Culturally Relevant Mathematics- CLRT in Secondary Extended Mathematics

1. Culturally Relevant Mathematics- CLRT in Secondary Extended Mathematics Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.” "Educational researchers have proven time and again that culturally responsive teaching methods increase student achievement. So if our teaching is not culturally relevant, then we as educators are not relevant." - ChikeAkua

2. Identity Development • Symbol and personal connection • Unity Circle • Name, job, symbol, and reason Adinkra circle

3. Working Agreements 1.  What you share within the context of the conversation is confidential, honored, and respected. 2.  Use "I" statements. No one speaks for another or for an entire group of people.3.  Avoid critiquing other's experiences; focus on your own experiences.4.  Be honest and willing to share. Be brief.5.  Listen with curiosity and the willingness to learn and change. Resist the desire to interrupt.6.  Try not to take comments personally. Ask for clarification. Assume positive intent.7.  Suspend judgment. Be open to the kernel of wisdom in each person's story. I’M IN Agreements

4. Develop an initial understanding of two area of CLRT • Practice CLRT techniques • Analyze classroom vignettes with a CLRT lens • Reflect on student engagement with a CLRT lens regarding Extended Math Classrooms at MS • Collaboratively plan a CLRT lesson for Extended Math • Leave with a renewed sense of hope. • Be willing to take a risk. • Use the session contents to take away something to try the very next day.. Outcomes:

5. Three Premises to Ponder… ~Premise One- Focus on classroom management school of thought and style-Is your current system working? ~Premise Two- Focus on cultural behaviors-Is it misbehavior or cultural behavior? ~Premise Three- Focus on instruction- Is the best lesson plan an engaging culturally relevant and responsive lesson?

6. Management • Language • Responsive Classroom Management • Responsive Academic Vocabulary Instruction Today’s Themes: Engagement

7. Culturally and Linguistically Responsive Teaching • FromThe Center for Culturally and Linguistically Responsive Teaching • CLR is the validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society. • Validate, Affirm, Build and Bridge through: • Responsive Classroom Management • Responsive Academic Literacy Instruction • Responsive Academic Vocabulary Instruction • Responsive Academic Language Instruction http://www.youtube.com/watch?v=W3AbBFzIokg&feature=colike • From CLRT&L by Dr. SharrokyHolliePg. 23 Sara

8. Attention Getting Signals Listen~Up Ay’go~ Ay’me Peace~Quiet Si~SePuede Voice Check~1-2,1-2 When I Move You Move~Just Like That Holla, Holla~I’m A Math Scholar I’m In Ways of Responding Whip Around, Give a Shout Out, Pick A Stick, Moment of Silence, My Turn~Your Turn, Turn and Talk, Think-Pair-Share Ways of Discussing Musical Shares, Greet and Respond Tea Party Culturally Responsive Protocols

9. Note taking for today:

10. Turn and Talk Raise a Righteous Hand WHY: WHAT: HOW: Today’s Purpose:

11. The NAEP data suggest that many minority students are not experiencing instructional practices consistent with the recommendation suggested by the National Council Teachers of Mathematics (NCTM). Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com

12. NAEP Data • 4th grade

13. Our data supports the Naep claim MMSD K-12 Math Proficiency on the 3-8th Grade State Assessment Exam

14. Who is in our Extended Math Classes??

15. Wisconsin's Vision for Response to Intervention

16. Include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of its students’ race, language, and culture. Source: WI RtI Center, Response to Intervention in Wisconsin Glossary Culturally Responsive Practices

17. Relevant is Having a connection to your life and the way that you learn What does RELEVANT mean? When teachers are relevant- Students are engaged. Think-Pair-Share How will we connect students to mathematics? How will we change that data?

18. 2012 Second Semester Data – All MMSD Schools

19. 20 minutes per ODR 11,411 ODRs for African American students X 20 minutes = ~228,220 minutes = ~3,803 hours = ~585 days LOST INSTRUCTIONAL TIME

20. RTI BEHAVIOR TIERS – ALL MMSD STUDENTS: 2ND SEMESTER 2011-12 6+ referrals 2-5 referrals 0-1 referral

21. RTI BEHAVIOR TIERS – WHITE STUDENTS: 2ND SEMESTER 2011-12 6+ referrals 2-5 referrals 0-1 referral

22. RTI BEHAVIOR TIERS – ASIAN STUDENTS: 2ND SEMESTER 2011-12 6+ referrals 2-5 referrals 0-1 referral

23. RTI BEHAVIOR TIERS – HISPANIC/LATINO STUDENTS: 2ND SEMESTER 2011-12 6+ referrals 2-5 referrals 0-1 referral

24. RTI BEHAVIOR TIERS –AFRICAN AMERICAN STUDENTS: 2ND SEMESTER 2011-12 6+ referrals 2-5 referrals 0-1 referral

25. Traditional school norms Low movement Turn-taking Quiet & rule-driven Specific to under-served students High movement Overlap Preference for variation/spontaneity Cultural Behaviors Spectrum

26. Classroom Scenarios Musical Shares • Description: • Teacher poses a question and turns on the music. Students move or dance around the classroom until music is off. Students discuss the question with whoever they are closest to. • Why use it? • To incorporate music and movement with the opportunity to share ideas. • Best Used • Reviewing, summarizing or clarifying information • Sharing journal entries When you hear the music move around the room.

27. Scenario #1 Scenario 1: A student is continuously blurting out during the mini-lesson section of math class. The student is responding to the content of the lesson and sharing personal examples related to the content. The student has been given several redirects by the teacher and the classroom support staff to stop blurting. The student continues to blurt out during the lecture, inciting other students to began to talk while the lecture continues. The teachers asks the class to quiet down and then asks the student to leave the room for disrupting the class and not following directions.

28. Scenario #2 Scenario 2: Students have been in class for 30 min. and one student has left their seat and started to wander the classroom. The student has not completed the assigned work. As they are wandering they are stopping to talk with other students. The student is asked by the adult to return to their seat, and get back to work. The student “snaps” back at the adult and says “I’m working, I’m asking her about a question!” The teacher tells the student to “watch their tone, and not to raise their voice, and to return to their seat.” The student did not return to their seat and lingered near the other students desk. The adult then directed the student to return to their seat or leave the room. The student replies “fine I hate this class!” The teacher sends the student out of the room.

29. Scenario #3 Scenario 3: Students are outside during lunch and are witnessed shoving each other. A supervisor intervenes and asks the students to stop. The students continue to go after one another after more adults arrive. The students are asked to go to the office.

30. Scenario #4 Scenario 4: During independent work time in math class a student is refusing to do the assigned task. The teacher has asked the student to take out their work several times, first with a non-verbal redirect. The student does not respond and still refuses to complete the task.The teacher uses proximity and stand near the students desk in silence. The student still refuses. The teacher asked to the student once more. The student still refuses and is asked to leave the room.

31. Classroom Scenarios Musical Shares Give a Shout Out What were your “aha” moments…

32. TAKE ACTION!!!! • Go Responsive or Go Deficit?~Reinforcing~Reminding~RedirectingBuilding RELATIONSHIPS! • Make math engaging through culturally and linguistically responsive protocols • Take NOTES

33. Validate Affirm Build Bridge Where Can I…?

34. Note taking for today:

35. Every child, Every day…. Whatever it takes!!!! Break

36. The educational system in America is left brain dominant based and the entire scope of the learning process favors the left brain dominant learner -(Hart, 1978; Cf. Wolfe and Reising, 1977) Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com

37. Gifts Cultural Precepts Mathematical Development

38. Cultural Precepts: (gifts that students bring) musicality verbal expression resilience orality rhythm personal style and uniqueness emotional vitality “Gifts” that our students bring…

39. What should teachers do? • engage in explicit discussion about the importance of using standard American English in certain situations. • vary the methods of instruction in the classroom. • call and response vs. standard instruction WHERE CAN I? • Validate • Affirm • Build • Bridge

40. Questions to ask yourself… are your mathematical tools real? do they start from what the child can do and does know? do they offer opportunities for verbal expression? do they allow for communal support? do they have musicality? are you considering these things intentionally and purposefully when planning math lessons? Embedding the Cultural Precepts into a Mathematical Knowledge Structure

41. Multi-Faceted Teaching Learning is C0-PRODUCED Development Assessment Targeted Teaching Culturally Engagement Linguistically Mathematical Success

42. Learning Styles & Math Achievement: Left Brain Versus Right Brain Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com

43. Right Brain Learners excel at: • Big Picture Thinking • Visual Input • Pictures • Conceptual Connections • Differentiation Through Color • Humor • Music • Creativity • Rhythm • Intuitive thinking • Holistic thinking • Unstructured thinking • Synthesizing • Subjective Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com (Lori Enomoto)

44. Validate Affirm Build Bridge Where Can I…?

45. Traditional school norms Low movement Turn-taking Quiet & rule-driven Specific to under-served students High movement Overlap Preference for variation/spontaneity Cultural Behaviors Spectrum Reflect back to your school experience…. -Two-corners

46. Traditional vs. Non-Traditional • As you watch the video: • Fill out reflection sheet • Consider the learning styles listed in the hand-out as you respond to the five prompts • Readers Workshop Video

47. Tea Party Protocol Directions: • When you hear the drum beat walk around and greet another person with a culturally appropriate greeting for their situation • (friend, acquaintance, stranger, etc.) • With your partner dialogue about number 1 on your video reflection sheet • When you hear the drum find a new partner for number 2 • (bell, drum, music off, etc).

48. Problem: Teach One Way Reach One Way!!!! Lunch Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com

49. Math Affirmation: Let Them See Your Math Swag!! Swagademics Math Doctor Shahid Muhammad mathdr12@aol.com www.themathdr.com

50. Pass it with a Point If….. Then…