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From Vision to Practice Second Annual Academy

Explore the conceptual framework of Culturally Responsive Pedagogy and strategies to address educational gaps. Learn about Vygotsky's legacy, multifaceted problems in achievement gaps, and the importance of creating a culturally responsive environment for learners. Understand how education can be enhanced through social support, demanding curriculum, and effective teaching strategies rooted in sociocultural theories. From theory to practice, discover ways to engage and uplift all students for academic success.

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From Vision to Practice Second Annual Academy

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  1. Narrowing the Achievement Gap High Achievement for All Students Culturally Responsive Pedagogy Jorge P. Osterling, Ph.D. From Vision to PracticeSecond Annual Academy From Vision to Practice

  2. Today’s Goals • Explore together a conceptual framework for Culturally Responsive Pedagogy • Identify culturally responsive pedagogical strategies that will help you address your identified needs and concerns. From Vision to Practice

  3. Despite their ability, • too many low-income children and children of color are failing academically…. From Vision to Practice

  4. Statement of Purpose • To improve the educational outcomes for all 1.2 million PK-12 students in the Commonwealth of Virginia (2005-2006 Fall Membership) • To make narrowing the achievement gap a priority in every local school (1,862) and center (97) throughout the Commonwealth of Virginia. From Vision to Practice

  5. Achievement Gap Building on Vygotsky’s Legacy(1896-1934)

  6. Achievement Gap?A Vygotskian Approach • The difference between: • Where a student is • Where she can and must be based on grade level standards. • Source: Charlottesville Forum From Vision to Practice

  7. A Multifaceted Problem(Requires examination from Multiple Perspectives) • Need to look beyond differences in standardized test scores to fully understand problems and gaps From Vision to Practice

  8. Defining the Gap • By type of group • Race/ethnicity, socioeconomic background, gender, ability level • By type of outcome • Test scores (e.g., SOLs, Iowa tests, SAT) • Other measures (e.g., grades, graduation/ dropout rates) From Vision to Practice

  9. Context • Gap has existed for years on many tests • (e.g., SAT, ACT) • Demographics: • Students and families • Teachers and administrators • Greater expectations and higher standardsfor all students (e.g., No Child Left Behind). From Vision to Practice

  10. Culturally Responsive Pedagogy `

  11. Culturally Responsive Pedagogy • Is a pedagogical framework that: • Respects the backgrounds and contemporary circumstances of all learners regardless of individual status and power • Employs learning processes that embrace the range of needs, interests, and orientations to be found among them. • --Wlodkowski & Ginsberg From Vision to Practice

  12. In a Culturally Responsive classroom . . . • Everyone feels • safe and respected • comfortable in expressing their views • No one feels marginalized due to physical abilities, race, class, or sexual orientation. • Assignments, learning materials, textbooks, and visual representations reflect the experiences of all students From Vision to Practice

  13. Educators who develop culturally responsive classes . . • Explore their own “inner landscapes” • Model positive attitudes • Demonstrate ingenuity, flexibility, and patience From Vision to Practice

  14. EducatorsCulturally Responsive Classrooms • Are critical thinkers • Accept their own limitations • Endowed with a solid knowledge base • Has a lust for learning and a passion for the discipline • Has an interest in the individual student • Interested in growth of their students • Questions the status quo From Vision to Practice

  15. Demanding Curriculum Give students the chance to study a mainstream, undiluted curriculum with outstanding teachers. Performance improves when all students learn the same challenging curriculum marked by high standards and expectations. Creating an Environment that Provides Necessary Social Supports Effective programs surround students with evidence that the people they most care about (peers and family members) think academic successes and effort are important. Committed to parental involvement, peer groups, mentors. Successful ProgramsCommon Threads From Vision to Practice

  16. Culturally Responsive Pedagogy • Research has shown that no one teaching strategy will consistently engage all learners. • The key is to engage all students by relating course content to students’ backgrounds/ funds on knowledge. From Vision to Practice

  17. Theories and Assumptions

  18. Knowledge is socially-constructed and therefore all knowledge is a reflection of the culture in which is was developed • Knowledge is not neutral; it is value-laden and reflects specific beliefs and worldviews • Education/learning is enculturation; it is the appropriation of the knowledge of a culture group • Motivation is inseparable from culture • Language is a primary conduit of culture From Vision to Practice

  19. Vygotsky’s Sociocultural Theory • Cognitive development is inherently both a social and cultural process • Social, because children learn through interactions with others and require assistance from others in order to learn what they need to know • Cultural, because what children need to know is determined by the culture they live in From Vision to Practice

  20. Scaffolding Refers to the degree of assistance provided to a learner in the zone of proximal development Scaffolding should gradually decrease as children become more competent at a task Zone of Proximal Development Is the gap between what learners can accomplish alone and what they are capable of doing if guided/ mentored by an adult or a more competent peer Vygotsky’s Most Influential Ideas Social Process of Learning From Vision to Practice

  21. The Individual, Social & Cultural INTRA-INDIVIDUAL DOMAIN The child experiences concepts in practice & through negotiation of meaning The child learns, through media, parents, teachers & peers, the frameworks for making sense INTERPERSONAL DOMAIN SOCIOCULTURAL DOMAIN Co-ordinated interaction with peers and teachers filters the cultural framework. This interaction is itself defined by culture. Smith, Cowie & Blades (2003), p. 494

  22. Narrowing the Gap Strategies

  23. 1. My own beliefs and attitudes • 2. Engaging all students: cultural responsiveness • 3. Meaningful, powerful, and rich opportunities to learn • 4. Effective Instruction • 5. Effective home-school-community relations From Vision to Practice

  24. My Beliefs, Values, and Attitudes • Caring • Critical reflection • Develops a mentoring attitude • Efficacy • Expectations • Persistence • Sensitive to the needs of every individual From Vision to Practice

  25. Engaging all Students • Acknowledge legitimacy of cultural heritages • Build bridges of meaningfulness • Use wide variety of instructional strategies • Teach students to know and praise their own and each other’s cultural heritages • Incorporate multicultural information across school subjects From Vision to Practice

  26. Rich Opportunities to Learn • Building on strengths • Challenges students to think • Extended Learning Time • Meaningful and Rigorous Curriculum • Enriched and Varied Programs • Offers practical applications From Vision to Practice

  27. Effective Instruction"I hear and I forget.  I see and I remember.  I do and I understand."                                                             ~  Chinese Proverb • Effective instruction begins with a classroom environment that fosters academic success and is supported by high-quality instructional strategies • Models and approaches that have been demonstrated to be effective for CLD learners are: • Funds of knowledge. • Meaningful uses of language. • Curricular design that builds on a learner’s prior knowledge, language and cultural background enhances learning and promotes self esteem. From Vision to Practice

  28. Creative engagement of families Emphasis on parental involvement and choices. Home and Neighborhood visits Bailey’s Elementary successful community programs Patricia Gandara’s Over the Ivy Walls: The Educational Mobility of Low-Income Chicanos Effective Home-School-Community Relationships From Vision to Practice

  29. Closing Thoughts • “How a child is taught affects his image of himself, which in turn, influences what he will dare and care to learn. The interdependence of the two is inescapable.” • Barbara Biber“Learning and Personality Development: A Point of View,” introduction, Bank Street College of Education Publication (March 1961). From Vision to Practice

  30. The Achievement Gap Can and Must be Reduced Let’s do it!

  31. References • Gandara, P. (1995). Over the ivy walls : the educational mobility of low-income Chicanos. Albany : State University of New York Press • Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. NY: Teachers College • Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum Associates. • Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass    • Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. • Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). White Plains, NY: Longman. • Northeast and Islands Regional Educational Laboratory at Brown University (LAB). (2002). The diversity kit: An introductory resource for social change in education. Providence, RI: Brown University. Available: http://www.alliance.brown.edu/pubs/diversity_kit/index.shtml • Padron, Y. N., Waxman, H. C., and Rivera, H. H. (2002). Educating Hispanic students: Effective instructional practices (Practitioner Brief #5). Available: http://www.cal.org/crede/Pubs/PracBrief5.htm • Sheets, R. (1999). Relating competence in an urban classroom to ethnic identity development. In R. Sheets (Ed.), Racial and ethnic identity in school practices: Aspects of human development. Mahwah, NJ: Lawrence Erlbaum Associates. • Smith, P.K., Cowie, H., & Blades, M. (1998).Understanding children's development (3rd ed.). Malden, MA: Blackwell, 1998. • Villegas, A. M. (1991). Culturally responsive pedagogy for the 1990's and beyond. Washington, DC: ERIC Clearinghouse on Teacher Education. • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Cambridge, MA: Harvard University. • Wlodkowski, R. & Ginsberg, M. (1995). A Framework for Culturally responsive pedagogy. Educational Leadership, September, 17-21 From Vision to Practice

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