1 The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. RtI Center Building Culturally Responsive Systems Day 3 https://www.wisconsinrticenter.org/crcp-html/ Facilitators: Date: REMINDER • This training focuses on SYSTEM components • You are presented with big ideas that apply to your practice, but have cultural examples to illustrate how these concepts play out in practice • It is your team’s responsibility to translate these ideas: To learn about the cultures your school serves and how these concepts can be applied to your school Four Agreements of Courageous Conversations Activity • Listen Fully with Your Ears, Eyes, and Heart • Speak Your Truth Without Blame or Judgement • Notice Moments of Discomfort and Stay Curious • Be Open to the Experience and Each Other – Accept and Expect Nonclosure Glenn E. Singleton
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BCRS Building Culturally Responsive Systems Day 3 Session ... · your building by implementing culturally responsive practices •Identify a couple of people to share out new ideas
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The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
RtI Center Building Culturally Responsive Systems
Day 3
https://www.wisconsinrticenter.org/crcp-html/
Facilitators: Date:
REMINDER
• This training focuses on SYSTEM components
• You are presented with big ideas that apply to your practice, but have cultural examples to illustrate how these concepts play out in practice
• It is your team’s responsibility to translate these ideas: To learn about the cultures your school serves and how these concepts can be applied to your school
Four Agreements of Courageous Conversations Activity
• Listen Fully with Your Ears, Eyes, and Heart
• Speak Your Truth Without Blame or Judgement
• Notice Moments of Discomfort and Stay Curious
• Be Open to the Experience and Each Other –Accept and Expect Nonclosure
Affirm –To make positivethat which the institution (academia) and mainstream media has made negative.
AFFIRM
Build
Build –To make the connectionsbetween the home culture and languageand the school culture and language through instructional strategy and activity.
BUILD
Bridge
Bridge –To give opportunitiesfor situational appropriateness or the utilization of the appropriate cultural or linguistic behavior.
BRIDGE
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Relationship and CRP
• Culturally responsive practices does not mean the student “moves to where the teacher is”
• CRP means the teachers manage the dynamics of difference, seeing the student and family for who they are and their experiences
• Getting their “VABB on” to educate
CULTURE and CULTURAL VALUES
Norms and Relationships
Culture, Cultural Values and Norms, and Relationships
• Education is based on the belief that all students will learn – Learning occurs during interaction between people:
Parent and Child |Teacher and Student |Student and Student
• Interactions and relationships between teachers and students provide students with the motivation to do their best
• Harness student relationships outside the classroom to create a common context that learning and connections can be built on
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• How does the educator’s identity impact the will and fill building sections of the culturally responsive practices model?
• How does the student/family and community identity show up in the will and fill building sections of the culturally responsive practices sections of the model?
• How can the educator be mindful of their identity and the identity of their students/families in implementing the five sections of will and fill building?
Identity Discussion
REMINDER
• Cultural precepts are values that tend to be shared within a particular culture
• The degree to which they are shared vary based on the individual – not everyone from a particular culture will identify with all precepts
Examples of Cultural Precepts
• Cultural differences between collaboration and communalism
• The role of the person (individual vs. part of something bigger)
• What are your initial thoughts about the experience?
• What prior knowledge did you use to resolve the situations you faced in Playspent?
• How did your family culture/teaching/values impact your thinking and actions in the situations?
• How does this connect back to community mapping?
Meaning-Making Practices• Models use of graphic organizers
• Identifies students’ current knowledge before instruction
• Asks higher-order questions equitably of high- and low-achieving students
• Pre-teach vocabulary
• Have a variety of ways for students to reflect on, and/or demonstrate what they learned
A Resource for Equitable Classroom Practices, 2010, Montgomery County Public Schools, Maryland
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Examples of Academic Language Concepts
Hawthorne bridges the gap between home and school languagethrough posters that reflect school expectationsin the student’s family language.
Example Activities
• Student conversations about home and community topics are frequently linked to classroom topics. Student first and second languages are incorporated.
• Student preference for interaction is regarded by teacher in terms of eye contact, wait time, turn taking, spotlight, etc.
• Student prior knowledge is connected to literacy and content areas whenever possible.
• Students are encouraged to use content vocabulary to express understanding.
• Frequent opportunity is given for students and teachers to interact during instructional activities.
Cultural Behavior Example
=
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Activity/Application: VABB
• Considering the indicators of language/literacy development and the need to utilize students’ cultural knowledge, prior knowledge, and experiences:
– Identify how students’ cultural knowledge, prior knowledge, and experiences are currently evaluated and utilized in your practices
– Identify where this is absent from your practices
– Identify two strategies for incorporating prior knowledge and experiences to bridge to academic learning
Thinking about this section, what you learned, and the activities:
How will you take this information back to your school and teach staff?
Team Planning
STUDENTS SEE THEMSELVESWINDOWS AND MIRRORS
Making the School Environment Responsive (or Reflective)
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CULTURAL IMAGING
Affirming Student Cultural Identities
Students See Themselves DAILY
• Educators link teaching and pedagogy to students’ identities, experiences, and home and community culture
• Not only does this highlight students’ culture as an important part of their identity, but builds on prior fluencies as a base for new learning
• Making this a part of the daily environment is essential, not just on “celebratory months” or days
Identity Discussion
• How does the educator’s identity impact contextualization, or utilization of “familiar objects” in the classroom?
• How does the student/family and community identity appear in the classroom and instruction in terms of what is familiar?
• How can the educator be mindful of their identity and the identity of their students while implementing this component?
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Collective memory is how a people experience their present
in light of the past…
Menominee Clan SystemMenominee students making a birch-bark canoe
Hmong Traditional Collage Image & Attire
Photos taken by Eau Claire Hmong Association, 2014Traditional Hmong Necklace
Traditional Hmong women hats
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Cultural Library
Children can see
themselves in a book.
What is Your School’s Heritage?
Addressing Identity Practices
• On the part of the teacher, these are actions and arrangements that encourage and elicit productive self-exploration and self-definition in the context of meaningful rich inquiry about the world.
• On the part of the learner, these are actions that involve trying out different roles, representations, and expressions of self by discourse, stance, dress, and - particularly - language.
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Identity Development Practices
• Ensure visuals in the classroom reflect the racial, ethnic, and cultural backgrounds that are representative of your students
• Develop oralcy and create opportunity for oral performance(Explanation, narratives, presentations, and other forms of public talk)
• Represent culturally familiar experiences, roles, and situations
• Propose credible role models in culturally recognizable and significant context
• Create pathways into the instructional activity for enabling self definition where students find a sense of place within the learning community
• Use students’ real life experiences to connect school learning to students’ lives
• Explain and model positive self-talk
A Resource for Equitable Classroom Practices, 2010, Montgomery County Public Schools, Maryland
Handout 3.12
What Is Identity Development,and How Is It Related to CRP?
Possible selves: the lives students might live once they leave school
Example: Possible SelvesMore Than Anything Else
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Example Activities• Students begin activities with an inventory of what they
already know - from home, school, and community -related to the topic
• Students participate in activities that are meaningful to them - that link content to local community norms and knowledge
• Staff acquire information about local norms and knowledge by talking with students, families, community members, and by understanding community resources
• Staff plan joint activities with students that focus on community-based learning activities
• Parents, families, and community members are involved in instructional activities
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Activity/Application
Considering the importance of prior knowledge, inclusion of home and community in the academic setting, and high expectations for students; identify ways
– Prior knowledge can be included in two or three content activities (increase each year)
– Community resources can be utilized to enhance academic context
– Home and community can be included routinely in academic activities
Thinking about this section, what you learned, and the activities:
– How will you take this information back to your school and teach staff?
Team Planning
“Addressing Assumptions and Beliefs”
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Stay connected, join the conversation
@WisconsinRtICenter
@WisRtICenter
Tips to Your Inbox: http://bit.ly/WisRtICenter
@Wisconsin RtI Center/PBIS Network
Live webinars and networking events
Technical Assistance Sessions & Resources
• 7 Experiences Professional Development Model: Steps Towards Breathing New Life Into Our Instructional Practices
• Strengthening the Will Through the Inside Out Process
• Culturally Responsive Multi-level System of Support: Data Use
• Identity Development and Culturally Responsive Practices