Culturally proficient teaching

1. Culturally proficient teaching Developed by: Ashley Smith & Lisa Lemaster Title I PD Specialists Presented by: Kim Brown & Linda Yarbrough kimberlyr.brown@cms.k12.nc.us linda.yarbrough@cms.k12.nc.us

2. Day 1 Agenda • Welcome & Introductions • Class Meeting Overview • Culture is an Iceberg • Culturally Relevant Pedagogy • Cultural Jigsaw Activity • Marzano’s Systems of Thinking • Deficit vs. Asset Models LUNCH (on your own) • Surveys & Scenarios • Case Studies • Respect • Inclusive Practices • Wrap-Up & Reflections

3. Culture is like an iceberg… Some parts of culture are visible and easily seen…

4. Like an iceberg, nine-tenths of culture is out of conscious awareness. This hidden part of the culture has been termed ‘deep culture’…

6. Now, it’s your turn! • With your table group, you will now create your own culture iceberg. • Be sure to include specific ‘indicators’ that make up the visible and invisible parts of the iceberg.

7. language,

8. Culturally relevant pedagogy Making culturally relevant pedagogy a reality in your classroom…

9. So, what’s the difference? • Ethnicity • Nationality • Race • National Origin

10. Break! 

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

12. Marzano’s systems of thinking All children access information differently. • Self System: (key that opens) The control center for thinking and action; getting the student to ‘buy in’ to engagement in the learning task. • Meta-cognitive System: (engine that starts) The engine of learning; instructional techniques used by teachers that have an impact; involves goal-setting, processing, and monitoring. • Cognitive System: (wheels that get us moving) This system is about ‘doing the task’; the student must figure out what they know, what they do not know, what they need to learn how to do, and how to do it.

13. Knowledge domains • Declarative- consists of information • Procedural- consists of skills and processes When the students engage the cognitive system, they will make their own meaning (filtered by their culture) of content, which results in learning. Now, it’s your turn!  P-I-G: develop a lesson that goes through all three levels of Marzano’s Systems of Thinking.

14. What do you see?

15. Using ‘Asset’ Language…a paradigm shift Old Paradigm: Deficit Model- Based on something missing in the child: • Deprived (deficient) • Incapable (failures) • Unmotivated (off-task) • At-risk (beat due to circumstances) New Paradigm: Asset Model- Based on the strength of the child: • Culturally diverse (rich in spirit & unique) • Capable (high achievers) • Self-motivated (engaged) • Resilient (making it, against the odds…)

16. What is ‘culturally proficient’? • Now, revise your previous definition on cultural proficiency to reflect your new learning. • Are you using ‘asset language’? What is cultural proficiency?

17. Lunch See you back at 1:00! 

18. Many people make broad and inaccurate generalizations… not only about other cultures, but when describing people different from themselves.

19. How To Vote via Texting EXAMPLE Standard texting rates only (worst case US $0.20) We have no access to your phone number Capitalization doesn’t matter, but spaces and spelling do TIPS

20. How To Vote via PollEv.com EXAMPLE Capitalization doesn’t matter, but spaces and spelling do TIP

21. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

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

23. Case Studies • A Day in the Life of Dorothy or Bonnie • Read aloud your person’s autobiography to your partner. • After reading, discuss these questions: -What differences did you find in their two lives? -What responsibilities do you have to learn about the experiences that other cultures confront daily? -What are some ways that you can make yourself accountable for including all students?

24. R-E-S-P-E-C-T • What does respect look like in different cultures? Read the article on respect and be prepared to discuss.  • Respect is culturally influenced. The key is: we should not make assumptions or be presumptuous when it comes to respect. • Paideia Seminar Discussion: • Question 1:(round robin): Besides the word respect, what word popped out at you while reading the article? • Question 2: How have you seen the different meanings of respect played out in your classroom? • Question 3: What are some ways you can consider changing existing practices in your classroom to meet the needs of your students and families when addressing respect?

25. Exit Ticket Make a Tri-fold

26. Culturally proficient teaching, Day 2 Developed by: Ashley Smith & Lisa Lemaster Title I PD Specialists Presented by: Kim Brown and Linda Yarbrough kimberlyr.brown@cms.k.12.nc.us linda.yarbrough@cms.k12.nc.us

27. Scale of Multicultural InclusivenessDr. James Bank • Level 1: The Contributions Approach Focuses on heroes, holidays, and discrete cultural elements. Example: A school has a multicultural fair one day during the last week of school, featuring food and games from various cultures. Cultural elements are not integrated into the curriculum throughout the school year.

28. Scale of Multicultural InclusivenessDr. James Bank • Level 2: The Additive Approach Content, concepts, themes, and perspectives are added to the curriculum without changing its’ structure. Example: A school observes Black History Month with daily segments on the morning announcements with little to no mention of the contributions of African Americans in the curriculum prior to, or after, February. This information is not included in assessments. *This is important to address, because students begin to believe that the main curriculum is ‘white’ and people of color are only additions.

29. Scale of Multicultural InclusivenessDr. James Bank • Level 3: The Transformation Approach The structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspective of diverse ethnic and cultural groups. Examples: A group of educators pull together a unit entitled “Peacemakers”, which utilizes a variety of resources, incorporates individuals and organizations that are representative of a variety of racially ethnic groups, who have worked for peace. *Emphasis is on the dynamics of the relationships and divergent meanings of the topic to diverse groups. Views are presented that conclude all Macro culture groups contributed to the building of the U.S.

30. Scale of Multicultural InclusivenessDr. James Bank • Level 4: The Social Action Approach Students make decisions on important social issues and take actions to help solve them. Examples: An elementary music teacher teaches students about the civil rights movement, then guides them in enacting the scene of activists entering a train singing the song “Get on Board” from the book Freedom Songs. The current status of civil rights in the United States is also examined and students make recommendations for change. *Students take the information and skills and apply them to a current situation.

31. Scale of Multicultural InclusivenessDr. James Bank Small-Group Activity • Read and discuss the instructional examples. • Evaluate them on the Scale of Multicultural Inclusiveness and justify your placement.

32. Social action approach • Now, you will have the opportunity to plan a lesson using the Social Action Approach to multicultural inclusiveness. • You can use a unit of study you have already taught, if you choose, and adjust/modify the lesson plan to fit the Social Action Approach.

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

34. 5 principles of inclusion • 1. The learning community must be inviting. • 2. The leader of the learning community must send personally inviting messages. • 3. An inviting classroom has firm, consistent, and loving control. • 4. An inviting learning community provides students with a sense that they can accomplish the tasks being asked of them. It enhances and fosters good academic self-concept. • 5. An inviting learning community stresses collectivism rather than individualism. ~Foundations of Culturally Proficient Teaching, Learning Bridges Course

35. Creating a learning environment… • Class meetings (review & discuss) Numbered Heads Together. • 1. You will each be assigned a number 1,2,3,4 or 5. • 2. Brainstorm ways that YOU create a positive learning environment. • 3. Make sure everyone in your group knows multiple ways to create a positive learning environment, as the instructor will be calling a number and the person with the corresponding number has to answer the question.

36. Cultural review • Complete the cultural survey. • Find your partner and compare results. • Create a Venn Diagram.

37. Break! 

38. Individualism Vs. collectivism Watch the video to see the comparison on individualism and collectivism…

39. Case Study: Anamaria Listen to the case study on Anamaria. • Make a group chart about practices you currently use (or strategies you can employ in the future) to engage students of differing views in the classroom. • In what ways do you address individualism in the classroom? In what ways do you address collectivism in the classroom?

40. Cultural Communication • Role playing: speaking harshly to someone with kind words, and speaking in a kind tone but with harsh words. Are there other ways we might be doing this, inadvertently, to our students? Cultural behavior - People from different cultures do things in different ways… • It is important to increase our awareness of and sensitivity to culturally different modes of behavior. We need to recognize different cultural patterns at work in the behavior of people from other countries and cultures. • It is also useful to be aware of how our own cultural background influences our behavior, and begin to develop tolerance for behavior patterns different from our own.

41. Lunch See you back at 1:00! 

42. Cultural Differences Some useful areas to look at are: Silence TimeDistance & personal space Touching Body language Posture & movement Eye contact CultureCrossing.net

43. Cross cultural pragmatics & Language • It is often difficult for speakers of other languages to understand “what is meant” by “what is said”. It is also difficult for mono-lingual speakers to understand that this is a problem. • People from different cultures use language to do things in different ways. Oftentimes, politeness as a linguistic phenomenon and the student could be making a linguistic error rather than being rude. Think about instances where language could be misconstrued: Complimenting , apologizing, requesting, inviting, offering, responding Students from other cultures may: • be unfamiliar with idiomatic or technical English • be unfamiliar with jargon/acronyms • not be used to hearing English - speed of deliveryis a problem • not be used to the pronunciation of some words • not be familiar with complex language • have trouble understanding contractions - wouldn't, I’ve, …sometimes we even combine words to make new slang language: would not have = wouldn’t’ve

44. How can we better communicate? Lectures Make your organization clear Support with writing/visuals/handouts Provide a core word list Be careful with handwriting on the board Provide reading before the lecture Assignments Set written coursework early in order to identify problems Give clear instructions for coursework Provide clear feedback in written work but be careful with handwriting Speaking Don’ t keep changing the subject; make one point at a time Summarize often & repeat if necessary Be careful of background knowledge assumed Be careful of speed or provide clear pauses Use clear pronunciation Do not talk while eating or with your back to the audience: face the class Be careful of background noise Organize questions - ask students to write them down or prepare in groups Be explicit General Provide a simplified brochure Offer student tutoring Don’ t try & answer grammar questions - give a model of good English Leave grammatical explanations to the experts Assume different expectations , so be specific

45. What are we communicating to our students? • Read the article: ‘Florida Passes Plan for Racially-Based Academic Goals’ • Discuss with your table…

46. The Continuum There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences. Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Pre-Competence Cultural Competence *Cultural Proficiency*

47. Cultural Proficiency Continuum Unique ways of perceiving and responding to differences… Downward Spiral Conversation Incapacity Pre-Competence Proficiency Destructiveness Blindness Competence Upward Spiral Conversation

48. Cultural Destructiveness “See the difference; stomp it out.” Examples • Genocide or Ethnocide • Exclusion Laws • Shun/Avoid certain curriculum topics “When we redistrict we can get rid of THAT neighborhood?!” “Why are those kids speaking Chinese at lunch?” “There are so many problems coming from Lakeside.” “If we could get rid of the special-needs students, our scores would improve.” Using one’s power to eliminate the culture of another.

49. Cultural Incapacity “See the difference; make it wrong.” Examples • Disproportionate allocation of resources to certain groups • Lowered expectations • Expecting “others” to change: My way or the highway. “Another generation to never leave the trailer park.” “His mom admitted she was special education when she went to school, so we can’t expect him to do well” “The apple doesn’t fall far from the tree.” Lack of an equal representation of staff/administrators that reflect diversity in our district. Believing in the superiority of one’s own culture and behaving in ways that disempower another’s culture.

50. Cultural Blindness “See the difference; act like you don’t.” Examples • Discomfort in noting difference • Beliefs/actions that assume world is fair and achievement is based on merit “Our school does not need to focus on multicultural education- we have no diversity.” “Everyone learns the same.” “Just don’t recognize their religion. We don’t want to offend.” “I’m not prejudiced. I don’t see color in my students.” Acting as if cultural differences do not matter or as if there are not differences among/between cultures.