culturally diverse strategies
TRANSCRIPT
© 2015 Dr. Catherine CollierAll Rights Reserved
Implementing Culturally & Linguistically Responsive
Instruction
Dr. Catherine [email protected]
#AskDrCollierFacebook: AskDrCollier
© 2015 Dr. Catherine CollierAll Rights Reserved
The Bottom Line
CLD/LEP must be able to participate effectively (at or near peer) in all
programs and content areas.
© 2015 Dr. Catherine CollierAll Rights Reserved
Underlying Components for Culturally and Linguistically Responsive Practice
Intercultural SkillsAbility to make accurate predictions and explanations of others’ actions
Cultural KnowledgeAwareness of what we need to do to communicate effectively and appropriately
Motivation, Attitudes, Beliefs Desire to communicate effectively and appropriately with others
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Operating From Our Cultural Assumptions Can Lead to Culture Bumps
4
A culture clash is the conflict or disagreement that results when two or more individuals from different backgrounds interact, each basing their behaviors on a different set of rules for what is expected and/or considered appropriate.
© 2015 Dr. Catherine CollierAll Rights Reserved
Krashen’s Critical Elements
1. Provide Comprehensible Input in Target Language
2. Lower the Affective Filter
3. Maintain Subject Matter Education
4. Maintain and Develop Base Language
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Smarter RTI for CLD/EL• Prevention first• Multistage screening to identify risk & strategy selection for
problem solving• Problem solving interventions focused on specific learning
concerns• Multistage assessment (progress monitoring) to determine
appropriate levels of instruction– Specific goals– Measurable goals & outcomes– Attainable objectives– Relevant content– Time-bound
© 2015 Dr. Catherine CollierAll Rights Reserved
What does research say about learning strategies?
• Effective learners’ strategies are varied and flexible.
• Use of learning strategies is correlated to self-efficacy.
• Strategy use improves academic performance.
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STRATEGIES
A strategy can be applied to any learning task.
© 2015 Dr. Catherine CollierAll Rights Reserved
STRATEGIES
Choose the right strategy for the
task.
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© 2015 Dr. Catherine CollierAll Rights Reserved
STRATEGIES
Strategies stay with you.
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© 2015 Dr. Catherine CollierAll Rights Reserved
Teaching Learning Strategies
• Focus on academic learning strategies.
• Identify students’ current learning strategies.
• Name & explain strategies.
• Model strategies (ex. teacher thinking aloud).
• Self-evaluation of strategy use (by S & T).
• Develop metacognitive awareness & self-regulated learning.
© 2015 Dr. Catherine CollierAll Rights Reserved
Prep For Teaching Learning Strategies
• Teacher provides overview and objectives;
• Elicits students’ prior knowledge;
• Develops vocabulary; and
• Uses students’ native language as a resource.
© 2015 Dr. Catherine CollierAll Rights Reserved
Teaching The Strategies
• Teacher addresses different learning preferences;
• Models language processes explicitly;
• Explains learning strategies; and
• Discusses connections to students’ prior knowledge.
© 2015 Dr. Catherine CollierAll Rights Reserved
Practice Strategies
• Students engage in interactive activities;
• Practice different cooperative learning structures;
• Use authentic content and language tasks; and
• Use learning strategies.
© 2015 Dr. Catherine CollierAll Rights Reserved
Evaluate Strategy Use
• Students assess their own learning;
• Identify preferred strategies;
• Keep learning logs; and
• Evaluate themselves.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culturally Responsive Content Guidelines
Materials must be authentic, relevant, compatible, and neutral in content. Some guidelines for content include:– Concentrate on the contemporary, rather than historical– Focus on the groups nearest (most dominant) the school
first.– Deal with real life, controversial issues– Concentrate on the processes of life, not just the
products– Validate using community “experts”
© 2015 Dr. Catherine CollierAll Rights Reserved
Five Standards for Effective Instruction
• Joint Productive Activity• Language & Literacy
Development• Contextualize to Make
Meaning• Challenging Activities• Instructional Conversation
Center for Research on Education, Diversity & Excellence at Univ of California at Santa Cruz
© 2015 Dr. Catherine CollierAll Rights Reserved
Marzano’s Nine High Yield Strategies
1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers
© 2015 Dr. Catherine CollierAll Rights Reserved
Example Strategies For Building & Facilitating Resiliency
• Resiliency– Active processing– Advanced organizers– Belonging activities– Mediated stimuli– Scaffolding– Sorting
• Language Strengths– Home language
• Bilingual peers• Bilingual aide• Language games
– Schooled language• Bilingual texts
– English• Cognates vocabulary games• Wordless picture books
© 2015 Dr. Catherine CollierAll Rights Reserved
Example Strategies For Level of Acculturation & Language
• Phonological differences– “bitch” vs “beach”– /θ/ vs /t/ and /d/– /l/, /r/, /ł/– Points of articulation
• Language strengths in all languages– Transition strategies– Scaffolded language
development– Daily oral guided
practice
• Level/Rate of Acculturation– AQS 8-14 = TPR, modeling, L1
support, demonstrations– AQS 15-22 = context embedding,
L1 scaffolding, guided practice– AQS 23-29 = advanced organizers,
role-playing, leveled readers– AQS 30-36 = active processing,
analogies, expansions, TQLR– AQS 37-43 = evaluation, rehearsal,
self-monitoring, choices– AQS 44-48 = cognitive learning
strategies, cross-cultural competence, bilingual strategies
© 2015 Dr. Catherine CollierAll Rights Reserved
Example Progress Monitoring
• Frequency & consistency of response
• Miscue analysis• Dynamic Assessment*
– Reading– Phonics– Math– Retention– Control
• Behavior – Charting– Contrast
• COHORT PEERS
• Test/Teach/Test• In-situ Modifications• Authentic
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My Pearl of Wisdom
•Prepare•Embed•Attach•Ratchet•Look Back
© 2015 Dr. Catherine CollierAll Rights Reserved
My Pearl of Wisdom
©Prepare/preview
©Embed
©Attach
©Ratchet
©Look Back/review
©Prepa
rePreview, Question, Imagine, Predict, Anticipate, Brainstorm
© 2015 Dr. Catherine CollierAll Rights Reserved
Prepare Strategy: Advanced Organizer
What do we
KNOW
about this already?
What do we
WANTto know about
this?
What will we
LEARNabout this?
HOWwill we learn
this?
? ? ? ?Whywill we learn
this?
© 2015 Dr. Catherine CollierAll Rights Reserved
My Pearl of Wisdom
©Prepare/preview
©Embed
©Attach
©Ratchet
©Look Back/review
©Embe
dConcrete, Guides, Cues, Realia,
Model, Context
© 2015 Dr. Catherine CollierAll Rights Reserved
Embedding Strategy: Visualization
Where should I stop to think?
Who is doing what, where, when, how, and why?
What picture do I see in my mind regarding these?
What do I see when I put the pictures from each stop together?
What does the whole thing tell me?
© 2015 Dr. Catherine CollierAll Rights Reserved
Who is doing what, where, when, how,
and why?Rehearsal #2
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What picture do I see in my mind
regarding these?Rehearsal #3
© 2015 Dr. Catherine CollierAll Rights Reserved
What do I see when I put the pictures from each stop together?
Rehearsal #4
© 2015 Dr. Catherine CollierAll Rights Reserved
Embedding Strategy: Color Cues
Subject Clause
Verb Clause Object Clause
Subject Pronoun
Adverb Verb Article Noun Preposition ObjectPronoun
You quickly give a cat to her.
We hastily put the fish in it.
They badly hit the ball over you.
I meanly throw an egg on him.
You quietly eat an apple behind her.
We happily sing a song about us.
They grumpily wash the floor under me.
I vastly underestimated the cost to them.
© 2015 Dr. Catherine CollierAll Rights Reserved
My Pearl of Wisdom
©Prepare/preview
©Embed
©Attach
©Ratchet
©Look Back/review
©Attac
hConnect, Analogies, Similarities,
Compare, Contrast
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Attachment Strategy: Culture Tool Kits
• Realia from specific culture• Recipes from specific
culture• Pictures of people from
culture• Language examples• Stories• Projects: art, buildings,
drama, music, etc.
© 2015 Dr. Catherine CollierAll Rights Reserved
My Pearl of Wisdom
©Prepare/preview
©Embed
©Attach
©Ratchet
©Look Back/review
©Ratch
etExpand, Transfer, Generalize, Enrich, Apply
© 2015 Dr. Catherine CollierAll Rights Reserved
My Pearl of Wisdom
©Prepare/preview
©Embed
©Attach
©Ratchet
©Look Back/review
©Look backReview, Reflect, React, Summarize,
Evaluate
© 2015 Dr. Catherine CollierAll Rights Reserved
Look Back Strategy: Comprehension
Somebody Wanted But So Then•Princess Elizabeth
•Prince Ronald
•The Dragon
Marriage to Prince Ronald
The Dragon took him away
The Princess rescued the ungrateful Ronald
The Princess chose freedom
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Look Back Strategy: Hot Seat
• Elizabeth• Ronald• Dragon
© 2015 Dr. Catherine CollierAll Rights Reserved
Contact Information
Catherine Collier, Ph.D.@AskDrCollier [email protected] www.crosscultured.com http://www.facebook.com/AskDrCollier
© 2015 Dr. Catherine CollierAll Rights Reserved
Thank you! Come visit us atwww.crosscultured.com
• Over 45 years experience.• Research on impact of acculturation
on referral & placement of CLD students.
• Research on effectiveness of specific cognitive learning strategies for diverse learners.
• Classroom teacher, diagnostician, faculty, administrator.
• Social justice advocate, author & teacher educator.