Culturally proficient teaching

CULTURALLY PROFICIENT TEACHING

Developed by: Ashley Smith & Lisa Lemaster

Title I PD SpecialistsPresented by:

Kim Brown & Linda [email protected]@cms.k12.nc.us

DAY 1 AGENDA Welcome & Introductions Class Meeting Overview

Culture is an Iceberg Culturally Relevant Pedagogy

Cultural Jigsaw Activity Marzano’s Systems of Thinking

Deficit vs. Asset ModelsLUNCH (on your own)

Surveys & Scenarios Case Studies

Respect Inclusive Practices

Wrap-Up & Reflections

CULTURE IS LIKE AN ICEBERG…Some parts of culture are visible and easily seen…

LIKE AN ICEBERG, NINE-TENTHS OF CULTURE IS OUT OF CONSCIOUS AWARENESS.This hidden part of the culture has been termed ‘deep culture’…

NOW, IT’S YOUR TURN! With your table

group, you will now create your own culture iceberg.

Be sure to include specific ‘indicators’ that make up the visible and invisible parts of the iceberg.

language,

CULTURALLY RELEVANT PEDAGOGYMakingculturally relevant pedagogy a reality in your classroom…

SO, WHAT’S THE DIFFERENCE?

Ethnicity

Nationality

Race

National Origin

Break!

WHAT IS ‘CULTURALLY PROFICIENT’?

On an index card, reflect on how YOU would define ‘cultural proficiency’. What is cultural proficiency?

MARZANO’S SYSTEMS OF THINKINGAll children access information differently.

Self System: (key that opens) The control center for thinking and action; getting the student to ‘buy in’ to engagement in the learning task.

  Meta-cognitive System: (engine that starts)

The engine of learning; instructional techniques used by teachers that have an impact; involves goal-setting, processing, and monitoring.

Cognitive System: (wheels that get us moving) This system is about ‘doing the task’; the student must figure out what they know, what they do not know, what they need to learn how to do, and how to do it.

KNOWLEDGE DOMAINS

Now, it’s your turn! P-I-G: develop a lesson that goes

through all three levels of Marzano’s Systems of Thinking.

Declarative- consists of information

Procedural- consists of skills and processes

When the students engage the cognitive system, they will make their own meaning (filtered by

their culture) of content, which results in learning.

WHAT DO YOU SEE?

USING ‘ASSET’ LANGUAGE…A PARADIGM SHIFTOld Paradigm: Deficit

Model- Based on something missing in the child:

Deprived (deficient)

Incapable (failures)

Unmotivated (off-task)

At-risk (beat due to circumstances)

New Paradigm: Asset Model- Based on the strength of the child:

Culturally diverse (rich in spirit & unique)

Capable (high achievers)

Self-motivated (engaged)

Resilient (making it, against the odds…)

WHAT IS ‘CULTURALLY PROFICIENT’?

Now, revise your previous definition on cultural proficiency to reflect your new learning.

Are you using ‘asset

language’?

What is cultural proficiency?

LUNCHSee you back at 1:00!

MANY PEOPLE MAKE BROAD AND INACCURATE GENERALIZATIONS… NOT ONLY ABOUT OTHER CULTURES, BUT WHEN DESCRIBING PEOPLE DIFFERENT FROM THEMSELVES.

HOW TO VOTE VIA TEXTING

1. Standard texting rates only (worst case US $0.20)2. We have no access to your phone number3. Capitalization doesn’t matter, but spaces and spelling do

TIPS

EXAMPLE

HOW TO VOTE VIA POLLEV.COM

Capitalization doesn’t matter, but spaces and spelling doTIP

EXAMPLE

SELF-REFLECTIONTake a moment to jot down what your own personal assumptions and beliefs are. This is for your own PERSONAL reflection and will not be shared…

CASE STUDIESA Day in the Life of Dorothy or Bonnie

•Read aloud your person’s autobiography to your partner.

•After reading, discuss these questions:-What differences did you find in their two lives?-What responsibilities do you have to learn about the experiences that other cultures confront daily?-What are some ways that you can make yourself accountable for including all students?

R-E-S-P-E-C-T What does respect look like in different cultures? Read

the article on respect and be prepared to discuss. Respect is culturally influenced. The key is: we should

not make assumptions or be presumptuous when it comes to respect.

Paideia Seminar Discussion: Question 1:(round robin): Besides the word respect, what

word popped out at you while reading the article? Question 2: How have you seen the different meanings of

respect played out in your classroom? Question 3: What are some ways you can consider changing

existing practices in your classroom to meet the needs of your students and families when addressing respect?

EXIT TICKET Make a Tri-fold

I Liked … I Learned …

Lingering Questions

…

CULTURALLY PROFICIENT TEACHING,

DAY 2Developed by:

Ashley Smith & Lisa LemasterTitle I PD Specialists

Presented by:Kim Brown and Linda Yarbrough

[email protected]@cms.k12.nc.us

SCALE OF MULTICULTURAL INCLUSIVENESSDR. JAMES BANK

Level 1: The Contributions ApproachFocuses on heroes, holidays, and

discrete cultural elements.

Example: A school has a multicultural fair one day during the last week of school, featuring food and games from various cultures. Cultural elements are not integrated into the curriculum throughout the school year.

SCALE OF MULTICULTURAL INCLUSIVENESSDR. JAMES BANK

Level 2: The Additive ApproachContent, concepts, themes, and perspectives are added to the curriculum without changing

its’ structure.

Example: A school observes Black History Month with daily segments on the morning announcements with little to no mention of the contributions of African Americans in the curriculum prior to, or after, February. This information is not included in assessments.

*This is important to address, because students begin to believe that the main curriculum is ‘white’ and people of color are only additions.

SCALE OF MULTICULTURAL INCLUSIVENESSDR. JAMES BANK

Level 3: The Transformation ApproachThe structure of the curriculum is changed to

enable students to view concepts, issues, events, and themes from the perspective of diverse ethnic

and cultural groups.

Examples: A group of educators pull together a unit entitled “Peacemakers”, which utilizes a variety of resources, incorporates individuals and organizations that are representative of a variety of racially ethnic groups, who have worked for peace.

*Emphasis is on the dynamics of the relationships and divergent meanings of the topic to diverse groups. Views are presented that conclude all Macro culture groups contributed to the building of the U.S.

SCALE OF MULTICULTURAL INCLUSIVENESSDR. JAMES BANK

Level 4: The Social Action ApproachStudents make decisions on important social issues and take actions to help solve them.

Examples: An elementary music teacher teaches students about the civil rights movement, then guides them in enacting the scene of activists entering a train singing the song “Get on Board” from the book Freedom Songs. The current status of civil rights in the United States is also examined and students make recommendations for change.

*Students take the information and skills and apply them to a current situation.

SCALE OF MULTICULTURAL INCLUSIVENESSDR. JAMES BANKSmall-Group Activity Read and discuss the instructional

examples.

Evaluate them on the Scale of Multicultural Inclusiveness and justify your placement.

SOCIAL ACTION APPROACH Now, you will have the opportunity to

plan a lesson using the Social Action Approach to multicultural inclusiveness.

You can use a unit of study you have already taught, if you choose, and adjust/modify the lesson plan to fit the Social Action Approach.

WHAT IS ‘CULTURALLY PROFICIENT’?

Once again, revisit your index card. After all we have learned and discussed today, is there anything you want to add or change about your views on cultural proficiency?

What is cultural proficiency?

5 PRINCIPLES OF INCLUSION 1. The learning community must be inviting.

2. The leader of the learning community must send personally inviting messages.

3. An inviting classroom has firm, consistent, and loving control.

4. An inviting learning community provides students with a sense that they can accomplish the tasks being asked of them. It enhances and fosters good academic self-concept.

5. An inviting learning community stresses collectivism rather than individualism.

~Foundations of Culturally Proficient Teaching, Learning Bridges Course

CREATING A LEARNING ENVIRONMENT… Class meetings (review & discuss)

Numbered Heads Together.

1. You will each be assigned a number 1,2,3,4 or 5.

2. Brainstorm ways that YOU create a positive learning environment.

3. Make sure everyone in your group knows multiple ways to create a positive learning environment, asthe instructor will be calling a numberand the person with the corresponding number has to answer the question.

CULTURAL REVIEW Complete the cultural survey.

Find your partner and compare results. Create a Venn Diagram.

Break!

INDIVIDUALISM VS. COLLECTIVISM

Watch the video to see the comparison on individualism and collectivism…

CASE STUDY: ANAMARIAListen to the case study on

Anamaria. Make a group chart about practices

you currently use (or strategies you can employ in the future) to engage students of differing views in the classroom.

In what ways do you address individualism in the classroom? In what ways do you address collectivism in the classroom?

CULTURAL COMMUNICATION Role playing: speaking harshly to someone with kind

words, and speaking in a kind tone but with harsh words. Are there other ways we might be doing this, inadvertently, to our students?

Cultural behavior - People from different cultures do things in

different ways… It is important to increase our awareness of and

sensitivity to culturally different modes of behavior. We need to recognize different cultural patterns at work in the behavior of people from other countries and cultures.

It is also useful to be aware of how our own cultural background influences our behavior, and begin to develop tolerance for behavior patterns different from our own.

LUNCHSee you back at 1:00!

CULTURAL DIFFERENCESSome useful areas to look at are:

Silence Time Distance & personal space

Touching Body language Posture & movement Eye contact

CultureCrossing.net

CROSS CULTURAL PRAGMATICS & LANGUAGE It is often difficult for speakers of other languages to understand “what is

meant” by “what is said”. It is also difficult for mono-lingual speakers to understand that this is a problem.

People from different cultures use language to do things in different ways. Oftentimes, politeness as a linguistic phenomenon and the student could be making a linguistic error rather than being rude.

Think about instances where language could be misconstrued:Complimenting , apologizing, requesting, inviting, offering, responding

Students from other cultures may: be unfamiliar with idiomatic or technical English be unfamiliar with jargon/acronyms not be used to hearing English - speed of delivery is a problem not be used to the pronunciation of some words not be familiar with complex language have trouble understanding contractions - wouldn't, I’ve, …sometimes we

even combine words to make new slang language: would not have = wouldn’t’ve

How can we better communicate?Lectures

Make your organization clear Support with writing/visuals/handouts

Provide a core word list Be careful with handwriting on the board

Provide reading before the lecture

SpeakingDon’ t keep changing the subject; make one point at a time

Summarize often & repeat if necessary Be careful of background knowledge assumed

Be careful of speed or provide clear pausesUse clear pronunciation

Do not talk while eating or with your back to the audience: face the class Be careful of background noise

Organize questions - ask students to write them down or prepare in groups Be explicit

AssignmentsSet written coursework early in order to

identify problems Give clear instructions for coursework

Provide clear feedback in written work but be careful with handwriting

GeneralProvide a simplified brochure

Offer student tutoring Don’ t try & answer grammar questions - give a model of good English

Leave grammatical explanations to the experts Assume different expectations , so be specific

WHAT ARE WE COMMUNICATING TO OUR STUDENTS?

Read the article: ‘Florida Passes Plan for Racially-Based Academic Goals’

Discuss with your table…

THE

CONTINUUMCultural DestructivenessCultural IncapacityCultural BlindnessCultural Pre-CompetenceCultural Competence*Cultural Proficiency*

There are six points along the cultural proficiency continuum that indicate

unique ways of perceiving and responding to

differences.

Cultural Proficiency Continuum

Downward Spiral Conversation

Upward Spiral Conversation

Blindness

Incapacity

Competence

Pre-Competence Proficiency

Destructiveness

Unique ways of perceiving and responding to differences…

Cultural Destructivene

ssExamples• Genocide or Ethnocide• Exclusion Laws• Shun/Avoid certain curriculum topics

“When we redistrict we can get rid of THAT neighborhood?!”

“Why are those kids speaking Chinese at lunch?”

“There are so many problems coming from Lakeside.”

“If we could get rid of the special-needs students, our scoreswould improve.”

Using one’s power to eliminate the culture of another.

“See the difference; stomp it out.”

Cultural Incapacity

Examples• Disproportionate allocation of resources to certain groups• Lowered expectations• Expecting “others” to change: My way or the highway.

“Another generation to never leave the trailer park.”

“His mom admitted she was special education when she went to school, so wecan’t expect him to do well”

“The apple doesn’t fall far from the tree.”

Lack of an equal representation of staff/administrators that reflect diversity in our district.

Believing in the superiority of one’s own culture and behaving in ways that disempower another’s culture.

“See the difference; make it wrong.”

Cultural Blindness

Examples• Discomfort in noting difference• Beliefs/actions that assume world is fair and achievement is based on merit

“Our school does not need to focus on multicultural education- we have no diversity.”

“Everyone learns the same.”

“Just don’t recognize their religion. We don’t want to offend.”

“I’m not prejudiced. I don’t see color in my students.”

“See the difference; act like you don’t.”Acting as if cultural differences do not matter or as if there are

not differences among/between cultures.

Cultural Pre-Competence

Examples• Delegate diversity work to others, to a committee• Quick fix, packaged short-term programs• Unclear rules, expectations for all diversity programs for staff

“Diversity is covered through our Language Arts curriculum.”

Cultural programs should be lead by those of that background.

“I’ll do my best to make the Special Education student feel part of the Honors course.”

“Make sure you do an activity for Black History month.”

Recognizing the limitations of one’s skills or an organization's practices when interacting with other cultural groups.

“See the difference; respond to it inappropriately.”

Cultural Competence

Examples• Advocacy• On-going education of self and others• Support, modeling, and risk-taking behaviors

“You are you. I am me. But together, we are we.”

Plan goals for all students.

“I think it is interesting to look at another’s perspective through another lens.”

Our county mission statement capitalizes ALL.

Interacting with others using the five essential elements of cultural proficiency as the standard for behavior and practice.

“See the difference; understand the difference that difference makes.”

Cultural Proficiency

Examples• Interdependence• Personal change and transformation• Alliance for groups other than one’s own

Differentiate to the needs of all learners.

My boys aren’t doing well in reading. I need to start integrating more non-fiction.

“With the addition of _____, our classroom experience has become richer. Theother students are learning from him also.

“Thank you for calling the parents and explaining in Spanish about our field trip.”

Esteem culture; knowing how to learn about organizational culture; interacting effectively in a variety of cultural groups.

“See the difference; respond positively. Engage and adapt.”

Cultural Proficiency… in our schools!

Using the sticky notes provided at your table…

1. Record one example per sticky note of a situation, quote, scenario, or something you have heard that represents each of the six parts of the continuum.

2. When you are finished, place the sticky notes on the corresponding chart paper.

GALLERY WALK!

REFLECTIONS…USE THESE QUESTIONS TO HELP GUIDE OUR GROUP

DISCUSSION:

• What did you notice as you read the comments?

• Did anything surprise you?

• What does this make you feel, think, or wonder?

• What does this say about our school, district, and community?

TEACHING STRATEGIES

Now, we are going to watch a video that demonstrates some classroom organization ideas, along with teaching strategies,

that will help us reach our culturally diverse learners…

More strategies are included in your packet.

ACTION

PLAN

Who are “turnaround teachers”, and how can we each become one?

Leaders have certain characteristics. At your table, brainstorm characteristics of what a ‘turnaround teacher’ looks like, based on each of the six components of a turnaround teacher. Make a poster on chart paper to share out.  Now, you will begin to develop your own action plan using a planning sheet.

ACTION PLAN SHARING Speaking the plan into

action

Share one of the goals from your own action plan…

Wrap-up & Evaluation

You are a

Culturally

Proficient

Teacher!

ADDITIONAL RESOURCES

We hope you will find these additional courses and resources helpful.

REFLECTIONS Complete the paper reflection. Your

name is optional. Complete the Urban Experience Survey.

Follow the instructions on the last page of your packet.