culturally responsive training

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Culturally responsive training: Why and how? Anne Fox Anne Fox ApS

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Page 1: Culturally responsive training

Culturally responsive training: Why and how?Anne FoxAnne Fox ApS

Page 2: Culturally responsive training

annefox.eu

Map

Explore meaning of culturally responsive teaching (CRT)

Present a couple of the main tools used in CRT

Suggest some benefits of CRT for intercultural trainers

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Culturally Responsive Teaching

Making a diverse group of people feel comfortable, welcome and valued

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Culturally Responsive Teaching

Not about intercultural training

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Culturally Responsive Teaching

Focus on instructor

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Culturally Responsive Teaching

Could we refer to culturally responsive training?

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Toolbox 1: Motivational framework

Wlodkowski frameworkThis framework includes four motivational conditions that the instructor and the learners collaboratively create or enhance: Establishing inclusion Developing (positive) attitude Enhancing meaning Engendering competence

“The Motivational Framework for Culturally

Responsive Teaching respects different

individual cultures and works at the same time to create a

common culture in the learning

situation that all adults can accept.”

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The toolbox 2: Participation guidelines Listen carefully, especially to perspectives different from yours. Keep personal information shared in the group confidential. Speak from your own experience, saying, for example, “I think” or “In

my experience I have found,” rather than generalizing your experience to others by saying, for example, “People say,” or “We believe.”

Do no blaming or scapegoating. Avoid generalizing about groups of people. Share airtime. Focus on your own learning.

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Toolbox 3: Communication strategies

Starting point is the formalised ritual of a traditional classroom

Passive receptive vs participatory interactive (Latino, African American and native Hawaiian) = rude, inconsiderate, speaking out of turn & disruptive

Call-response (talking back, breaking in & talking over) Co-narration where the group performance in telling a story matters Deductive (didactic) vs inductive Topic-centred (linear logic) vs topic-chained (anecdotal links) Metaphor Story (as prompt and response)

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Toolbox 4: Cooperative learning

What is it? Working in small (4-6) groups on a

joint task Roles not task assignment (resource

finder, time-keeper, consensus builder, reporter etc)

Rotating roles Joint task = essential question Presentation to other groups Trainer as facilitator (don’t solve

problems but identify & suggest tools to solve problems)

Tried and tested

Works well with adults Works well with diverse groups Works well with diverse cultures

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Toolbox 5: Observation guide

What do you see?Eg Participation guidelines in useWorking togetherSpirit of inquiryIntellectually safe environment What do you hear?MusicAuthentic discussionEverybody contributesAuthentic feedbackCultural modelling eg use of metaphors

“Culturally responsive teaching emphasizes cultural ways of learning and cognition rather than focusing on cosmetic “race related” displays. Affirmation of students’ cultural roots comes through • incorporating deep cultural values

and cultural ways of learning • using the memory systems of the brain• organizing around social interaction

(collectivism), and • combining oratory skills with academic

talk rather than through superficial pictures of “heroes” or images of Africa or Mexico or irrelevant mentioning in the curriculum.”Hammond, 2015

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What now?

Apply the Wlodkowski framework (inclusion, positive, meaning, competence)

Avoiding stereotype threat and micro aggressions Use of Cooperative Learning approach Accommodation of different communication styles

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Sources

Gay, G Culturally Responsive Teaching: Theory, research and practice, 2010, Teachers College Press

Hammond, Z. Culturally Responsive Teaching & the Brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students 2015 Corwin Press

Wlodkowski, R. J. The Motivational Framework for Culturally Responsive Teaching is presented as a guide to foster participation, learning, and transfer throughout a professional development program for all participants. Source: New Directions for Adult and Continuing Education, no. 98, Summer 2003, Wiley.

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Links

Absolutely Intercultural www.absolutely-intercultural.com Teaching Culture newsletter Anne Fox www.annefox.eu I am on Linked In, Twitter and Facebook (search on foxdenuk)