Whatever you see in a child is what you will produce – “I don’t become what I think I can; I...
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Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU
Whatever you see in a child is what you will produce I dont
become what I think I can; I dont become what you think I can; I
become what I think YOU THINK I can. "Educational researchers have
proven time and again that culturally responsive teaching methods
increase student achievement. So if our teaching is not culturally
relevant, then we as educators are not relevant." - Chike Akua
Slide 2
Identity Development Symbol and personal connection Unity
Circle Name, job, symbol, and reason
Slide 3
Working Agreements 1. What you share within the context of the
conversation is confidential, honored, and respected. 2. Use "I"
statements. No one speaks for another or for an entire group of
people. 3. Avoid critiquing other's experiences; focus on your own
experiences. 4. Be honest and willing to share. Be brief. 5. Listen
with curiosity and the willingness to learn and change. Resist the
desire to interrupt. 6. Try not to take comments personally. Ask
for clarification. Assume positive intent. 7. Suspend judgment. Be
open to the kernel of wisdom in each person's story. IM IN
Slide 4
Develop an initial understanding of two area of CLRT Practice
CLRT techniques Analyze classroom vignettes with a CLRT lens
Reflect on student engagement with a CLRT lens regarding Extended
Math Classrooms at MS Collaboratively plan a CLRT lesson for
Extended Math Leave with a renewed sense of hope. Be willing to
take a risk. Use the session contents to take away something to try
the very next day..
Slide 5
~Premise One- Focus on classroom management school of thought
and style-Is your current system working? ~Premise Two- Focus on
cultural behaviors-Is it misbehavior or cultural behavior? ~Premise
Three- Focus on instruction- Is the best lesson plan an engaging
culturally relevant and responsive lesson?
From The Center for Culturally and Linguistically Responsive
Teaching CLR is the validation and affirmation of the home
(indigenous) culture and home language for the purposes of building
and bridging the student to success in the culture of academia and
mainstream society. Validate, Affirm, Build and Bridge through: 1.
Responsive Classroom Management 2. Responsive Academic Literacy
Instruction 3. Responsive Academic Vocabulary Instruction 4.
Responsive Academic Language Instruction
http://www.youtube.com/watch?v=W3AbBFzIokg&feature=colike From
CLRT&L by Dr. Sharroky HolliePg. 23 Sara
Slide 8
Attention Getting Signals Listen~Up Aygo~ Ayme Peace~Quiet
Si~Se Puede Voice Check~1-2,1-2 When I Move You Move~Just Like That
Holla, Holla~Im A Math Scholar Im In Ways of Responding Whip
Around, Give a Shout Out, Pick A Stick, Moment of Silence, My
Turn~Your Turn, Turn and Talk, Think-Pair- Share Ways of Discussing
Musical Shares, Greet and Respond Tea Party
Slide 9
Slide 10
Turn and Talk Raise a Righteous Hand WHY: WHAT: HOW:
Slide 11
The NAEP data suggest that many minority students are not
experiencing instructional practices consistent with the
recommendation suggested by the National Council Teachers of
Mathematics (NCTM). Math Doctor Shahid Muhammad [email protected]
www.themathdr.com
Slide 12
4 th grade
Slide 13
K-12 Math Proficiency on the 3-8 th Grade State Assessment
Exam
Slide 14
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Slide 17
Include the degree to which a schools programs, practices,
procedures, and policies account for and adapt to the broad
diversity of its students race, language, and culture. Source: WI
RtI Center, Response to Intervention in Wisconsin Glossary
Slide 18
Relevant is Having a connection to your life and the way that
you learn
Slide 19
2012 Second Semester Data All MMSD Schools
Slide 20
20 minutes per ODR 11,411 ODRs for African American students X
20 minutes = ~228,220 minutes = ~3,803 hours = ~585 days