Culturally Responsive Design for English Learnerscastpublishing.org/wp-content/uploads/2017/10/Ralabate... · To share an overview of how the UDL framework can be used to design culturally

Culturally Responsive Design for English Learnersby Patti Kelly Ralabate & Loui Lord Nelson

Culturally Responsive Design for English Learners uses two

research-based frameworks to design culturally responsive

instruction, inclusive of all learners. These frameworks are also

brought together to specifically address the learning needs faced by

English Learners.

In this essential new resource, the authors—both influential early

adopters of UDL—provide scenarios, reflection questions, and

classroom-based exercises to support responsive instruction. Learn

to design and craft goals, methods, materials, and assessments

that help English Learners optimize their educational experience.

Visit castpublishing.org to learn more!

Meet the authors:

Patti Kelly Ralabate, EdD, is the author of the bestseller Your UDL

Lesson Planner: The Step-by-Step Guide for Teaching All

Learners (Paul H. Brookes, 2016) and former Director of

Implementation at CAST, where she guided a multi-district UDL

implementation initiative funded by the Bill & Melinda Gates Foundation.

She has nearly three decades of teaching experience as a

speech language pathologist and holds a doctorate in special education

from the George Washington University in Washington, DC.

Loui Lord Nelson, PhD, is an international educational consultant who

focuses on Universal Design for Learning. A former special

education teacher, Loui provides guidance in UDL to schools, districts, state

personnel, and universities across the globe and is the author of the top

selling book, Design and Deliver: Planning and Teaching Using Universal

Design for Learning (Paul H. Brookes, 2014).

You can follow her on twitter at @LouiLordNelson

An assignment while we wait to begin…

Introduce yourself in the webinar chat, and share the

words you use to describe your cultural or ethnic

background(s).

© Ralabate & Nelson, 2017 @pkr50 @louilordnelson @CAST_UDL #UDL

To share an overview of how the UDL framework can be used to design culturally responsive environments for English Learners.

Why Braid UDL and CRT?


Common Beliefs About Learning

What is learning? Synaptic patterns are constructed every time humans experience anything.

Every experience builds upon previous ones.

Every brain constantly develops as the learner’s interaction with the learning environment sculpts and recasts his/her brain.

Image by Eli Brophy, Philadelphia, PA. used with permission. © Ralabate & Nelson, 2017

CONTEXT

CONNECTIONS

CHOICE

Learning is embedded within context and culture.

Learning is linked with one’s social, cultural, linguistic, and personal identity.

Learning is dynamic occurring as learners make connections between new stimuli/information and what they already know.

Learning is bolstered by high expectations, built-in flexibility, and choice.



Fist to five: How closely is your personal identity linked to how you describe your cultural or ethnic background?

Culturally Responsive

Teaching

Positive perspectives on

parents and families

Communication of high

expectations

Learning within the context of

culture

Student-centered

instructionCulturally mediated

instruction

Reshaping the curriculum

Teacher as facilitator


(based on Brown University, 2017)

Parents and families should be engaged in conversations about the vital role they

hold in their child’s development. Assume they are interested.


based on Brown University, 2017


High expectations involves rigor – an understanding that all students achieve at high levels only when high levels of work are “expected and inspected.”



All learning and behavior is the result of our individual interaction with

context.



Student-centered lesson design incorporates collaboration – as well as cooperative and community-oriented options – that are culturally relevant.



Multicultural viewpoints are welcomed, valued, and encouraged.


A culturally responsive curriculum is integrated, interdisciplinary,

meaningful, and student-centered.



Relevance, value, and authenticity comes from students sharing their experiences in a variety of formats.



? e


https://openclipart.org/detail/191766/question-guy

Parents & Families

High expectations

Context of culture

Student-centered instr

Culturally mediated instr

Reshaping the curriculum

Teacher as facilitator

Principle Action &Expression

Representation Engagement Representation Action & Expression

Engagement Engagement

UDL Crosswalk Confirm with parents and families that multi-media tools used during face-to-face meetings enhance communication vs. block it.

Communicate high expectationsconsistently & via different modes and media.

Guide students to explore a variety of coping skills, some of which might be outside of their cultural norms but might resonate with them. Have them identify why the skill resonates or doesn’t resonate.

Conduct consistent check-ins with students to ensure they see how their day-to-day work is connected to the big picture, to their larger research assignment

Provide students with ample media opportunities to explore culture, both theirs and other cultures.

Students’ cultural livesshould be reflected in the curriculum, topics, and materials.

Relevancy, value, and authenticity will come from students sharing information and artifactsthat reflect their culture.


Cultural and linguistic variability of English learners


Universal Design for Learning Guidelines

Provide Multiple Means of

Engagement

Purposeful, motivated learners

Provide options for sustaining effort

and persistence

+ Heighten salience of goals and objectives

+ Vary demands and resources to

optimize challenge

+ Foster collaboration and community

+ Increase mastery-oriented feedback

Provide options for recruiting interest

+ Optimize individual choice and autonomy

+ Optimize relevance, value, and authenticity

+ Minimize threats anddistractions


Representation

Resourceful, knowledgeable learners

Provide options for comprehension

+ Activate or supply background knowledge

+ Highlight patterns, critical features, big

ideas, and relationships

+ Guide information processing, visualization,

and manipulation

+ Maximize transfer and generalization

Provide options for language,

mathematical expressions, and symbols

+ Clarify vocabulary and symbols

+ Clarify syntax and structure

+ Support decoding of text, mathematical

notation, and symbols

+ Promote understanding across languages

+ Illustrate through multiple media

Provide options for perception

+ Offer ways of customizing the display

of information

+ Offer alternatives for auditory information

+ Offer alternatives for visual information


Action & Expression

Strategic, goal-directed learners

Provide options for executive functions

+ Guide appropriate goal-setting

+ Support planning and strategy development

+ Enhance capacity for monitoringprogress

Provide options for expression

and communication

+ Use multiple media for communication

+ Use multiple tools for construction

and composition

+ Build fluencies with graduated levels of

support for practice and performance

Provide options for physical action

+ Vary the methods for response

and navigation

+ Optimize access to tools and

assistive technologies

Provide options for self-regulation

+ Promote expectations and beliefs that

optimize motivation

+ Facilitate personal coping skills and strategies

+ Develop self-assessment andreflection

(c)2014 CAST, Inc.@pkr50 @louilordnelson @CAST_UDL #UDL© Ralabate & Nelson, 2017

Universal Design for Learning Guidelines


Engagement

Purposeful, motivated learners


Representation

Resourceful, knowledgeable learners


Action & Expression

Strategic, goal-directed learners

Provide options for self-regulation

+ Promote expectations and beliefs that

optimize motivation

+ Facilitate personal coping skills and strategies

+ Develop self-assessment andreflection

Provide options for comprehension

+ Activate or supply background knowledge

+ Highlight patterns, critical features, big

ideas, and relationships

+ Guide information processing, visualization,

and manipulation

+ Maximize transfer and generalization

Provide options for executive functions

+ Guide appropriate goal-setting

+ Support planning and strategy development

+ Enhance capacity for monitoringprogress

Provide options for recruiting interest

+ Optimize individual choice and autonomy

+ Optimize relevance, value, and authenticity

+ Minimize threats anddistractions

Provide options for perception

+ Offer ways of customizing the display

of information

+ Offer alternatives for auditory information

+ Offer alternatives for visual information

Provide options for physical action

+ Vary the methods for response

and navigation

+ Optimize access to tools and

assistive technologies

Provide options for sustaining effort

and persistence

+ Heighten salience of goals and objectives

+ Vary demands and resources to

optimize challenge

+ Foster collaboration and community

+ Increase mastery-oriented feedback

Provide options for language,

mathematical expressions, and symbols

+ Clarify vocabulary and symbols

+ Clarify syntax and structure

+ Support decoding of text, mathematical

notation, and symbols

+ Promote understanding across languages

+ Illustrate through multiple media

Provide options for expression

and communication

+ Use multiple media for communication

+ Use multiple tools for construction

and composition

+ Build fluencies with graduated levels of

support for practice and performance

(c)2014 CAST, Inc.@pkr50 @louilordnelson @CAST_UDL #UDL© Ralabate & Nelson, 2017

Engagement Representation Action & Expression

Offer culturally

appropriate choices

Use age and culturally

appropriate content

Focus on meaning, not verbal

accuracy

Offer choice to encourage

ELs to use prior content

knowledge & experiences

Use pictures, gestures,

manipulatives (Realia),

pantomime, choral

responses

Offer opportunities for practice

(read, write, listen & speak)

Allow ELs to use L1

knowledge; Pair with

work partners that

speak L1

Explicitly link concepts

with cultural background

& experience

Encourage students to use L1

to express content

understanding

Provide wait time Explicitly pre-teach

vocabulary (use 3-tiered

approach)

Offer bilingual glossary/ dictionary;

Use translated writing guide; Use

sentence starters

Use varied grouping;

Teach productive

collaborative strategies

Post translated key terms,

bilingual anchor charts

and word walls

Offer culturally appropriate

examples/models


Stages of L2 Language Development

Preproduction

Silent/ReceptiveEarly Production

SpeechEmergence

Intermediate Language Fluency

Advanced Language

Proficiency

© Ralabate & Nelson, 2017 @pkr50 @louilordnelson @CAST_UDL #UDLSource: Hill & Miller, 2013

- Up to 500 words- Rarely speaks- Uses gestures & points- Respond yes/no

Preproduction


SpeechEmergence


Advanced Language

Proficiency

- Up to 1000 words- Uses 1-2 word phrases - Points & nods to yes/no & simple ?s

- Up to 3000 words- Uses sentences w/ errors-Mistakes abstract, figurative, sarcastic

- Up to 6000 words- Uses complex sentences- Asks questions- Writes essays

- Near native capacity- Uses content vocab- Follows class discussion

© Ralabate_2017

© Ralabate & Nelson, 2017 Source: Hill & Miller, 2013

- Use modeling/ hands-on exercises- Provide picture board

- Allow gestures, pointing, physical responses

Preproduction


SpeechEmergence


Advanced Language

Proficiency

© Ralabate_2017

- Use choral reading- Ask questions to elicit 1-or 2-word responses (e.g., who, which one, what, how many)

- Use graphic organizers (e.g., Venn diagrams, T-charts)

- Rephrase vocabulary; teach synonyms, antonyms

- Guide reading with key questions/ skeletal outlines

- Teach abstract vocabulary, figurative language

-Teach note-taking, journal skills

- Teach study skills, test-taking skills

Nelson, 2017 © Ralabate &

Our questions, your answers:


➔share if you’d like, ➔reflect with your peers, ➔add to the conversation.


What is surprising to you about the braiding we’ve suggested between culturally responsive teaching and UDL?


Looking at your instructional design through the lens of culturally responsive teaching and UDL, what is one way you might alter your design for English learners?

Culturally Responsive Design


Define both language and content learning goals

Make sure instruction is culturally relevant

Maintain high expectations

Plan for cultural & linguistic variability

Available now from CAST Professional Publishing

Save 25% on your next order!

Use code CRDWEB17 during checkout to save 25% on

all orders until December 31st!

Culturally Responsive Design for English Learnerscastpublishing.org/wp-content/uploads/2017/10/Ralabate... · To share an overview of how the UDL framework can be used to design culturally

Documents