Find Someone Who……

• Circulate around the room and fill in all the spaces on your card.

• When you have successfully completed this task and correctly identified each square, turn in your card.

A Framework for Cultural Relevance Presented by: Daniel M. Reyes and Homero C. Gonzalez

Find Someone Who… Define Acute Angle:

An angle with a measure

between 0º and 90º.

Draw a Rhombus:

Dilation is a transformation in which

a figure grows larger or smaller.

Rotation is a transformation in

which a plane figure turns around a

fixed center point by a given angle.

Identify the purpose of the following

formula:

A = π × r2

Helps find area of a circle.

Explain why geometry is

important: (answers may vary)

It hones one's thinking ability

by using logical reasoning.

Draw complementary angles:

Identify the picture:

Isosceles Triangle

A straight angle changes the

direction to point the opposite

way.

Session Objectives

• Demonstrate methods and strategies to access and validate a students “funds of knowledge” through different activities.

• Model the use of a culturally relevant teaching framework, which incorporates resources relevant to Latino experiences and culture, to teach state/college readiness standards.

• Reflect and comment on academic writings which comment on cultural awareness in education.

Daniel Martin Reyes

From Goliad, a small south Texas

town.

Only Child

1st Generation College Graduate-3

Master’s Degrees

City-Country Boy Made 5 year

mark of

survivor with

pancreatic

cancer

church

choir

director

Second year doctoral student at

Univ. of Texas at S.A.

Instructional Coach for social

studies

Founder-5th Freedom Educational

Co.

Brain surgery last Dec.

Parents are ranchers

District Profile: San Antonio ISD

Number of Students Percentage

Total Population 53,770

Hispanic 49,035 91%

Black 3,389 6%

Economically Disadvantaged

49,962

93%

Limited English Proficient

10,170

19%

• U.S. Census Bureau recently (but unofficially) projected that America would become a majority-minority country.

• A population with no single racial group as the majority in 2050. While the official estimate remains 2042, the new estimate acknowledges that lower immigration rates may delay the turning point.

• Latinos share of the population increased to 15.5 percent as the nation’s largest minority group.

National Level: Change in America

Urban Students

Reflecting

Critically

Reflecting Critically Self-Awareness/Acknowledgement to Acceptance

When teachers withhold social ties from Mexican American youth,

they confirm this group’s belief that schooling is impersonal,

irrelevant, and lifeless. Valenzuela, Angela. Subtractive Schooling, 1999.

Subtractive schooling encompasses subtractive

assimilationist policies and practices that are designed to

divest Mexican students of their culture and language.

Valenzuela, Angela. Subtractive Schooling, 1999.

• Reflective practice

• Student interviews, community walks and interviews, integrating students life experiences into units of study.

• Additive thinking vs. deficit thinking

• Using the students funds of knowledge.

• Self-Aware: understanding personal biases

• Take responsibility for learning about culture and community

• Understand culture and its role in urban education

• Use students culture as a basis for learning

Praxis: Theory + Action

Explicit Vocabulary Instruction

Multiple Intelligences: Rhythmic/Kinesthetic

Vocabulary Frames

Obtuse triangle Acute triangle Right triangle

How are these shaped?

Similarities & Differences

What are the measurements of the angles?

Similarities & Differences

How can these angles be applied? What is the application ?

Similarities & Differences

Comparing Terms: Frames

• _____________ and ______________ are similar because they both have ____________.

• ____________ and _____________ are different because _______________ is ____________, but ________________ is __________________.

Visual Discovery

"Virtually all learning happens within the context of human

relationships. [T]he contacts we have with individual students affect how

they feel about what they are learning. Children who [feel] securely

connected to, and cared for by teachers [are] the ones who more fully

internalize positive school-related behaviors.” Ryan and Deci (2002)

“Researchers who have studied Latino communities have found

vast “funds of knowledge” related to science, mathematics, and social

studies; yet these funds of knowledge remain untapped. All children

need to see people from their own culture valued in the materials they

work with in schools. A new type of curriculum is needed that is

grounded in an instructional approach that considers the students’

language and cultures as valuable sources of knowledge.”

Karin M. Wiburg (2003)

Creating the Space……..

• Put students in pairs or small groups. One team

member is the artist.

• Display a cluster of three or four words and have the

artists create pictures representing the meaning of the

words until the team guesses all of the words in the

cluster.

Group Pictionary

$25,000 Pyramid

• “A” tries to get his/her partner to guess terms

without using the word itself.

• When “B” guesses the correct term, “A” continues

up the pyramid.

• Switch roles.

500

Dynasties

500

Tomb

500

Immortal

500

Standardizing

1,000

Exiled

1,000

Rival

1,000

Alliances

5,000

Terra-cotta

5,000

Reign

10,000

Opposition

Acute triangle

Trapezoid

Straight angles

Parallel lines

Rhombus

Obtuse triangle

Intersecting lines

Right triangle

Vertical angles

Interior angles

Stained-Glass Window Project

Materials

1. Permanent fine black markers

2. Various colors of paint to fill the lines in the design

3. Black simulated lead paint for the lines of the design. (The paint must be specially designed for use on glass or windows)

Directions

1. Complete the geometry terms assignment by filling in the Geometry Glossary sheet. (Knowledge and Comprehension)

2. Create a rough draft of your design. (Remember that regular paper is 8 ½ in. x 10 in. dimensions.) Your teacher must improve this before you proceed. (Application and Synthesis)

3. Create a final paper copy of your design. (use dark lines). Your teacher will make a copy of this final design for use in step 5.

4. Paint your design on the 8 in. x 10 in. glass and frame it.

5. You will analyze another student’s design and find and mark the 20 required geometric. (Analysis and Evaluation)

The Beauty of Geometry

The Beauty of Geometry

Building Dialogue “Dialogue is an encounter among women and men who name the world,. it is an act of creation; it must not serve as a crafty instrument for the domination of one person by another. The domination implicit in dialogue is that of the world by the dialoguers; it is conquest of the world for the liberation of humankind.”

"True dialogue cannot exist unless the dialoguers engage in critical thinking--thinking which discerns an indivisible solidarity between the world and the people and admits of no dichotomy between them--thinking which perceives reality as process, as transformation, rather than as a static entity--thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.”

Differentiated Assessment: The Power of Choice

Brain Research Shows That…

Choices Content, Process, Product, Groups,

Resources

Relevant Meaningful, Connected to Learner, Deep

Understanding

Engaging Emotional, Energetic, Hand-On, Learner

input

Increased Intrinsic Motivation

Required No student voice, Restricted,

Resources/Environment

Irrelevant Impersonal, Out or control, Only to pass a test

Passive Low interaction, Lecture, Seatwork

Increased Apathy & Resentment

VS.

VS.

VS.

Create a set of flashcards

incorporating: formula,

example,

title, description of each

geometric shape.

Create 5 riddles, whose

answers are one of the 20

geometric shapes.

Build a model incorporating at

least 8 geometric shapes.

Take pictures using multimedia.

Create a photo album.

Each page must contain:

formula, definition, and how it is

used in picture.

Create 3 Acronic Poems

using the vocabulary terms

developed in this unit. Provide

a visual representation for at

least 3 of your poems.

Compare and Contrast 3 two-

dimensional geometric

shapes with 3 three-dimensional

geometric shapes and develop

mathematical arguments

about geometric relationships

Given a set of building blocks,

create as many geometric

shapes in 3 minutes.

Create a 5 minute lesson to

teach at least 3 geometric

shapes.

In groups of 2-3. Create a

dramatic silent

representation of at least 10

geometric shapes in under 3

minutes.

History establishes in various forms, subtle and disguised, the means by which people are included or excluded from positions of power and influence.

Unless we fully understand the consequences of a particular history we fail to appreciate how Chicano school failure is the logical consequence of a once conquered people paying a continuous price for being displaced by victors leading to systematic exclusion…

The legacy of that history finds current expression in denial of language, particular forms of miscarriages of justice, as well as ever-recurring stereotypes….Most powerfully, that historical legacy of inclusion and exclusion is increasingly infused throughout education.

• Select a passage from the reading that you find amusing, important, startling, moving, confusing, outrageous, or odd.

• Write the passage on the left side of paper.

• On the right, write your reaction to the excerpt. (relate the information from readings to your own lives, or to things going on today.)

Talkback Journal

An Overview of Schooling Conditions and Outcomes

• deficit thinking

• meritocracy

• segregation

• curriculum differentiation

• low academic achievement

• high drop out rates

Questions and Comments

For Further Information or to arrange for 5th Freedom to provide a specialized professional

development for your area, please contact Dan Reyes at daniel_13286@msn.com or Homero

Gonzalez at 512-787-4440

Thank you for attending and participating in our

session. We hope it was beneficial to your continuing

work with students.

References Blackwell, A., Kwoh, S., & Pastor , M. (2010). Uncommon common ground: Race and America. New York, NY: W.W.

Norton & Company, Inc.

Bordas, J. (2012). Salsa, soul, and spirit. San Francisco, CA: BK Publishers.

Darling-Hammond, L. (2010). Chapter 2: the anatomy of inequality. (Pp. 27-65). New York: Teachers College Press.

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

Gonzalez, M., Huerta-Macia, A., & Tinajero, J. (Ed.). (2002).

Educating latino students. Lancaster: Technomic Publishing Co.

Ladson-Billings, G. (2006). From the achievement gap to the educational debt: Understanding achievement in U.S. schools. Educational Researcher, 35(3), 3-12.

Tatum, B. (2007). Can we talk about race? Boston, MA: Beacon Press.

Valenzuela, A. (1999). Subtractive schooling. New York City, NY: State University.

Valencia, R. (2011). Chicano school failure and success: Past, present, and future. New York City, NY: Routledge.

Educate All! Fairly! Justly! Equally!