Facilitated by�Liz Locatelli Ed.D.�lizl@lciltd.org�https://lciltd.org��

© 2020 Learner-Centered Initiatives, Ltd.

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Deepening our Understanding of Culturally Responsive Pedagogy

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District 30 �Session 2�

Angry, Furious, Nervous, Worried

Happy, Cheerful, Excited, Ecstatic

Content, At Ease, Calm, Serene

Sad, Tired, Lonely, Dejected

Moving Mood Meter

SLIDESMANIA.COM

SLIDESMANIA.COM

Share notes or artifacts that show:

1. What you learned about �individual students and �how that affected your practice

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• What you learned about Listening with Understanding & Empathy and how attention to this habit affected the classroom environment

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From the Chancellor’s Expectations�CR-SE Framework (NYSED)

Welcoming & Affirming Environment:

Create a space where people can find themselves represented and reflected, and where they understand that all people are treated with respect and dignity. The environment ensures all cultural identities (i.e. race, ethnicity, age, gender, sexual orientation, disability, language, religion, socioeconomic background) are affirmed, valued, and used as vehicles for teaching and learning

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Learner-Centered Initiatives, Ltd. 2021

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Students are more likely to succeed�when they see themselves in the curriculum, believe they can succeed and feel their Voices matter.

Explore ways to:

• Help students to develop VOICE with HOM
• Expand literacy learning beyond texts to the students’ experiences & social environment
• Share different perspectives

• Prompts for discussing identity
• Questions that elicit multiple perspectives
• Sample activities related to culture

Focus for

This Session

Socializing Intelligence�A new understanding of intelligence encompasses beliefs, skills and dispositions.�

Belief in one’s right and capacity to make sense � of the world and figure things out over time.

Skills that include cognitive strategies & the � social skills of knowing how & when to get help.

Dispositions that support the use of intelligent � thinking

Lauren Resnick

THE NEUROSCIENCE

How do we develop ALL our students’ innate potential for gifts & talents?

© 2021 Learner-Centered Initiatives, Ltd.

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By calling on students to use their �knowledge and thinking skills and�holding them responsible for doing so, educators can teach intelligence.

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This is what teachers normally do with students they expect much from; it should be standard practice with all students.

� Lauren Resnik

Human Capability is Open-ended

Neuro-science shows us that � we can become more intelligent � through sustained & targeted effort.

What is Identity?�(Muhammad p. 47)��

What are the implications for �our students?

How did teachers affect the narrator’s identity?

How can we relate to each child?

Create opportunities for them to share �their stories, feelings and experiences.

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Listen with understanding & empathy.

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Trust what they tell you.

���Listening with Understanding & Empathy�

Pause: wait to be sure the person has finished.

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Paraphrase: summarize what you had them say

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Probe: Ask questions to promote clarity & precision of the other’s point of view

Clarifying Questions:

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Why do you think that?

What’s another way you might…?

Can you tell us more about…?

Do you mean…?

Is that like …?

Listening with Understanding and Empathy

Tell a partner how you’re feeling about this year’s opening of school.

Pause

Paraphrase

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Probe

Basic Questions about Identity

• How did you get your name; what does it mean?
• How would you describe yourself to someone who didn’t know you?
• What would your teachers/friends /family say about you?
• How are people like you depicted in the media?
• How would you describe your culture or ethnicity?
• What do you read, write or think about in your home or community?
• Do you feel my teaching reflects your culture? If yes, how? If not, how could it be improved?
• If you could take me somewhere to help me understand your culture, where would you take me?

Muhammad, 72

Basic Questions about Identity

• How did you get your name; what does it mean?
• How would you describe yourself to someone who didn’t know you?
• What would your teachers/friends /family say about you?
• How are people like you depicted in the media?
• How would you describe your culture or ethnicity?
• What do you read, write or think about in your home or community?
• Do you feel my teaching reflects your culture? If yes, how? If not, how could it be improved?
• If you could take me somewhere to help me understand your culture, where would you take me?

What questions �would you ask?

Muhammad, 72

Cultural intelligence enables us to thrive in crossing boundaries of different cultures and love doing it.� (Kallick and Zamuda)

Knowing about the cultures of other people teaches them how to respect, love, and live in harmony with others who don’t look at or know the world as they do.

(Muhammad, 67)

Questions that Promote �Cultural Intelligence�

• How do names affect our first impression of people we meet in real life, �in the media or in texts we read?
• What is the relationship between our names and our identities?
• To what extent do we choose the names and labels others use for us?
• What parts of our identities do we choose for ourselves? What parts are chosen by society?
• How does the media affect our sense of identity?

(Loosely based on Muhammad, 75)

Questions that Promote �Cultural Intelligence�

• Who is in your family? �What makes a family?
• What makes a neighborhood a safe place?
• What holidays or traditions does your family celebrate? �Why are these important?
• How does the media make us feel about ourselves and others?
• Which character are you most like? �What can we learn about ourselves and others from this story?

What would you add to �the list?

Activities that Promote �Cultural Intelligence�

• Interview a person from your parents’ or grandparents’ generation �and share the video with the class.

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• Create a book of family recipes with annotations giving special facts �about its importance to you and your family.

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• Bring in an artifact that represents your family and explain why it is important.

What would you add to �the list?

Cultural Intelligence���Thinking Interdependently

Questions to Promote Interdependent Thinking:

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• What can I contribute?
• How am I affecting this group?
• What have I learned that challenges my thinking?
• What do I need to reconsider?
• Whose voice has not been heard; how can I bring this person in?
• What will make this group’s work more effective/efficient?

Behaviors associated with Thinking Interdependently:

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• Listening- with understanding & empathy
• Consensus-seeking - giving up an idea to work with someone else
• Group leadership – knowing how to engage others & support the group effort

Cultural Intelligence���Thinking Interdependently

Simpler Questions to Promote Interdependent Thinking:

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• What can I share/add?

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• What would I like to know more about?

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• What did I learn here?

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• Did everyone speak?

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• How can we make everyone feel part of the group?

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Behaviors associated with Thinking Interdependently:

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• Listening- with understanding & empathy
• Consensus-seeking - giving up an idea to work with someone else
• Group leadership – knowing how to engage others & support the group effort

Helping Kids Celebrate Diversity through Authentic Portraits

Striving for Accuracy

Why is this habit important �in helping students to �celebrate diversity?

Give Students a Literary Presence in the Classroom

Elementary�titles�suggested �by teachers

Always Anjali

Alma and How She Got Her Name

Shante Keys and the New Years’ Peas

Duck for Turkey Day

Dear Santa, Love Rachel Rosenstein

It’s Back to School We Go

 My Name is Sangoel by Karen Williams, Khadra Mohammed

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Students share backgrounds.��Alma and How She Got Her Name�https://tinyurl.com/1gs77ha5��

First Grade Math

Steps in the Process:

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Question : What language is spoken at home?

• Count the number of students who speak each language
• For each student make a tally mark in the right box
• Count the number of tally marks in each box and write the number below.
• Add the numbers for the different languages to get the total number of students tallied.
• Look at the chart : Answer
• Which language is spoken the most?
• Which language is spoken the least?
• How many students took the survey?

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Explicit Learning Targets:

• I can take a tally to tell how many students speak each language.
• I can mark the tallies in my chart.
• I can add tallies to tell how many speak each language.
• I can add the numbers to tell how many children took the survey.
• I can use the chart to tell which language is spoken the most.
• I can use the chart to tell which language is spoken the least.
• I can share words in my home language with someone who speaks a different language.

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Math:

Create a tally mark chart from the survey taken in class and answer questions based on the chart.

What language is spoken at home?

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Guidelines:

1. What language is spoken at home other than English?
2. Write a tally for each student that speaks Spanish
3. Write a tally for each student that speaks Bengali
4. Write a tally for each student that speaks Mandarin
5. Write a tally for each student that speaks a different language.

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Incorporating CR-SE

Students can discuss the similarities and differences between themselves and their peers, by looking at the chart. They can teach other a word from their language.

Aurélia's favorite Puerto Rican snack/appetizer is a sorullo. In PR, they make them big, with cheddar inside, and the dough has a little bit of sugar, so they are sweet (and delicious!).

Camille shared her family recipe for fresh Italian tomato sauce.

Recipes from Around the World

At PS 17, students made videos showing how to make their favorite recipes from their culture.

The recipes are attached.

Magdalena Peña shared her recipe for

Pan de Muerto

Click for the recipe

Students share folktales from their native cultures and discuss the values conveyed.

Students share their own religious or cultural traditions.

Additional stories for Middle School�

A Letter from the Fringe by Joan Bauer

Slower than the Rest by Cynthia Rylant

The Scholarship Jacket by Martha Salinas

My Name by Sandra Cisneros

Long Walk to Freedom by Nelson Mandela

To be a Slave by Julius Lester

The House on Mango Street by Sandra Cisneros

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Students share backgrounds.�Using interviews as a source of information���

Learning about Culture �while Reviewing Word Problems

1. I created a word problem using a location, names & details for my homeland. �I also added a “fun fact”.

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• Students used the format to create practice problems representing their own cultures. �They submitted two slides- one with the question and one with the answer.

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• Feedback was given to students with misconceptions and missing information. �Revised slides were used in class.

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• Students led the review sessions.

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• Scores went up and students reflected on their progress.

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• We learned about each other through the sharing.

Research people from your culture, past or present, who made significant contributions to society. Explain what they did and how it affects our lives.

Assess � the �Learning Environment �in your classroom

• What’s hanging on the walls?

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• What indicates inclusivity and for whom?

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• What’s represented and valued? What indicates those values?

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• What texts and media are readily available?

• Whose voices are dominant; whose are underrepresented?

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In Break Out Rooms

Think Interdependently to respond to the following:

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How do our units/lessons help students to learn about themselves & others? How can we build on what we are doing?

For next session:�Be prepared to share notes or artifacts that show:

1. What you learned about individual students and how that understanding affected �your work in the classroom

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• What you learned about listening and working interdependently and how these habits affected the classroom environment

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Additional Resources

Teaching tolerance. Lessons and resources for K-2 Lessons

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How to Talk "Taboo" Topics with Young Students, Liz Kleinrock https://tinyurl.com/1o2eddm8

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Culturally responsive education Hub. CRE Hub provides the history, tools, and resources to contextualize and build the movement for culturally responsive education and ethnic studies. https://tinyurl.com/yqpnhees

Attributes of culturally responsive pedagogy.  This tool can help teachers reflect on the extent to which their classrooms attend to culturally responsive pedagogy. https://lciltd.org/resources/culturally-responsive-pedagogy

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Questions teachers can ask themselves to attend to culturally responsive practices. This tool can support lesson and assessment planning https://lciltd.org/resources/guidelines-for-incorporating-attributes-of-learner-centered-culturally-responsive-pedagogy-into-units-and-assessments

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Collection of instructional videos. This site includes a variety of videos for teachers in different grades and subjects on ways to incorporate CR-SP into their practice. https://www.doe.mass.edu/edeffectiveness/prof-learning/crt-videos/

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Teaching resources and books. https://tinyurl.com/ynsz9snb

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Windows and mirrors video. https://www.youtube.com/watch?v=VbKnaHR1FO4

Teacher describes and shows how she uses literature to help students explore themselves and others as windows and mirrors.

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Classroom lessons and resources. Collection of lessons for teachers in different grades from Teaching Tolerance. https://tinyurl.com/2mpd4z5t

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Please respond to

reflection questions

using the link below:

https://forms.gle/meUGErHTCTkeP25fA

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Team Leaders Extension

Discuss �in small groups and post ideas in NowComment.

What strikes you as you take a quick look at the various frameworks at play in this District?

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LCI Professional Development �Creating a Seamless Program by Weaving the Best of a Variety of Frameworks with Habits of Mind ��