The webinar will begin at 10 am

1. "What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..." Understanding the Common Essential Learnings The webinar will begin at 10 am

2. www.laspdg.org Instructional Strategies to Support Cultural Competence in the Classroom Call and Response Cooperative Learning Music and Movement Dr. Summer WhitmoreLaSPDG Staff

3. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.orgunder Culturally Responsive Practices Webinars 2013-2014 • If you need to ask a question, please use the Chat Pod on your screen (NOTE: everyone can see your question) • You can download all of today’s materials in the FILES 2 Pod on your screen at any time during the presentation • Click on the selected file • Choose “SAVE TO MY COMPUTER” • Select the destination where you would like to save the file

4. Attendance • At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing • If you are viewing this webinar with others in the room, please indicate their name as well

5. What do you already know? I have knowledge about the following instructional strategies as it relates to the classroom -Call and Response -Cooperative Learning -Music and Movement

6. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

7. What is Cultural Competence? • Cultural competence refers to an ability to interact effectively with people of different cultures and socio-economic backgrounds

8. What is Cultural Competence in the Classroom? • educational practices, instructional strategies, team processes, and curricular content which have been established by research to increase the achievement of culturally diverse students • how you teach to the needs and experiences of students

9. Why is Cultural Competence Important? • One of the main ingredients in closing the achievement gap in education • A key factor in enabling educators to be effective with students from cultures other than their own

10. Cultural Competence: Individualism vs. Collectivism • African-American, Native American, Hispanic/Latino, and most Asian cultures are more likely to hold collectivist goals and values • Students with European backgrounds (Caucasian) tend to align with individualist goals and values

11. Individualist Collectivist Students work with peers and provide assistance when needed Property is communal Teacher is the primary authority, but peers guide each other's behavior Parents yield to teacher's expertise to provide academic instruction and guidance • Students work independently; helping others may be cheating • Property belongs to individuals, and others must ask to borrow it • Teacher manages the school environment indirectly and encourages student self - control • Parents are integral to child's academic progress and participate actively This represents a partial list of features associated with each value system.

12. Individualist and Collectivist

13. Poll Question • Do schools tend to focus more on individualism teaching strategies or collectivism teaching strategies?

14. Instructional Culture of Schools • Schools foster individualism, viewing the child as an individual who should be developing independence and valuing individual achievement • Teachers who understand both the collectivistic value system of minorities and the individualistic culture of schools can use practices that honor both home and school

15. Example of a teacher not understanding the difference between collectivism and individualism A kindergarten teacher was showing her class an actual chicken egg that would be hatching soon. She was explaining the physical properties of the egg and she asked the children to describe eggs by thinking about the times they had eaten cooked eggs. One of the children tried three times to talk about how she cooked eggs with her grandmother, but the teacher disregarded these comments in favor of a child who explained how eggs looked clear and yellow when they are cooked.

16. Why Focus on Instructional Strategies? • Poll question: When planning lessons, should teachers focus more on content, process, or both?

17. Instructional Strategies

18. a type of interaction between speaker and listener(s) in which the statements (calls) are emphasized by expressions (responses) from the listener(s), in which responses can be solicited or spontaneous

19. 3 Primary Goals • Academic review and reinforcement • High Energy Fun • Behavioral Reinforcement

21. Students repeat what their teacher has said or complete a familiar phrase Example: • “What are we here to do?” [“Learn and Achieve”] • “When we see a..” “Preposition!” “We look for…” [“Its object!”]

22. Students who have completed problems on their own are asked to report their answers back Example: • “On three, tell me your answer to #1?”

23. 3. Reinforce The teacher can reinforce new information by asking the class to repeat it Example: • “Can anyone tell me what this part of the expression is called? Yes, Leroy, that’s the exponent. Class, what’s this part of the expression called?”

24. Students review answers or information from earlier Example: • “What did we say we did to a number when we multiplied it by itself?” 4. Review

25. The teacher asks students to solve a problem in real time and call out the answer in unison Example: • “What is the area of this triangle, on three”?

26. Self Check Note: Students read a story prior to going to lunch and are now back in the classroom. The teacher asks the following questions out loud. “Who was the first person Theseus met on the road to Athens, class?” “Who was the second person?” “And now who’s the third?”

27. Call and Response Example http://www.youtube.com/watch?v=YnckuoUb3o8&feature=youtu.be

28. is a learner-centered instructional process in which small intentionally selected teams work together on a well defined learning task for the purpose of increasing mastery of content

29. Essentials of Cooperative Learning • Face-to-Face Interaction • Positive Interdependence • Individual Accountability • Interpersonal and Collaborative Skills • Reflection/Group Processing of Interaction

30. Cooperative Learning Examples

31. Each student moves to a corner (or section of the classroom) of the room representing a teacher-determined alternative. Students discuss within concerns, then listen to and paraphrase ideas from other corners. Benefits: Seeing alternative hypotheses, values, and problem-solving approaches, knowing and respecting different points of view, meeting classmates.

32. Students work in pairs within groups of four. Within pairs students alternate. As one solves a problem, the other coaches. After every two problems, the pair checks to see if they have the same answers as the other pair Benefits: Practicing skills. Helping, praising.

33. Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements, and making connections between related ideas Benefits: Analysis of concepts into components, understanding multiple relations among ideas, differentiating concepts

34. Students stand in pairs in two concentric circles. The inside circle faces out; the outside circle faces in. Students use flash cards, or respond to teacher questions, as they rotate to each new partner Benefits: Checking for understanding, review, processing, helping, tutoring, sharing, and meeting classmates

35. Students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group Benefits: Learning and sharing complex material, often with multiple sources; evaluation, application, analysis, synthesis, conflict resolution, presentation skills

36. Self Check The teacher has reviewed several behaviorist such as B.F Skinner. Students are placed into groups to make a commercial to share with the class how social learning influences people to buy or want things. Students will be responsible for having each theorist concepts within the commercial.

37. C. Singing and Movement Benefits: • Creates a state of relaxation • Promotes students’ focus & concentration • Provides a change of pace and mood to improve student motivation

38. Benefits • Patterns can make learning easier • Builds students confidence in oral language • Offers opportunities for repeated readings, which builds fluency • Can be used to enhance learning in math, science, language arts (grammar, punctuation, spelling), and other curricular areas

39. Key Ideas • The faster tempo results in higher levels of excitement • Music played at 60 beats per minute has shown to produce a state of relaxation in both children and adults • Use music to open and close class

40. Example of Culturally Responsive Teaching and Learning with Strategies http://www.youtube.com/watch?v=_uOncGZWxDc&feature=em-share_video_user

41. Kagan Strategies

42. Families and the Learning Strategies • How can I use my students' families and cultural backgrounds to enrich the classroom and instruction?

43. Engaging Families with the Instructional Strategies Call and Response • Good news calls- to recognize the child for a job well done as a way of promoting positive relations with parents Cooperative Learning • Create a homework assignment with the student and any one of their family members to receive feedback on an social issue or learning objective Music and Movement • Borrow a music CD from a student’s family collection

44. In Summary-Instructional Strategies

45. Building Capacity • When you leave today, what will you do with this information? • How will you share it with others in your district? • When will you share it? (Timeline) Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan

46. What did you learn? My knowledge increased about the following instructional strategies as it relates to the classroom -Call and Response -Cooperative Learning -Music and Movement

47. Questions? Please use your chat pod if you have questions related to this presentation • You may email additional questions to swhitm1@lsu.edu

48. www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.