Culturally Responsive Teaching Methods Jackie Gaffner Jeff Herr Julie Ledford Erin Vader
What is Culturally Responsive Teaching? An Introduction
Culturally Responsive Teaching • Recognizes the importance of including students’ cultural references in all aspects of learning (Ladson-Billings, 2009). • Some characteristics of culturally responsive teaching are: • Positive perspectives on parents and families • Communication of high expectations • Learning within the context of culture • Student-centered instruction • Culturally mediated instruction • Teacher is facilitator
How do we become Culturally Responsive Teachers? • Acknowledge that a student’s cultural heritage is important and legitimate. Recognize that culture serves as both legacy that impacts a student’s attitude and as worthy content to be taught in class. • Communicate consistent messages of high expectations – and believe what you say!
How do we become Culturally Responsive Teachers? • Use a variety of lessons and instructional strategies that connect with different learning styles, are respectful of different cultures and are applicable to a student’s real life. • Allow students to control the learning. Student-led learning groups help facilitate cultural recognition, relevant learning, leadership skills and responsibility. Teachers should guide, facilitate and learn from their students.
What are some methods teachers can use? • Culturally Reflective Art • Diversity in Literature • Language Role Playing
Culturally Reflective Art • Art can be used as a way to celebrate heritage, investigate cultures, and examine societal norms. • Art also provides a way to reach out and include many different types of learners. • Here are two examples of how to use different types of art in the classroom:
‘Reel-life’ Teaching Using movies in class can be a way to kill two hours, or it can be a transformative way to examine heritage, culture and society. Akeelah and the Bee (2006) Reflection Questions: Should competitions be a big part of schools? What has your experience been with competition in school? How did Akeelah benefit from participating in the spelling bee? How did her school, her teachers, and her community benefit? Is this movie an example of the concept of ‘acting white?’ Would you describe the Asian father’s presentation as more of a generalization or a stereotype? What other characterizations stand out?
‘Reel-life’ Teaching Bend it Like Beckham (2002) Reflection questions: Gender, culture, religion, ethnicity and class structure all clash. How is Jess’s identity effected by each of these dimensions? How do Pinky, Jules, and Jule’s and Jess’s parents serve as advocates of specific roles in society? Do you see people or groups of people as having to have a ‘role’ in society? Jess’s family held on to traditional food, dress and celebrations. Identify times they embraced new ideas. How did British society as a whole impact them? Did they impact British society? How do you think your culture impacts society? What is the cost of Jess’s family holding on to their traditional values? What do they gain? Do you believe people are expected to assimilate or acculturate? Why?
Visualizing Jazz: Harlem Renaissance Students will connect themes of selected poetry, literature and art to Harlem Renaissance Jazz; describe the impact of jazz on African American literature of the time Literature and poetry suggestions: By Sterling Brown: “Ma Rainey” “Cabaret” By Langston Hughes: “The Weary Blues” “Jazzonia” “Trumpet Player” “Harlem Night Club” By Frank Horne: “Harlem” By Rudolph Fisher: “Miss Cynthie
Visualizing Jazz: Harlem Renaissance Song suggestions: “Take the A Train.” “It Don’t Mean a Thing” Duke Ellington "Big Foot Ham" (a.k.a. "Ham & Eggs"), “Black Bottom Stomp” Jelly Roll Morton “Ain’tMisbehavin,” “Honeysuckle Rose” Fats Waller Art suggestions: “Street Life, Harlem” W. Johnson “I See the Rhythm” Michele Wood “Play de Blues” Aaron Douglas
Visualizing Jazz: Harlem Renaissance • Reflection questions: • Using the poetry, literature and art as your guide, what are some aspects of life in Harlem during this time? • What are you being told are the cultural norms in this place at this time? • What evidence are you given for your answer? • How are the songs, the writings and the art alike? • How are they different? • How are they similar to what we listen to, read or look at today? • Do you feel any connection to this art culturally? Why or why not? • Using your investigative skills, see if the assumptions you made when answering the first question are correct or not.
Literature in Primary Grades • Benefits Of Examining Multicultural Literature: • Gain Understanding & Insight into Other Cultures • Examine Folktales and Legends Passed down through generations • Portrayal of Non-traditional characters free from stereotypes • Amelioration of Self-Concept for Minorities
Multicultural Literature for Children • Improve knowledge • Gain Perspective • Increase Sensitivity • Recognize Similarities • Honor Differences • Share Experiences • Highlight Traditions • Promote Connections
Cross Curricular Integration Application Techniques Math Cultural Examples • Discussion of families • Compare and Contrast • Acknowledge Traditions • Habitat Correlations • Goods & Services • Cardinal Directions • Measuring Distances • Food and Shelter
Social Studies Integration of Literature Possible Approaches Historical Perspectives • Past Inequality & History • Connection to Other Books • Honoring Extended Family • Importance of Fairness • Respect for Traditions • Family Connections • Creating a Timeline • Fighting Injustice
Fiction Versus Fantasy Techniques for Selection Comparison of Genres • Elements of Fiction • Fantasy Examples • Family Connections • Cultural Attire & Garments • Neighborhood Comparison • ESL/Bilingual Presentation • Cultures within Illustrations • Personal Examples
Folktales and Generational Stories Possible Applications Irish Traditions • Saint Patrick’s Day • Fantasy versus Fact • Fact and Opinions • Sequence of Events • Moral of Story • Prediction of Future • Point of View • Character Feelings
Adaptations to Curriculum Modification of Concepts African Traditions • Venn Diagram (Anansi) • Multiple Books Same Topic • Concept of Perseverance • Forest Environment • Animal Characters • Religious Implications • Caldecott Award Winner • Other works by Author
Goal: Bringing Children Together Making Personal Connections
Literature in Intermediate Grades “Book Frenzy” Activity • Purpose: • Exposes students to a variety of books • Gives them a choice, allows input from teacher • Forms literature circles between students with similar interests • Method: • Students form a circle and receive one book • Briefly view book for 20-30 seconds • Pass book to next person to view • Continue process • Students can choose from this set of books • What happens next? • Students read and respond to literature
Spoken Communication Role Playing • Objective: to understand that students’ colloquial, vernacular is essential to culturally responsive scaffolding. Equally essential is the power obtained from altering social speech to relate to various audiences (Cummins, 1984; Gay, 1999; hooks, 1994; Jones, 2006).
Critical Class Discourse • Why is it that the Hispanic students in this class tend to disregard the homework assignments?
Levels of Spoken Communication • Social- informal language, slang (friend-speak- BICS) • Academic- broader, situational language (school-talk- CALP) • Formal- concise, respect-minded (business-speak- CALP)
Know Your Audience • Teams of 2 players • Determine a hand-raising captain • Determine a team writer
Identify 1. Speakin’ Spanish up in school is racist ‘cause them Mexicans be makin’ fun of you to their friends and you don’t know it.
Apply 1. Mr. Ortega, I believe I possess both the skills and the attitude to become a valued member of the Burleson Census Bureau.
Apply 2. Man, I gots skills. They ain’t no reason why I wouldn’t be pimpin’ at that job!
Apply 3. Ms. Haddad, if you have a moment after class or during your conference period, could I please inquire about the deductions given on my last paper?
