Culturally Responsive Teaching A Pedagogical Paradigm Shift

1. Culturally Responsive TeachingA Pedagogical Paradigm Shift This session is designed to allow participants to think differently about the instruction of diverse groups of students. Through the research of Geneva Gay (2000) and Gloria Ladson-Billings (1995), culturally responsive and relevant pedagogical practices have espoused to meet the needs of diverse learners. This session helps educators to better understand their role in meeting the needs of these learners and equips them with strategies to close educational gaps, while addressing the whole child. Épryl King, M.Ed. Doctoral Candidate Indiana University of Pennsylvania

2. Why Culturally Responsive Teaching? And why me? • 2006, Masters, Gannon Univ. - Black/White Achievement Gap Focus • Countywide Professional Development, Closing Achievement Gaps • Contact/collaboration with University of Pittsburgh, Duquesne University, Harvard • University • Communication with PSEA leadership, Legislative, MAC Committees • Research Advisory Committees, Pitt, IUP • PSEA Northwest Regional, Minority Leadership Conferences, Gettysburg • NEA/RA, Washington DC • Founding of non-profit, RAMP (Raising Achievement in Monroeville and Pitcairn, Inc.) • Presentations – • International Conference at University of Pittsburgh • Kennedy School of Government, Harvard University • PA-NAME (National Association of Multicultural Education), Millersville Univ. • Dissertation Focus

3. Differentiated Instruction • Interest • Readiness • Learning profile

4. Culturally Responsive Teaching • Interest • getting to know your students through their • cultural background, and using that information • to help them learn

5. Agenda/Objectives • Understand the background/rationale for CRT • Identify characteristics of CRT • Apply characteristics of CRT to develop CRT lessons • Become equipped with to guide • implementation of CRT resources

6. Agenda/Objectives • Understand the background/rationale for CRT • Indications of differences by race • honors/AP courses • standardized test scores (NAEP, PSSA) • graduation rates • college entrance, matriculation rates • career/profession obtainment • wealth • health • conviction rates

7. Agenda/Objectives • Understand the background/rationale for CRT • from a historical perspective… • How did inequities arise with diverse cultural groups?

8. Historical Challenges of Being a Country with Diverse Ethnic Groups • Early laws/court rulings enacted to marginalize minority groups • 1793, 1850 Fugitive Slave Act • 1790 Naturalization Act excluded Asians from naturalized • citizenship • 1800 -1835 Southern States outlawed educating slaves to read and • write • 1830 The Indian Removal Act • 1872 California school code provides no public education for any • minority • 1882 Chinese Exclusion Law banned all Chinese workers from U.S. • 1896 Plessy Decision (separate but equal) • 1941 Internment of Japanese Americans into concentration camps • (Nelson, Palonsky & McCarthy, 2010; Spring, 2010; NCLB 2001)

9. Historical Challenges of Being a Country with Diverse Ethnic Groups • Later laws which set to help minority groups • 1927 U.S. Supreme Court rules in favor of Japanese language in • Hawaii schools • 1954 Brown vs. Board (ended segregation) • 1954 - Hernandez vs. Texas • 1961, 1965 Affirmative Action • 1965 Immigration Act – ended discrimination against Asians • 1968 Bilingual Education Act • 1970 Cisneros v. Corpus Christi (Brown vs. Board applied to • Mexican-Americans) • 1972 Indian Education Act • 1974 Lau v. Nichols (guaranteed assistance for non-English • speaking students to learn English) • (Nelson, Palonsky & McCarthy, 2010; Spring, 2010; NCLB 2001)

10. Agenda/Objectives • Understand the background/rationale for CRT • Indications of differences by race • honors/AP courses • standardized test scores (NAEP, PSSA) • graduation rates • college entrance, matriculation rates • career/profession obtainment • wealth • health • conviction rates

11. Gateway’s2012 PSSA Scores • Mathematics • All 77% • White 82% • Black 60% • Hispanic 62% • ED 68% • IEP 44% • Reading • All 78% • White 83% • Black 60% • Hispanic 65% • ED 66% • IEP 45%

12. Gateway’s 2012 PSSA Scores • Mathematics • All 77% • White 82% • Black 60% • Hispanic 62% • ED 68% • IEP 44% • Reading • All 78% • White 83% • Black 60% • Hispanic 65% • ED 66% • IEP 45%

13. Gateway’s 2012 PSSA Scores • “There are virtually no racial or social class differences in mental ability among infants before their first birthday and a few social class indicators are able to explain the small differences that do exist.” – Harvard Achievement Gap Initiative • http://www.agi.harvard.edu/projects/thegap.php

14. Holistic Approach The body of research points to all stakeholders in an effort to close achievement gaps • All Stakeholders • Parents • Teachers • Administrators • Community

15. Holistic Approach The body of research points to all stakeholders in an effort to close achievement gaps • All Stakeholders • Parents • Teachers • Administrators • Community

16. Culturally Responsive Teaching Culturally 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” (Gay, 2000, p.29).

17. Culturally Responsive Teaching… • …is something that we already do, and for centuries has been directed at mainstream culture. • Pictures in textbooks • Choices of literature taught • Learning of scientist, inventors, musicians, theories, • history • These have mostly appealed to mainstream (white, • middle class) society.

18. “Furthermore, culturally responsive teaching has the following characteristics:” • “It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum.

19. “Furthermore, culturally responsive teaching has the following characteristics:” • “It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum. • It builds bridgesof meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities.

20. “Furthermore, culturally responsive teaching has the following characteristics:” • “It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum. • It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities. • It uses a wide variety of instructional strategies that are connected to different learning styles

21. “Furthermore, culturally responsive teaching has the following characteristics:” • “It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum. • It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities. • It uses a wide variety of instructional strategies that are connected to different learning styles • It teaches students to know and praise their own and each others’ cultural heritages.

22. “Furthermore, culturally responsive teaching has the following characteristics:” • “It acknowledges the legitimacy of the cultural heritages of different ethnic groups, both as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum. • It builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities. • It uses a wide variety of instructional strategies that are connected to different learning styles • It teaches students to know and praise their own and each others’ cultural heritages. • Itincorporatesmulticultural information, resources, and materials in all the subjects and skillsroutinely taught in schools” (Gay, 2000, p29).

23. Agenda/Objectives • Understand the background/rationale for CRT • Identify characteristics of CRT • Apply characteristics of CRT to develop CRT activities • Become equipped with resources to guide • implementation of CRT

24. Agenda/Objectives • Understand the background/rationale for CRT • Identify characteristics of CRT • Apply characteristics of CRT to develop CRT activities • Become equipped with resources to guide • implementation of CRT

25. Descriptive Characteristics of Culturally Responsive Teaching • Is Validating • Comprehensive • Multidimensional • Empowering • Transformative • Emancipatory

26. How can I demonstrate culturally relevant teaching? • Use cultural references • “using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 1992, p.382).

27. How can I demonstrate culturally relevant teaching? • Use cultural references • “using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 1992, p.382). • This is empowering and helps to combat the learned helplessness that permeates our many cultural groups

28. How can I demonstrate culturally relevant teaching? • The gravity of “CARING” • According to Ronald Ferguson (2002), the MSAN • student survey of 2001 shows that African- • American and Hispanic students attributed their • successes to “teacher encouragement” as • opposed to “teacher expectations” to do well.

29. How do I get to know my students’ cultural backgrounds better? • Know and use your resources: • Internet, Journal Articles • Television and movies are one of the most impactful ways that people are socialized. Carefully select those that will inform you of historical and current cultural practices and values. • Text is wide and expansive. Magazines that espouse the general values of cultural groups are helpful…Ex. Jet, Ebony Magazines

30. How can I demonstrate culturally relevant teaching? • Incorporate characteristics of CRT throughout • instruction and across content areas • (this is our main focus for today)

31. How can I demonstrate culturally relevant teaching? • Use parents as resources and extensions of the • educational team • Parents face many different challenges in educating • their children. Many will benefit from your expertise • in sending newsletters or other educational material • home with students to help parents better support • their children’s education at home

32. How can I demonstrate culturally relevant teaching? • Include parents in the homework process (Epstein & • Voorhis) – TIPS • * 1x or 2x a month • * Includes directions for parent • * Student must interact with parent to complete • the assignment • * This helps promote student/parent interaction • with homework

33. What are some examples of successful schools? • 90/90/90 Schools (Douglas Reeves) • Dame-Dame Schools (University of Pittsburgh) • 75% or more African-American • 75% or more low-income backgrounds • 75% or more proficient • (Gold standard is 85% in all three categories, and proficient in both reading and math)

34. What are some examples of successful schools?

35. What are some examples of successful schools? Locally Pittsburgh Public Schools (Fulton Academy) High percentage of African-American students High percentage of students from low-income backgrounds 2012 PSSA Scores All Students Math = 87% Black Students Math = 86% (n=113/129) All Students Reading = 62% Black Students Reading = 60%

36. For Comparison 5 Year Trend in Reading PSSAs by Subgroup Gateway School District Overall Results (3-8, 11)

37. For Comparison 5 Year Trend in Math PSSAs by Subgroup Gateway School District Overall Results

38. For Comparison 2005 PSSAs in Math and Reading Moss Side Middle School

39. What does a culturally responsive classroom or lesson look like? Culturally Responsive Teaching and Learning (8:53), 2:40 – lesson example http://www.youtube.com/watch?feature=endscreen&v=_uOncGZWxDc&NR=1 * Introduction to Culturally Relevant Pedagogy (4:40) (1:08 – 3:00) (3:52-4:15) (Gay, 2000) http://www.youtube.com/watch?v=nGTVjJuRaZ8&feature=related * Gloria Ladson-Billings Cultural Competency (3:10) http://www.youtube.com/watch?v=ccEu7r2IwM0&feature=related

40. What do the expert scholars say? Who are Culturally Competent Teachers? * Introduction to Culturally Relevant Pedagogy (4:40) (1:08 – 3:00) (3:52-4:15) (Gay, 2000) http://www.youtube.com/watch?v=nGTVjJuRaZ8&feature=related * Gloria Ladson-Billings Cultural Competency (3:10) ( :47-2:21) http://www.youtube.com/watch?v=ccEu7r2IwM0&feature=related * Culturally Responsive Teaching (Multiple Histories) – (3:00) http://www.youtube.com/watch?v=dKK2nuFxfbY Looking at multiple histories…how people change their trajectories

41. What Culturally Responsive Teaching Is Not: • Standardized test prep – teaching students how to • take test • Culturally Responsive Teaching… • Immerses students in activities and contexts that are • culturally meaningful and relevant. It builds bridges • from that meaning to other contexts (text to text). It • makes learning more efficient and teaching more • effective. Because students have learned they will do • better on tests.

42. What does a sample culturally responsive lesson plan look like? • Multicultural Curriculum – Fifth Grade Science/Math Lesson Plan: Egyptian hieroglyphs • http://www.palmbeachschools.org/multicultural/documents/MultiFifth.pdf • Diversity in Mathematics: Census Statistics in Utah • http://www.uen.org/Lessonplan/preview.cgi?LPid=22271

43. What does CRT look like in different subjects? • Reading: • authentic multicultural literature • skills areas situated within a cultural context • Science, Math: • skills areas situated within a cultural context • contributions of different backgrounds reflected in • lessons • Social Studies: • minority perspectives reflected in historical accounts, • key events, implications on today’s society

44. What might a culturally responsive lesson plan look like using our KUD Lesson Plan Template? Second Grade Reading Comprehension Lesson: Character

45. Agenda/Objectives • Understand the background/rationale for CRT • Identify characteristics of CRT • Apply characteristics of CRT to analyze or develop • CRT lesson • Become equipped with resources to guide • implementation of CRT

46. Steps to developing a Culturally Responsive repertoire • First, get to know your students’ background • Identify cultures • develop relationships • talk to parents • use media resources • Draw from that knowledge to develop culturally • responsive lessons.

47. Culturally Responsive Teaching Resources • Contributions of Minorities to United States Culture • (quick examples) • The Hispanic American.com • http://www.thehispanicamerican.com/famous-hispanic-american/hisanic-american-scientist-02/ • http://www.thehispanicamerican.com/famous-hispanic-american/hispanic-american-inventor-02/ • Native American Scientists • http://bio.sacnas.org/biography/listsscientist.asp • Buzzle • http://www.buzzle.com/articles/famous-black-mathematicians.html • Contributions of Minorities to U.S. Culture

48. Culturally Responsive Teaching Resources • Contributions of Minorities to U.S. History • (quick examples) • Trail of Tears, Pt. 1 Documentary • http://www.youtube.com/watch?v=aGBHAqur5YY&feature=related • Slavery and the Making of America (Chapter 1) "The Capture" (clips from Amistad) • http://www.youtube.com/watch?v=CsdosE10EjU&feature=related • A Short History of Asians in America • http://www.youtube.com/watch?v=6hVlSuuaQhs • Hispanic Americans • Univision: The New American Reality • http://www.youtube.com/watch?v=pQnhuj11zgI • Immigration to the United States, 1789-1930 (Harvard University Library) • http://ocp.hul.harvard.edu/immigration/timeline.html

49. Agenda/Objectives • Understand the background/rationale for CRT • Identify characteristics of CRT • Apply characteristics of CRT to analyze or develop • CRT activities • Become equipped with resources to guide • implementation of CRT

50. Agenda/Objectives • Understand the background/rationale for CRT • Identify characteristics of CRT • Apply characteristics of CRT to analyze or develop • CRT activities • Become equipped with resources to guide • implementation of CRT