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Workshop for the 12th Braz-Tesol National Convention –
July,2010
By Teli Penteado Cardoso &
Mirela Ramacciotti

Teaching

12th Braz-Tesol National
Convention/Responsive Teaching
Workshop by Mirela Ramacciotti
and Teli Cardoso July 20th, 2010 2

Cultural
Brackground


Student‟s
development


FUN


 What‟s the relationship between the words
you have on your pages and responsive
teaching?

Remember: Responsible=liable
to be called upon to asnwer,
trustworthy, involving
responsibility.
Responsive= giving response,
sensitive when giving a response,
quick to respond or react
sympathetically


 Responsive Teaching means ...
 being attentive to one‟s target audience, that
is, the students‟ needs which include...
 their personal development and learning in a
pleasant atmosphere, their reactions,
previous knowledge, cultural environment .
 It means responding to these elements by
changing the class dynamics (activities,
timing, flow of activities, topics, subjects,
seating places, etc.) accordingly

 Participants in 2 groups: actors and observers
 Actors should live in the same neighborhood
(or city) to be able to draw 5 blocks of their
neighborhood including street names and
main facilities (Time alloted: 5-8 minutes)
 Observers get the checklist to answer the
questions while observing the actors
 This activity is a sample of an „optimal learning
environment‟ as far as responsive teaching is
concerned. WHY?


 Braz-Tesol Convention /July 2010 RESPONSIVE TEACHING WORKSHOP
 Observers Checklist handout
 Directions: While you observe the activity, answer the checklist questions and make comments.
 Name of the activity:___________________________ Duration:_______________
 Material used:__________________________________
 1.Is this acitivity ( ) student or ( ) teacher centered? How do you know?
 _________________________________________________________
 2.Are the student bringing information about their world? ( ) yes ( )no
 3.If “yes”, what kind of information? About their school? ( )
 About English? ( ) About their home? ( )
 About their artistic aptitude? ( ) About their hometown? ( )
 About their families? ( ) About their life style? ( )
 Other? ________________
 4.Is the new content (the syllabus) being provided by the teacher ( ) or the student ( )?
 5.How do you see the teacher? As someone
 ( ) respectful ( ) knowledgeable ( )rigid ( ) active ( ) dictatorial
 ( ) democratic ( )mindful ( ) lazy ( ) others ____________________________


 Opportunities to use students‟ background as a source of
awareness for the teacher
 Introduction of new material and new content according to
the students‟ reality
 Construction of knowledge is made by teacher and students
through social interaction
The teacher is perceived as someone:
1. Respectful, one who respects the students‟ background,
2. Knowledgeable, one who knows the subject matter,
3. Democratic, one who gives voice to the students,
4. Active, one who is ready to change and act,
5. Mindful, one who cares for students


 Get in groups of 4 and assign a leader to
write the answers and deliver the answer slip
to Teli or Mirela.
 Remember to respect the order of students
ahead of you when delivering the slip and
wait for your turn behind the line


 „Culture is central to learning. It plays a role not only in communicating and receiving
information, but also in shaping the thinking process of groups and individuals. A
pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers
full, equitable access to education for students from all cultures.(Ladson-Billings,1994)‟.

 -----------------------------------------
Write here the answer to task 1:


 And why is learning so important? According to Vygotsky‟s Theory, there is no
development without learning. So, engaging students in learning contexts in the EFL
classroom is essential if we want to promote development. Moreover, he also states
that the learning context must be a SOCIAL one. That is, learning and consequently
development only happens when there is social interaction among teacher/ students or
students/ students. Students must be as active as their teachers. Teachers facilitate the
meaning construction for the new content. It is a reciprocal experience.
 --------------------------------------------------------------------------

 Write here the answers to Task 2:


Text 1:“Eu achei essa iniciativa muito importante Text 2 “A elaboração deles é uma idéia
e percebi muito amor e dedicação... Elas são excelente. Tanto para nós , como para eles.
maravilhosas, atenciosas e gostam do que É sempre bom aprender coisas novas, e acho
fazem, sinto que fazem por amor. que essas aulas vão nos ajudar muito não
Estou amando fazer isso porque sempre tive apenas na vida profissional como na vida
dificuldade nisso, mas com elas tenho pessoal.
aprendido de uma forma mais simples. Estou É uma experiência única e fantástica, com
mais interessada em aprender, faço pesquisas, isso fica até mais gostoso trabalhar. É muito
ouço musicas e assisto a filmes em inglês para bom saber que se preocupam com a gente e
auxiliar no meu aprendizado, comecei essa investem na gente.
pratica devido a dedicação e a didática Vou me dedicar ao máximo e tirar o maior
deles. Sei que terei grandes oportunidades proveito que puder.”
devido a essa (source …..)
iniciativa.” (source ....)
----------------------------------------------------------------- -----------------------------------------------------------------
Write here the answers to Task 4


 Task 1 - „Culturally Responsive Teaching is a pedagogy that
recognizes the importance of including students' references
in all aspects of learning‟ (Ladson-Billings,1994).
 Task 2 - Responsive Teaching is concerned with learning and
development and how it occurs. (learning context and social
interaction)
 Task 3 -„The most brain-friendly teaching is done in a
responsive manner. I define responsive teaching as honoring
your students' preferences and desires while teaching the
district's curriculum/content. Responsive teaching happens
when you adjust your content with where your students are
and where you are as a teacher.” From:
http://www.responsiveteaching.com/
 Task 4 - When there is real responsive teaching, students not
only engage in learning English but also voice their feelings
about its importance.

 Match the following definitions to the roles
performed by a teacher:
Facilitator/
Mediator

Guide/
Monitor

Consultant
/Model


 this type of teacher transforms the unknown into
known;
 uses students‟ previous knowledge as the
foundation to develop learning;
 cares about his/her students‟ learning;
 respects different learning styles;
 takes emotional and cognitive development into
consideration; allows students to use their cultural
background to help learning; makes learning
meaningful and pleasant;

 this type of teacher plans lessons taking into
consideration the students‟ previous knowledge
and the syllabus to be taught;
 class dynamics are crucial for a well planned
lesson;
 thinks of a wide range of teaching strategies;
 prepares collaborative and task based activities;
 social interaction is promoted;
 simultaneous pair and group work is often offered;
 the teacher is not the center of the lesson, he/she
promotes student centered activities;

 this type of teacher is the source of
information in the classroom
 knows the curriculum and how to integrate it
into his/her class
 knows how to integrate complementary
topics and issues;
 is always ready to clear doubts


Facilitator
Guide

Consultant

Responsive Teacher
‘Teachers should develop a learning environment that is relevant to and
reflective of their students' social, cultural, and linguistic experiences. They act
as guides, mediators, consultants, instructors, and advocates for the students,
helping to effectively connect their culturally- and community-based knowledge
to the classroom learning experiences.’(retrieved from:
http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

Facilitator/ Guide/ Consultant/
Mediator Monitor Model
Card 1 PROFM3U1
Card 2 PROFM1U2
Card 3 PROFM2U2
Card 4 EDUM2U2
Card 5 EDUM3U4
Card 6 EDUM4U3


 Do you think the courses/the teachers at EFALL are concerned with
Responsive Teaching? How do you know that?
 Care about target students, their cultural background, needs and
level of development. Use them as the starting point to build
learning.(ZPD)
 Promote learning contexts so as to provoke development. i +1 is
always present, Ss are frequently challenged and encouraged to
discover the new
 Emphasize social interaction and respect to others; student centered
classes, pair and group work
 Engage students in fun and meaningful activities; games, songs,
rhymes, hunt, role-plays
 Give more importance to the process than to the final product; have
flexibility to adapt the syllabus, give voice to students


 Time to think... Think of 5 WORDS that were said during this
workshop and that called your attention. Write them on a
piece of paper.
 Now, think and take notes of a PRACTICAL ACTIVITY that
would allow you to see these words being used in your
classes, i.e. think of an activity in your teaching reality where
Responsive Teaching is present.
 Time to pair… Talk to your neighbor and compare notes:
what do you have in common?
 Time to share… Share with the big group one thing that you
learned and that will make you a better teacher.


The Theoretical
The Topic The activities
Part

The
The length
explanations


 Say the word/phrase that does not fit in each
line:
Repetition Copying from Game
the Board
Fun Too much Disruption
Teacher Talk
Meaningless Lists of words Genuine
information Learning
Tasks No planning Lack of
engagement


1. LadsonBillings(1994). Retrieved from
http://www.intime.uni.edu/multiculture/curriculum/culture/teach
ing.htm and http://knowledgeloom.org/resources- for more on
Culturally Responsive Teaching
2. Expectations for Students. Retrieved from
http://www.ericdigests.org/1998-1/expectations.htm
3. Critical Behaviors and Strategies for Teaching. Retrieved from
http://www.ericdigests.org/2000-3/critical.htm
4. On culture, social interaction and the role of teacher as facilitator.
Retrieved from http://www.alliance.brown.edu/tdl/tl-
strategies/crt-principles.shtml - for more on the topics above and
on Culture as central to Learning
5. English for All (Efall) Guidelines for Teachers (2003/2010)
6. Vygotsky, L- A Formação Social da Mente ( 19 --)


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