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http://www.tecweb.org/styles/gardner.html

https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0

http://www.tolerance.org/supplement/being-culturally-responsive

https://www.youtube.com/watch?v=JYQlk4KaT6I

https://www.youtube.com/watch?v=nGTVjJuRaZ8

https://www.youtube.com/watch?v=8Uc0dFs5nO8

https://sites.google.com/site/crmmprojectsite/Home/chapter-3--culturally-responsive-lessons-for-students

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Introduction

Culturally responsive classrooms incorporate lessons responsive to student diversity.These classrooms are communities that enable students to make connections between home and school.The teacher maintains positive relationships with the students and families.The family and their academic contributions are welcomed in the classroom.The teacher selects lessons and activities that are conducive to the students' academic and cultural needs.

Teachers in culturally responsive classrooms use various methods of teaching and instruction.Instruction can be cross-curricular, maintaining a connection between Language Arts and another content area.Instruction is also detailed and students are provided with a comfortable atmosphere to discuss and ask questions.Scaffolding is often used to provide students with enough support to reach academic goals that are currently out of their reach. Culturally responsive teachers model activities in order to demonstrate the expectations for the students.Visuals, verbal instruction, and kinesthetic activities are incorporated in the lesson to meet the needs of all learners.

Teachers provide students with various tools and hands-on materials to utilize during the lesson.Students cooperatively work in groups to discuss and reflect on their experiences.Cooperative groups provide support and allow the student to learn from each other.Culturally responsive teachers often use journal writing and open-ended activities.These types of activities enhance student's critical thinking abilities, promoting reflection, along with cultural expression.

In this section, I have provided a sample of culturally responsive lessons to be used in Language Arts, Math, Science, and Social Studies. I have also included copies of worksheets to be used for some of the lessons. The worksheets can be opened through web links embedded in the lesson or through the attachments located at the bottom of this page.

Language Arts

Skills: Students will learn strategies for personal and creative writing.

Students will also understand the connection between visual and textual respresentations.

* Personally meaningful object

Students will bring a personally meaningful object from home. The object can be a picture, toy, book, blanket, etc. Students will write a poem essay, or a short description of their object. Symbols, metaphors, or creative language can also be used to describe the object. The teacher will model the steps of the activity, sharing his/her meaningful object and description. The activity can be concluded by having a share-out with the class. Students will share and discuss their object and written description. The objects and their descriptions will then be displayed for students to participate in a gallery walk (Ruggiano & Wen Ma, 2006, p. 27).

Walking in The Shoes of Others

The class will read and discuss "Reach for The Sky." The book provides students with a means to make connections with the real world. The book provides an avenue for students to reflect on their compassion for others. Students will share their reflections with others in their group and transition to a class discussion.

Students will then join a partnership with another student. Each student will interview each other using the interview questions provided. The teacher will model the interview with another student. After the teacher has modeled the interview, students will be provided with sufficient time to interview each other and record responses.

The class will come together and share information from their interviews. The information can be recorded on a large chart as a reference. Students will then pretend that they are the person interviewed. Students will write in their journals, depicting the life of the person interviewed. Students can also create a drawing to illustrate a day in the life of the interviewee. The journal writings and illustrations can be shared and discussed with the class (Ruggiano & Wen Ma, 2006, p. 83-84).

Family Quilts

Skills: Students will identify shapes, colors, and patterns.

* 1 sheet of construction paper

Activity
Teacher will introduce the history of quilts and the use of shapes and family traditions in the construction of the quilts. The class will discuss the use of quilts in various culutres. Teacher will show students various examples of quilts and question students about the use of geometry/shapes and family traditions in quilts.

Students will construct a square for a class quilt using pattern blocks and knowledge from their culture. Provide students with pattern blocks and one sheet of white paper to be folded in four sections.

Allow students to discuss their ideas about their contributions to the quilt. Students will then use various shapes to draw a representation of their family in the first section. Students will share and discuss with the class their quilt square and the use of their culture and shapes in the design. Students will copy their design on the three other squares and cut out the four sections. Instruct students to keep one square for themselves and place the three others face down. Students will walk around the room and take three different squares from their classmates. They will then take their four squares to paste them onto a piece of construction paper, spacing them out to represent a quilt. They can draw threads between the pictures to represent stitching on a quilt. Students will share and discuss with the group their newly constructed quilts. The class will close the lesson by discussing the variations of shapes and geometric patterns used throughout the quilts (Edsitement, 2002).

Grades: 2-5

Skills: Students will be introduced to techniques for graphing information. Students will also gain a better understanding of the differences and similarities among peers.

Materials:
* Copy of "Personal Profile"

Teacher will provide students with a copy of the "Personal Profile" sheet. Each student will complete their own personal profile and may add extra information about themselves. The information consists of physical characteristics as well as interests and background information.

The teacher will pair up students, using jelly beans. Teacher will insert two jelly beans of each color in a bag in order for each student to receive a jelly bean to be paired up. Students will be paired up with a student that holds a similar colored jelly bean.

Students work with their partner to discuss their personal profiles and determine similarities and differences. After the discussion, students will record their information on a copy of the Venn Diagram. The teacher may also choose to allow students to create a Venn Diagram on Word. Students will record five of their own characteristics as well as five of their partner's characteristics. Students will determine similarities between themselves and their partners. These similarities will be recorded in the section titled, "Things we have in common."

Each student will share profile information and similarities about their partner with the class. The teacher can conclude the lesson with a discussion about the use and significance of graphs to manage information. The class will also dicuss the use of graphs to organize and record personal information to enhance the observance of diversity in the classroom (Ruggiano & Wen Ma, 2006, p. 14-15).

The teacher will begin the lesson by discussing with the class the differences in speed limits on highways, county roads, residential streets, or school streets. The class will record the various examples of speed limits on a chart using miles per hour. The teacher will guide the class in a discussion about the length of a mile. The teacher will then introduce a foot to the class, using a wooden yard stick for the students to discover the length of a foot. The teacher will explain that a foot is a unit of length that is used in U.S. and Britain. The teacher will also explain that a foot is equal to 12 inches and 1/3 of a yard. Also, explain that 5, 2380 feet equal one mile.

The teacher will lead a discussion regarding the speed limit in Canada, explaining that in other countries people use a metric system of measurement. The driving speed in these countries use kilometers per hour, rather than miles per hour. Examples of the speed limits in these countries may be 100, 50, or 30 kilometers per hour. The teacher then presents the class with a meter stick in order for students to see the length of a meter. Explain that 1,000 meters equals one kilometer and one meter equals 100 centimeters.

Students will be paired up with a partner and measure each other with a meter and yard stick. Students will record their body measurements on their record sheets. The teacher will then discuss with the class any differences in measurements that they observed. The class will then compare the measurements using the U.S. System and Metric System of Measurement.

Students in the higher grade levels can re-evaluate metric conversions in this lesson. The teacher will provide the students with a conversion chart and remind students about strategies used to convert metric units of measurement to customary measurements. The teacher can divide the class into partnerships. One student from the pair will use a meter stick and the other will use the yardstick. Students will measure different objects in the classroom using the copy of the measurement chart . The last object to be measured can be an option for the student. Students that complete their measurements will convert the measurements into the other systems of measurement (customary to metric, metric to customary) (Ruggiano & Wen Ma, 2006, p. 102-103).

Simple Machines in Mechanical Devices

Skills: Students will gain knowledge of simple machines.

* Small non-operating mechanical devices ( Ex. Radio, clock, phone, etc.)

* 1 Sheet of white paper

Activity
Students will be asked to bring non-operating mechanical devices to school. Students will also be asked to invite family members who work with tools to come into school to help students take the mechanical devices apart.

The class will identify and describe simple machines. The class will also discuss the use of simple machines in everyday devices. Students and parent volunteers will begin to take apart the mechanical devices and discover the contents of the devices. The class will identify the simple machines used to create the devices and record their information. Students will draw and label the object, referencing the simple machine used . Students will share, discuss, and compare with the class their findings (Ruggiano & Wen Ma, 2006, p. 54-55).

Weather, Weather, Everywhere!

Skills: Students will gain a better understanding weather and its impact on human lives. Students will also gain an awareness about vocabulary and conditions related to weather.

* Pictures or flash cards of weather conditions

The class will begin a discussion about weather patterns. The class will explore various weather conditions (rain, snow, sleet, hail, etc.) that affect us differently. Rain can make the roads wet, causing drivers to be more cautious on the roads.

The teacher will show the class pictures of different weather conditions. The class will describe these weather conditions and record them on a chart. Illustrations can also be used to depict the words.

The class will discuss weather conditions that each student likes and dislikes. The teacher will explain to students that there are different weather conditions in other regions of the Earth. People in different regions of the world have different weather experiences. The class will share their experiences with different weather conditions.

The teacher will coordinate the students into groups of 3-4. Each group will discuss various weather conditions as well as the four seasons. Students will then make a connection between common weather conditions and particular geographical regions in the US and in the world. Students will use this information to design clothing for wear in each of the four seasons. Each group will share their designs to lead in a discussion. Students will engage in a discussion to compare and contrast designs with the other groups.

The teacher will post four signs throughout the room, representing the four seasons. Students will post their clothing designs next to the corresponding season. Students will participate in a gallery walk to further explore and discuss the designs with peers (Ruggiano & Wen Ma, 2006, p. 86-87).

Social Studies

Life Timeline

Skills: Students will gain knowledge of cultures and family backgrounds through chronological autobiographies.

* Crayons, markers, colored pencils, etc.

Activity
Students will create a personal timeline using a roll of paper. Students will chronologically record significant events on the line with pictures to depict the events. The teacher will then model a biographical timeline using personal events and information. Students will gather information from their families and photographs. Students will begin the timeline with their birth and continue to highlighting important events throughout their life. The dates and descriptions of particular events will be written on the timeline. Photographs, magazines, or illustrations can be used to depict the events.

The timelines will then be posted around the classroom for a gallery walk. Students will then share, compare, and discuss their life events with the class (Ruggiano & Wen Ma, 2006, p. 2).

Diversity In Plants and Wildlife

The teacher will begin the lesson by discussing with the class symbolic flowers and animals for their state. The class will discuss other state flowers and animals throughout the U.S. Students will verbally share with the class their favorite plants, flowers, or animals. The teacher will share with the students pictures or stories about plants and animals that living in particular habitats, such as rivers, rain forests, oceans, deserts, or other countries.

The teacher will then explain to students the meaning of flora and fauna and its diversity throughout the world. The class will engage in a discussion about the diversity and flora and fauna in or world.

Students can participate in a mini-nature trail around the school, searching for flora and fauna. Students will be able to identify certain plants and animals located in their area. Students will return to the classroom and create a mural that demonstrates the flora and fauna found around their community.

Students in higher grade levels can study a particular plant or animal of interest. Students can use books, photos, drawings, and other resources to conduct their research. Students can use this information to prepare a 5-10 minute presentation to share with the class. The research from each student can be put together to form a class book titled, "Flora and Fauna Around the World" (Ruggiano & Wen Ma, 2006, p. 90-91).

Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades (Paperback) by Jacqueline Irvine

Culturally Responsive Instruction: Promoting Literacy in Secondary Content Areas by Patricia Ruggiano Schmidt

Montgomery, W. (2001). Creating Culturally Responsive, Inclusive Classrooms, Teaching Exceptional Children, 33, 189-196.

Edsitement. (2002, May 21). Family and friendship in quilts. Retrieved

November 08, 2008, from

Ruggiano, P. & Wen Ma, S. (2006). 50 Literacy strategies for culturally

responsive teaching, k-8. Thousand Oaks, CA: Corwin Press.

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Chapter 10: Culturally Responsive Lessons for Students, K-5 - Culturally Responsive Classroom Management & Motivation Handbook

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Culturally responsive classrooms incorporate lessons responsive to student diversity.These classrooms are communities that enable students to make connections between home and school.The teacher maintains positive relationships with the students and families.The family and their academic contributions are welcomed in the classroom.The teacher selects lessons and activities that are conducive to the students' academic and cultural needs.

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In schools, so many different cultures come together to learn. Students have to feel comfortable in their environment to be able to learn effectively. Using culturally responsive pedagogy allows teachers to better understand their students’’ and their backgrounds and also helps students to feel comfortable and accepted in the classroom. It makes the class inclusive rather than exclusive. Incorporating culture also helps to open students up to new ideas and learn more than just curriculum, but also about culture.

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Movie telling the importance of culturally relevant teaching. It also shows ways to incorporate culturally relevant teaching into the curriculum.

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We are all born, raised and enveloped in culture, and it is central to learning. It informs how we communicate with each other, the way we receive information and helps shape the thinking process of groups and individuals.

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This collection holds materials from the Education Alliance at Brown University. The Education Alliance was a reform support organization committed to advancing equitable educational opportunities that prepare all student populations to succeed in the 21st century. From 1975-2021, the Alliance partnered with schools, districts and state departments of education to apply research findings in developing solutions to educational challenges. Its mission was to enhance learning for culturally and linguistically diverse students and focused on district and school improvement with special attention to underperformance and issues of equity and diversity. DOI: https://doi.org/10.26300/7eez-dz04

The Education Alliance archived website can be found here

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Brown Digital Repository | Collection | The Education ...

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This collection holds materials from the Education Alliance at Brown University. The Education Alliance was a reform support organization committed to advancing equitable educational opportunities that prepare all student populations to succeed in the 21st century. From 1975-2021, the Alliance partnered with schools, districts and state departments of education to apply research findings in developing solutions to educational challenges.

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Multiple Intelligences

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:

At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style.

Testing which traditionally is accomplished through print, may be handled by electronic media. Media are better able to assess learners' visual skills than are print media and can be used to assess learner performance in realistic situations.

from "The Distance Learning Technology Resource Guide," by Carla Lane

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Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).

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Culturally Responsive Pedagogy in 5th Grade

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Culturally Responsive Pedagogy in 5th Grade

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- going in depth into different cultural regions in social studies
- having a cultural food day
- have students make simple machines and compare and contrast to other students (some may be more simple based on cultural differences)
- discussing weather changes throughout different regions
- making a timeline of their life

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Culturally Responsive Pedagogy in 2nd Grade

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Culturally Responsive Pedagogy in 2nd Grade

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- bringing in a personal meaningful item from home and discussing how it makes them who they are
- making a family quilt (every student contributes a block that relates to their culture)
- measuring things and converting to the metric system
- keeping inclusive posters around the room (with kids of every kind)
- decorating the room with lots of colors and words (translated into different languages kids in the class know

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Howard
Gardner’s Theory of Multiple Intelligences 

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Howard
Gardner’s Theory of Multiple Intelligences 

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-      different kinds of minds and learn, remember, perform, and understand in different ways

-      7 different intelligences

-      the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains

Visual-Spatial –

-      think in terms of physical space, aware of their environments

-      like to draw, do jigsaw puzzles, read maps, daydream

-      learn through drawings, verbal and physical imagery

Bodily-kinesthetic –

-      sense of body awareness

-      like movement, making things, touching

-      communicate well through body language

-      learn through physical activity, hands-on learning, acting out, role playing

Musical –

-      show sensitivity to rhythm and sound

-      love music, but are also sensitive to sounds in the environment

-      usually study better with music in the background

-      learn through lessons turned into lyrics, speaking rhythmically, and tapping out time

Interpersonal –

-      understanding, interactive with others

-      have many friends, empathy for others, and are street smart

-      learn through interaction, group activities, seminars, and dialogues

Intrapersonal –

-      understand their own interests and goals

-      shy, in tune with their inner feelings

-      intuitive, motivated, strong willed, confident in their opinions

-      learn through independent study and introspection

Linguistic –

-      Good at using words effectively

-      highly developed auditory skills and think in words

-      like reading, playing word games, making up poetry or stories

-      learn by seeing and saying words and reading books together

Logical -Mathematical –

-      use reasoning and calculating

-      think conceptually and abstractly

-      like to experiment, solve puzzles, and ask questions

-      learn through logic games, investigations, mysteries

-      learn and form concepts before they do details