Culturally Responsive Teaching to Eliminate Inherent Systematic Biases

Culturally Responsive Teaching to Eliminate Inherent, Systematic Biases Amal Jaser-Thornburg and Michele Oster-Hamilton

Essential Question What institutional biases influence my teaching and culture within my classroom and how can I plan accordingly to lessen their impact on student learning?

Today’s Objective Ø Participants will : • identify institutional biases existing within education and instructional materials • explore resources and instructional strategies to incorporate culturally responsive teaching in their classroom environment and plan activities with diversity in mind

• "Too often schools do not legitimize the knowledge or experiences these [minority] children bring to school. Instead, schools are most likely to label these children as failures because their backgrounds--usually their language and culture--are seen as inadequate preparation for learning. " (1990) Jones and Fennimore

Recognizin g Institutional Biases Activity Gallery Walk: • Silently walk around the room and read the information posted. • Think about your own life, family, beliefs, classroom, and struggles. • Think about your school culture. • When you hear the music return to your table. P. 127

“ Cooperative learning activities improve the learning for diverse students because they teach social skills and reinforce concepts by allowing group members to discuss a variety of ideas Conversation Protocol ” (Algozzine, Campbell, & Wang, 2009). • In your group of 3 select a time keeper and reporter. • Participant 1 has 2 minutes to share thoughts. (No Interruptions) • Participants 2 & 3 have 1 minute to respond. (No Interruptions) • Participant 1 has 1 minute to reflect and wrap up the conversation. • Repeat protocol 2 more times with each participant. P. 95

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Particular Points Of View “Productivity and equity are probably the most often cited reasons to attend to diversity in science” Douglas Medin, Carol D. Lee, & Megan Bang • Evolutionary Biology • Child Development • Environmental Issues

Culturally Responsive Teaching https: //www. youtube. com/watch? v=x. Agwmt 5 BRQU

“ Students’ memory is strengthened when they are provided with opportunities to teach the entire class, partners, or small group Jigsaw In groups of 3 • Decide amongst you, who will read which article. • Read silently. (make notes of key facts) • Participant 1 teaches participants 2 & 3 about the article they read. • Repeat for participants 2 & 3. ” (Tileston, 2004). Articles Culturally Responsive Teaching Matters! Pages 3 -5 & 6 -8 Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students P. 97

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Becoming Visible “Women have always been an equal part of the past. We just haven’t been an equal part of history” Gloria Steinem

“ Stories or narratives can be powerful for storing curriculum content because they connect to one’s personal life, are integrated, and held together by a structure that is familiar Storytelling ” (Nuthall, 1999). • Reflect on todays content, relate it to your classroom or school. • Create a story for inviting everyone in through culturally responsive teaching. • Share at your table. • Come up with a visual representation incorporating everyone’s story. P. 109

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Essential Question What institutional biases influence my teaching and culture within my classroom and how can I plan accordingly to lessen their impact on student learning?

Today’s Objective Ø Participants will : • identify institutional biases existing within education and instructional materials • explore resources and instructional strategies to incorporate culturally responsive teaching in their classroom environment and plan activities with diversity in mind.