

• Geography

• Education

• Occupation

• Family Status


• Age


Home Environment • Race

• Religion

• Ethnicity

• Class

• Geography

• Education

• Occupation

• Family Status

Classroom Environment • Facts, ideas, concepts

• Texts, media

• Teachers, students paraprofessionals

• Values , attitudes, beliefs

Lesson 1 - Translating Others

Experiences

Girl –Jamaica Kincaid/The Things They Carried-Tim O’Brien

The share aspects of the human experience

Read the original piece and the sample

Identify settings, time, place, and particular culture

Write a copy of the translation

Explain the difference in your translation and the original.

How might you use this in your classroom or with other teachers?



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Girl 2010-Sample Translation-

unmarried, white, middle-class female

Get your t shirts out of the dryer right away so they won’t wrinkle. Stay away from McDonald’s and all those other fast food places. They’ll make you fat. Keep lean Cuisines in your freezer so you have something safe to eat at home. Eat before you go out on a date. You don’t want boys to think you are some kind of pig. Don’t let people take your picture when you’re drunk. Once they get posted on Facebook or YouTube, you can never live them down.

How might this be written different by others? January 8, 2013 Leading Change, Improving Outcomes


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cultural pedagogy pedagogy... · 1/8/2013 1 cultural pedagogy culturally responsive teaching how do...

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