CRD-325 study guide

Culturally responsive teaching in diverse classrooms

- Teachers respond to linguistic and cultural differences by scaffolding instruction in culturally responsive classrooms. - Culturally relevant pedagogy believes that we need to make connections between the content that we teach and students cultures and languages. - Culture is shared beliefs, values, and rule governed patterns of behavior that define a group and are required for group membership. - Culturally Relevant Pedagogy: The rapidly changing demography of the U.S. and its schools is transforming the country into a society that is increasingly multicultural. - In diverse classrooms, cultural and linguistic sensitivity is a crucial first step in working with students to meet academic standards.

A schema functions in at least three ways

1) A schema provides a framework for learning that allows readers to seek and select information that is relevant to their purposes for reading. In the process of searching and selecting, readers are more likely to make inferences about the text. You make inferences when you anticipate content and make predictions about upcoming material or when you fill in gaps in the material during reading. 2) A schema helps readers organize text information. The process by which you organize and integrate new information into old facilitates the ability to retain and remember what you read. A poorly organized text is difficult for readers to comprehend. We illustrate this point in more detail when we discuss the influences of text structure on comprehension and retention in later chapters. 3) A schema helps readers elaborate information. When you elaborate what you have read, you engage in a cognitive process that involves deeper levels of insight, judgement, and evaluation. You are inclined to ask, "So what?" as you engage in conversation with an author.

Explain criteria students should use when evaluating online sources/sites. Why is this important for students to learn and apply?

1) examine what bias information the site contains, 2) determine how reiable the site is, 3) determine the accuracy of information on the site, and 4) synthesize the information presented on the site in a meaningful way.

Seven Characteristics of Culturally Responsive Instruction:

1.High expectations: Supporting students as they develop the literacy appropriate to their ages and abilities. 2.Positive relationships with families and communities. Demonstrating clear connections with student families and communities in terms of curriculum content and relationships. 3.Cultural sensitivity: reshaped curriculum mediated for culturally valued knowledge, connecting with the standards-based curriculum as well as individual student's cultural backgrounds. 4.Active teaching methods: involving students in a variety of reading, writing, listening, speaking, and viewing behaviors throughout the lesson plan. 5.Teacher as facilitator: presenting information, giving directions, summarizing responses, and working with small groups, pairs, and individuals. 6.Student control of portions of the lesson: talking at conversation levels around the topic studied while completing assignments in small groups and pairs. 7.Instruction around groups and pairs to create low anxiety: completing assignments individually but usually in small groups or pairs with time to share ideas and think critically about the work.

The five essential themes for a culturally relevant pedagogy:

1.Identity and achievement 2.Equity and excellence 3.Developmental appropriateness 4.Teaching the whole child 5.Student-teacher relationships

Several conclusions about comprehension instruction.

1.Instruction can be affective in helping students develop a repertoire of strategies and promotes and fosters comprehension. 2.Strategy instruction when integrated into subject matter learning improves students' comprehension of text. 3.Struggling readers benefit from explicit instructions in the use of strategies. 4.Vocabulary knowledge is strongly related to text comprehension and is especially important in teacher English Learners. 5.Effective comprehension strategies include question generation, question answering routines, comprehension monitoring, cooperative learning, summarizing, visual displays known as graphic organizers, and knowledge of different text structures. 6.Students benefit from exposure to different types of genre texts 7.Teachers who provide choices, challenging tasks, and collaborative learning experiences increase students' motivation to read and comprehend text.

Dialect use in the classroom:

Code switching is a term used to identify or explain the interplay of language structures using phonological and syntactical variations.

Adapting Learning Strategies with Technology:

Computers and other electronic devices are both a facilitator of knowledge and medium for literacy. Technology allows teachers to plan higher levels of differentiation and to meet the academic needs of a greater number of students during instruction.

There is a strong connection between teachers' _________________ and ______________

Content knowledge preparation and higher school achievement

Teaching quality has more to do with the ___________ of instruction

Context

Positive relationships with families and communities:

Demonstrating clear connections with student families and communities in terms of curriculum content and relationships.

English Language Learners

ESL students are those who speak English as a nonnative language.

Strategic Reading

Good readers develop skills and strategies that they use to understand what they are reading. They engage in strategic reading. The national reading panel research indicates that much is known about comprehension instruction. They draw on several conclusions about comprehension instruction.

___________________ wrote one of the first comprehensive textbooks. Content determines process.

Harold Herber

Process

How to teach.

Reading as a Strategic process

In order to comprehend text successfully, skilled readers must be able to decode or pronounce words quickly and accurately, read with fluency, activate vocabulary knowledge in relations to the language of the text, and put into play text comprehension strategies to understand what they are reading.

Language proficiency

It has been defined as the ability to use a language effectively and appropriately through the range of social, personal, school, and work situations required for daily living in a given society.

New Literacies and Content Standards:

Knowing how to use new literacies to the strategic knowledge and skills that every student in all content areas will need to develop to be discipline literate in the 21st century.

____________ helps students develop cross-cultural knowledge and skills.

Multicultural literature

The role of prior knowledge in reading

Not only do readers activate prior knowledge before reading, but they use prior knowledge during and after reading to infer meaning and deliberate on the text content. Good readers use prior knowledge as well as what they think they know or know about the text, make inferences to evaluate and to elaborate on the content. Cognitive scientists use the technical term schema to describe how people use prior knowledge to organize and store information in their heads

Prior knowledge

Reading to learn in a discipline: A variety of classroom related factors influence reading to learn in a given discipline.

Repeated reading strategy

Step 1: The first reading focuses on breaking down the linguistic barriers for the English learners. To begin, each student is required to skim a given text and mark any language item not understood. The teacher encourages responses from other students. Also help Els differentiate between denotation (literal meaning) and connation (implied meaning). Step 2: the next reading focuses on the ideas expressed in the text. Clearly, the students should be allowed more time for the second reading so that they can dwell on the main ideas and important details in the text for in depth comprehension. The students should be encouraged to learn how the main ideas, viewpoints, and so on are presented-how the ideas flow from beginning to end and how all the separate sentences and paragraphs are tightly knitted semantically. The central idea is to understand the ideas that are presented and the way they are connected in the text. Step 3: The third stage primarily aims to help students size up how the material is organized in order and to have an overview of the text. The organizational pattern, the effect of the style, tone, and attitude achieved-and the basic writing technique can be dealt with in this section.

Teacher quality is:

Strong general intelligence and verbal ability that helps teachers organize and explain ideas as well as observe and think diagnostically, strong content knowledge, knowledge of how to teach others...in particular, how to use hand on learning techniques and how to develop higher order thinking skills, an understanding of learners and their learning and development-including how to assess and scaffold learning, how to support students who have learning difficulties, and how to support the learning of language and content for those who are not already proficient in the language of instruction, adaptive expertise that allows teachers to make judgements about what it is like to work in a given context in response to student needs

Results of How Teaching Matters, a study by ETS

Student achievement increased by 40 percent of a grade level in both math and science. When teachers have a major or minor in the subject area. The study also included that content knowledge alone was not the only factor necessary to help increase student achievement. The study found that students who engage in active hands on learning activities and respond to high order thinking questions outperform their peers by more than 70 percent in math and 40 percent in science. In addition, students whose teachers have received perfessional training in working with special populations outperform their peers more than a full grade level.

High expectations:

Supporting students as they develop the literacy appropriate to their ages and abilities.

Why are academic standards (i.e. common core state standards) created?

The CCSS was adopted by 45 out of 50 states-The first prominent role of nonfiction reading sources through text triangulation as well as an increase in nonfiction writing in all content areas. Students can build their background knowledge or schema, cultivate their cognitive learning and critical thinking skills, learn to read and write in a real world, authentic manner, and read writing more clearly links to the content area.

Project learning approach for teaching multicultural concepts in the classroom

The decision making/social action approach provides learners with opportunities to engage in activities and projects related to cultural concepts and issues, particularly those issues and problems dealing with social action.

Prior Knowledge

The learner's purpose for engaging in reading, writing, and discussion the vocabulary and conceptual difficulty of the text material, the assumptions that the text writers make about their audience of readers, the text structures that writers use to organize ideas and information, the teacher's beliefs about and attitude towards the use of text in learning situations.

Funds of Knowledge

The powerful role that culture plays in shaping students behaviors and their knowledge of the world often goes unnoticed in classrooms. The concept of full of knowledge provides a framework to recognize a student's interests and the background knowledge that he or she brings to content area concepts.

Culturally relevant pedagogy

The rapidly changing demography of the U.S. and its schools is transforming the country into a society that is increasingly multicultural.

Netiquette in online discussions:

The whole idea behind a threaded discussion is to be collaborative, not combative. A teacher should review and emphasize the rules of netiquette when posting a response online.

What does the author of our text mean by assigning-and-telling? Is this method effective? Why or why not?

What they mean is the old method where the teacher assigns a text to read and tell the students what they were supposed to learn. No.

Content

What to teach.

Reading comprehension

When skilled readers have difficulty comprehending what they are reading, they often become strategic in the way they approach challenging and difficult text.

The report of the national reading panel on Reading Comprehension

When skilled readers have difficulty comprehending what they are reading, they often become strategic in the way they approach challenging and difficult text. Good readers develop skills and strategies that they use to understand what they are reading. They engage in strategic reading.

Transformative approach for teaching multicultural concepts in the classroom

When teachers attempt to help students understand diverse ethnic and cultural perspecitves by providing them with ongoing opportunities to read about concepts and events, make judgements about them, think critically, and generate their own conclusions and opinions

________________was one of the early titans in the field of reading. He was the first to publish descriptive studies to identify reading and study skills by content area.

Williams S Gray

Strategies for Writing to Learn:

Writing is an essential tool in a new literacies classroom. Many of the instructional strategies associated with multi-modal learning feature writing in one form or another. With new literacies students have at their command the ability to think and learn with content not only using print but graphics, sound, and video. Teachers have found ways to use technology to help students with the writing process. Writing provides many opportunities to learn in a new literacies centered classroom.

Netiquette

an online word- refers to the social code nd rules of network communication.

Idiomatic expression

and limit them when students find idiomatic expressions difficult to understand. (gestures and facial expressions)

Threaded discussions

are designed to involve students in the exploration of texts and topics under study. In the process of doing so, learners are often engaged in problem solving, reflection, and critical thinking. Small groups of students in a class are connected through a digital medium such as an internet based forum or discussion board. Moodle, google groups, google hangout, and much are some examples.

New literacies

are embedded in more state and national standards than many people assume. They include technology, media, and media literacy.

content literacy and disciplinary literacy

are frequently used to describe a discipline centered instructional approach to literacy and learning in content area classrooms.

new literacies

are grounded in student's abilities to use reading and writing to learn but require new strategic knowledge skills and insights.

Dual language programs

are made up of equal numbers of English speakers and speakers of another language with classes taught in both languages; and bilingual immersion programs target English speakers looking to learn a second language.

Wikis

are more collaborative in nature, as readers seek to build knowledge on a specific topic and upload the text to a common environment.

New literacies

are necessary to use ICT effectively and to fully exploit their potential for learning.

Sheltered or structured immersion or English language development classes:

are often used in middle and secondary and are taught either as a substitute for language arts or centers are utilized to provide some language support before sending students to their home school.

Blogs

are short for weblogs, are online journals or diaries that are often personal accounts or life experiences.

Content and Process

are two sides of the same instructional coin. Teaching is complicated and there are no shortcuts to effective teaching in content areas.

Cognates

are words that are culturally and linguistically related in both the nonnative speaker's language and in English. Also showing the students that word structure and context is another important aspect of vocabulary building.

Developmental appropriateness:

asks teachers to consider not only whether a concept or activity is appropriate for a student's developmental level but also how the diversity of the student's culture might affect developmental appropriateness.

When students lack decoding and fluency skills, the act of reading no longer becomes _______________.

automatic

Drawing on Students Funds of Knowledge Across Content Areas:

can help to make meaningful connections between the often abstract concepts addressed in content area classes and the application of those concepts in the world outside of the classroom. The first step in this process is to become aware of the experiences and backgrounds of family members and community members that may help students to better understand how content area knowledge can be used.

The underlying rationale for the creation of standards is that high earning expectations

clearly stated and specific in nature-will lead to dramatic changes in student achievement.

Instruction around groups and pairs to create low anxiety:

completing assignments individually but usually in small groups or pairs with time to share ideas and think critically about the work.

Identity and achievement:

consider the identity of both student and teacher. It invites teachers to consider the cultural lens through which they see themselves as well as the lens through which the students view their own identities. It is often seen impolite to point out any differences among race or ethnicity. By teachers opening opening their classrooms to discussions about the power issues embedded in race in the U.S., educators can create greater equity in the classroom and help their students understand differences without seeing deficits.

The ISTE standards revolve around several broad areas of strategic knowledge and skills:

creativity and innovation; communication and collaboration; research and information fluency; critical thinking; problem solving; and decision making; digital citizenship, and technology operations and concepts.

Schema

describe how people use prior knowledge to organize and store information in their heads.

Hyper text

differs from printed text in that it's structure is much less linear.

Equity and excellence:

emphasizes that students have different learning needs. To be effective, teachers need to recognize that achieving equity doesn't mean that every student receives the same instruction or the same type of support. It means that each student receives what he or she needs in order to understand the concepts presented. Equity and excellence also encompasses the belief that curriculum area content needs to make sense within those cultures represented in the classroom.

Internet Inquiries

engages students in research using information sources on the internet. Inquiries can be conducted individually or collabatively and often take one or more weeks to complete.

If readers have trouble decoding words quickly and accurately it will slow down their ability to read________ in a smooth, conversational manner

fluently

Student-teacher relationships:

focus on fostering a classroom atmosphere that communicates a message of genuine concern for individual students and effective interactions between teachers, students, and families.

Schemata

has been called "the building blocks of cognition" because they represent elaborate networks of information that people use to make sense of new stimuli events and situations. When a match occurs between students' prior knowledge and text material

New Literacies

help to identify important questions, navigate complex information, networks to locate important information, critically evaluate that information, synthesize it to address those questions, and then communicate the answers to others. Print resources such as textbooks and trade books in combination with digital text, sounds, and images create powerful learning environments in an academic discipline.

When sound, graphics, photographs, video, and other non-print media are incorporated into the hyper text format via electronic environment is called_________________

hyper media

Active teaching methods:

involving students in a variety of reading, writing, listening, speaking, and viewing behaviors throughout the lesson plan.

Differentiated instruction

is called responsive teaching. It allows teachers to organize learning in ways that will meet the needs of a wide range of students. Differentiating learning through a variety of texts and instructional strategies, which is the main thrust will engage all students in literacy and learning in a discipline.

Internet Workshop

is characterized by its flexibility. In some respects, it is similar in purpose to a writing workshop or a reading workshop in an English language arts classroom

Disciplinary literacy

is having an impact on the way researchers and educators think about literacy in content areas.

Teaching the whole student:

is related to developmental appropriateness but focuses more on home-school-community collaboration and fostering a supportive learning community for students from diverse backgrounds. Family and community experiences shape the academic identity of students. Understanding these experiences and influences will help a teacher to be sensitive and responsive to diverse students' needs.

Culturally responsive instruction

is related to students ways of knowing, motivation for learning, and their funds of knowledge. Instruction is responsive to cultural differences in the classroom makes connections with students backgrounds, origins, and interests to teach the required standards associated with a curriculum.

Another major goal of CCSS

is that all learners will develop a strong knowledge base across the curriculum.

Schema activation

is the mechanism by which people access what they know and match it to the information in the text. In doing so, they build on the meaning they already bring to a learning situation.

Building or employing a curriculum that balances content and process in a standards-based curriculum means at the very least:

knowing the standards for your content and grade level, making instructional decisions based on authentic assessments throughout the school year about students abilities to use reading and writing to learn, and integrating content literacy practices and strategies into instructional plan and units of study.

Textbooks seem to be read more in a __________ fashion, front to back, left to right

linear

Content literacy and disciplinary

literacy are extensions of the concept of content area reading. The underlying goal of a discipline-specific approach to literacy is to show students how to think and learn with text as they develop a deep understanding of concepts and ideas encountered in texts.

English only or monolingual forms:

monolingual ESL instruction includes pull out programs, typically used in elementary schools, where the child is removed from the mainstream class to the ESL classroom for additional support.

Helping students to learn with ______________ is part of making sure that they are prepared for life in the 21st century. The sketch to sketch activity has been proved to helps students.

new literacies

New media are usually read in a _____________ fashion-the reader may jump from element to element within a digital text in a completely random way.

nonlinear

Improvement studies indicate that greater attention needs to be paid to improving the_________________of teachers and the classroom aspects of teacher effectiveness.

pedagogical knowledge

Teacher as facilitator:

presenting information, giving directions, summarizing responses, and working with small groups, pairs, and individuals.

Step 3 of the repeated reading strategy

primarily aims to help students size up how the material is organized in order and to have an overview of the text. The organizational pattern, the effect of the style, tone, and attitude achieved-and the basic writing technique can be dealt with in this section.

Media literacy includes:

propaganda and persuasion, the vocabulary of film and video, advertising and marketing, and bias and objectivity.

Step 1 of the repeated reading strategy

reading focuses on breaking down the linguistic barriers for the English learners. To begin, each student is required to skim a given text and mark any language item not understood. The teacher encourages responses from other students. Also help Els differentiate between denotation (literal meaning) and connation (implied meaning).

Step 2 of the repeated reading strategy

reading focuses on the ideas expressed in the text. Clearly, the students should be allowed more time for the second reading so that they can dwell on the main ideas and important details in the text for in depth comprehension. The students should be encouraged to learn how the main ideas, viewpoints, and so on are presented-how the ideas flow from beginning to end and how all the separate sentences and paragraphs are tightly knitted semantically. The central idea is to understand the ideas that are presented and the way they are connected in the text

Curriculum

refers to the content taught, which resources and strategies are used, and the learning activities in which students are engaged

Cultural sensitivity:

reshaped curriculum mediated for culturally valued knowledge, connecting with the standards-based curriculum as well as individual student's cultural backgrounds.

From an instructional perspective the branching options offered in hyper text and hyper media

serve two important functions; to scaffold students learning experiences and to enhance and extend thinking. For readers who may struggle with text or with difficult concepts, the resources available on demand in a hyper text environment include pronunciations, definitions, and explanations of key words and terms, etc.

Effective comprehension instruction

strategies include question generation, question answering routines, comprehension monitoring, cooperative learning, summarizing, visual displays known as graphic organizers, and knowledge of different text structures. Students benefit from exposure to different types of genre texts

Teachers are now assigning students to read preselected blogs related to class projects, make comments on the blogs, and then report back to class, in the form of_____________.

student blogs

Student control of portions of the lesson:

talking at conversation levels around the topic studied while completing assignments in small groups and pairs.`

During workshop time

teachers often conduct "minilessons" to respond to content and process related issues and problems students are having during reading and writing sessions. An internet workshop provides an instructional framework for students, slowing for regularly scheduled time to engage in activity on the internet.

Contributions approach for teaching multicultural concepts in the classroom

teachers typically emphasize culturally specific celebrations and holidays within the curriculum. This approach also reflects the surface level of a culture but does not make provisions for in-depth study for its deeper elements.

Transitional programs

the most common type of bilingual program in the U.S., provide some content instruction in the native language along with the English language development.

The internet inquiry broadly follows:

the tenets of discovery model for investigating hypotheses or questions. Students are invited to generate questions about a topic of theme under discussion in class, search for information on the internet to answer the questions, analyze the information, compose a report or some form of dissemination related to findings, and share findings with the whole class.

Practicing teachers are to be:

thoughtful, effective, pragmatic, and reflective

Addictive approach for teaching multicultural concepts in the classroom

underscores the teaching of various themes related to multicultural concepts and issues. These concepts and issues are integrated into the curriculum through the development of a thematic unit of study, but on the whole the curriculum remains relatively the same throughout the year.

One goal from the CCSS is that the instruction

would be the creation of a student centered, independent learning environment that allows students the space to develop their own understanding of the conflicts through an in-depth understanding of the information presented in the texts. The ultimate goal is to develop a college ready mind set.