Culturally Responsive Teaching

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Culturally Responsive Teaching

• Wlodkowski Ginsberg

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Engage Learners, Respect

• Race
• Ethnicity
• Class
• Gender
• Region
• Religion
• Family

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ENGAGEMENT
THE VISIBLE OUTCOME OF MOTIVATION
MOTIVATION INFLUENCED BY EMOTION
EMOTIONS SOCIALIZED THROUGH CULTURE
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TWO KINDS OF MOTIVATION

• 1 - THE CARROT AND
• THE STICK
• (extrinsic - reward and punishment)
• 2 - INTRINSIC
• Based on communication and respect.
• Replace the carrot and the stick with eliciting
  the knowledge they come into the classroom with,
  their unique cultural identity.

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Intrinsic Motivational Framework

• 1 - Establish Inclusion (teachers and students
  respect and are connected to one another)
• 2 - Develop Attitude - creating a favorable
  disposition through relevance and choice
• 3 - Enhance Meaning - challenging experiences
  that include student perspectives and values
• 4 - Engender Competence - students understand
  that they are effective learning something they
  value

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Two ideas I would use

• 1 - Developing Attitude
• Try to show how material is relevant to their
  lives and experiences.
• Let them make choices in content and/or
  approaches to the material.
• Give them some say in their assessment.
• Make available and use multiple intelligences and
  experiential learning.

• 2 - Engendering Competence
• Give them a feeling of confidence with the
  material by connecting it to their world, frames
  of reference and values.
• Assess accordingly, letting them see that you
  value their skills and awareness.
• Allow for multiple ways to assess and varying
  outcomes.

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When and Why I would use these

• As much as possible
• If I can engender in my students a sense of
  ownership of their learning, both through choice
  and giving them a feel for their own competence,
  they will develop a favorable disposition towards
  our classroom and feel connected to each other
  and me.

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HOW specific procedures

• 1-Attitude
• Working with Romeo and Juliet, I will encourage
  them to make connections to their own lives, to
  show how the world of the warring families is
  similar to the gang loyalties they experience in
  their neighborhoods and in the halls of
  Roosevelt.

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How 2 procedure

• 2 - Competence
• I will have them work in pairs decoding the text
  of each scene of Romeo and Juliet, and lead them
  through questioning techniques to see that they
  can come to an understanding of the language on
  their own.