Culturally Responsive Teaching: Strategies for Inclusive Lessons

1. Creating Inclusive Environments: Access for ALL August 14th, 2015 Kevin Schaefer Assistant Director of Special Programs WestEd Center for Prevention and Early Intervention kschaef@wested.org To access electronic resources, go to: http://padlet.com/kschaef/Selma

2. Participant Outcomes: • Participants will understand the implicit considerations within the CCSS that impact diverse learners. • Participants will be able to identify the principles, guidelines and checkpoints of UDL in designing inclusive lessons. • Participants will understand the necessary characteristics of a student who is college, career and civic life ready.

3. CDE ELA/ELD Framework

4. Culturally and Linguistically Responsive Teaching Culturally responsive educational systems are grounded in the belief that we live in a society where specific groups of people are afforded privileges that are not accessible to other groups. -National Center for Culturally Responsive Systems (NCCRSt)

5. Culturally and Linguistically Responsive Teaching It helps develop a sense of personal efficacy, building positive relationships and shared responsibility while they acquire an ethic of success that is compatible with cultural pride. Infusing the history and culture of the students into the curriculum is important for students to maintain personal perceptions of competence and positive school socialization. - LAUSD EL Master Plan 2012

6. Culturally and Linguistically Responsive Teaching Culturally and linguistically responsive teaching can be defined as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students. It is culturally validating and affirming. Along with improving academic achievement, these approaches to teaching are committed to helping students of color maintain identity and connections with their ethnic groups and communities. - LAUSD EL Master Plan 2012

7. Culturally and Linguistically Responsive Teaching • Teachers should adopt an additive approach toward the culture and language development of their students by enacting the following principles: • Self-educate • Draw on the value of students’ cultural backgrounds • Address language status • Expand language awareness • Support development of academic English • Promote pride in cultural and linguistic heritage - CA ELA/ELD Framework, 2014 (Chapter 9, Pages 52-53)

8. Understanding Language https://www.youtube.com/watch?v=T3YJx8ujoto

9. Explore ELD Resources • CDE ELD Standards: • http://www.cde.ca.gov/sp/el/er/eldstandards.asp • SCOE eStandards: • http://www.scoecurriculum.net/estandards/ • (Downloadable on iPhone/iPad/Android/Smartphone) • SCOE hELp Website: • http://www.scoecurriculum.net/help/index.lasso

10. The Common Core State StandardsApplication to Students with Disabilities Promoting a culture of high expectations for all students is a fundamental goal of the Common Core State Standards. In order to participate with success in the general curriculum, students with disabilities, as appropriate, may be provided additional supports and services, such as: • Instructional supports for learning― based on the principles of Universal Design for Learning (UDL) ―which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression. • Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005) ―changes in materials or procedures― which do not change the standards but allow students to learn within the framework of the Common Core. • Assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards.

11. Find an AWESOME partner or TERRIFIC friend TERRIFIC

12. Find an AWESOME partner or TERRIFIC friend PartnerTerrific please start by responding to the frame: In my opinion, the #1 quality of a student who is college, career and civic life ready is_____________ because __________________. Partner Awesome, please respond using the same frame; Be prepared to share a thought or comment with the whole group.

13. Career Technical Education Employability Skills Framework Individuals require many skills to be college, career, and community ready, including academic knowledge, technical expertise, and a set of general cross-cutting abilities termed employability skills. http://cte.ed.gov/employabilityskills/index.php/framework/index

14. Implicit CCSS Considerations • Communicative Competence • Self-Advocacy • Self-Determination • Executive Functions • Social/Emotional Learning • Behavioral Expectations

15. Communicative Competence • Communication at some level is possible and identifiable for all students regardless of functional “level,” and is the starting point for developing communicative competence. Communication competence is defined as the use of a communication system that allows students to gain and demonstrate knowledge. http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC-Communicative-Competence-9-10-13.pdf

16. Communicative Competence Communication/Instructional Loop Communicative Intent + Mode of Communication + Listener Comprehension = Communicative Competence which promotes CCSS-aligned instruction at the student’s functioning level and the development of appropriate goals. (…and repeat) http://www.montgomeryschoolsmd.org/departments/hiat/udl/examples/examp016.shtm

17. Self-Advocacy http://www.selfadvocacyonline.org/learning/

18. Self-Determination …a characteristic of a person that leads them to make choices and decisions based on their own preferences and interests, to monitor and regulate their own actions and to be goal-oriented and self-directing. http://www.ngsd.org/everyone/what-self-determination

19. Executive Functions Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. (NCLD) http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-executive-function

20. Social Emotional Learning Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. www.casel.org

21. Behavioral Expectations Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. www.PBIS.org

22. Compare/Contrast Signs Restaurant with Our Educational System • Providing access to curriculum and instruction • Alignment of services and supports • Environmental factors that affect student outcomes • Skill and expertise as contextual • Critical nature of communication and social/emotional • learning

23. http://udltheorypractice.cast.org/login

24. OUTDATED

25. UPDATED

26. Learner Variability • First we need to incorporate what learning and education science have revealed about the nature of learning into a newly conceived and designed education system. • Two key concepts emerge: • Learner variability is systematic and to a • large degree predictable • Learner capacities are context-dependent • (David Rose, et.al., UDL: Theory to Practice 2014)

27. Designing for Learner Variability

28. What is Universal Design? • Ramps • Curb Cuts • Electric Doors • Captions on Television • Easy Grip Tools…

29. What is Universal Design? • Drawbacks of Retrofitting: • Each retrofit solves only one local • problem • Retrofitting can be costly • Many retrofits are UGLY!

30. Universal Design for Learning What is UDL?

31. What is Universal Design for Learning? • UDL provides a blueprint for creating instructional goals, assessments, methods, materials that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

32. Integration of Cognition and Emotion They (the UDL guidelines) explicitly call for the integration of emotion and cognition. We know that students continuously appraise their environment as good for them or bad for them—beneficial or threatening. - Universal Design for Leaning: Theory and Practice, 2014

33. EngagementThe Cognitive/Emotional Connection CCSS.L.K-12.5 Bring it on! I can teach it Open/Willing/Tentative Cognitive State Emotional State I am learning Resistant/Anxious/ Exhausted I haven’t a clue

34. Multiple Means of Engagement

35. Multiple Means of Engagement Making Mistakes/Failure But what if I fail? You will. The answer to the what if question is, you will. A better question might be, "after I fail, what then?” Well, if you've chosen well, after you fail you will be one step closer to succeeding, you will be wiser and stronger and you almost certainly will be more respected by all of those that are afraid to try. Seth GodinLinchpin: Are You Dispensible? Blog: http://sethgodin.typepad.com

36. Reflect on Your Current UDL Practices

37. Multiple Means of Representation Worksheets

38. Multiple Means of Representation Go to: http://www.popplet.com

39. Reflect on Your Current UDL Practices

40. Multiple Means of Action and Expression

41. Multiple Means of Action and Expression Executive Functions Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. (NCLD) http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-executive-function

42. Multiple Means of Action and Expression Executive Functions

43. Multiple Means of Action and Expression Go to: http://www.popplet.com

44. Multiple Means of Action and Expression If given the choice, how would you choose to demonstrate your understanding of UDL to your peers?

45. Reflect on Your Current UDL Practices

46. “Curriculum” DefinedA Copernican Shift • Goals • Assessment • Methods • Materials

47. Goals • Separate the means from the ends; • Consider all three learning networks; • Challenge all learners; • Actively involve learners

48. Setting Lesson Objective Analysis • Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. • CCSS.Math.Content.8.G.C.9Knowthe formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. • What are possible barriers inherent in this standard? • What are ways in which students may demonstrate “know”?

49. Watch Your Verbs! Apply Demonstrate Identify Order Assess Describe Interpret Predict Classify Diagram Label Reproduce Compose Distinguish Locate Solve ConstructEstimate Measure State Define Evaluate Name Translate

50. Assessment • Are ongoing and focused • on learner progress • Measure both product • and process • Are flexible, not fixed • Are construct relevant* • Actively inform and • involve learners Formative Summative * The information or skill an assessment or assessment item claims to be measuring.