Culturally Responsive Teaching: The Why? The Issues. What can be done? and The Reflections

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Culturally Responsive Teaching: The Why? The Issues. What can be done? and The Reflections by Mind Map: Culturally Responsive Teaching: The Why? The Issues. What can be done? and The Reflections

1. WHY

1.1. Typical Thought process in regards to minority students, " Perpetual Urban school failure is tolerated because deep down out nation subscribes to the belief that someone has to fail in school." - Duncan

1.1.1. - STATISTICS -

1.1.2. - Hispanic Students: 21 - 26 points behind a white student in math and reading.

1.1.2.1. - African American Students: 26 - 31 points behind a white student in math and reading.

1.1.2.1.1. - American Indian/Native Alaskan Students: 21 - 26 points behind a white student in math and reading.

1.1.3. To close the Achievement Gap between white students and minority students.

1.1.3.1. - THROUGH -

1.1.3.1.1. Curriculum Reform

2. PROCESS

2.1. Educational Practices to Support CRT

2.1.1. Brown Advises: Theory of Action which includes structured observations, collaboration, purposeful planning that is student centered, enactment, and reflection throughout the process. The key to successful CRT is using the students cultural knowledge, prior experiences, frames of reference, and performance styles to make learning more equitable.

2.1.1.1. Judson Advised: Cross-Curricular integration across subjects such as Math and Science. If completed and agreed upon by both teachers, the students scores would improve. Judson' theory concluded that inquiry-oriented activities involving data-generating technologies can produce an outcome of higher achieving students in math and science.

2.1.1.1.1. Ramirez Stated: Teachers have to be willing to fight for their students and constantly learn how to reach their students despite their background. Through preservice teachers learn that they need to be willing to discuss issues connected to their students lives and experiences in order for their teaching to be effective. Preservice teachers need to be provided with support to implement CRT, be paired with a strong mentor teacher who value CRT, and a support system where preservice teachers can discuss issues, share resources and strategies with each other.

3. IMPLEMENTATION

3.1. CONTENT: having students develop their knowledge and skills to gain power by making the content relative to their lives.

3.1.1. METHODS: engages students through problem posing, critical inquiry; building on students background knowledge and strength; and involves students in their construction of knowledge.

3.1.1.1. RELATIONSHIPS: connect with your students by asking them about their extracurricular activities, through conversations, and getting to know you activities at the beginning of the year.

4. ORGANIZED

4.1. - AFRICAN AMERICAN SUCCESSES -

4.1.1. Singham Discovered: the education system as a whole needs to change, but in regards to African American students they hide their successes so that they can fit in with their race. When it comes to learning and studying African American students go their separate ways, but through Treisman he proved that mixing students in groups with other races, forced the African American students to be successful. The common assumption that African Americans do not want to be successful was quickly proved to be incorrect.

4.1.1.1. Coffey Stated: An African American teacher who teaches African American students must evaluate perspectives of culturally responsive teaching. Teacher preparation needs to be ongoing through on-the-job-training in order to learn the significant amount of knowledge and skills that are required in teaching. First year teachers and novice teachers need constant support and training to be able to become a highly qualified teacher who uses CRT on a routine basis and to be successful through constant reflection and revisions of their teaching.

4.1.1.1.1. Blanchett shines the light on Sped Students: Without CRT African American students are more likely to qualify for Special Education due to the failed opportunities to develop essential skills needed to be successful in their education. By improving teachers' capacity to provide CRT to African American students will improve their learning.

4.2. - HISPANIC STUDENT SUCCESSES -

4.2.1. Ramos Proved: Latino students are not equally represented in GT classes due to the ability to be tested in the home language and lack of comprehensive identification measures for Latino students. The need to identify more Title 1 students by using nonverbal measures of intelligence instead of the normal testing proved to identify twice as many Title 1 students as other districts.

4.2.1.1. Irizarry States: Schools need to have a more diverse teaching force to be able to meet the needs to this group due to Latino students being underserved by public schools. By having teachers of color, they are able to serve as a role model for those students of color. They are able to be cultural liaisons between students, families, and schools. The students of color were not the only students who gained, but also White students performed well when they learned from a teacher of color.

4.2.1.1.1. Heilig Connected: English Language Learners do not perform well on high stakes testing and accountability tests. This has led to the harming of their education and being underserved as well. Multiple measures are needed to be considered when evaluating student achievement, such as, portfolios, which can then be used for all students.

5. REFLECTION

5.1. - TEACHERS ARE RELUCTANT TO CHANGE -

5.1.1. It is hard to reflect on your own teaching.

5.1.1.1. The practices are not easy to implement and require more work.

5.1.1.1.1. Teachers will implement practices if the materials are created for them.

5.2. - TO LEAD CHANGES FOR THE BENEFIT OF STUDENTS -

5.2.1. Seek high-leverage teaching practices that are proven and powerful.

5.2.1.1. Use data to select and monitor the impact of practices.

5.2.1.1.1. Provide quality coaching.