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CULTURALLY PROFICIENT CURRICULUM AND INSTRUCTION

CULTURALLY PROFICIENT CURRICULUM AND INSTRUCTION. Class Five Face to Face. AGENDA. Cross Cultural Knowledge, communication and understanding Beth Harry Video on Building Relationships with Diverse Families of students with disabilities Cross Cultural Communication Activity

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CULTURALLY PROFICIENT CURRICULUM AND INSTRUCTION

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  1. CULTURALLY PROFICIENT CURRICULUM AND INSTRUCTION Class Five Face to Face

  2. AGENDA • Cross Cultural Knowledge, communication and understanding • Beth Harry Video on Building Relationships with Diverse Families of students with disabilities • Cross Cultural Communication Activity • Review of the Essential Elements • Culturally relevant instructional materials

  3. CROSS CULTURAL KNOWLEDGE, COMMUNICATION AND UNDERSTANDING • Video from NAME: Building Positive Relationships with Diverse Families of Students with Disabilities • How does this related to Culturally Responsive Teaching?

  4. The Game • 4-5 people sit at each table • Read the Tournament Rules and the Game Rules • Practice one-hand before play begins • Collect the rules from each table • Tournament play begins. • There is no talking while the game is in progress. • The winner of the round moves up a table and the loser moves to the lower table • Repeat tournament play two more rounds. DLM 2007

  5. Communication • Communication is a dynamic process in which there is interaction between people that is verbal and non-verbal • Arabs tend to stand closer during conversation than Americans • In the United States, men greet one another with a firm handshake. • In France, anything other than a quick handshake is considered rude • In Ecuador, greeting a person without offering a hand is a sign of special respect DLM 2007

  6. “Teachers who are committed to being good communicators understand the need to seek constant feedback fro students to ensure that the knowledge they impart is being understood.” Koppleman and Goodhart(2005) Understanding the Human Difference DLM 2007

  7. A TALE OF TWO LESSONS • In small groups you will be reading through a lesson plan or article about a lesson • Think about the multiple perspectives portrayed in the lesson • Think about whether or not the lesson motivates learners or excluded them • Think about where on the Cultural Proficiency Continuum the lesson falls and/or the Culturally Responsive Characteristics.

  8. ENCOUNTER

  9. Gallery Walk • Count off, 1,2,3 • The ones will form a group to circulate around the room with, as will the twos, etc. • Select one recorder for the group • You will be given three minutes to read the question and respond before moving to the next poster.

  10. CASE STUDY • Read the case study • Describe where you think the scenario falls on the continuum or on the list of characteristics of a culturally responsive teacher

  11. CLOSURE

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