Cultural, Ethnic, and Social Diversity (Indicators 4.1, 4.2, 4.3, AQTS)

1. Cultural, Ethnic, and Social Diversity (Indicators 4.1, 4.2, 4.3, AQTS) Helping Beginning Teachers Recognize, Understand, and Value Diversity (4.3); and Differentiate Instruction to Build on Student Assets (4.1) Module for Indicator 4.1 Alabama Department of Education Resources for Mentor Teachers

2. Understanding this Resource Conversation Starter icon Reflectionicon Decision Point icon

3. Alabama Quality Teaching Standard 4: Diversity Cultural, Ethnic, and Social Diversity 4.1 Develops culturally responsive curriculum and instructionin response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status 4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning

4. Indicator 4.1 is Related to Other Standards

5. Spheres of Activity

6. Questions to Explore Regarding Indicator 4.1--Develops culturally responsive curriculum and instructionin response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status • What is culturally responsive curriculum and instruction? • How can I get to know my students, so I can teach them? • How important are my expectations for learning? How are they communicated to students? • What are ways to keep diverse learners engaged in my classroom? • How can we collaboratively develop and share culturally responsive instructional practices with colleagues? • What is an inclusive classroom? How does that affect learning of diverse students?

7. Ability to develop and provide curriculum and instruction that meets diverse needs Read through the five levels on the AQTS Continuum for Indicator 4.1. Where do you rate yourself on the continuum? What is the evidence for your self-assessment? Where do you want to be on the continuum?

8. Five Keys to Culturally Responsive Curriculum and Instruction Awareness of the influence of student background (e.g. culture, race, gender, personal experiences) on learning Knowledge of students Establishment of high expectations and adequate support for student engagement and success Provision of differentiation and choice in curriculum and learning Establishment of a respectful, inclusive classroom culture

9. 1. Awareness of Influence of Culture • “A culturally responsive pedagogy builds on the premise that how people are expected to go about learning may differ across cultures….To maximize learning opportunities, teachers must gain knowledge of the cultures represented in their classrooms, then translate this knowledge into instructional practice.” --Villegas (1991) cited by Turnbull and Pacheo, The Education Alliance, page 85 • Connecting education with students’ lives

10. 1. Awareness of Influence of Culture Culturally relevant Culturally appropriate Culturally congruent Culturally responsive Terms that relate to teachers taking into account the cultural background of students when designing curriculum, instruction and assessment

11. 1. Awareness of Influence of Culture “Teachers continually express their culture; the danger is being unaware of that expression…. Cultural responsiveness requires teachers to acknowledge and understand their own cultural values and how this impacts their own teaching practice.” --White, K. W., Zion, S., and Kozleski, M. L. pp. 2-3

12. 1. Awareness of Influence of Culture Begin with reflection upon factors in your own life that may have influenced your learning in school. See Indicator 4.3 for more information about this topic.

13. Some Factors that May Influence Learning Ethnicity Race Socioeconomic status Gender Family traditions and background Religion Geographic background (rural, suburban, urban) Sexual orientation Learning styles (reading, listening, creating, hands-on, talking, technology) Personality (e.g., outgoing, introverting) Family support for and values of education

14. 2. Knowledge of Students “You have to know the kids. They teach me how to teach them. They may be from all kinds of background and cultures, but if you really listen to them, they’ll tell you how to teach them.” Lisa Delpit, Other people’s children: Cultural conflict in the classroom. P. 120, 1994

15. 2. Knowledge of Students Surveys Student-to-student interviews to collect data and prepare summaries Meetings with families Periodic phone calls, e-mails, or letters Walking or driving through neighborhoods

16. 3. High Expectations for Student Success Belief that all children can learn and it’s my jobto make sure they do. NO EXCUSES mentality

17. 3. High Expectations for Student Success Students given increased responsibility by schools tend to be more involved and tend to stay in school, with fewer discipline problems. Improvements in drop-out rate and discipline problems Increased responsibility to students

18. 4. Differentiation in Curriculum and Instruction Help students connect content to their own lives Select content that motivates and interests students If textbooks fail to depict diversity adequately, find supplemental materials that demonstrate the role of females, the role of Asian-Americans, the role of native Americans, etc. Demonstrate how different points of view affect our understandings of society and content

19. Student Choice and Control Related to Income Students from lower socio-economic families tend to have more control over their own activities than do students from higher socio-economic families. If this holds true for some of the students in your classroom, what are the implications for teaching?

20. Linguistic Differences Based on SES Levels Students from middle class families are more comfortable and skilled in asking questions of adults than are students from lower SES families. Is this validated by your own experiences? If this holds true for some of the students in your classroom, how does it affect expectations? What are the implications for your teaching?

21. Race-related Implications for Learning Students from an African American culture tend to prefer working in groups; they value interdependence rather than independence, which is a value in most schools. Is this a characteristic that you have ever noticed? If this holds true for some of the students in your classroom, what are the implications for your teaching?

22. Gender-Related Learning Styles Males tend to excel in learning with technology; they prefer and are more skilled in using computers for learning activities. Have you noticed this tendency to be true? If this holds true for some of the students in your classroom, what are the implications for your teaching?

23. 4. Differentiation in Curriculum and Instruction • Provide choice when possible, using a variety of learning strategies that use different strengths, e.g., • Cooperative learning • Physical movement, dance, rhythm • Discussion that allows social interaction and talking among students to clarify ideas and share understanding • Use strategies that engage students and hold them accountable to participate actively • Encourage different points of view during discussion

24. 5. Establish a Classroom Culture of Respect “Teachers must create a classroom culture where all students regardless of their cultural and linguistic background are welcomed and supported, and provided with the best opportunity to learn.” --Richards, H. V., Brown, A. F., Forde, T. B. p. 4.

25. 5. Establish a Classroom Culture of Respect In order to learn well, students must feel safe, fairly treated, and respected. • Establish fair and consistent behavioral expectations. • Establish positive relationships, built on trust. • Model respect for all; do not tolerate disrespect. • Promote and discuss the concepts of equity and diversity in the classroom and in a strong society.

26. 5. Establish a Classroom Culture of Respect “We learn from one another when we listen with attention and respect.” • Establish a shared understanding among students as to what respect looks like and why it is important to listen to others’ points of views. • Hold a classroom discussion about how infrequently we see such norms modeled in our culture. • Model this norm so that students can learn what it looks like. • Have students role play examples and non-examples. • Ask students or groups to monitor themselves and assign a rating (1-5) on the extent to which they were able to maintain this norm.

27. What Would It Take to Help a Beginning Teacher Move from Beginning to Emerging in 4.1? Pre-Service and Beginning Emerging Is aware of the diverse cultural, ethnic, and language backgrounds represented among learners. Selects instructional strategies, resources, and technologies with some consideration for diverse learners. Plans, delivers, and evaluates lessons that reflect positive regard for the culture, gender, linguistic background, and SES of learners and families/guardians. Incorporates into the learning environment visuals, readings, and other materials that reflect learner diversity. Designs and manages content to facilitate learning experiences utilizing technologies that are responsive to a diversity of learners, learning styles, and special needs.

28. Types of Data for Formative Assessment Perceptions and attitudes Samples of student work Classroom Observations Test results and other data Related research and literature

29. Types of Data for Formative Assessment Classroom Observations

30. Types of Data for Formative Assessment Classroom Observations

31. Culture of Belonging • How are students greeted as they enter the classroom? • To which students do I speak? Which students speak to me? • Do students talk with other students? • Suggest the beginning teacher collect the entering classroom data for a week, making notes (or checkmarks) beside each student’s name. • Summarize the data. • Do the same thing a few weeks later. Do you notice any differences? • Compare with the mentor’s observations. Are there patterns that vary by sub-groups (gender, ethnicity, personality, etc.)?

32. Sample Observation: Rate of Student Engagement • Are students engaged? • To answer this question, use a form such as the handout, “Monitoring Student Engagement.” • Decide with your mentee: • What constitutes “engagement”? • What qualifies as “disengaged”?

33. Helping a Teacher Move in 4.1 Equity Protocol —Teacher-to-teacher feedback on selected student work samples, focusing on equity within the classroom. Facilitated process is explained on the following slides. Presenting teacher brings sample work. Explains the assignment and hoped-for outcomes to colleagues. Colleagues listen without comment. Adapted from National School Reform Faculty, “Equity Protocol.” Website www.nsrfharmony.org

34. Helping a Teacher Move in 4.1 Equity Protocol • Facilitator poses a question, answered by each colleague (in go-round fashion.) Each addresses the question briefly (30-60 seconds.) Sample questions include: • What would be engaging to many different students? • What would meet more than one learning style? • Do you note any potential language, visual, or cultural bias in the assignment? • What questions does this assignment raise for you? • Facilitator poses additional questions, as appropriate and as time allows. Presenting teacher listens quietly during steps 2 and 3.

35. Helping a Teacher Move in 4.1 Equity Protocol Presenter distributes copies of sample student work (with student names eliminated.) Colleagues review silently. Colleagues comment on the relationship between student work and earlier comments and questions (one minute each.) Presenting teacher is silent. Presenter reflects on what he or she has learned, including questions and insights. Colleagues listen silently. Group has an open discussion about what they have learned.

36. Helping a Teacher Move in 4.1 • “When one has no stake in the way things are, when one’s needs or opinions are provided no forum, when one sees oneself as the object of unilateral actions, it takes no particular wisdom to suggest that one would rather be elsewhere.” --Sarason, 1990, cited in Williams, p. 121 • Suggest that the teacher invite a group of students to participate in a focus group.

37. Acknowledge Diversity In one section of the room, have students create a quilt or bulletin board that celebrates diversity. Let students decide what best symbolizes their own culture or uniqueness. Share with students stories about your own family experiences and traditions. Encourage students to write or talk about their own. Acknowledge similarities, not just differences. All of us are more alike than we are different from one another.

38. Helping a Teacher Move in 4.1 Male Advantages Male Disadvantages More frequently are asked teacher questions Receive more teacher attention More likely are asked to perform demonstrations in front of class (e.g. math and science) Receive more academic help from teachers Receive more specific feedback, including praise, criticism, and remediation Outperform girls in math and science Sadker, M. and Sadker, D. Failing at Fairness: how Our Schools Cheat • More frequently identified as special education students: • 2/3 of learning disabilities are male • 90% of behavioral disorders • 80% of ADHD • 90% of discipline problems • More “fidgety”; less impulse control • More aggressive; more physical • Process emotions less easily; incidents may disrupt ability to stay focused on learning tasks • Lower grades: receive 70% of the teacher-assigned D’s and F’s; 40 percent of the A’s Gurian, M. Boys and Girls Learn Differently! A Guide for Teachers and Parents

39. Helping a Teacher Move in 4.1 Keep a record of students that are called upon. Use varied learning strategies: girls do better with cooperative learning; boys do better with physical movement and technology; use manipulatives—boys tend to excel with spatial learning Use wait times consistently (3 to 5 second pauses before and after students respond to questions) Helps males process responses. Allows teacher time to reflect on whom to call. Use technology; give choices in demonstration of competency

40. Helping a Teacher Move in 4.1 Home Language of Middle Class Students Home Language of Lower Class Students Source: Lareau, A. Unequal Childhoods: Class, Race, and Family Life Negotiate with adults Family speech fairly steady and complex Engage in reasoning and dialogue, resulting in rich vocabulary Exposed to correct grammar and the “language of schools” Exposed to broad range of knowledge May comfortably question and throw around ideas Follow adult directives; rarely engage in negotiations Family speech = less talking, shorter sentences, frequent silence Rarely engage in reasoning; language is related to daily life necessities Often use incorrect grammar Rarely question adults or explore ideas

41. Helping a Teacher Move in 4.1 There is a 4,500-word knowledge gap between low- and high-achieving students.* Many believe that VOCABULARY is the best route to helping students. Help beginning teachers find resources on building vocabulary appropriate to the grade level and content they teach. --Cited by Marzano in Williams

42. Resources • Teaching Diverse Learners: Equity and Excellence for All. TDL (Teaching Diverse Learners) Web site at Brown University. www.alliance.brown.edu/tdl/ • Teaching Tolerance, www.teachingtolerance.org • Resources and suggested activities (lesson plans by grade level and subject matter) to help teach about diversity and tolerance. Additionally, they offer professional development and suggest additional resources on a number of subjects. Sponsored by the Southern Poverty Law Center. • In addition, this web-site includes The Teaching Diverse Students Initiative (TDSI) which provides research-based resources for improving the teaching of racially and ethnically diverse students. • Suggested books for students, K-8, on multicultural topics http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/multicultural.htm

43. References Gurian, M. and Henley, P. Boys and Girls Learn Differently! A Guide for Teachers and Parents. San Francisco: Jossey-Bass. 2001. Lareau, A. Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press. 2003. National School Reform Faculty website www.nsrfharmony.org Richards, H. V., Brown, A. F., Forde, T. B. Addressing Diversity in Schools: Culturally Responsive Pedagogy. NCCREST. 2006. Sadker, M. and Sadker, D. Failing at Fairness: How Our Schools Cheat Girls. New York: Touchstone Press. 1995. Turnbull, Elise and Pacheo, Maria. The Teacher’s Guide to Diversity: Building a Knowledge Base. Volume 1: Human Development, Culture, and Cognition. The Education Alliance at Brown University. 2005 What Kids Can Do. First Ask, Then Listen: How to Get Your Students to Help You Teach Them Better. A Teachers Guide. Providence, RI: What Kids Can Do. 2003. www.whatkidscando.org White, K. W., Zion, S., and Kozleski, M. L. Cultural Identity and Teaching. National Institute for Urban School Improvement. On Point Series. 2005. Williams, Belinda (Ed.) Closing the Achievement Gap: A Vision for Changing Beliefs and Practices, 2nd edition. Alexandria, VA: ASCD. 2003. Wilson, B. and Corbett, H. Listening to Urban Kids: School Reform and the Teachers They Want. New York: State University of New York Press. 2001.