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The Principles of Culturally Responsive Teaching

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Title: The Principles of Culturally Responsive Teaching


1
The Principles of Culturally Responsive Teaching
Culturally Responsive SchoolEnvironments
  • Yolanda Sealey-Ruiz, Ph.D
  • New York University
  • Metropolitan Center for Urban Education

New York Higher Education Support Center (HESC)
for SystemsChange Fall 2006 Statewide
Meeting Crowne Plaza Albany NY September, 15,
2006
2
IntroductionsA brief intro to me
  • Education
  • Ph.D. Teaching Learning, New York University
  • M.A. English Ed., Teachers College, Columbia
    University
  • B.A. English Lit., New York University
  • Experience
  • H.S. English Journalism Teacher
  • English Instructor, Adult Learners, The College
    of New Rochelle
  • Teacher Educator, New York University
  • Assistant Professor of English, CUNY
  • Marketing Careers with The New York Times,
    Business Week NYU/SCPS
  • Research Interests Race in Education,
    Culturally Relevant Teaching, Adult Reentry Women
  • Personal Married mother of an 22 month old, and
    loves boxing!

3
Workshop Objectives
  • To learn (some) principles of Culturally
    Responsive Teaching (CRT) as defined by Gloria
    Ladson-Billings and Geneva Gay
  • To learn some principles of Culturally Responsive
    Environments (CRE)
  • To assess the cultural responsiveness of our
    schools and classrooms
  • To discuss the implications of CRT CRE for our
    schools

4
Definitions for our Workshop
  • Culture
  • Pedagogy
  • Culturally Responsive Teaching

5
A Definition for Culture
Culture is the shared perceptions of a groups
values, expectations and norms. It reflects the
way people give priorities to goals, how they
behave in different situations, and how they cope
with their world and with one another. People
experience their social environment through their
culture. Culture is transmitted from generation
to generation.
6
A Definition for Pedagogy
  • The philosophical framework for our teaching.
  • The lens in which we plan, carry out and reflect
    on our teaching.
  • The art and science of teaching.

7
  • What is
  • Culturally Responsive Teaching?

8
  • According to scholar Gloria Ladson Billings,
    Culturally Responsive Teaching (CRT) is
  • An approach that empowers students
    intellectually, socially, emotionally, and
    politically by using cultural referents to impact
    knowledge, skills and attitudes.

9
Gloria Ladson-Billings, Ph.D.
  • In her 1994 book The Dreamkeepers,
    Ladson-Billings, further defined CRT as
    possessing these nine principles
  • Communication of High Expectations
  • Active Teaching Methods
  • Teacher as Facilitator
  • Inclusion of Culturally and Linguistically
    Diverse Students
  • Cultural Sensitivity
  • Reshaping the Curriculum
  • Student-Controlled Classroom Discourse
  • Small Group Instruction and Academically-Related
    Discourse

10
Geneva Gay, Ph.D.
  • In her 2000 book Culturally Responsive Teaching,
    Geneva Gay,
  • defined CRT as teaching that is
  • Validating the values, prior experiences, and
    cultural
  • knowledge of students
  • Comprehensive
  • Transformative
  • Emancipatory

11
Culturally Responsive Teaching
  • Builds on what students already know.
  • Helps students understand there is more than one
    way of knowing.
  • Encourages students to embrace their culture and
    develop a love of learning.
  • Highlights students strengths, and gives them
    confidence to confront their weaknesses.

12
Culturally Responsive Teaching
  • Gives Teachers
  • The opportunity to learn about students
    cultures.
  • The opportunity to teach students about the
    behaviors valued in schools.
  • Ways to keep their teaching exciting -- they vary
    teaching approaches based on their learners.

13
  • In our multicultural society, culturally
    responsive teaching reflects democracy at its
    highest level. It means doing whatever it takes
    to ensure that every child is achieving and ever
    moving toward realizing their potential.
  • --Joyce Taylor-Gibson

14
  • To Be A Teacher of CRT, You Need To
  • Be willing to reexamine your teaching pedagogy
    and make it relevant to your students.
  • Be someone who deeply cares about your students.
  • Be a student-centered teacher, which means taking
    an interest in your students community and
    making positive contact with their parents.
  • Be willing to learn about cultures other than
    your own.

15
What are some of the cultures and languages
represented in your schools and classrooms?
What some of the cultures and languages your
students will encounter in their educational
settings?
16
Workshop Activity 1
  • Brainstorm about how you might apply some
    principles of CRT to improve the cultural
    responsiveness of your school, classroom or
    teacher education program
  • 10 minute individual exercise

17
  • What Are the Characteristics of a Culturally
    Responsive School Environment?

18
Culturally Responsive School Environments
  • Use the culture and experiences of Latino,
    African American, Asian American, Native
    American, and White Americans not part of
    mainstream culture as a scaffold to learning
    (Gay, 2004).
  • Use instruction that involves matching the
    knowledge of particular groups with the learning
    environment.
  • Embraces a strength-based perspective.
  • Knows that failure of any children is not an
    option.
  • Creates an environment that reflects cultural and
    linguistic diversity.
  • Enacts instruction through different learning
    styles.

19
Building a Culturally Responsive Environment
requires
  • Dialogues on race/ethnicity and culture
  • Caring (Noddings, 1986 Valenzuela, 1999)
  • Analyzing school climate who feels comfortable
    and safe? Who feels uncomfortable and unsafe?
  • Continuously analyzing student achievement data
  • Professional Development on learning styles

20
Why is a Culturally Responsive Environment
Important in Educational Settings?
  • Schooling process operates on cultural nuances
    (e.g., agriculture calendar, giving teacher an
    apple, speaking up in class, calling teacher by
    last name).
  • Culture of others has historically not been
    acknowledged in the schooling process and
    resulted in differential outcomes (Banks, 1987,
    2001 Delpit, 1993 Sleeter, 1987).

21
A Place to Begin
  • Get to know the research
  • Be honest about where you are as a school or
    organization
  • Let the research inform your decision-making
    process
  • Implement realistic (time-bound, measurable
    goals)
  • Follow-up and follow through with professional
  • development and periodic assessment

22
Workshop Activity 2
  • Assess if your school environment is
  • culturally responsive
  • 20 minute small group exercise Discussion

23
Discussion
  • What are the implications for your school or
    organization to create a culturally responsive
    school environment?
  • Obstacles?
  • Challenges?
  • Benefits?

24
  • The increasing diversity in our schools, the
    ongoing demographic changes across the nation and
    the movement toward globalization dictate that we
    develop a more in-depth understanding of culture
    if we want to bring about true understanding
    among diverse populations.

-Maria Wilson-Portunando
25
References
  • Banks, J. A. (1987, 2001) Educating Citizens in a
    Multicultural Society. New York Teachers College
    Press.
  • Delpit, L. (1993). The Silenced Dialogue Power
    and Pedagogy in Educating Other People's
    Children" in Beyond Silenced Voices Class, Race,
    and Gender in United States Schools (L.Weis,
    M.Fine, eds).
  • Gay, G. (2000). Culturally Responsive Teaching
    Theory, Research, and Practice (Multicultural
    Education Series, No. 8). New York Teachers
    College Press.
  • Grant, C. A., Sleeter, C. E. (1987). Who
    determines teacher work? The debate continues.
    Teaching Teacher Education, 3(1), 61-64.
  • Ladson-Billings, G. (1995). The Dreamkeepers
    Successful Teachers of African American Children.
    San Francisco Jossey Bass.
  • Noddings, N. (1986). Caring - a Feminine
    Approach to Ethics and Moral Education. USA
    University of California Press.
  • Valenzuela, A. (1999). Subtractive Schooling
    U.S.-Mexican youth and the politics of caring.
    Albany, NY State University of New York Press.
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