C.R.P.2  

Culturally Relevant Mathematics Professional Development Course

1. Course Name
2. Objective
3. Product Information

1. In-Person Sessions
2. Online Sessions
3. Timeline

4. C.R.P. 2 at a Glance
5. Target Population

1. Rationale
2. Capacity

6. Goals
7. Assessments
8. Challenges
9. Theoretical Frameworks

1. How People Learn
2. Culturally Relevant Pedagogy

10. Topics, Theoretical Connections, and Goals
11. Session 1 – What is Culturally Relevant Pedagogy?

1. Session A
2. Session B

12. Session 2

1. Session C
2. Session D

13. Session 3

1. Session E

14. Session 4
15. References
16. Course Materials - Available on Google Classroom and Google Drive

Course Name: C.R.P.2  (Culturally Relevant Pedagogy and Mathematics)

Objective: The Professional Development course demonstrates how to  implement culturally relevant pedagogy into mathematics content for teachers. The teachers are developing an understanding of culturally relevant pedagogy as a framework and the implications of cultural relevant teaching on students.

Product Information 

Blended learning professional development modules: In-person and online sessions.

In-Person Sessions: One facilitator and twelve participants.

Rationale: The in-person portion of C.R.P.2   is a physical space where the facilitator guides the learning of the participants (Horn & Staker, 2015). The in-person sessions lay the groundwork for the assignments and discussions that take place online.

Online sessions: Google Classroom; online space for communication between facilitator and participants.

Rationale: The Google Classroom platform allows participants to complete the course work based on their time and level of pacing (Horn & Staker, 2015). The online learning component is not a substitute for the in-person sessions; it acts as a supplement. The online sessions correspond to the work from the in-person sessions due to the use of assignments and discussions that expand on the knowledge previously discussed.

Join Google Classroom: classroom.google.com;

Class Code: gx3av3

https://support.google.com/edu/classroom/answer/6020297

The Google Classroom platform was not shareable through the Penn GSE network. Here is a shareable link of the documents and screenshots of Google Classroom:

https://drive.google.com/open?id=0B3NLbHFj8R-OVWRoTEZvQ00wNzQ

Timeline: The Professional Development course will run from September 2017 to December 2017.

        In-person sessions: Four sessions (6 hours per session = 24 hours) 9AM - 3 PM

        Online sessions: Five sessions (30 minutes to 1 hour of work per session = 2 hours and 30 minutes to 5 hours)

Amount of time spent on course

24 hours total + 2 hours and 30 minutes to 5 hours total = 26 hours and 30 minutes to 29 hours total (Subject to participants’ timing, pacing and scheduling).

C.R.P.2   At A Glance

Target Population

The population consists of Kindergarten through Fifth grade mathematics teachers in urban school districts with less than five years of teaching experience.

Rationale: The focus on urban school environments is due to the lack of knowledge and understanding about urban schools’ place in education and the implications of teaching and curriculum development on urban students (Emdin, 2011). According to Tate (1994), a pioneer in the culturally relevant mathematics movement, practices and strategies in the teaching of mathematics do not meet the learning and problem-solving needs or processes of urban students; these factors contribute to the lack of academic success and content, and social consciousness in mathematics learning. Culturally relevant pedagogy brings the cultural and social realities of students into the classroom to help reinforce their experiences and narratives, academic abilities within mathematics and build classroom communities (Ladson-Billings, 1995). As the course becomes more established, it will be offered in other school settings (e.g. suburban and rural).

Capacity: Twelve participants; ideally there will be two teachers from each grade level (Kindergarten through Fifth grade). The enrollment is capped at twelve due to the setup of group work, the implications of delving into sensitive topics surrounding race, identities and beliefs, along with the creation of an appropriate facilitator to participant ratio.  The discussions and overall sessions will be more authentic and fluid with the smaller, seminar structure.

Goals:

The course is framed around six primary goals. By the end of C.R.P.2, participants are expected to have met the outcomes outlined by the goals.

1) Understand culturally relevant pedagogy as a theory and practice in classrooms (Ladson-Billings, 1995).

2) Understand the culturally relevant applications for teaching mathematics content.

3) Explore students’ academic and social successes and experiences through culturally relevant practices.

4) Form strategies for connecting with students and creating authentic classroom communities.

5) Examine the impact of teachers’ beliefs and biases on teaching practices.

6) Construct and implement a culturally relevant mathematics lesson.

The goals guide the participants’ learning process through culturally relevant mathematics and offer a glimpse into topics, strategies and theoretical frameworks that are a part of the course and can be integrated into their classrooms.

Assessments for Teachers

Formative (During instruction): Discussion posts, TED Talk responses, reflective writing prompts, case study analyses, and group reflections. These tools and activities will be integrated throughout the in-person sessions and online sessions.

Summative (After instruction): Construct and implement a mathematics lesson using culturally relevant pedagogy. Participants will videotape themselves teaching the lesson and upload the recording onto Google Classroom. During Session 4, participants will be placed into groups of three and make observations and wonderings about each person's lesson; a grading rubric will be utilized.

Challenges

• Willingness of the participants to learn about and combat personal biases
• Time Commitment – the need to complete the in-person and online assessments and participation

• Balance between work, the course, and other obligations

• Sensitive nature of subject matter – discussions about race and social inequalities within education

• Creating an authentic and safe space for individuals to discuss their ideas and thoughts

Theoretical Frameworks

How People Learn

Bransford, J.D., Brown, A.L., Cocking, R.R. (2000) Design of Learning Environments. In M. S. Donovan, J.D. Bransford, & J. W. Pellegrino (Eds.) How People Learn: Brain, Mind, Experience, and School: Expanded Edition (pp. 131-154). Washington D.C.: National Academy Press.

Culturally Relevant Pedagogy

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant                pedagogy. Theory into practice, 34(3), 159-165.

Purpose: “Pedagogy of oppressed that is committed to collective empowerment,” (Ladson-Billings, 1995). Students are able to succeed academically while upholding their social and cultural identities. The tenets of Culturally Relevant pedagogy will be discussed in depth through the course. Each session will present an activity or practice that can be implemented into participants’ classrooms.

Topics, Theoretical Connections and Goals

* All of the times presented in the manual are flexible.

Session 1 - What is Culturally Relevant Pedagogy?

Topic Overview:

Acknowledgement of students’ cultural identities, experiences, knowledge and narratives - Learner-centered and knowledge centered

Self-Identify teacher’s beliefs and biases - Learner-centered

Session Goal(s):

Understand culturally relevant pedagogy as a theory and practice in classrooms.

Understand the culturally relevant applications for teaching mathematics content.

Examine the impact of teachers’ beliefs and biases on teaching practices.

A. Introductions 9:00 AM - 9:20 AM

Facilitator Introduction

Teacher Introduction: Name, School, Grade, Reasons for participating in course.

B. Overview of Professional Development 9:20 AM - 9:40AM

Each participant will receive the sessions calendar and assignments overview. The document includes the goals of the course, the date of each session, the topic of each session and assignment due dates. The document is also available in the Google Classroom. The facilitator will discuss the topics and dates related to the professional development sessions. In addition, the goals of the course will be reviewed.

In-Person Sessions: (1) What is Culturally Relevant Pedagogy? 9/21/2017 (2) Culturally Relevant Pedagogy in Action and Practice 10/26/2017 (3) Culturally Relevant Lesson Planning 11/23/2017 (4) Moving Forward with Culturally Relevant Pedagogy 12/14/2017. Each session lasts for six hours (9AM - 3 PM) every other month.

Online Sessions: Participants will spend a total of 2 hours and 30 minutes to 5 hours on online work.

Set-Up Google Classroom: An element of blended learning format of C.R.P.2  is participants’ ability to learn and engage with the materials outside of the outlined date and time. Culturally Relevant Pedagogy is a topic that needs to be reinforced, understood, and practiced inside and outside of a formal classroom setting. Google Classroom is an online platform where teachers can learn and collaborate from one another, and access course materials.

Teachers are asked to log into their work emails (Gmail) and access the following website classroom.google.com. The following code is available on the PowerPoint and whiteboard to enter into the Google Classroom: gx3av3. Teachers are given a chance to explore Google Classroom and ask questions pertaining to the technology and content within the professional development.

C. Why are we here? Case Study 9:40 AM - 9:55 AM

The teachers are presented with the following case study to begin discussing culturally relevant pedagogy. The goal is for participants to comprehend and analyze their students’ cultural identities, experiences, knowledge and narratives. This case study sets the groundwork for the self-identification of teachers’ beliefs and biases.

Case Study

        “I am a middle-school mathematics teacher in an urban school. How do I teach mathematics in a culturally responsive way to my urban students? What does this

mean? I know I am White and that my students’ culture is different from me. I also know that I am from a middle-class background and most of my students come from a poverty background. I know I have to respect my students’ culture by including and celebrating Black mathematicians and I do this, but my students are still not learning mathematics successfully. My

principal says I am not teaching in a culturally responsive way. So I am confused. I do not know what culturally responsive mathematics teaching means? My goal for this course is to learn how to teach mathematics in a culturally responsive way. How do I teach mathematics in a culturally responsive way? (European-American teacher, Summer, 2008)” (Ukpokodu, 2011, p. 47).

Discussion

After participants have a chance to peruse the case study example, the class will engage in a discussion guided by the following questions:

What information is given about the students and teachers?

What assumptions are being made about students or teachers? 

What challenges are described in the case study? How can these challenges be combatted based on your experiences?

Break 9:55 AM - 10:00 AM

D. Purpose/Overview of CRP: 10:00 AM - 12:00 PM

Guiding Questions: What is culturally relevant pedagogy? How does the pedagogy inform our teaching practices? Ladson-Billings (PowerPoint) → refer to Google Drive

(Script) Definition according to Ladson-Billings (1995): pedagogy of oppressed that is committed to collective empowerment. The pedagogy rests on the following three tenets:

Academic Success:

        Historical: Civil rights and education in the 1960s, Paulo Freire (pedagogy of the oppressed).

        Contemporary:  Student –to-teacher interactions, value skills and abilities, channel academic success of students (Ladson-Billings, 1995).

Cultural Competence (Ladson-Billings, 1995, p. 161)

        Historical: “Acting White”, school as a hostile environment.

        Contemporary: “Utilize students culture as a vehicle for learning”, youth culture (hip-hop), use of home language, traditions in cooking and connections to the church culture.

Critical consciousness

        Historical: “Engage the world and others critically,” – Freire (Ladson-Billings, 1995).

        Contemporary: Community problem solving, students are the subjects not the objects.

CRP is: Not just good teaching, Learning and understanding your students, and deficit narrative and experiences that students of colors face (Emdin, 2011).

Implications for students: (Script) Why is CRP in mathematics important for our students?

Rethinking Mathematics Book

1. Understanding and changing the world: the issues and social and cultural implications p.3
2. Connecting math with students’ cultural and community histories: using culturally relevant practices to build on the knowledge and experiences of students and their communities p. 3
3. Understanding their power as active citizens: acting on their beliefs p. 4
4. Motivation to learn important math: increases students interest in math and helps them learn important mathematics p. 4

Our work begins with our understanding of our students, our practices and beliefs as teachers and the connections within mathematics curriculum.

Self-Audit (Shade, Kelly, & Oberg, 1998) - What do you know? (Knowledge Centered)

(Script) On your own, take an inventory of your classroom’s racial and social makeups. This self-audit analyzes your classroom and teaching practices, beliefs and incorporations of culturally relevant teaching. It is important to recognize where you are in these practices to understand where you need to go in order to be more culturally competent.

• Share the self-audit with a partner.
• Share out thoughts and perceptions as a whole group.

• How does this connect with the knowledge students already have? How does this connect to the knowledge you would like for students to obtain?

2.  Student Scenarios: (Script) Talking in class scenario (Bransford et al., 2000, p. 146) and two more scenarios (Culturally Responsive Instructional, n.d.) - (Learner-centered, knowledge centered and community centered)

The teachers can choose one of the three scenarios to analyze in groups. As they demonstrate their understanding of the prompt, the following questions/prompts will be posed to frame the theoretical foundation of our work with CRP.

What knowledge do we have about the students? What community structures are in place to support the students? How can these community structures be improved to support students? What background knowledge does the student bring to the classroom?

The facilitator will circulate and ask questions regarding students’ identities, and knowledge base.

Implications for teachers: (Script) What are our beliefs and biases? How do these affect our teaching practices?

• Implicit Bias: Characteristics (http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/)

• Implicit biases are pervasive.  Everyone possesses them, even people with avowed commitments to impartiality such as judges.
• Implicit and explicit biases are related but distinct mental constructs.  They are not mutually exclusive and may even reinforce each other.
• The implicit associations we hold do not necessarily align with our declared beliefs or even reflect stances we would explicitly endorse.
• We generally tend to hold implicit biases that favor our own, though research has shown that we can still hold implicit biases against our own group.
• Implicit biases are malleable.  Our brains are incredibly complex, and the implicit associations that we have formed can be gradually unlearned through a variety of de-biasing techniques.

In order to create a CR classroom, teachers must recognize and combat their personal biases. As we transition into analyzing these biases, remember the characteristics of the biases.

• Acknowledgement that we all harbor unconscious biases and motivation to change.

• Attention to when stereotypical responses or assumptions are activated.
• Time to practice strategies designed to break automatic associations

• Video: https://www.youtube.com/watch?v=N2LlXS-hx_o&list=PLuzsMod17tiF9Of2zhBYjEgQZ4p4nVnWj Wouldn’t you expect more conscious, systematic decision-making (and fewer automatic, snap judgments) from teachers who, after all, see their students every day and get to know them well? (Time 50:55.)

• Test activity: https://implicit.harvard.edu/implicit/takeatest.html - Race
• How to combat bias? Present strategies and individuals will journal about test experience.

Lunch Break 12:00 PM - 12:45 PM

E. Cultural Relevancy in Mathematics Classrooms 12:45 PM - 1:45 PM

1. Brainstorm Session: Participants will discuss the following questions.

What do our learners know?

        What knowledge is required from the curricula?

        How can knowledge and the learner be supported through community learning?

- Debrief

2. KWL with the three tenets of CRP - Create a KWL Chart individually and debrief with the whole class.

• Brainstorm the benefits of CRP in Mathematics? - Post It Notes
• Develop examples of outcomes connected to mathematical concepts.

F. Formative Assessment: True or False Statements 1:45 PM- 2:00 PM

1. Teachers' responsiveness to students' culture has an impact on learning.

2. Cultural responsive pedagogy allows teachers to use students' cultural background in all aspects of instruction.

3. Culturally responsive teaching only benefits students who are not members of the predominant cultures.

4. You cannot be a culturally responsive teacher unless you have already determined your own biases/prejudices.

5. Cultural Responsive Pedagogy requires the school to adapt to the students instead of the students adapting to the school.

• Debrief

G. Debrief - 2:00 PM - 2:30 PM

(Script) Log into Google Classroom and answer the following questions in the discussion post.

What do you know?

What do you want to know more about?

What did you learn?

H. Homework for Online Sessions/Closure/Questions/Comments 2:30 PM - 3:00 PM

Online Session A

Directions for Participants

Continuing our work from Thursday, complete the Harvard Implicit Bias Skin Tone Test and another test of your choice.

Discussion Post: Answer these questions in the forum. Also, respond to another peer’s commentary within the forum.

1. Have you witnessed culturally relevant pedagogy practices in any classrooms? Explain your thinking.

2. Why do you want to incorporate CRP into your teaching practice?

3. How will the framework impact your ability to connect with students?

• https://implicit.harvard.edu/implicit/takeatest.html 

Online Session B

Directions for Participants

1. Watch the TED Talk given by Nigerian author Chimamanda Ngozi Adichie. After watching the video, answer the questions in the forum. Things to consider: your beliefs and practices as a teacher, students who come from different experiences, social and cultural backgrounds. Use the transcript as a reference:http://ssw.unc.edu/files/TheDangerofaSingleStoryTranscript.pdf

- What does Adichie say has historically been the "single story" about Africa? Where did this "single story" come from?

- Why does Adichie say that she did not have a "single story" of the United States?

- What does Adichie mean when she says, "the problem with stereotypes is not that they are untrue, but that they are incomplete?"

- How does the idea of a dangerous single story affect your teaching practice?

- How have your views about your students changed?

Session 2 - Culturally Relevant Pedagogy in Action and Practice

Topic Overview:

Bridging sociocultural, home and school realities - Community centered

Content Strategies and Creation of classroom inclusivity - Learner-centered, knowledge centered, and community centered

Developing CRP Math lesson plan - Learner-centered, knowledge centered, and community centered

Session Goals:

• Understand culturally relevant pedagogy as a theory and practice in classrooms.

• Understand the culturally relevant applications for teaching mathematics content.
• Form strategies for connecting with students and creating authentic classroom communities.
• Explore students’ academic and social successes and experiences through culturally relevant practices.

1. Review of Culturally Relevant Pedagogy/Questions/Comments 9:00 AM - 9:20 AM

1. Academic Success: positive interactions, value skills and abilities, channel academic success of students (Ladson-Billings, 1995)
2. Cultural Competence: “utilize students culture as a vehicle for learning”, youth culture (hip-hop), use of home language, traditions in cooking and connections to the church culture.
3. Critical consciousness: community problem solving, the students are the subjects not the objects

B. Culturally Relevant Teaching Strategies Scramble 9:20 AM - 10:20 AM

The teachers will participate in an activity where they must identity preconditions or presumptions about teaching in a culturally relevant classroom, characteristics of the teaching practices and strategies they can utilize to promote the practice. The three categories will be matched based on prior knowledge and the tenets of CRP. (Preconditions Characteristics, Strategies)

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/culturally%20relevant%20teaching%20strategies.pdf

Break 10:20 AM - 10:30 AM

C.  Teacher Teams/Grade Level Teams: 10:30 AM - 11:15 AM

The teachers will be paired with one another based on their grade level (second grade with second grade, third grade with third grade) to begin brainstorm, develop and implement a CRP mathematics lesson.         

(Script) Directions: Brainstorm a mathematical concept you want to implement into a culturally relevant mathematics lesson. Start to compile ideas on the standards, goals, and activities you will integrate into the lessons.

Write down two strategies or lesson ideas you hope to use in your CRP lesson plan.

http://education.colsdioc.org/portals/3/dre/docs/adm/sa/nto_14/rac/math_SJ.pdf

Concept Mapping with your grade level team member. (Culturally Responsive 54th document)

Lunch Break 11:15 AM - 11:45 AM

D. Strategies Introduction: 11:45 AM - 1:00 PM

(Script) How can CRP strategies and lessons be incorporated into our mathematics curricula?

Mathematics Read Aloud:

http://www.ccira.org/site/download/asset/26/23/151/b45b508564161694106246fff4d53d2d

Activity: Browse through the read aloud with a partner. Consider the following questions as you peruse the texts.

 Are the illustrations authentic, realistic, and positive from the perspective of the cultural group?

• Can the mathematical concept be taught in a culturally relevant way through the book?

• Do the illustrations support and extend the text features, cultural authenticity, and math concepts?

• Does the picture book move students toward meeting grade-level expectations and standards?

Student Created Word Problems:

Participants will complete the lesson plan used through Flocabulary.

https://www.flocabulary.com/lesson-word-problems/

1. Partner A and Partner B; Partner A will teach the lesson to Partner B. Partner B will be tasked with creating word problems that have the potential to connect with students’ experiences.
2. Participants will begin to brainstorm topics for word problems that students may use during a mathematics lesson.

http://education.colsdioc.org/portals/3/dre/docs/adm/sa/nto_14/rac/math_SJ.pdf

Cartoon Problems:

(Script) What are the implications of lessons for your classroom communities? How do these lessons connect to your students’ lived experiences and relationship with mathematics?

1. Discussion about Questions

2. Cartoon Activity:  Prompt - Have students calculate the cost of health insurance per family based on the data presented from the cartoon. Complete the activity with a partner.

(Gutstein & Peterson, 2006, p. 31)

Break 1:00 PM - 1:15 PM 

F. What does a CRP lesson/classroom look like? 1:15 PM - 1:50 PM

Whole Class Activity

Video One: https://www.youtube.com/watch?v=uV36efjBKRU

        Which element connects to your CRP practice? What strategy are you able to utilize in your teaching? Explain your thinking.

Video Two: https://www.youtube.com/watch?v=K1U6wj-5K1I

        How would your students connect and react to these CRP practices? What changes need to be made in order for your students to positively respond to the CRP practices? Which strategy was your favorite? Explain your thinking.

G. Dissect the Lesson Plan - 1:50 PM - 2:55 PM

Subject Area: Geometry                Grade(s): K-4

http://crtandpractice.wikispaces.com/file/view/Developing_Culturally_Responsive_Lesson_Plans.pdf

Lesson Plan (pp. 7 -8)

        (Script) Which CRP tenets are present in this mathematics lesson? Explain your thinking. → Academic Success, Cultural Competence, Critical consciousness

Directions: Partner with your grade level partner and discuss the elements of CRP in the lesson plan. You are looking for the three tenets of CRP to determine its relevance in culturally relevant teaching practices: academic success, cultural competence and critical consciousness. Once the elements are discovered, debrief by discussing the advantages and areas for improvement within the document.

H. Debrief: 2:55 PM - 3:00 PM

(Script) What are two strategies or lessons you will implement into your classroom starting today?

I. (Script) Discuss with your partner a time to discuss and collaborate lesson plans over Google Classroom.

Online Session C

Directions for Participants

Freedom Writers Analysis: Meeting Students Where They Are

True Life Story: A young teacher inspires her class of at-risk students to learn tolerance, apply themselves, and pursue education beyond high school (adapted from book to film)

http://www.imdb.com/title/tt0463998/

Context of the Story: http://www.theatlantic.com/national/archive/2012/09/in-defense-of-the-freedom-writers/262800/

Erin Gruwell, an enthusiastic young teacher in Long Beach, CA, is tasked with instructing in a 'high-risk' and racial segregated classroom. The story takes us through the struggles Ms. Gruwell and her students faced, while understanding the tactics and strategies she used to connect and bridge the gap with students.

1. Watch the TED Talk and answer the following questions in the forum. Feel free to access the full movie for a better understanding of the film’s context.

- Why do you think Erin was such a powerful influence on her students?

- How was Erin able to create an inclusive and effective classroom community? (support etc.)

- How can the ‘Freedom Writers’ concept transfer into mathematics learning?

- How we can connect with students through mathematics?

http://tinyurl.com/j47f8eo

Online Session D

Directions for Participants

Multicultural Read Aloud and CRP

A book read aloud is an interactive way to connect and initiate a new mathematical concept with students. The book connects to students’ experiences and prior knowledge, while situating mathematical concepts in an engaging and detailed narrative form. During our last session, we delved into different mathematical read aloud books that can be included in lessons and classroom libraries across grade levels.

Browse the following ‘multicultural’ mathematics read-aloud books and develop a list of three culturally relevant focused read aloud books you can add to your classroom library. In the discussion forum, list the three books and a brief summary of how these books can be utilized in your classroom (3-4 sentences for each book).

http://www.nctm.org/Publications/teaching-children-mathematics/2014/Vol20/Issue7/tcm2014-03-452a_pdf/

http://www.scholastic.com/teachers/article/how-choose-best-multicultural-books

Session 3 - Culturally Relevant Lesson Planning

Topic Overview: Developing CRP Math curricula/lesson plan - Learner-centered, knowledge centered, and community centered

Session Goal(s):

• Understand the culturally relevant applications for teaching mathematics content.
• Form strategies for connecting with students and creating authentic classroom communities.

• Construct and implement a culturally relevant mathematics lesson plan.

1. Lesson Plan Samples/ Tasks: 9:00 AM - 10:00 AM

(Script) Directions: You will develop and implement a culturally relevant mathematics lesson plan at the duration of the course. Choose one lesson OR choose the three tasks to dissect and analyze from the perspective of culturally relevant pedagogy. Differentiate the numbers or words to meet your students’ level and abilities.

Lesson: Choose one

1. https://sites.google.com/site/crmmprojectsite/Home/chapter-3--culturally-responsive-lessons-for-students

2. https://www.deltacollege.edu/dept/basicmath/Multicultural_Math.htm

OR

Tasks: Dissect all three

1. Several students go to the store. They buy 12 candy bars that cost the same and spend $5.16. How much does each candy bar cost?
2. A factory worker in Honduras works 12 hours a day and earns $5.16 in daily wages. How much do they earn per hour?
3. It costs $1.50 each way to ride the bus between work and home. A weekly pass is $16. Which is a better deal, paying the daily fare or buying the weekly pass?

(Script) Dissect the tasks or the lesson plan with your team members. Utilize the three tenets of CRP to determine if the lesson is relevant to your students—provides authentic learning opportunities and connects to your teaching practices or beliefs. What would you change about the documents? What elements provide rich and authentic learning experiences?

Debrief 10:00 AM - 10:20 AM

Break 10:20 AM - 10:30 AM

2. Lesson Planning with teacher team members 10:30 - 11:30 AM and 12:30 PM- 2:30 PM

(Script) Key Considerations: Connecting Math with students cultural and community experiences, and providing opportunities for student reflection,

Engaging your students in learning important math concepts

Getting Started (Adapted from Rethinking Mathematics and Radical Math)

1. Teachers will choose the lesson planning template they are accustomed to using in their classrooms. (The idea is to incorporate CRP into the teaching, not completely shift the methods of planning)
2. Identify the concept/skill that is a part of the regular curriculum.
3. Talk to your students! What issues are important to them?
4. Choose the math standards.
5. Relate the concept/skill to a lesson idea you found throughout the PD or on rethinkingschools.org/math)
6. Develop an Essential Question to broaden the scope of ideas and to refer back to as the lesson/unit proceeds.
7. Introduce the social issues or culturally relevant issue to the students. This can be facilitated through by a read-aloud, KWL chart, video etc.
8. Begin introducing the mathematical concepts so that students can start to understand how these skills are applied to culturally relevant experiences.
9. Teach the lesson or unit and reflect on its success or failures.

How do I get to know my students better to write and implement the lesson? How can these everyday experiences become authentic learning experiences?

http://www.radicalmath.org/main.php?id=SocialJusticeMath 

C. Debrief and Directions/Questions/ Comments 2:30 PM - 3:00 PM (Script)

1. Teacher team collaboration.
2. Lesson plans are due to Lauren Pruitt no later than November 15th.
3. Implement, record and upload the video once complete. Email Lauren Pruitt for help with the uploading process or refer to Google Classroom help page.

Online Session E

Directions for Participants

Continue writing your math lesson centered around culturally relevant pedagogy. Utilize the Google platform tools, Google Docs and Forms, to create planning worksheets, assessments or collaborate with your partner. Exchange your lesson with your partner to receive constructive feedback. Use the attached rubric to provide meaningful corrections and suggestions for your partner. After you complete your lesson, send it to Lauren Pruitt for review. Once approved, implement the lesson and record using the device provided to you from last month's session. Upload your completed lesson plan and video into the assignment folder. We will review and analyze each lesson during our last in-person session. 

Session 4 - Moving Forward with Culturally Relevant Pedagogy

Topic Overview: Implications for teaching and integrating outside of mathematics content - Knowledge centered

Session Goals:

• Understand the culturally relevant applications for teaching mathematics content.

• Explore students’ academic and social successes and experiences through culturally relevant practices.
• Construct and implement a culturally relevant mathematics lesson plan.

1. Lesson Debriefing: 9:00 AM - 9:45 AM

1. Discuss: Course experiences, individual growth, student implications, teacher implications
2. Individual Reflection
3. Group Reflection

B. Video Debriefing Gallery Walk 9:45 AM -10:45 AM

All of the participants will be placed into groups of three. Each group will be given a lesson to view. As the participants watch the video, the teachers will record observations and wonderings on the lesson. The teachers are looking for elements of culturally relevant pedagogy within the lesson. After discussing the reflection and video, the group will prepare to share out their observations to the whole group.

Break 10:45 AM - 11:00 AM

C. Whole Group Video Debriefing 11:00 AM - 12:00 PM

Prior to the session, one teacher will volunteer to have viewed and analyzed for a whole group debriefing. As the participants watch the video, they are looking to offer insights, wonderings and suggestions. These elements will be recorded on a final reflection form. After watching the video and filling out the chart, the teachers will reconvene with their group for discussion. The group discussion will be guided by the note taking chart. Each group will choose a spokesperson to share out the video and reflection observations.

Lunch Break 12:00 PM - 12:45 PM

D. Subject Integration and Application: 12:45 PM - 2:00 PM

Resources:

https://sites.google.com/site/crmmprojectsite/Home/chapter-3--culturally-responsive-lessons-for-students

http://crtandpractice.wikispaces.com/file/view/Developing_Culturally_Responsive_Lesson_Plans.pdf 

http://www.trecenter.org/udl/lessonplans.html 

http://tst1160- 35.k12.fsu.edu/Elbookreports.html

Directions

• Participants will individually create a discussion mini lesson that focuses on a content area outside of mathematics (e.g. science, reading, social studies).  
• Presentation of the Lesson Plan to Partner

• (Script) Whole Group Discussion/Debrief: How can this discussion be incorporated into culturally relevant mathematics?

               How can you integrate outside subjects into mathematics?

Break 2:00 PM - 2:10 PM

E. Next Steps Discussion 2:10 PM - 2:30 PM

Discuss and record the strategies and tools participants can incorporate into their classrooms and communities.

Examples of Potential Strategies and Tools

Student Implications

1. Home Visits
2. Student Surveys
3. One on One Conferences (Math workshops, individualized work)
4. Content Based Writing Prompts (Student created word problems)

        Classroom Implications

1. Weekly Community Meetings
2. CRP Centered Group Work
3. Desk Arrangement and Classroom Layout: Switch up student desks every other month. Students will be able to communicate with different people in their classroom community.

School/Community Implications

1. Develop a PD Session for administrators, teachers and staff
2. Parental Involvement Days

E. KWL Chart 2:30 PM - 2:50 PM

To wrap up C.R.P.2 , the teachers will individually complete the KWL chart by filling out the What I Learned section.

F. Closing 2:50 PM - 3:00 PM

Reflections and Take away Points

References

Bransford, J.D., Brown, A.L., Cocking, R.R. (2000). The Design of Learning Environments. In M.S. Donovan, J.D. Bransford, & J.W. Pellegrino (Eds.), How People Learn: Brain, Mind, Experience, and School (pp. 131 – 154). Washington D.C.: National Academy Press.

Conrad, J. (2015). Culturally Responsive Rubric for Teacher's Lesson Plans - Culturally Responsive 2015. Retrieved December 08, 2016, from https://sites.google.com/site/culturallyresponsive2015/culturally-responsive-rubric.

Culturally Responsive Instructional Case Studies. (n.d.). Retrieved November 29, 2016, from http://415project.wikispaces.com/Culturally Responsive Instructional Case Studies.

Emdin, C. (2011). Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education. The Journal of Negro Education, 80(3), 284-295.

Gutstein, E., & Peterson, B. (2006). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant        pedagogy. Theory into practice, 34(3), 159-165.

Shade, B.J., Kelly, C., & Oberg, M. (1998). Creating Culturally Responsive Classrooms. Washington, D.C: American Psychological Association.

Social Justice Math. (2007). Retrieved December 08, 2016, from http://www.radicalmath.org/main.php?id=SocialJusticeMath.

Understanding Implicit Bias. (2015). Retrieved December 11, 2016, from http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/.

Session 1 Materials

KWL Chart

Session 3 and 4 Materials