Upload
ami-briggs
View
219
Download
1
Tags:
Embed Size (px)
Citation preview
Teaching Reading from a Teaching Reading from a Culturally Responsive Culturally Responsive
PerspectivePerspective
HPS Summer ConferenceHPS Summer Conference
Ann StalnakerAnn Stalnaker
Culturally Responsive Culturally Responsive Instruction: What is it?Instruction: What is it?
Instruction that bridges the gap Instruction that bridges the gap between the school and the world of between the school and the world of the studentthe student
Instruction that is consistent with (or Instruction that is consistent with (or supportive of) the values of the supportive of) the values of the students’ own culture aimed at students’ own culture aimed at assuring academic learningassuring academic learning
Instruction adapted to meet the Instruction adapted to meet the learning needs of all studentslearning needs of all students
Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?
Pedro Noguera Speech:Pedro Noguera Speech: http://www.youtube.com/watch?http://www.youtube.com/watch?
v=iEfbLZ00NVM&feature=relatedv=iEfbLZ00NVM&feature=related
Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?
Because of DemographicsBecause of Demographics Student population is growing more culturally Student population is growing more culturally
diverse. diverse. Teaching population remains largely white, Teaching population remains largely white,
middle classmiddle class Cultural mismatchCultural mismatch
Students need to connections to teachers Students need to connections to teachers that provide positive models of an that provide positive models of an educated citzenryeducated citzenry
Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?
Because our Data indicates Disparate Because our Data indicates Disparate Outcomes for Minority StudentsOutcomes for Minority Students Achievement Gap on EOG/ EOCsAchievement Gap on EOG/ EOCs Disproportionality in Special EducationDisproportionality in Special Education Drop Out RatesDrop Out Rates
Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?
We have a moral imperative as We have a moral imperative as public school educators to reach all public school educators to reach all the children we can.the children we can. DemocracyDemocracy Teaching Codes of PowerTeaching Codes of Power Social Justice- education as practice of Social Justice- education as practice of
freedomfreedom
Culturally Responsive Culturally Responsive Instruction: Why Should We?Instruction: Why Should We?
New North Carolina Teacher New North Carolina Teacher Evaluation addresses cultural Evaluation addresses cultural responsiveness responsiveness Standard II: Teachers establish a Standard II: Teachers establish a
respectful environment for a diverse respectful environment for a diverse population of students.population of students.
NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument
Elements of Standard IIElements of Standard IIA.A. Teachers provide an environment in Teachers provide an environment in
which each child has a positive, which each child has a positive, nurturing relationship with caring nurturing relationship with caring adultsadults
Encourage an environment that is Encourage an environment that is inviting, respectful, supportive, inviting, respectful, supportive, inclusive, and flexibleinclusive, and flexible
NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument
Elements of Standard IIElements of Standard IIB.B. Teachers embrace diversity in the school Teachers embrace diversity in the school
community and in the world:community and in the world: Demonstrate knowledge of diverse culturesDemonstrate knowledge of diverse cultures Select materials and develop lessons that Select materials and develop lessons that
counteract stereotypes and incorporate counteract stereotypes and incorporate contributionscontributions
Recognize the influences on a child’s Recognize the influences on a child’s development, personality, and performancedevelopment, personality, and performance
Consider and incorporate different points of Consider and incorporate different points of viewview
NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument
Elements of Standard IIElements of Standard IIC.C. Teachers treat students as individualsTeachers treat students as individuals
Maintain high expectations for all studentsMaintain high expectations for all students Appreciate differences and value Appreciate differences and value
contributions by building positive, contributions by building positive, appropriate relationshipsappropriate relationships
D.D. Teachers adapt their teaching for the Teachers adapt their teaching for the benefit of students with special needs:benefit of students with special needs:
Collaborate with specialistsCollaborate with specialists Engage students and ensure they meet the Engage students and ensure they meet the
needs of their students through inclusion and needs of their students through inclusion and other models of effective practiceother models of effective practice
NC Teacher Evaluation NC Teacher Evaluation InstrumentInstrument
Elements of Standard IIElements of Standard IIE.E. Teachers work collaboratively with the Teachers work collaboratively with the
families and significant adults in the lives families and significant adults in the lives of their students:of their students:
Improve communication and collaboration Improve communication and collaboration between the school and the home and between the school and the home and communitycommunity
Promote trust and understanding and build Promote trust and understanding and build partnerships with school communitypartnerships with school community
Seek solutions to overcome obstacles that Seek solutions to overcome obstacles that prevent family and community involvementprevent family and community involvement
Culturally Responsive Culturally Responsive Instruction: Instruction:
What does it look like?What does it look like? Consider the You Tube ClipConsider the You Tube Clip
California charter school: California charter school: http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=W3AbBFzIokg=W3AbBFzIokg
Think Pair Share:Think Pair Share: Is this a culturally responsive school?Is this a culturally responsive school? What are the elements of the instructional What are the elements of the instructional
program that make it culturally program that make it culturally responsive?responsive?
Culturally Responsive Culturally Responsive Instruction: Instruction:
What does it look like?What does it look like? High Expectations for all studentsHigh Expectations for all students Positive Relationships with family Positive Relationships with family
and community-demonstrating and community-demonstrating connections with curriculum content connections with curriculum content and relationshipsand relationships
Culturally sensitive/reshaped Culturally sensitive/reshaped curriculum that is mediated to curriculum that is mediated to connect to students backgroundconnect to students background
Framework of Research Based Framework of Research Based Instruction for Diverse Instruction for Diverse
Learners:Learners:The Five StandardsThe Five Standards
1.1. Teacher and Students Producing Teacher and Students Producing TogetherTogether
2.2. Developing Language and LiteracyDeveloping Language and Literacy
3.3. Connecting Learning to Students Connecting Learning to Students LivesLives
4.4. Teaching Complex ThinkingTeaching Complex Thinking
5.5. Teaching Through ConversationTeaching Through Conversation
Why in Reading?Why in Reading?
85% of delinquent children and 75% 85% of delinquent children and 75% of adult prison inmates are illiterate.of adult prison inmates are illiterate.
90 million adults in the U.S. are at 90 million adults in the U.S. are at best functionally illiterate.best functionally illiterate.
The cost to taxpayers of adult The cost to taxpayers of adult literacy is $224 billion a year literacy is $224 billion a year (welfare, crime, job incompetence, (welfare, crime, job incompetence, lost taxes)lost taxes)
Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles
Purposeful and Explicit Teaching-provide Purposeful and Explicit Teaching-provide scaffolded instruction scaffolded instruction Explicit explanation and modeling of a Explicit explanation and modeling of a
strategy, discussion of why and when it is strategy, discussion of why and when it is useful, coaching students to apply the strategyuseful, coaching students to apply the strategy
In reading comprehension: predicting, thinking In reading comprehension: predicting, thinking aloud, attending to text structure, constructing aloud, attending to text structure, constructing visual representations, generating questions, visual representations, generating questions, summarizing summarizing
Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles
Supporting the understanding of Supporting the understanding of specific textsspecific texts DiscussionDiscussion Balance of lower and higher-level Balance of lower and higher-level
questionsquestions Writing in response to readingWriting in response to reading Multiple encounters with complex textMultiple encounters with complex text
Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles
Demonstrate the skills of expert Demonstrate the skills of expert readersreaders Model using text AND own knowledge to Model using text AND own knowledge to
build a model of meaning, revising model build a model of meaning, revising model as new information comes.as new information comes.
Consider author’s intention and style and Consider author’s intention and style and vary reading strategy to match itvary reading strategy to match it
Ensure that all students are exposed to Ensure that all students are exposed to high level text and interactionshigh level text and interactions
Good Reading InstructionGood Reading InstructionResearch Based PrinciplesResearch Based Principles
Provide a wide variety of genres Provide a wide variety of genres (narrative, informational, procedural, (narrative, informational, procedural, biographical, persuasive, poetic) to biographical, persuasive, poetic) to match course contentmatch course content
Teach about words, including the Teach about words, including the morphology of words (more than just morphology of words (more than just giving a vocabulary list to match the giving a vocabulary list to match the story or chapter)story or chapter)
More on Five StandardsMore on Five Standards
Joint Productive ActivityJoint Productive Activity Facilitate learning through joint productive Facilitate learning through joint productive
activity among teacher and student.activity among teacher and student. Designs instruction that requires student Designs instruction that requires student
collaboration to accomplish a joint projectcollaboration to accomplish a joint project Provides time Provides time Arranges seating to accomplish, manages Arranges seating to accomplish, manages
materials and technology to supportmaterials and technology to support Organizes a variety of groupings (friendship, Organizes a variety of groupings (friendship,
mixed ability level, interests)mixed ability level, interests) Explicitly teaches students how to work in grousExplicitly teaches students how to work in grous
Developing Language and Developing Language and Literacy Across the CurriculumLiteracy Across the Curriculum
Develop competence in the language Develop competence in the language and literacy of instruction across the and literacy of instruction across the curriculum.curriculum. Listens to students talk about familiar topicsListens to students talk about familiar topics Responds to students’ talk, making Responds to students’ talk, making
instructional changes that relate to instructional changes that relate to commentscomments
Assists language development through Assists language development through modeling, eliciting, probing, restating, modeling, eliciting, probing, restating, clarifying, questioning, praisingclarifying, questioning, praising
Developing Language and Developing Language and Literacy Across the CurriculumLiteracy Across the Curriculum
Interacts with students in ways that Interacts with students in ways that respect their preferences for speakingrespect their preferences for speaking
Connects language and literacy with Connects language and literacy with content through speaking, listening, content through speaking, listening, reading and writing activitiesreading and writing activities
Encourages student to use content Encourages student to use content vocabularyvocabulary
Provides frequent opportunities for Provides frequent opportunities for students to interact with each other and students to interact with each other and the teacher during instructionthe teacher during instruction
Encourages use of first and second Encourages use of first and second languages in instructional activitieslanguages in instructional activities
Making Meaning: Connecting Making Meaning: Connecting School to Students’ LivesSchool to Students’ Lives
Connect teaching and curriculum with Connect teaching and curriculum with experiences and skills of students’ home and experiences and skills of students’ home and community.community. Begin with what students know from home, Begin with what students know from home,
community and schoolcommunity and school Learn about local norms and knowledge by talking Learn about local norms and knowledge by talking
to students, parents and community membersto students, parents and community members Design instructional activities that are meaningful Design instructional activities that are meaningful
to students (incorporation of local norms, to students (incorporation of local norms, knowledge)knowledge)
Teaching Complex ThinkingTeaching Complex Thinking Challenge students toward cognitive Challenge students toward cognitive
complexity.complexity. For each instructional topic, assures that students For each instructional topic, assures that students
see whole picture as basis for understanding the see whole picture as basis for understanding the parts parts
Designs tasks that challenge student Designs tasks that challenge student understanding, advancing to more complex levelsunderstanding, advancing to more complex levels
Assists students in accomplishing complex Assists students in accomplishing complex understanding by relating to real life experiencesunderstanding by relating to real life experiences
Provides clear, direct feedback on how student Provides clear, direct feedback on how student performance compares with challenging performance compares with challenging standardsstandards
Teaching Through Teaching Through ConversationConversation
Engage students through dialogue, Engage students through dialogue, especially the instructional conversation.especially the instructional conversation. Has clear academic goal guiding the Has clear academic goal guiding the
conversationconversation Ensures student talk occurs at higher rates Ensures student talk occurs at higher rates
than teacher talkthan teacher talk Guides conversation to include students’ Guides conversation to include students’
views and rationales, using text evidence views and rationales, using text evidence and other supportand other support
Listens carefully and assesses Listens carefully and assesses understandingunderstanding