Culturally Relevant Teaching
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This document discusses culturally relevant teaching and the 3 R's of education: relationships, relevance, and rigor. It emphasizes building relationships with students by learning about their cultures and perspectives. Relevance means making learning meaningful by eliminating cultural bias, incorporating real-world applications, and activating prior knowledge. Rigor involves moderately challenging students within their zone of proximal development and stimulating in-depth thinking. Specific ideas are provided for how to build relationships, make learning relevant, and provide rigor, such as using "I am From" poems, perceptual learning styles, contextual learning experiences, and scaffolding students' learning.
Culturally Relevant Teaching
- 3. The 3 Rs of Education ORelationships ORelevance ORigor
- 5. Relationships O Get to know your students and their culture so that you can better meet their needs O We are all learners together including the teacher. It is not the curriculum and the teacher against the student; it is the teacher and student together tackling the curriculum, and together they will be successful (Tileston & Darling, p.102).
- 6. Ideas to Build Relationships O I am From Poems, Me Charts, etc. O Get to know Student Learning Styles O Perceptual Style O Attentional Style O Conceptual Style O Thinking Style O Talk to students about their perspectives, ideas, and goals O Let students know you believe in them through encouragement and praise
- 8. Relevance O Making learning meaningful and teaching for relevance is critical O Our brains discard 99% of incoming information So how do we make it stick? O Making content relevant has the potential to increase student performance by as much as 40 percentile points (Tileston & Darling, p.80).
- 9. Ideas to Make Learning Relevant O Eliminate cultural bias in teaching materials and content O Provide personal and practical application O Incorporate all of the senses- 98% of all new information comes to use through taste, smell, touch, hearing, and sight (p. 82)
- 10. Ideas to Make Learning Relevant Cont. O Facilitate contextual learning experiences- constructivist learning, real-life problem solving, authentic assessments, etc. O Incorporate All Multiple Intelligences O Styles and preferences vary from one ethnic group to another O Activate Prior Knowledge O Our students are more likely to get it from the beginning if we can find ways to either tap into prior learning orcreate them (p.92)
- 12. Rigor O The best learning state is one in which students are moderately challenged, so that they remain motivated. We do not want the challenge to be impossible; we want it to be incremental (p.97). O Zone of Proximal Development
- 13. Ideas to Provide Rigor O Help Build self-efficacy O I know I can do this because I have been successful before. O Scaffold students learning O We create a way for students to gain the understanding needed to venture to higher learning (p.98) O Stimulate In-Depth Thinking O Wiggins & McTighes 6 levels of understanding
- 15. References O Gay, G. (2010). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press. O Tileston, D., Darling, S. (2008). Why culture counts: Teaching children of poverty. Bloomington, IN: Solution Tree Press. O Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria, VA: ASCD.