Today’s Agenda: 1.Sign In 2.Awareness Quiz 3.Presentation 4.Discussion 5.Research/Discussion 6.Evaluation
Today’s Agenda: 1.Sign In 2.Awareness Quiz 3.Presentation 4.Discussion 5.Research/Discussion 6.Evaluation.
Dec 26, 2015
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Transcript
Todayrsquos Agenda
1Sign In2Awareness Quiz 3Presentation4Discussion5ResearchDiscussion 6Evaluation
Awareness Quiz- Questions to considerhellip
Where do you get information about individuals and groups related to race gender socioeconomic class and other social or cultural identities
How do you process information that you get from these sources Is your understanding of the information informed by your own experiences or worldview
How can misinformation about these issues contribute to stereotyping and oppression
What is your role as an educator in challenging these stereotypes or providing fuller understandings of these issues
2 According to the US Bureau of Justice between 1995 and 2001 the percentage of students reporting that they had been a victim of a violent crime in school
1According to the US Census Bureau the majority of poor children live in
A urban areas B suburban areas C rural areas
A increased from 6 to 18 B increased from 18 to 30
C decreased from 25 to 3D decreased from 10 to 6
3 97 of all students in public high schools regularly hear
homophobic comments from peers What percentage report
hearing homophobic remarks from school staff or faculty
4 Which of the following variables most closely predicts how high someone will score on the SAT test
A 5 B 27 C 53 D 74
A Race B Region of residence
C Family income D Parents academic achievement
5 In a national study of college students 275 of women reported that they had been the victim of a rape or attempted rape since the age of 14 What percentage of these rapes or attempted rapes was reported to police
A 5 B 20 C 35 D 50
6 How many of every thousand senior level male managers of Fortune 1000 companies are Asian or Asian American
A 3 B 47 C 58 D 153
7 Compared with schools in which 5 or less of the students are
people of color how likely are schools in which 50 or more of
the students are people of color to be over-crowded (25 or
more beyond capacity)
8 Children raised by single mothers attain on average
A equally as likely B twice as likely
C four times as likely D six times as likely
A 4 fewer years of education than children raised by two parents B 2 fewer years of education than children raised by two parents
C the same level of education as children raised by two parents D 2 more years of education than children raised by two parents
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Awareness Quiz- Questions to considerhellip
Where do you get information about individuals and groups related to race gender socioeconomic class and other social or cultural identities
How do you process information that you get from these sources Is your understanding of the information informed by your own experiences or worldview
How can misinformation about these issues contribute to stereotyping and oppression
What is your role as an educator in challenging these stereotypes or providing fuller understandings of these issues
2 According to the US Bureau of Justice between 1995 and 2001 the percentage of students reporting that they had been a victim of a violent crime in school
1According to the US Census Bureau the majority of poor children live in
A urban areas B suburban areas C rural areas
A increased from 6 to 18 B increased from 18 to 30
C decreased from 25 to 3D decreased from 10 to 6
3 97 of all students in public high schools regularly hear
homophobic comments from peers What percentage report
hearing homophobic remarks from school staff or faculty
4 Which of the following variables most closely predicts how high someone will score on the SAT test
A 5 B 27 C 53 D 74
A Race B Region of residence
C Family income D Parents academic achievement
5 In a national study of college students 275 of women reported that they had been the victim of a rape or attempted rape since the age of 14 What percentage of these rapes or attempted rapes was reported to police
A 5 B 20 C 35 D 50
6 How many of every thousand senior level male managers of Fortune 1000 companies are Asian or Asian American
A 3 B 47 C 58 D 153
7 Compared with schools in which 5 or less of the students are
people of color how likely are schools in which 50 or more of
the students are people of color to be over-crowded (25 or
more beyond capacity)
8 Children raised by single mothers attain on average
A equally as likely B twice as likely
C four times as likely D six times as likely
A 4 fewer years of education than children raised by two parents B 2 fewer years of education than children raised by two parents
C the same level of education as children raised by two parents D 2 more years of education than children raised by two parents
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
2 According to the US Bureau of Justice between 1995 and 2001 the percentage of students reporting that they had been a victim of a violent crime in school
1According to the US Census Bureau the majority of poor children live in
A urban areas B suburban areas C rural areas
A increased from 6 to 18 B increased from 18 to 30
C decreased from 25 to 3D decreased from 10 to 6
3 97 of all students in public high schools regularly hear
homophobic comments from peers What percentage report
hearing homophobic remarks from school staff or faculty
4 Which of the following variables most closely predicts how high someone will score on the SAT test
A 5 B 27 C 53 D 74
A Race B Region of residence
C Family income D Parents academic achievement
5 In a national study of college students 275 of women reported that they had been the victim of a rape or attempted rape since the age of 14 What percentage of these rapes or attempted rapes was reported to police
A 5 B 20 C 35 D 50
6 How many of every thousand senior level male managers of Fortune 1000 companies are Asian or Asian American
A 3 B 47 C 58 D 153
7 Compared with schools in which 5 or less of the students are
people of color how likely are schools in which 50 or more of
the students are people of color to be over-crowded (25 or
more beyond capacity)
8 Children raised by single mothers attain on average
A equally as likely B twice as likely
C four times as likely D six times as likely
A 4 fewer years of education than children raised by two parents B 2 fewer years of education than children raised by two parents
C the same level of education as children raised by two parents D 2 more years of education than children raised by two parents
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
3 97 of all students in public high schools regularly hear
homophobic comments from peers What percentage report
hearing homophobic remarks from school staff or faculty
4 Which of the following variables most closely predicts how high someone will score on the SAT test
A 5 B 27 C 53 D 74
A Race B Region of residence
C Family income D Parents academic achievement
5 In a national study of college students 275 of women reported that they had been the victim of a rape or attempted rape since the age of 14 What percentage of these rapes or attempted rapes was reported to police
A 5 B 20 C 35 D 50
6 How many of every thousand senior level male managers of Fortune 1000 companies are Asian or Asian American
A 3 B 47 C 58 D 153
7 Compared with schools in which 5 or less of the students are
people of color how likely are schools in which 50 or more of
the students are people of color to be over-crowded (25 or
more beyond capacity)
8 Children raised by single mothers attain on average
A equally as likely B twice as likely
C four times as likely D six times as likely
A 4 fewer years of education than children raised by two parents B 2 fewer years of education than children raised by two parents
C the same level of education as children raised by two parents D 2 more years of education than children raised by two parents
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
5 In a national study of college students 275 of women reported that they had been the victim of a rape or attempted rape since the age of 14 What percentage of these rapes or attempted rapes was reported to police
A 5 B 20 C 35 D 50
6 How many of every thousand senior level male managers of Fortune 1000 companies are Asian or Asian American
A 3 B 47 C 58 D 153
7 Compared with schools in which 5 or less of the students are
people of color how likely are schools in which 50 or more of
the students are people of color to be over-crowded (25 or
more beyond capacity)
8 Children raised by single mothers attain on average
A equally as likely B twice as likely
C four times as likely D six times as likely
A 4 fewer years of education than children raised by two parents B 2 fewer years of education than children raised by two parents
C the same level of education as children raised by two parents D 2 more years of education than children raised by two parents
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
7 Compared with schools in which 5 or less of the students are
people of color how likely are schools in which 50 or more of
the students are people of color to be over-crowded (25 or
more beyond capacity)
8 Children raised by single mothers attain on average
A equally as likely B twice as likely
C four times as likely D six times as likely
A 4 fewer years of education than children raised by two parents B 2 fewer years of education than children raised by two parents
C the same level of education as children raised by two parents D 2 more years of education than children raised by two parents
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
9 What percentage of the world population regularly accesses
the Internet A 2 B 15 C 29 D 51
10 According to the US Department of Education about 61 of public school students in the US are white What percentage of public school teachers are white A 61 B 73 C 87 D 99
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Exploring Multicultural Learning Styles
Our Responsibility to Provide Culturally Responsive Teaching
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Overview
1048711 Personal Identity Model (Arredondo et al)1048711 Demographic Differences at Belle Isle1048711 Culturally Responsive Teaching 5 Elements1048711 Final ThoughtsSuccessesLearning
Experiences
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
What is IDENTITY
ldquoArdquo Dimensions
Age Race Culture
Sexual Orientation
Gender Social Class
Language Physicality
ldquoBrdquo DimensionsEducational Background
Geographic LocationRelationship Status
HobbiesRecreational Interest Work Experience
Religion
ldquoCrdquo Dimensions Historical Moments Eras
Arredondo P Toporek R Brown S P Sanchez J Locke D C Sanchez J Stadler H (1996) Operationalization the Multicultural Counseling Competencies Journal of Multicultural Counseling and Development 24(1) 42-78
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
ldquoIf a plant is to unfold its specificnature to the full it must first beable to grow in the soil in which it is plantedrdquo
- Carl Jung
Why is Cultural Identity Important for Learning
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
How Do We Compare To Our Students
1 Some ldquoArdquo Dimensions Age Race Culture Gender
2 Some ldquoBrdquo Dimensions Educational Background
Geographic Location Relationship Status HobbiesRecreational Interest Work
Experience Religion3 The ldquoCrdquo Dimension Historical
MomentsEras
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
What Does This Comparison Mean
1On multiple significant levels we aredifferent from our students
2It is our responsibility to address thesedifferences in our role as teachers andthrough our instructional approaches
3 It ldquohellipis an ethical and practical need tomake classrooms mirror the heterogeneityof the student populationrdquo (Latham1997)
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
ldquohellipwhen academic knowledge and skills are situated within the lived experiences and frames of references of students they are more personally meaningful have higher interest appeal and are learned more easily and thoroughly hellip academic outcomes improve when diverse students are taught through their own cultural and experiential filtersrdquo (Gay 2000 2002)
Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Culturally Responsive Teaching (CRT) 5 Elements
1 Develop a knowledge base about cultural diversity2 Include ethnic amp cultural diversity
content in curriculum3 Demonstrate caring amp build learning communities4 Communicate with diverse students5 Respond to diversity in the delivery of instruction
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Diverse Teaching Methods
1048711 Topic-chaining = story-telling teaching style1048711 Creating context when introducing newinformation (Personal Relevance)1048711 Communal cultural structures = cooperative group learning peer coaching collaborative projects 1048711 Use of motion movement and frequenttask variability ndash active projects1048711 Use of multicultural examples and evidence in teaching theories concepts ideas 1048711 Use of discussion (small amp large group) AND quiet time for reflection1048711 Use of visuals and imagery
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Diverse Teaching Methods (contrsquod)
1048711 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding1048711 Use of ldquoCheck-inrdquo questions ndash ldquoWhat do youhear me sayingrdquo1048711 Encourage Questions ndash so not viewed asldquoweaknessrdquo or ldquoloss of facerdquo1048711 Encourage students to use their owncultural tools - (language myths metaphors) toapply extant knowledge to new informationhellipculturalrelevance1048711 Use of varied examples ndash to illustrate points
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Research
1 Please go to my wikispace httpsmrshamonwikispacescom 2 Look on the left side of the screen and click on Pathfinder3 If you scroll down you will find links to information activities and lesson plans regarding multicultural education Please spend some time visiting these web sites4 If you find these are not applicable to your teaching area feel free to search Google or use another search engine5 In addition please be prepared to share ideas you have found with the group
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
References
Alder N (2000) Creating multicultural classrooms Multicultural Perspectives 2(2) 28-31Bouchard J amp Kunze L (2003) Teaching diverse students in corrections setting with assistance from the library Journal of Correctional Education 54(2) 66-69Burke K amp Dunn R (2003) Learning-style based teaching to raise minority student test scores The Social Studies JulyAugust 167- 170Gay G (2002) Preparing for culturally responsive teaching Journal of Teacher Education March-April 106-117Guild P (1994) The culturelearning style connection Educational Leadership May 16-21Hodgkinson H (2002) Demographics and teacher education an overview
Journal of Teacher Education March-April 102-106
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
References
Hutchinson CB (2006) Cultural constructivism the confluence of cognition Knowledge creation multiculturalism and teaching Intercultural Education 17(3) 301-310Johnson L (2002) ldquoMy eyes have been openedrdquo White teachers and racial awareness Journal of Teacher Education MarchApril 153-168Latham AS (1997) Responding to cultural learning styles
Educational Leadership April 88-89McGraw Hill Higher Education httpwwwmhhecomsocscienceeducation multi_newactivitiesawarenessquiz_handouthtml Retrieved February 10 2009Price JN (2002) Lessons from against the odds Journal of Teacher Education March-April 117-120
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
References
Stewart B (2005) Enhancing success in BSN nursing education for minority students The ABNF Journal JanuaryFebruary 8-10Valencia AA (1992) Multicultural education Contemporary perspectives and orientations for teachers and counselors
Journal of Multicultural Counseling and Development 20(3) 132-142 Wilson P (1998) Key factors in the performance and achievement of minority students At the University of Alaska Fairbanks American Indian Quarterly 21(3) 535-545Wu S (2002) Filling the pot or lighting the fire Cultural
variations in conceptions of pedagogy Teaching in Higher Education 7(4) 387-395Zygowicz Dr S Counseling Faculty GateWay Community College
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
-
Related Documents
