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Inclusive Language - Student Disability Center

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Unhandicap Your Language The terms used for people with disabilities all too frequently perpetuate stereotypes and false ideas. While some words/phrases are commonly used by many, including those with disabilities, usage is likely due to habit rather than intentional meaning. However, conscious thought about what we say, and when we say it, may help to [...]

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Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization

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Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing…

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What We Do

At the National Equity Project, we support leaders to transform their systems into equitable, resilient, and liberating environments.

We provide consulting and coaching to help leaders and teams make informed decisions and take more effective action. We design and facilitate professional learning experiences for educators and other leaders to reimagine and redesign their systems for equity.

Our services build culture, conditions, and competencies for excellence and equity in districts, organizations, foundations, and communities.

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At the National Equity Project, we support leaders to transform their systems into equitable, resilient, and liberating environments. We provide consulting and coaching to help leaders and teams make informed decisions and take more effective action. We design and facilitate professional learning experiences for educators and other leaders to reimagine and redesign their systems for equity.

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8 Powerful Ways to Promote Equity in the Classroom

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All Posts Every student in my classroom deserves an equal chance. Agree or disagree? Responding to the level of diversity in your classroom is more important than ever. But all too often, our education system reinforces the same inequalities it was designed to overcome.

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Activities

Greetings in many languages and ways

Display greeting signs in the languages spoken in your classroom to raise language awareness, make students and families feel welcome, and allow for a flow of knowledge, ideas, and positive feelings between home and school and across languages.

Displaying greeting signs in the languages spoken in your classroom raises language awareness, makes students and families feel welcome, and allows for a flow facilitate the flow of knowledge, ideas and feeling between home and school and across languages.

World Map

Assist students to mark with a pin where they come from, to create a visual representation of the class composition. Have a discussion about it.
Teacher and students build classroom community by visualizing the origins of their families and ancestors.
1. The teacher engages the students and establishes the context of the lesson by reading aloud a text which is focused on family, origins, ancestry, or identity from the suggested list of multicultural books. See lesson named "Read Aloud Culturally Informative and Sensitizing Children's Books" for more information on these books.

2. Through the story read aloud and discussions, students will reflect on their individual and family identities. Afterwards, they will have the at-home task of talking with their families about their family lineage and where their parents, grandparents, (and possible great grandparents) came from. Did they come from another part of Oahu? From another Hawaiian island? From the mainland? From another country?

3. Lastly, each student and the teacher will present about their family history including specifically where they come from. A pin or some sort of mark should be placed on the map to identify the name of the person and origins. This visual representation allows the students to know more about each other, to deepen their classroom community, and to know about their family heritage. In addition to the above lesson, the teacher may do additionally activities to build upon this mapping activity and connect to subject content in social studies, reading, math, etc.

Show and Tell using cultural and linguistic artifacts

Students or family members bring a special item from home that they share with the class to learn about each other's backgrounds.

1. Students or a family member bring in a special item from home that they share with class to learn about one's and each other's backgrounds. Empower students' sense of identity, background, and uniqueness by sharing a piece of their family's cultural heritage.

2. Some questions to start off the lesson:

What makes you special?

What makes you different from your classmates?

3. While discussing, these questions can lead to more questions such as

What makes our families special?

How is our family different from everyone else's?

4. This dialogue sets the context for students to get to know each other better and building community. They will then be given a task to talk with their family members about what makes their family special. Through their discussions, they will need to decide on an artifact that says something about their family. The artifact could represent their family, tell a story, an event in the family history, etc.

5. The teacher and students negotiate the criteria of the cultural artifact and the corresponding presentation. Students present. You may consider inviting family members to participate in the audience.

Biography of an important person in the child's community

students research and write a biography about a special person in their community, such as an immediate family member, a relative, neighbor, or community leader, and share with the class. This allows for positive learning about each other's communities and community members.

1. Students research and write a biography about a special person in their community, such as an immediate family member, a relative, neighbor, or community leader, and share with the class.

2. Ideally, students will engage in interviewing, talking to others who know that person, and doing Internet and/or library searches.

3. Students can collaborate with their families to expand their work and they can be invited to present the information on a three-dimensional object such as a decorated shoebox, a paper-bag vest, a hanging mobile, or a poster collage.

4. These items can be used to create a gallery to which the students can return throughout the year to look at it, learn more about it, and be reminded of each other's communities and their contributions.

RL.1: Ask and answer questions to demonstrate understanding

RL.2: Recount stories

RI.1: Ask and answer questions to demonstrate understanding

RI.2: Identify the main topic

RI.3: Describe connections between historical events

RI.10: Read and comprehend informational texts

RF.4: Read with sufficient accuracy and fluency to support comprehension

W.1: Write an opinion piece

W.2: Write an informative or explanatory text

W.5: Focus on a topic and strengthen writing by revising and editing

W.6: Use a variety of digital tools to produce and publish writing

W.8: Recall information from experiences or gather information from sources

SL.1: Participate in collaborative conversations with diverse partners

SL.2: Recount or describe key ideas aloud

SL.3: Ask and answer questions about what a speaker says

SL.4: Tell a story or recount an experience

SL.5: Add drawings or other visual displays to stories or recounts of experiences

SL.6: Produce complete sentences when appropriate to task

L1: Demonstrate command of standard English grammar and usage

L2: Demonstrate command of capitalization, punctuation, and spelling in writing

L3: Use knowledge of language and its conventions when r/w/l/s

Buddy Program

Assign children to a buddy to help them gain the tools and socio-emotional connection to be able to succeed in school.

1. Use a buddy to help students and families gain the tools and socio-emotional connection to be able to succeed in school.

2. Buddy programs can be used with new students, ELLs, or any other student who would benefit from being welcomed to the school and guided through the process of adjusting to a new environment.

3. The goal is to help students give the tools and socio-emotional connection to be able to succeed in school.

4. You could do the same program with families, having a welcoming gathering with families and assigning one "veteran" family to a new family.

RL.1-3: Reading literature (key ideas and details)

RL.4-6: Reading literature (craft and structure)

RL.7 & 9: Reading literature (integration of knowledge and ideas)

RI.10: Reading literature (range of reading and level of text complexity)

RI.1-3: Reading informational (key ideas and details)

RI.4-6: Reading informational (craft and structure)

RI.7-9: Reading informational (integration of knowledge and ideas)

RI.10: Reading informational (range of reading and level of text complexity)

RF.3: Know and apply grade-level phonics and word analysis to decoding words

RF.4: Read with sufficient accuracy and fluency to support comprehension

W.1-3: Writing (text types and purposes)

W.5-6: Writing (production and distribution of writing)

W. 7-8: Writing (research to build and present knowledge)

SL.1-3: Speaking and Listening (comprehension and collaboration)

SL.4-6: Speaking and Listening (presentation of knowledge and ideas)

L.1-2: Language (conventions of standard English)

L.3: Language (knowledge of language)

L.4-6: Language (vocabulary acquisition and use)

Building Background

Learners develop understandings through connections they make between what they already know and the new information they are learning. Teachers have to use strategies to explicitly activate students' prior knowledge and build background when prior knowledge of a particular content topic is lacking.

1. Let's look at two important aspect of building background:

Key vocabulary emphasized

Concepts explicitly linked to students' background experiences

2. Click on Building Background PDF file. Indicate which strategies you have already used for each of these aspects of building background. Leave blank those strategies you have not yet tried. Now select one strategy from each aspect you think it would be a good fit with your instructional practices and your students' need. Try out each of the strategies. Reflect about how your students reacted, especially your ELL students. What will you do the same? What would you change? How often would you like to use the strategies you implemented?

Building Background (PDF)
InTASC Model Core Teaching Standards Standard #2: Learning Differences
2(c) The teacher designs instruction to build on learners' prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
Standard #4: Content Knowledge
4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.

4(m) The teacher knows how to integrate culturally relevant content to build on learners' background knowledge.
Standard #7: Planning for Instruction
7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

Comprehensible Input

Teachers need to provide information and interact with students so that students can understand what is being said and do what is expected of them. This includes teachers being mindful of the words they use, the rate at which they speak, and explaining things clearly to their students.

1. Comprehensible Input includes the following instructional aspects:

Speech appropriate for students' proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). It is important that you use "thoughtful speech" - that you know your English language level and adapt your speech appropriately, remembering to focus on the zone of proximal development or always talking at a level the students can follow but at the same time building their ability to progressively understand more.

Clear explanation of academic tasks. Make sure you write out clear directions that are easily seen by all students and that are also given orally, in a step by step manner, with visuals when appropriate and necessary. For very young learners, adding drawing to your written instructions also helps.

A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

2. Next, complete a self-assessment of your comprehensible input instructional practice. First, identify how frequently you integrate each of the following comprehensible input techniques. Second, list the techniques you use less often. Third, choose 1-2 techniques to work on in the next couple of weeks. Finally, document how the implementation of these techniques goes and reflect on how you will continue to use those techniques in effective ways. Comprehensible Input Self (PDF)

Practice and Application

Students have to practice and apply new concepts and language skills in the classroom. Some effective ways to do so with diverse students is to make learning hands-on and implement activities that scaffold students' learning while allowing them to practice the academic language skills they are acquiring.

1. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge. When ELL students practice what they have learned in relevant, meaningful, and (especially for younger students) concrete ways, they have more opportunities to learn the material. Your task: work individually or with your peers to come up with the longest list of hands-on activities you could use for your students to practice what they learn in the class. Similarly, create a table for each content area and find out which manipulatives are already available in your school, which ones you could obtain through donations or a grant, and which ones you might need to purchase.

2. Activities provided for students to apply content and language knowledge in the classroom. The application of content and language knowledge is important because when students discuss and use what they have learned it makes the learning concrete and attainable for all learners. In addition to thinking of ways in which you can ask your students to apply content knowledge (for example, engaging in problem solving activities, engaging in cooperative work, or participating in a debate), it is also important to think about the linguistic demands of the tasks students are asked to do. Please see click here to learn more about Cummin's Model of Academic Language.

3. Activities integrate all language skills (i.e., reading, writing, listening, and speaking). Reading, writing listening, and speaking are complex, cognitive language processes that are interrelated and integrated. They also mutually support each other. One area that teachers of ELL students need to emphasize more is the development of oral language.

OVERVIEW OF CUMMIN'S ACADEMIC LANGUAGE DEVELOPMENT MODEL

Based on Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles, CA: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles. Available for free download at https://www.researchgate.net/publication/269101664_The_Role_of_Primary_Language_Development_in_Promoting_Educational_Success_for_Language_Minority_Students

APPLICATION OF THE MODEL TO CLASSROOM ACTIVITIES

Inclusive Print Rich Environment

As a soon-to-be elementary teacher, you may likely have heard of creating a "print-rich environment" for your students. Apply the same concept to create a print-rich environment that demonstrates the diversity of the micro-culture of your classroom and school and the macro-culture of Hawai'i and the United States. Decorate the room with student work that shows inclusiveness, maps, values of respect and differences.

1. As a soon-to-be elementary teacher, I'm sure you've heard of creating a "print-rich environment" for your students. In the same respect, apply the same concept to creating a print-rich environment that demonstrates the diversity of the micro-culture of your classroom and school and the macro-culture of Hawaii and the United States. Decorate the room with student work that shows inclusiveness, maps, values of respect and differences, etc.

2. Here is an example that you can start with-

Give each student a blank heart shape paper.

Each student writes something special about themselves on the heart. For example, the activities they like to do with their families, their favorite family members.

Each student shades around the words with a crayon that matches the student's skin color.

Each student explains to their classmates why they chose the words on their heart. The teacher looks for unique choices and common characteristics.

3. Display in the classroom or hallway as a reminder of the uniquely diverse class.
InTASC Model Core Teaching Standards Standard #2: Learning Differences
2(n) The teacher makes learners feel valued and helps them learn to value each other.
Standard #3: Learning Environments
3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
Standard #4: Content Knowledge
4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.

4(m) The teacher knows how to integrate culturally relevant content to build on learners' background knowledge.

Read Aloud Culturally Informative and Sensitizing Children's Books

Integrate culturally informative and sensitizing books in the read aloud selections. Explore books that contain text that truly engages students in reflecting, questioning, and making personal connections on issues such as diversity, identity, values, and social norms.

1. Integrate culturally informative and sensitizing books in the read aloud selections. Explore books that contain text that truly engages students in reflecting, questioning, and making personal connections on issues such as diversity, identity, values, and social norms.

2. A teacher who is instructing in a demographically diverse population should build up a classroom library which has a rich variety of multicultural texts. These texts can be incorporated into read aloud time, reading instruction, silent reading time, and independent work stations. They should be made available in classroom and school libraries.

3. Throughout the school year, the teacher can have students explore books that are not just at the superficial level of culture but content that truly engages students to reflect, question, and make personal questions on issues such as diversity, identity, values, social norms, etc.

4. Use the following list of books as a resource. Please contact the AFFECT team if you would like to suggest your favorite book(s). Books (PDF)
InTASC Model Core Teaching Standards Standard #2: Learning Differences
2(n) The teacher makes learners feel valued and helps them learn to value each other.
Standard #3: Learning Environments
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
Standard #4: Content Knowledge
4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.

4(m) The teacher knows how to integrate culturally relevant content to build on learners' background knowledge.

Student/family made dual language storybooks

Create the context and written support system to have students/families write their own dual language books.

Create the context and written support system to have students/families write their own dual language books.

Students and families will develop a sense of empowerment with their cultural and linguistic identities by reading and writing their own dual-language story books.

Some possible questions to set the context of the lesson:

Who can speak a language other than English?

Who speaks a language other than English at home with your family?

Does anyone speak a language other than English every day with your family?

Discussions can follow on the value of language learning for those monolingual and multilingual students. The classroom teacher will then incorporate a variety of themes from multiculturalism, diversity, caring, respect, and acceptance into the instructional reading block time. Depending on the linguistic make up of the students, the teacher may read aloud dual language storybooks.

After providing sufficient amounts of input and modelings, the teacher will guide the students through the writing process of making their own monolingual or dual language story book. Work will be completed in class and at home in order to engage families and build upon their cultural knowledge. Finally, students will read aloud their books; you may also invite family members as part of the audience.

CLICK HERE FOR AFFECT TEAM'S LIST OF STORYBOOKS WITH SYNOPSES: STUDENT.FAMILY MADE DUAL LANGUAGE BOOK FILE

Incorporate minority families' home cultures into the school curriculum

Engage and integrate the cultures of your students and their families into your curriculum in order to scaffold their learning, respect their heritage, empower their learning, and develop a sincere sense of community and learning for all students.

1. Work with your grade-level planning team before the start of the school year to make a list of the home cultures that are representative of your ESL population. Brainstorm ways in which you can tap into this vast, inherently rich resource. For example:

a. How can you empower students' sense of cultural identity and worth?

b. What do the Common Core Standards for your grade level say about diversity, culture, multiculturalism, identity, and students' background knowledge?

c. What are the mainstream assumptions in the social studies, history, and other content lessons?

d. Do all your students, including the ESL students, have a "voice" in the curriculum?

e. How are they portrayed in the literature?

Consider your answers to these questions when designing your curricular lessons, so that all students' cultures can be acknowledged fairly and respectfully and you can use the students' background knowledge to introduce them to new material.

2. Get to know your students, their families, and their linguistic and cultural backgrounds. Have the families "teach" you about their language, culture, educational expectations, and so on. By taking the role of a "student," you will create a more dynamic and reciprocal relationship between home and school. Incorporate all this knowledge in your lesson planning.

3. Talk to your school community (e.g., colleagues, administrators, students, parents, PTA) about having a "Take Your Parent to School Day" (it could also be a guardian or any adult family member responsible for the student). Schedule the day to include:

a. Activities for students, families, and teachers to get to know each other.

b. Opportunities for parents to share their expertise/knowledge of their culture, language, profession, and interests.
InTASC Model Core Teaching Standards Standard #2: Learning Differences
2(c) The teacher designs instruction to build on learners' prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners' personal, family, and community experiences and cultural norms, including Native Hawaiian history and culture.

2(j) The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.

2(k) The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners' experiences, cultures, and community resources into instruction.

2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
Standard #4: Content Knowledge
4(m) The teacher knows how to integrate culturally relevant content to build on learners' background knowledge.
Standard #7: Planning for Instruction
7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.

7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.

7(n) The teacher respects learners' diverse strengths and needs and is committed to using this information to plan effective instruction.
Standard #8: Instructional Strategies
8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.

8(p) The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.

9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

9(h) The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly.

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Activities Greetings in many languages and ways Display greeting signs in the languages spoken in your classroom to raise language awareness, make students and families feel welcome, and allow for a flow of knowledge, ideas, and positive feelings between home and school and across languages.

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Culturally Responsive Teaching

History is complicated, but teachers can approach it by leading with truth and advocating for empathy.

Davide Bonazzi / The iSpot

History teachers guide students through a past marked by triumph and tragedy. Each time we enter the classroom, we're stepping into the critical but challenging role of walking side by side with our students, confronting the past with empathy, tact, and sensitivity.

Our foremost aim is to cultivate a comprehensive understanding of and genuine appreciation for the historian's craft. To accomplish this, it's crucial above all else that we instill in our students a firm confidence in their teacher. Drawing upon my 17 years of teaching American history, I humbly offer these tips to assist in fulfilling this crucial role.

Teach Historical Empathy

Before teaching about enslavement, I emphasize historical empathy, or as my former history professor Jacqueline Jones puts it, "developing a full understanding of why people acted or thought as they did."

Historical empathy is not about justifying or excusing the actions and beliefs of historical figures. Its primary purpose is to cultivate a deep and nuanced understanding of the intricate complexities inherent in unraveling the past. By nurturing historical empathy, teachers encourage students to engage in meaningful learning experiences.

I guide my students in applying historical empathy when analyzing Harriet Jacobs's Incidents in the Life of a Slave Girl. This approach encourages them to transcend simplistic notions of good versus evil and to delve into the multifaceted factors that shaped the actions of historical figures. Moreover, it fosters a deep understanding of how individuals or groups exert control over their own lives, regardless of any prevailing circumstances.

To avoid possible misunderstandings and misconceptions, I find it beneficial to direct parents and guardians to my classroom page about historical empathy, which features a short video about the topic and insights from Antony Polonsky, professor emeritus of Holocaust studies at Brandeis University, whom I also studied under. His words carry weight when he emphasizes, "One has to be empathetic to everybody. You have to explain, but you don't have to excuse."

Celebrate Agency, Triumphs, and Successes

While introducing students to historical empathy, I also teach about the agency of enslaved individuals, emphasizing their strategies for maintaining dignity, preserving family ties, and navigating oppressive conditions. We dive into the stories of figures like Harriet Tubman and Frederick Douglass, who not only fought for freedom themselves but also worked to reunite and protect enslaved families.

We also learn about heroic women such as Abigail Adams and Jane Addams, highlighting their significant contributions. Abigail Adams advocated for women's rights, and Jane Addams, as a social reformer and peace activist, worked to create positive change. Studying their lives inspires my students to challenge gender roles and become agents of change in their own communities. In my classroom, I display posters with quotations from pioneering women throughout history to inspire all of my students.

Students are also inspired by learning about the remarkable 1804 expedition of Lewis and Clark into the relative unknown, a journey that called for daring and skill, with the invaluable presence and contributions of Sacagawea.

Later, they marvel at the indomitable spirit of America's "Greatest Generation," who endured the Great Depression and World War II. Likewise, they celebrate America's achievement in 1969 of landing a person on the moon.

Throughout the year, I emphasize that we explore both successes and shortcomings and that this course is not intended to denigrate American history. There are numerous moments of pride that deserve recognition and celebration, and I occasionally find myself needing to do a better job of highlighting them. Recently, I regrettably overlooked mentioning Memorial Day, a significant event that mourns and honors our nation's fallen heroes.

Refrain from Singling Out

When teaching Incidents in the Life of a Slave Girl, I am mindful not to focus solely on students of color. It's crucial for them not to feel as if everyone is eagerly waiting for their thoughts and reactions.

This pressure may stem from my actions or inactions, or it could simply be how the students interpret the situation. Earlier this year, a Black student approached me after class, expressing distress over her perception that I frequently focused my attention on her during discussions about race and history.

I apologized and sought guidance from my school's diversity, equity, inclusion, and belonging coordinator to proactively address the issue. Now, I clarify to students that my eye contact is not intended to pressure anyone to speak, and certainly not to those identifying with a specific group we are studying. I emphasize that in a small classroom, my gaze may naturally fall on them, but it should not be interpreted as expectation or pressure. I find that this approach helps to foster a more comfortable environment for students of color.

Instead of singling out anyone, I make inclusive announcements to show that I value everyone's insights. During conversations, I am mindful of maintaining appropriate eye contact and try to avoid prolonged or intense staring at any particular individual. At times, I have even acknowledged feeling silly as I look down, but I hope my students appreciate the effort and intention behind it, which I also share with them.

Provide warnings. I provide my students with the choice of averting their gaze or taking a brief break from the class. It's impossible for teachers to anticipate how explicit imagery might affect each student individually.

Enhance visual literacy. We discuss the purpose and impact of graphic images, exploring their emotional and perspective-altering qualities.

Include diverse sources. Alongside photographs, I incorporate survivor testimonies and primary sources to offer a comprehensive view.

Encourage critical thinking. Students consider the possible biases, intentions, and limitations of visual evidence.

Foster empathy. Here as well, I encourage students to empathize with individuals depicted in the imagery.

Be Sensitive When Including Graphic Imagery

With sensitivity in mind, I am attentive to the impact of visual materials in depicting the past, which often appear more visceral than the written word. When teaching about the Japanese invasion of Manchuria, which preceded America's intervention in World War II, I consider my international students from China, who may have family histories tied to this topic. As such, I keep in mind these guidelines:

No matter what you do, show students that you are mindful and purposeful. Carve out time to discuss with them how and why you plan to cover certain parts of the curriculum; ask for their input. I want to involve my students as much as possible in our journey of collective learning, leading me to reevaluate both the content and methods of my teaching approach.

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How to Teach History in a Culturally Responsive Way

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By using culturally responsive teaching in high school history classes, teachers can guide students to a deep understanding of the past.

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As instructors, you can have a great impact on the classroom climate through the very language you use. Yet it can be hard to recognize in one's own speech that some of the most basic idioms and examples are often not inclusive, for they are actually very specific to one group in society (e.g. men/women, Christians, whites, heterosexuals, etc.). This tendency can inadvertently marginalize minority groups. For instance, research has shown that using gender-exclusive language (e.g., using he to indicate he or she ) in professional settings affects women's sense of belonging and lowers motivation (Stout and Dasgupta, 2011; Sczesny, Formanowicz, & Moser, 2016).

Ask your students what their pronouns are and follow-up by using the correct ones identified by your students.
For instance, at the beginning of the semester, have students fill out a short "get to know you questionnaire" either on paper or via email that includes questions such as: "What should I call you? What are your pronouns? What is your major?..." (NOTE: you can model this by sharing your answers to these questions with your students, so they can get to know you!)

Use language that is truly generic:

When addressing mixed gender groups: "Hey folks/all/everyone" instead of "Hey guys."

Spouse/significant other instead of husband/wife (particularly if you do not know someone's sexual orientation)

Winter/holiday break instead of Christmas Break.

House of worship instead of church.

When you use American idioms, explain them for the benefit of non-native English speakers. This is particularly important when writing exam prompts as some students will lose time trying to decipher language rather than using that time to answer the question.

Be careful about overgeneralizing your students' experiences. It is natural to assume that experiences you have had (e.g. living in a house, flying on an airplane, taking family vacations) are shared by others, but when that is not the case, it can marginalize students whose experiences differ.
Use language to acknowledge different lived experiences: "For those of you who have studied abroad/seen Field of Dreams/been on a ferry..."

Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can gender-fair language reduce gender stereotyping and discrimination? Frontiers in psychology, 7.

Stout, J. G., & Dasgupta, N. (2011). When he doesn't mean you: Gender-exclusive language as ostracism. Personality and Social Psychology Bulletin, 37(6), 757-769.

GO TO: Stereotype Threat | Imposter Syndrome

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Model inclusive language - Eberly Center - Carnegie Mellon University

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What is Inclusive Language? Examples & Strategies for the Workplace

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Foster belonging and create a positive environment with this guide with inclusive language examples and tips for using inclusive language in the workplace.

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Inclusive language is language that acknowledges diversity, promotes equality and instills the importance of respect toward all people.
Examples of inclusive language include using gender-neutral phrases when talking to groups, acknowledging first-nations people in a speech, and using modern medical descriptors rather than outdated ones with negative connotations.

This helps to ensure people are free from negativity, microaggressions, and subtle discrimination.

See below for examples of how to use inclusive language terms and expressions.

Examples of Inclusive Language

Religious Inclusion: A principal of a private religious school welcomes people "of all faiths and backgrounds" into the school on an open day.

Saying 'Everyone' instead of 'Guys': Using the phrase "everyone" instead of "guys" when referring to a group of people (e.g. Survivor Season 41).

Gender Neutral Anthems: Changes to the Canadian national anthem to make it gender-neutral.

Renaming Waitress to Server: Putting out advertisements for people in the service industry that refer to them as servers rather than waitresses to be inclusive of all genders.

Not Assuming a Person's Orientation: Asking a woman "are you dating anyone?" rather than "do you have a boyfriend?" in case they are LGBT.

Gender Pronouns: Using the pronouns "they/them" for a person who identifies as non-binary.

Referring to Disabilities: Saying "a person with a disability" rather than "a disabled person" in order to ensure their identity isn't defined entirely by their disability.

Medical Terminology: Using the modern phrase "autism spectrum" rather than "Asperger's" to refer to a person on the autism spectrum.

Pronoun Normalization: Calling someone "they" instead of by a gendered pronoun until they have told you their pronouns.

Trans Inclusion: Increasingly, medical professionals are saying "people who can give birth" rather than "women" because many trans men have wombs and can still give birth.

Renaming Football Clubs: Changing the name of a football club to avoid insulting indigenous peoples (e.g. Washington Redskins were renamed Washington Commanders).

Community-Inclusive Pamphlets: Providing pamphlets and brochures in multiple languages to include minority populations with first languages other than English.

Acknowledging Indigenous Lands: Providing an acknowledgment of country to Indigenous people before giving a speech on their land.

Language on Bathroom Doors: Changing signs on bathroom doors to ensure Trans people feel they have a bathroom they can go into that will be safe for them.

Renaming Locations for Inclusion: Renaming schools, streets, and parks so they are not named after colonizers or invaders. For example, in Australia, Ayers Rock was renamed Uluru because that's it's real name whereas Ayers was the white explorer who renamed it during colonization.

Common Inclusive Language Scenarios

1. Abilities & Disabilities
Keeping in mind that 1 billion people in the world experience some form of disability, it is important to rectify past descriptor words and phrases that are hurtful in nature, and instead take a person-first approach with our language.
That is, putting the focus on the person, instead of their unique condition.

While each individual has their own preferred terminology that relates to their experience, the following are suggestions on how to use inclusive language:

A. Describing someone as "a person with loss of vision or a visual impairment", instead of "blind."
B. Communicating that a person "uses a wheelchair" instead of describing them as "wheelchair-bound."
Mental health disorders affect 13% of the world's population. Medical professionals are increasingly trying to avoid stigmatization of people with mental health disorders.
2. Mental Health
Using gender neutral language is an excellent way to use inclusive language.
As we continue working on de-stigmatizing language, being mindful of how those around us may be affected by our choice of words is top of mind as it relates to mental health.

Moving away from casual discriminatory descriptors (e.g. "spaz", or "psycho") of someone when behaviours are minor, in comparison to actual mental health disorders is being inclusive.

This helps to provide a safe space for those diagnosed with mental health disorders to not feel ostracized or less-than based on their health concerns.
Ageism pertains to discrimination or prejudice solely on the grounds of a person's age.
Rather than defaulting to commonly used phrases and nouns that often include the word "man," or words that are masculine in nature (i.e. "guys"), it's good practice to be more neutral in our communications so as not to segregate people.

By upholding the values of gender equality in our communications, it encourages the alteration of language that is based on stereotypes.

For example: Rather than describing someone as ladylike or a gentleman, cut out the gender associations and define them as polite or kind. Similarly, refer to a group as "folks" instead of "guys" if they are of mixed company.
Socioeconomic language refers to language that is associated to class, with an emphasis on monetary income.
In order to use more inclusive language, the focus should be highlighting someone's individuality instead of their perceived age group or generation. The following suggestions move away from generalizing and grouping people together based on perceived associations or ages:

1. Rather than stating that someone is "old", instead focus on describing them as experienced or effective.
2. Instead of classifying someone by an age category (i.e. Boomer, Middle-aged) refer to them as their specific age or as a "person born between x year and x year."

5. Socioeconomic Status
In the sentiment of words holding a strong meaning and affirming biases, it's important that we utilize inclusive language in a manner that also allows for people to change and grow.
When talking about folks from different socioeconomic situations, inclusive language ensures that respect and dignity is being given to these individuals and communities regardless of the place they grew up in or currently live. This can be accomplished with the following modifications:

1. Instead of saying someone is from the "inner city" or "homeless", refer to them as "under-resourced" or as a "person experiencing homelessness."
2. Rather than stating someone is from a "disadvantaged neighbourhood", instead describe them as "inhabiting in a neighbourhood with access to fewer opportunities."

6. Criminal Justice System

In the case of criminal justice, for instance, the intention is for those in the system to seek repentance and reform of their person during long periods of reflection.

By speaking about people involved in the prison system in derogatory terms such as "felons or predators," there is an unfair label being placed on someone, which prevents them for pursuing all types of opportunities.
Visible minority groups and communities have been addressed in a manner that was systemically decided upon by governments and social policies.
While we may not always agree with a particular person's actions, showing empathy is how we evolve inclusive language and social cohesion, and allow for others to change.

7. Race & Ethnicity
Beyond reflecting on how our words hold weight, it is equally important to recognize the contexts in which our language is impactful.
As we embody and support more inclusive language, this means discussing and addressing groups in the way they prefer to be identified. This could look like using preferred spellings of culturally significant phrases and words, as well as avoiding idioms and phrases with problematic origins.

This also means moving away from generalized descriptor words such as "alien, foreigners, and ethnics" in favour for "people of colour, persons, and immigrants."

Similar to the criminal justice system, the medical industry is a great place to practice inclusive language.
Learning spaces where large groups of people congregate also provide excellent opportunities to put inclusive language into practice.
By using person-centred language in tandem with person-centre care, health care providers and participants in the industry can better support the dignity of patients.

A change in this context could look like this:

Moving from classifying someone as a "sufferer" and instead saying they are "living with or being treated for" a particular disease.

9. Educational & Workplace Settings

Acknowledging that many different types of people occupy educational institutions and workplaces also means it's imperative that inclusive language is top of mind.

Providing professional and educational materials to employees and students, such as lectures and business reports, that include inclusive language ensures individuals feel part of the team and not "othered."
Another approach to using inclusive language is utilizing culturally significant alphabets and pronunciation references, when referring to different cultures in writing.
Similarly, meeting titles and email subjects, as well as internal and external promotional materials should refrain from language that segregates to promote inclusion among all groups and communities that may make up these spaces.

10. Pronunciation & Typography

This would involve utilizing fonts with diacritical marks, which are markings placed above or below a letter to indicate a particular tone or accent, as well as providing guidance of pronunciation for names, places, and phrases.

Visually, this may look like:

Skwxwú7mesh (Squamish, as spelled on bilingual BC road signs)

Word: Skagit
Associated Press: SKA'-jiht
IPA: /ˈskædʒɪt/

Conclusion

Through inclusive language, there is an intentional avoidance of expressions and words that may be perceived as exclusionary to some groups, which in turn promotes social cohesion.

The implementation of inclusive language as a new standard for communication must be taken seriously due to how deeply language can impact how we view gender, race, and other cultures throughout society.

The purpose of inclusive language is to allow folks from all walks of life and diverse backgrounds, identities, and communities to feel accepted by society, no matter where they are or who they associate with. Rather than feeling segregated for perceived differences, inclusive language allows all individuals to exist as they are, freely in all spaces. By recognizing how biases and stereotypes have shaped our language, and actively working towards replacing them with inclusive language, we will become a more empathetic society that celebrates differences rather than compares and judges.

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Dalia Yashinsky (MA, Phil) and Peer Reviewed by Chris Drew (PhD)

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15 Examples of Inclusive Language (2023)

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Inclusive language is language that acknowledges diversity, promotes equality and instills the importance of respect toward all people.

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this book is a memoir from the perspective of an immigrant child. This book maintains the tone of a young child as Jimenez details the horrifying reality of life for immigrants. This gives a good primary source and account of the immigrant experience.

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The Circuit: Stories from the Life of a Migrant Child

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20 Total Resources 4 Awards 3 State Lists View Text Complexity Discover Like Books

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This book is another account from the eyes of a child. This books shows the realization this young African American girl has about the world around her and her struggle with trying to find her place in the world following the civil rights movement.

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Meet-the-Author Recording of Brown Girl Dreaming

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this a book about man who founded the equal justice initiative, which gave counsel to the poor, the wrongly condemned and women and children. this story follow a specific case of a man wrongly sentenced to death for a murder he did not commit but the case had a political underlying that is exposed when the truth is brought to the light.

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#1 NEW YORK TIMES BESTSELLER * NOW A MAJOR MOTION PICTURE STARRING MICHAEL B. JORDAN AND JAMIE FOXX * A powerful true story about the potential for mercy to redeem us, and a clarion call to fix our broken system of justice-from one of the most brilliant and influential lawyers of our time.-John Legend NAMED ONE OF THE MOST INFLUENTIAL BOOKS OF THE DECADE BY CNN is at once an unforgettable account of an idealistic, gifted young lawyer's coming of age, a moving window into the lives of those he has defended, and an inspiring argument for compassion in the pursuit of true justice.

"[Bryan Stevenson's] dedication to fighting for justice and equality has inspired me and many others and made a lasting impact on our country." * Named One of the Best Books of the Year by The New York Times * The Washington Post * The Boston Globe * The Seattle Times * Esquire * Time Just Mercy Winner of the Carnegie Medal for Excellence in Nonfiction * Winner of the NAACP Image Award for Nonfiction * Winner of a Books for a Better Life Award * Finalist for the Los Angeles Times Book Prize * Finalist for the
Bryan Stevenson was a young lawyer when he founded the Equal Justice Initiative, a legal practice dedicated to defending those most desperate and in need: the poor, the wrongly condemned, and women and children trapped in the farthest reaches of our criminal justice system. One of his first cases was that of Walter McMillian, a young man who was sentenced to die for a notorious murder he insisted he didn't commit. The case drew Bryan into a tangle of conspiracy, political machination, and legal brinksmanship-and transformed his understanding of mercy and justice forever.

Kirkus Reviews

Prize * An American Library Association Notable Book To Kill a Mockingbird, and in some ways more so . . . a searing indictment of American criminal justice and a stirring testament to the salvation that fighting for the vulnerable sometimes yields." -David Cole, The New York Review of Books -Nicholas Kristof, The New York Times Just Mercy will make you upset and it will make you hopeful." -Ted Conover, The New York Times Book Review - The Washington Post -The Financial Times

"Searing, moving . . . Bryan Stevenson may, indeed, be America's Mandela." -The Philadelphia Inquirer

"You don't have to read too long to start cheering for this man. . . . The message of this book . . . is that evil can be overcome, a difference can be made.

"Inspiring . . . a work of style, substance and clarity . . . Stevenson is not only a great lawyer, he's also a gifted writer and storyteller."

"As deeply moving, poignant and powerful a book as has been, and maybe ever can be, written about the death penalty."

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Just Mercy: A Story of Justice and Redemption

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Amazon.com: Just Mercy: A Story of Justice and Redemption: 9780812984965: Stevenson, Bryan: Books

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It is a research based style of teaching. This means teaching that will connects students cultures, languages, life experiences / traditions to their education and learning. this helps with high level understanding and mastering rigorous subjects by connecting their personal identity to it. Culturally relevant teaching focuses on inclusion and understanding. This means getting to know your students on more personal levels allowing educators to implement lessons that relate to their students. This also means using inclusive language and modeling the use of inclusive language for students to learn.

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This a memoir from Malcolm X and tells his life story and his journey starting with the civil rights movement to his journey in converting to islam and finding a new truth for himself. This book details the importance of his contribution and how it changed lives.

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An alternate cover edition for this ISBN can be found:h…

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This book is written by an indigenous human rights advocate who details how the colonialism and policies on Native American genocide shaped our national identity

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2020 American Indian Youth Literature Young Adult Honor Book 2020 Notable Social Studies Trade Books for Young People ,selected by National Council for the Social Studies (NCSS) and the Children's Book Council2019 Best-Of Lists: Best YA Nonfiction of 2019 (

Kirkus Reviews ) · Best Nonfiction of 2019 ( School Library Journal ) · Best Books for Teens (New York Public Library) · Best Informational Books for Older Readers (Chicago Public Library) Spanning more than 400 years, this classic bottom-up history examines the legacy of Indigenous peoples' resistance, resilience, and steadfast fight against imperialism.

Going beyond the story of America as a country "discovered" by a few brave men in the "New World," Indigenous human rights advocate Roxanne Dunbar-Ortiz reveals the roles that settler colonialism and policies of American Indian genocide played in forming our national identity.

The original academic text is fully adapted by renowned curriculum experts Debbie Reese and Jean Mendoza, for middle-grade and young adult readers to include discussion topics, archival images, original maps, recommendations for further reading, and other materials to encourage students, teachers, and general readers to think critically about their own place in history.

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An Indigenous Peoples' History of the United States for Young People (ReVisioning History for Young People)

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Amazon.com: An Indigenous Peoples' History of the United States for Young People (ReVisioning History for Young People): 9780807049396: Mendoza, Jean, Reese, Debbie, Dunbar-Ortiz, Roxanne: Books

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this book is a unsurpassed study of the black psyche in a white world. it is noticed for its scientific analysis and poetic grace when it was first published in 1952, the book remains a vital idea today from one of the most important theorists of revolutionary struggle, colonialism, and racial difference in history

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No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds.

Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

To augment their understanding and responsiveness, this involves:

Empowering students to share thoughts

Integrating diverse work and study practices

Understanding student learning needs and styles

Emulating culturally-significant instruction styles, such as oral storytelling

To help you plan and deliver lessons that resonate with a diverse classroom, we'll explain what culturally responsive teaching is and how it is implemented.

We also put together 15 culturally-responsive teaching strategies and examples that will resonate with diverse students and foster an inclusive classroom environment.

These strategies are available as a downloadable list below for quick reference so you can reference them during classroom instruction.

Let's start with some simple explanation of what culturally responsive teaching actually means.

What is culturally responsive teaching?

Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces students' cultures, languages and experiences - and relates them to classroom learning.

Culturally responsive teachers are actively aware of the various cultural backgrounds present in their classrooms, and act as a facilitator of lessons that can resonate with each.

It is not an easy task - creating this learning environment requires not only a high level of cultural competence, but also an intentional effort to learn about students' backgrounds and cultures.

It can be majorly beneficial to closing achievement gaps between students of different backgrounds and addressing inequities in the classroom. You can also create stronger partnerships with your students by fostering a learning environment where they are represented clearly.

Conditions for creating a culturally-responsive classroom

Reflected in the 15 strategies and examples in the next section, there are four conditions any teacher must fulfill to establish a culturally-responsive classroom, according to an authoritative academic book about the subject called Diversity and Motivation.

As you prepare and deliver any lesson, strive to:

Establish inclusion

This starts by highlighting how the topic you're teaching may relate or apply to students. For example, many societies and cultures have fireworks festivals.

While such a festival runs, you could teach how to calculate speed using fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates, encouraging discussion to solve problems. In doing so, they can share unique perspectives and diverse background knowledge.

Develop positive attitudes

This further focuses on relating content to students. A popular method is allowing them to choose between activities and assessments that let them showcase their values, strengths and experiences.

For example, while providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas.

Enhance meaning

You can bolster lesson content by drawing connections with real-world issues, asking students to use opinions and existing knowledge to address them.

For example, when teaching about government, you could contextualize concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve communication in general.

Foster confidence

Make the assessment process less intimidating by offering different ways to demonstrate skills and understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank.

Among other question types, mix in problems that involve writing short- and long-form answers. After, give students time to assess their own progress and performance, helping them focus on growth.

Meeting these four conditions largely relies on using specific approaches, such as the 15 explored below.

15 Culturally-responsive teaching strategies and examples

1. Learn about your students

At the start of the year or semester, demonstrating a desire to adapt your teaching style to students can help them feel valued. Because open communication should uncover their learning needs and preferences, try:

Distributing questionnaires, asking about interests

Handing out surveys, gathering information about learning styles

Holding open discussions, allowing students to talk about positive experiences from past classes

Once you've gathered enough information, tell the class you'll focus on adjusting your teaching approach to help them learn as best as they can. Students should quickly warm up to you.

2. Interview students

You'll build a stronger understanding of students' values and habits - as well as strengths and weaknesses - by individually asking them questions. While running a large-group exercise, pull each student aside for a few minutes. Ask about:

Hobbies

Their favourite lessons and activities

Which kinds of exercises help them remember lessons and improve skills

Note what each student says to identify themes and different preferences. Then, when possible, relate content to their interests and deliver lessons that appeal to shared strengths.

3. Integrate relevant word problems

Many students will take a greater interest in math if you use word problems to contextualize equations. Working with 41 7th grade students throughout an academic year, a study published by the Canadian Center of Science and Education used such contextual learning strategies to increase test scores by more than 44%. Create culturally-relevant word problems by:

Including student names to make subject matter relatable

Linking to student interests, such as by measuring the shot distance of a famous soccer player

Referencing diverse cultures, such as by determining the diameter of a specific ethnic food platter

Using these word problem tips will not only help you establish a culturally-responsive classroom, but engage students more than by using abstract questions.

4. Present new concepts by using student vocabulary

Delivering relatable content goes beyond math class. In any subject, you can grab and keep student attention by using their vocabulary to build understanding before moving to academic diction. Let's say many of your students are sports fans with family from soccer-crazed nations. Use a soccer example to demonstrate metaphors in language arts class:
Andrea Pirlo is an eagle on the pitch, armed with vision sharp enough to detect the smallest openings and recognize opportunities his opposition can't.
This kind of culturally-responsive language should open the door to presenting challenging skills and concepts, engaging students while doing so.

5. Bring in guest speakers

Guest speakers can bring context and passion to history, geography and social studies lessons, capturing student interest.

A war veteran could deliver a vivid narrative of his or her experiences. A mountaineer could give a striking recount of scaling Lhotse. Both could answer questions many teachers would struggle with, while engaging students much more effectively than a slideshow.

Plus, according to a study by the Economics of Education Review, students are often encouraged to work harder when they share a background with an educator. So, diverse guest speakers may inherently engage and motivate students who share a culture with them.

6. Deliver different forms of content through learning stations

Whether due to culture, socialization, preference or learning needs, students respond differently to different types of content. You can provide a range of material to each student by setting up learning stations. Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

Playing a game

Creating artwork

Watching a video

Reading an article

Completing puzzles

Listening to you teach

After going through each station, you can help students further process the material by holding a class discussion or assigning questions to answer.

7. Gamify lessons

Want another way to consistently diversify content and its delivery, appealing to different learning styles? Gamify some lesson elements. Easy-to-implement practices include:

Offering rewards, such as badges, for completing specific tasks or achieving certain scores

Setting a clear learning goal for the lesson, charting progress throughout the class to motivate students

Creating an "instruction manual" for a project, which contains the rubric and best practices for earning a high grade

Plus, gamifying your lessons is a way of making connections with contemporary gaming culture - helping students within this culture process and demonstrate understanding of content.

8. Call on each student

Call-and-response - the practice of asking students frequent questions while giving lessons - usually keeps them engaged, but also enables them to share thoughts and opinions. Involve everyone by:

Encouraging the sharing of personal perspectives, when a question allows for it

Calling on students without their hands up, acclimatizing them to speaking amongst peers

Asking a question after each new point or thought, having a student teach back the concept you just spoke about

By lesson's end, this call-and-response approach should allow each student to speak at least once.

9. Use media that positively depict a range of cultures

Children process content more effectively when their cultures and languages have places in the curriculum, according to an oft-cited academic book about teaching in multiracial schools.

Using media, such as books and movies, that positively depict a range of cultures and are relevant to your syllabus can partially address this need. Finding options through databases such as IMDB or American Literature isn't a tough task.

As a bonus, using different media should boost engagement levels.

10. Offer different types of free study time

Free study time typically appeals to students who prefer solo learning, but many cultures prioritize learning in group settings. You can meet both preferences by dividing your class into clearly-sectioned team and individual activities, such as the following:

Provide audiobooks, which play material relevant to your lessons

Create a station for group games that teach curriculum-aligned skills

Keep a dedicated quiet space for students to take notes and complete work

Allow some students to work in groups while taking notes and completing work, away from the dedicated quiet space

Presented with these options, free study time should appeal to a wider range of learners.

11. Encourage students to propose ideas for projects

By asking students to submit ideas for their own projects, the benefits of choice extend beyond free study time. Specifically, they should build confidence by showcasing their strengths and existing background knowledge.

So, encourage them to pitch ideas for taking a project from concept to completion. A student must show how the product will meet academic standards in his or her pitch. If the idea falls short, give the student ideas to refine it. If the student can't refine the idea, he or she can choose a project from a list of options you provide.

Not only will you be pleasantly surprised by some pitches, but you may generate ideas for future culturally-responsive exercises and assessments.

12. Experiment with peer teaching

There'll almost always be some student vocabulary and communal practices you never pick up on. But you can fill these gaps through peer teaching. Relatively-simple exercises include:

Students who read and discuss story passages with peers recall more content and score higher on assessments, according an Ohio University pilot study. And, according to a science education study, students who work in pairs and groups typically perform better on tests that involve reasoning and critical thinking.

Such results are largely achieved due to students discussing and rationalizing concepts in their own words, many of which belong to contemporary cultural lexicon and are not academic.

13. Establish cooperative base groups

Cooperative base groups - which come from collaborative learning pedagogy - allow students to regularly learn and process content together.

Your role consists of creating groups of three or four, scheduling meeting times and detailing agendas for them. Filling knowledge gaps and encouraging communication is also involved. Students' roles focus on supporting each other while striving to meet learning goals over the year.

While working in base groups, students can:

Review lessons

Take on guided research

Address each other's questions

Complete in-class assessments

The connection to culturally-responsive teaching is the same as peer learning: cooperative base groups encourage students to make sense of concepts you've taught by using their own words and thoughts.

14. Run problem-based learning scenarios

The flexibility of problem-based learning lends itself to culturally-responsive teaching. This is because, when presenting a relatable real-world problem for your students to solve, two cultural connections will typically occur.

1. First, there will likely be a cultural link in the question, whether it's explicit or students make it themselves.

2. Second, because they can apply different approaches toward problem-solving, they may use unique cultural perspectives.

But if you want to create a scenario with explicit cultural ties, consider:

Encouraging students to take historical, sociological and anthropological viewpoints

Framing the problem using ethnic events - for instance, solving logistical challenges of running a heritage festival - in the area

Regardless, the student-centred nature of problem-based learning will allow your class to use culturally-relevant examples and information when appropriate.

15. Involve parents by using take-home letters

Involving parents in their child's learning is a core part of almost any culturally-responsive teaching approach -- they act as the main educators in many societies and can provide cultural context. When starting a new unit or trying out an education tool for the first time, consider sending a letter home to parents.

For reference, here's the letter Prodigy provides to its teachers. This opens the door to parent participation. While not all parents will be subject matter experts, most should be able to provide guidance.

Downloadable list of culturally-responsive teaching strategies and examples

Click here to download and print a simplified list of the 15 culturally-responsive teaching strategies and examples to keep at your desk.

Interested in other teaching strategies to deploy in your classroom?

Culturally-responsive teaching strategies overlap in important ways with many other pedagogical approaches. Consider researching other teaching and instructional strategies to help bolster your approach, or combine different elements of each strategy!

Active learning strategies empower, engage, and stimulate your students as they put them at the center of the learning process.

Experiential learning activities, in contrast to traditional learning activities,aim to develop knowledge and skills through direct, firsthand experience.

Project-based learning involves an open-ended approach that sees students work alone or collectively to work on engaging, intricate curriculum-related questions or challenges..

Inquiry-based learning is broken down into four categories, all of which emphasize student questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - content for each student on an individual basis, especially with the help of technology.

Social emotional learning activities help students build social skills, establish healthy relationships and manage their emotions.

Final thoughts about culturally-relevant pedagogy

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content.

Student populations across your school district are comprised of different races, backgrounds, cultural identities and socioeconomic statuses - it's important that teaching practices reflect and embrace these differences.

Greater student investment should lead to other benefits, such as more rigor and motivation. A happier, focused classroom is the ideal outcome.

Prodigy is a digital game-based learning platform that delivers a range of culturally-relevant math content through engaging word and scenario-based problems. Standards-aligned, it's used by millions of teachers and students across the world.

Create your free teacher account

Create your free teacher account

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Culturally Responsive Teaching: Definition, Strategies & Examples

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Need to engage your diverse classroom? Try using these 15 culturally-responsive teaching strategies and examples, complete with a downloadable list.

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Back to School is a busy time for educators as they set up their students for success -- laminating name tags, creating bulletin boards and writing lesson plans. They know that for many children, the first few days back to school can make or break their year. As educators sharpen their pencils, the HRC Foundation's Welcoming Schools program is working to ensure that schools also take the time to make classrooms a welcoming place for all by cultivating an LGBTQ and gender-inclusive learning environment.

Don't know where to start? HRC is here to help with these tips for developing LGBTQ and gender-inclusive classrooms and schools:

1. Use inclusive language on all forms. Back to school means paperwork for families. Educators can make the process welcoming by ensuring all handbooks, forms and other communications are inclusive of all family structures and gender identities (e.g., using phrases such as "families and caring adults" in place of "moms and dads").

2. Stock your library shelves with diverse books. Make sure students have access to books that reflect not only their lives but also identities and perspectives outside their experiences. Challenge stereotypes by featuring a Welcoming Schools recommended book as a first day read-aloud.

3. Create a welcoming bulletin board. We know displays are important features in every classroom, so why not switch out the apples and school buses for a display that shows diverse family structures and people of different races, gender expressions and abilities? Use slogans that encourage respect for all people. For an easy visual, print a Welcoming Schools safe school sign.

4. Develop clear classroom and/or school agreements. Educators must ensure that bullying policies specifically name groups that are disproportionately bullied or harassed, and then make it clear to students that this means no put-downs about who someone is or who their family is. Preventing bias-based bullying starts on day one.

5. Prepare for teachable moments. Educators can practice how to respond when they hear students say things like "That's gay!" or "You act like a girl!" or "You're not a real family because you don't have a dad!" Be prepared to interrupt mean teasing about a child's identity or their family.

6. Model inclusive language. Instead of addressing classes as "boys and girls," try using non-gendered words like "students," "scholars," or "friends" to be more inclusive of all identities.

7. Group students according to something other than gender. There's no need to have boys' closets and girls' cubbies. Divide children by number or line them up by birth month, color of clothing or alphabetically by name.

8. Try a new lesson plan. Educators can give one of the Welcoming Schools lessons a try and start the year by teaching students how to be allies and learning about what makes each child special.

9. Plan a family night. Hold an evening event to celebrate all families. Provide information for families and caring adults to help them talk with their children about LGBTQ and gender topics.

For more strategies and resources, visit the HRC Foundation Welcoming Schools website. Welcoming Schools is here to support you. HRC wishes you and the children in your care a wonderful 2018-19 school year.
Housed by the HRC Foundation, Welcoming Schools and Time to THRIVE are national programs designed to help LGBTQ youth succeed. Welcoming Schools is the nation's premier professional development program providing LGBTQ and gender inclusive to schools to reduce bullying behavior and establish a positive school climate. Time to THRIVE is an annual national conference that brings together K-12 educators, counselors and other youth-serving professionals to build awareness and cultural competency to better support LGBTQ youth.

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Tips for Making Classrooms More Inclusive

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Back to School is a busy time for educators as they set up their students for success -- laminating name tags, creating bulletin boards and writing lesson plans.

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University of San Diego - Professional & Continuing Education

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Educators today are working in an increasingly diverse world, which translates to an equally diverse classroom. Just look at the statistics: the 2020 U.S. Census found that the population of all minorities in the United States increased from 2010, and the multiracial population specifically grew 276% over a 10-year period. When you consider a previous Census Bureau report that forecasted that half of all U.S. students in public schools would be minority students by 2020, it becomes clear why culturally responsive teaching is becoming increasingly important.

However, knowing how to implement a culturally relevant pedagogy isn't inherently easy, and requires a balancing act on the part of you, the educator. To help you start to introduce these concepts and tactics into your classroom, here is a breakdown of culturally responsive teaching and 10 examples of CRT being implemented in schools.

What is Culturally Responsive Teaching?

According to Edutopia, culturally responsive teaching "attempts to bridge the gap between teacher and student by helping the teacher understand the cultural nuances that may cause a relationship to break down - which ultimately causes student achievement to break down as well."

When put into practice, teachers can develop culturally responsive pedagogies which are "student-centered approaches to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world."

Why Use Culturally Responsive Teaching?

There are numerous studies that point to the benefits of culturally responsive teaching (CRT). CRT has been shown to increase student engagement, cultivate critical thinking and problem solving skills, and ultimately improve a students' sense of belonging in the classroom. For educators, culturally responsive pedagogy has been critical for improving their ability to reach students, especially in the time of remote teaching and COVID-19. Reports show that teachers who use this teaching style are better able to respond to student needs, and is an effective way to combat educational inequities that have been exacerbated by the COVID-19 pandemic.

From an overall educational perspective, the biggest benefits of culturally relevant teaching include:

Teachers and students are more actively contributing to the classroom environment and culture.

Students get to learn from more interactive, collaborative and culturally conscious activities.

This teaching style helps foster a sense of belonging for students of all backgrounds.

It has been proven to improve brain processing and student engagement.

10 Examples of Culturally Responsive Teaching in the Classroom

There is no one way to implement elements of culturally responsive teaching into your classroom. There are countless different tactics to try that align with your style - here are 10 of the most common:

1. Learn About Your Students: Kick the school year off with exercises that help you get to know your students. Distribute surveys or questionnaires that allow your students to share a bit more about their backgrounds, and their learning styles. With these responses you can go into the year with a complete picture of your classroom makeup.

2. Interview Students: This is a more personal approach to getting to know your students better. Face-to-face communication will help create an open dialogue between you and your pupils, and will encourage them to open up about things like their hobbies, favorite subjects and their preferred in-class exercises.

3. Integrate Relevant World Issues: There are many different ways to do this. Consider implementing a current events roundup into your morning meetings or classroom routine. You can also use culturally relevant terms in word problems that relate back to student interests and cultures.

4. Leverage the Power of Story: Many cultures have oral traditions, myths and stories that are passed down through the generations. These stories can be used as teaching tools about manners, morality and more. Use your students' diverse cultural stories to teach valuable lessons to your classroom, while also sharing some unique history of other groups.

5. Gamify Lessons: Gaming is hugely popular amongst school-aged children. Consider "gamifying" your lessons - popular tactics include offering reward badges or setting standards for new "levels" students can move up to for certain projects or proficiencies.

6. Use Media that Positively Depict a Range of Cultures: Find age-appropriate media outlets from different cultures and languages to use in your curriculum. These outlets can be used to teach a differing perspective on a current or historical event.

7. Encourage Students to Propose Ideas for Projects: Turning the tables and letting students propose ideas for projects is a great way to let students play to their strengths and get creative. Encourage them to use their cultural heritages or backgrounds as an inspiration, and support them in taking projects from concept to completion.

8. Experiment with Peer Teaching: It is suggested that teachers try allowing students to participate in peer-to-peer teaching. In this exercise, students are able to use their own vocabulary and cultural references to teach each other about a topic or subject.

9. Encourage Students to Leverage Cultural Capital: Empower your students that come from varying backgrounds to use their voices and speak about their diverse backgrounds. For example, if you teach an English class that includes ESL students, try to find ways to include them in lessons and allow them to share experiences they have had.

10. Involve Parents by Using Take-Home Letters: Open the door to parent participation at the start of the school year, when starting a new unit or trying an education tool for the first time. Parents can provide cultural context and support, and will appreciate being kept in the loop regarding their child's education.

How to Implement Culturally Responsive Teaching in the Classroom

There isn't a step-by-step process that every teacher must follow to introduce culturally relevant teaching into their classroom. Instead, here are some elements of a culturally inclusive classroom, and some choices you can make to begin this exciting process:

Gather demographic information on students such as background, languages spoken, etc.

Identify students' assets and their cultural capital.

Create a welcoming classroom environment and develop authentic, caring relationships with your students.

Examine the curriculum to identify where you can tie in cultural elements.

Explore CRT resources to deepen your own understanding of the concept.

Share your own background and experiences with students to open lines of communication.

Encourage students to talk in pairs or small groups before sharing their own experiences with the whole class.

Learn about your students' traditions, holidays and family or other cultural activities, and try incorporating some of these traditions or activities into classroom activities.

Choose media, like stories or poems or video, that reflects the culture of the students so they can relate to the topic or characters, and teach their classmates about their heritage.

How Does Culturally Responsive Teaching Apply to Parents & Families?

Students' parents and guardians can be one of your most valuable resources when it comes to building a culturally relevant pedagogy. Because they are your students' resource when it comes to learning about their own cultural backgrounds. As such, you should be sure to engage with families from the beginning, inviting parents and guardians into the classroom community. They can share books from their native cultures or country, or participate as a guest speaker to tell their own stories. This helps them actively participate in their child's learning and share a bit about what makes them unique.

Resources for Culturally Responsive Teaching

Some easily accessible CRT resources available to teachers include:
Mathematica Education Northwest ChangeKidsLives Inclusive Schools Network Culturally Responsive
Professional Development for Culturally Responsive Teaching

There are a number of introductory resources available online for educators interested in culturally responsive teaching. However, these articles and eBooks provide a surface-level overview of CRT. While this information is hugely valuable, for educators who seek to have a more comprehensive understanding of this practice, there are other options.

Consider the Teaching for Diversity, Equity and Inclusivity in the Classroom Series offered by the University of San Diego. This program is available through the school's Division of Professional and Continuing Education, meaning each course in this series is available completely online. Through the Diversity, Equity and Inclusivity program, learners will learn how to celebrate diversity, and also strategize how to promote inclusivity, equity and anti-racism in the classroom. To learn more about this program, please contact us.

FAQs

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University of San Diego - Professional & Continuing Education

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Culturally Responsive Teaching Guide (+10 Examples) - University of San Diego - Professional & Continuing Education

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Culturally Responsive Teaching Guide (+10 Examples). Advance your career with professional and continuing education from the University of San Diego.

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8 Practical Ideas for Teaching Social Studies in Culturally Responsive Ways (Opinion)

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Getting to know your students and drawing attention to untold stories are just two of the suggestions that educators offer.

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This is NOT critical race theory which is a legal framework that denotes systemic racism in education and American society. Culturally relevant teaching may include critical race theory but they are two different things.