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CULTURALLY RESPONSIVE TEACHING IN THE L O T E CLASSROOM

Region XIII LOTE Institute 2014 CELEBRATING OUR GLOBAL LEARNERS. CULTURALLY RESPONSIVE TEACHING IN THE L O T E CLASSROOM. Tina Dong World Languages Coordinator Austin ISD tina.dong@austinisd.org 1/29/14 9:55am-10:55am. What is. CP&I. Cultural Proficiency & Inclusiveness ?.

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CULTURALLY RESPONSIVE TEACHING IN THE L O T E CLASSROOM

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  1. Region XIII LOTE Institute 2014 CELEBRATING OUR GLOBAL LEARNERS CULTURALLY RESPONSIVE TEACHING IN THE LOTE CLASSROOM Tina Dong World Languages Coordinator Austin ISD tina.dong@austinisd.org 1/29/14 9:55am-10:55am

  2. What is CP&I Cultural Proficiency & Inclusiveness?

  3. A culturally proficient organization provides and supports conditions that create continuous learning opportunities for its members. CP&I Culturally Proficient Instruction: A Guide for People who Teach – Kikanza J. Nuri-Robins

  4. Culturally proficient instruction is a way of teaching in which instructors engage in practices that provide equitable outcomes for all learners. CP&I Culturally Proficient Instruction: A Guide for People who Teach – Kikanza J. Nuri-Robins

  5. Culturally responsive • teaching isn’t about heroes • and holidays. It’s about • connecting the classroom to • the “realities of what • students know and live,” • NEA (National Education Association) • Emory University researcher • Jacqueline Jordan Irvine CP&I • Culturally responsive teaching is a pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student's cultural identity. Raymond J. Wlodkowski and Margery B. Ginsberg

  6. LEARNER OUTCOMES Reflect on our own perspectives and recognize the perspectives of others. Understand the extent to which curriculum can promote multiple perspectives. (Culturally Responsive Teaching) Discover the components of culturally responsive lesson design. Learn how to apply the knowledge by incorporating it into practice.

  7. What’s in a Name? Discuss the questions relevant to you & your partner. What is your name? Have you had any other names? What is the story of how you acquired your name? What does your name mean? How does your name reflect your culture or history? How do people respond when they see or hear your name for the first time? If you changed your name, what would it be?

  8. What do you think? Favorite kind of music Languages spoken Favorite foods Type of car owned Country of origin What did you learn about your own perspectives? What did you learn about the perspectives of others?

  9. Managing the Dynamics of Difference • Cultural Destructiveness • Cultural Incapacity • Cultural Blindness • Cultural Precompetence • Cultural Competence • Cultural Proficiency 6

  10. Going to the Movies 1. Carefully read the description of your level. 2. Without using words or letters, illustrate what you read about your level. 3. Decide how you will present the information captured in your illustration. 4. We will come together as a large group so that all groups can present their scene from the “movie” that thoughtfully and creatively describes the continuum.

  11. BLAH BLAH BLAH BLAH BLAH BLAH BLAH

  12. What is cultural responsiveness and how does it relate to curriculum development? (pt. 2) Presented by Keffrelyn Brown, PH.D. Austin Independent School District 04/.02/.13 What to look for in Lesson design • Academic Development • Are students given the opportunity to engage in higher order cognitive skills (e.g., analysis, synthesis, evaluation)? • Does the lesson encourage students to draw on different learning styles (e.g., visual, auditory, tactile, kinesthetic)? Student Interests and Relevancy to Life and the “Real World” Are students’ interests and identities taken into account in the lesson design? Are connections made between the lesson content and relevancy to students’ lives? Knowledge Construction Does the lesson allow students to operate as “co-constructors” of knowledge? From what cultural standpoint or experience does the lesson draw (e.g., dominant/traditional; non-dominant group)? Are students encouraged to consider different viewpoints and/or perspectives with regards to the topic under study? Are there opportunities for students to collaborate with/learn from others? Cultivation of socio-critical awareness Does the lesson address allow students to explore themes and/or learn to address issues related to social justice and equity?

  13. YOUR TREAT AUDIENCE KING 1 AS Student Interests and Relevancy to Life and the “Real World” All About Me Lists!

  14. YOUR TREAT AUDIENCE KING 2 AS Knowledge Construction Group Storytelling!

  15. YOUR TREAT AUDIENCE KING 3 AS Academic Development Learning Styles!

  16. YOUR TREAT AUDIENCE KING 4 AS Cultivation of socio-critical awareness Literature Circles!

  17. ASSESS CULTURE VALUE DIVERSITY The Culturally Proficient Instructor MANAGE THE DYNAMICS OF DIFFERENCE ADAPT TO DIVERSITY INSTITUTIONALIZE CULTURAL KNOWLEDGE

  18. SPREAD CP&I IDEAS AND MOVE PEOPLE

  19. “Personal narratives and cultural stories are vital teaching content and methodology.” - Geneva Gay

  20. THANK YOU FOR ATTENDING THIS SESSION! http://www.corwin.com/learning/cpi.html

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