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Guideline #4: High Expectations for Learning

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Guideline #4: High Expectations for Learning

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Group Members: Karlee Sharpe, Crystal Waters, Marika Briggs, Emily Adams

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Group Members: Karlee Sharpe, Crystal Waters, Marika Briggs, Emily Adams

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Jenny Gleeson

Amanda Butler

Chalance Deriso

Leah Clark

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Jeanette Coleman

Nicole Dawson

Melissa Hooper

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Laura Robinson

Meagan Townsend

Christen Smith

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Kaitlin Tyson, Nicole Belflower, & Kristin Watson

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Kaitlin Tyson, Nicole Belflower, & Kristin Watson

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Carlee Snow

Levie Rice

Lilly Pickle

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Neeli Bone, Connor Whitaker, Hayli Moore

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Neeli Bone, Connor Whitaker, Hayli Moore

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Ashley Roberts, Cherilyn Oliver, Christina Brown, Oralia Olguin

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Ashley Roberts, Cherilyn Oliver, Christina Brown, Oralia Olguin

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Ashleigh McIntosh, Rachel Peterson, Anna Alvarado, Haley Smith, Jacquelyn Powell, Caleb Powell

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Ashleigh McIntosh, Rachel Peterson, Anna Alvarado, Haley Smith, Jacquelyn Powell, Caleb Powell

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Katie Glover

Salena Gutierrez

Amanda Wood

Nicole Spomer

Hillary Roebuck

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Kaitlyn Mooney

Sophia Winters

Britney White

Logan Wooldridge

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Natalie English, Melissa Jones, Tiffany Evans

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Natalie English, Melissa Jones, Tiffany Evans

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Haley Spell, AnnaJoy Reeves, Allyson Tankersley, Kelly Waldron

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Haley Spell, AnnaJoy Reeves, Allyson Tankersley, Kelly Waldron

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Kathleen Davis

Denise Myers

Brittany Angeles

Vanessa Singley

Andrea Jurado

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Shawn Loftin

Celia McCart

Teresa Moore

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Brittney Stone, Kathryn Spradlin, Letitia Householder, Loyce Ward, Savannah Whitty, Lyndsey Graddick

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Brittney Stone, Kathryn Spradlin, Letitia Householder, Loyce Ward, Savannah Whitty, Lyndsey Graddick

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Culturally Responsive Instruction: A teacher learns to say please, thank you, good morning & see you tomorrow in the home language of each student. Teacher learns about words and pronunciations from their unique dialects which promotes mutual multicultural respect and recognition.

Flexible Grouping: Use partners and groups before assigning independent work.

Engaging with Learning: Allow students many forms for expressing their understandings such as creating multi-media presentations.

High Expectations for Learning: Call on genders equally, monitor non-verbal behavior carefully.

Differentiated Instruction: Use visual aids like pictures and graphic organizers to foster comprehension. Have a content objective and language objective for each lesson.

Multicultural Education: Use trade books to demonstrate multiply viewpoints.

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Ashley Coleman Rigo Orellana, Saylor Spires

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Ashley Coleman Rigo Orellana, Saylor Spires

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Incorporate morning meetings that engage students in discussions and learning about what is going on in their communities or neighborhoods.

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Strategy: use local diverse informational texts to have students create their own "newspaper", as opposed to only using mainstream sources. We like it because the information is relatable for students and students can voice their opinions on topics that arise.

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Teaching in Diverse Classroom Strategies

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Teaching in Diverse Classroom Strategies

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Be a warm demander, build rapport, encourage students to treat each other respectfully, and praise all students.

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Joanna Bryan, Donna Hough, Sheila Henderson, Tonya Wiley, Morgan Bronner, Stacey Atkinson

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Joanna Bryan, Donna Hough, Sheila Henderson, Tonya Wiley, Morgan Bronner, Stacey Atkinson

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Allowing students to have choices with music, videos, storytelling, books, etc.

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Strategy: We can use body language and pictures to engage students with the lesson. It will help students to keep up with the teacher. The teacher can also use pictures and signs throughout the lesson to reinforce vocabulary. Students and the teacher can also create movements to remember vocabulary specific to the lesson.

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Madeline Tuggle, Amber Winter, Andrea Kely, Gena Ledford, Daphne Johnson, Sherryl Lane

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Madeline Tuggle, Amber Winter, Andrea Kely, Gena Ledford, Daphne Johnson, Sherryl Lane

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Cadene Richards-Chambers, Jill Robinson, Joan Gordon-Shaw, Sherene Thompson-Senior

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Cadene Richards-Chambers, Jill Robinson, Joan Gordon-Shaw, Sherene Thompson-Senior

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Small groups, working with pairs, individually during centers, grouping students accordingly to their abilities

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Provide opportunities for students to communicate and collaborate. Incorporate activities that allow students to share their cultural experiences with their classmates, such as "Show and Tell" or sharing family stories

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Teachers should work to bridge the gap between a student's home culture and school culture. As suggested within the text, students often have to choose their culture or academic success. However, we can create a culturally responsive classroom where instruction is provided in a manner that does not create such a choice. Teachers can create a culturally responsive classroom by embracing the diversity apparent within it. I teach Hispanic English Language Learners in my second-grade classroom. A way to incorporate their home culture into their school culture would be making an intentional effort to greet these students in Spanish to work towards bridging the gap between home and school.

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Suggestion: Learn basic phrases and words to be able to communicate with students and parents who speak a different language

Example: Take classes and use language apps to learn how to communicate. Translate parent messages and documents that go home.

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Incorporate visual aids in the classroom

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Guideline #1 - Culturally Responsive Instruction 

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Guideline #1 - Culturally Responsive Instruction 

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Learn to say common phrases in the native language of ESOL students in the classroom. Praise students for learning more than one language.

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Use children's trade books and choosing stories with different perspectives

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Allow students to use multimedia presentations to express their understanding. Students with different learning styles or educational strengths may be more engaged when they can share what they have learned in a "fun" way.

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Spend time outside of school in the students’ community so that you become familiar with students background. Using what you know about their culture, you can teach according to the way they would best respond to the lesson.

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Suggestion: Use body language, photos and objects with speech

Example: Using hand signals to help students follow the lesson helps keep students on track. You can show photos when teaching new vocabulary and spelling words. This helps give students a deeper understanding and visual for what they are learning.

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Guideline #4 - High Expectations for Learning 

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Guideline #4 - High Expectations for Learning 

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Call on all genders equally. One strategy to ensure fairness and equality is to use popsicle sticks with students' names on them and move them to a new bucket after calling on each student. This also keeps students engaged because they never know when their name is going to be called.

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Suggestion: The teacher learns simple phrases in the home languages of each of her language-minority children, and she seeks to enact mutual, multicultural respect and recognition.

Use of this tip: I would also encourage other students to learn simple phrases in other langues. I have always noticed students are facinated when they hear other children speak in different languages. I would allow time for us to bond and learn more about each others' language and culture.

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As teachers continue to cover social studies content, they can ask students to actively participate in dramatic narration. Students can use narration, storytelling, dramatic play, games, or debates to demonstrate understanding of social studies concepts. Students who have difficulty communicating ideas through verbal or written communication can express their understanding through different actions.

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Use peer-tutoring pairs. This can be beneficial when you have ELL students or students with IEPs. Intentionally pairing students together can help teach inclusion, empathy, appreciation for differences, in addition to improving academics.

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Build plenty of opportunities to sing, move, and interact into your lessons.

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Students can participate in a class skit to demonstrate their understanding.

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Students can participate in a class skit to demonstrate their understanding.

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Suggestion: Call on genders equally

Example: We can be mindful of who we are calling on during lessons and class discussions. We can also draw sticks with students' names on them to be fair.

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Provide students with a variety of materials of either music and movement, learning videos, different storybooks, and pretend play to act out different scenarios

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Strategy: When teaching text structures, specially sequence, have students bring in recipes from their home to create a classroom cook book. We will discuss their recipe and students will share their recipe and why they chose it. Students can also share their home culture.

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Guideline #4: High Expectations for Learning

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Guideline #4: High Expectations for Learning

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Give all students regardless of cultural backgrounds equal opportunities to answer questions and participate in class.

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Suggestion: use different kinds of grouping

Example: We can try to group certain students together based on ability and interest. We can also alternate between partnering and group collaboration.

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Kloe Daughtry, Robin Colvin, Janise Hurley, Ashley Manfre, Rita Kangas-Davis, Jennifer Bell, Janet Peters

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Kloe Daughtry, Robin Colvin, Janise Hurley, Ashley Manfre, Rita Kangas-Davis, Jennifer Bell, Janet Peters

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The use of equity sticks to promote participation among all students and facilitate a classroom of caring learners. 

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The use of equity sticks to promote participation among all students and facilitate a classroom of caring learners. 

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Guideline #4: High Expectations for Learning

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Guideline #4: High Expectations for Learning

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Provide students with clear rules and reinforce the rules as students are working together. Provide clear and verbal instructions with pictures and graphics for younger students. Have one student work as the "special helper" to make sure their classmates understand what to do

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Group students heterogeneously so that students get to work with other students of different cultural backgrounds. Use needs-based groups to help students who need assistance. Use partners and groups prior to independent work.

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Suggestion: Collaborating with co-teachers and resource teachers

Example: We can share lesson plans with resource teachers, so they know what skills we are working on. We can also discuss strengths and weaknesses to help guide their instruction.

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Provide students with clear rules and reinforce the rules as students are working together. Provide verbal instructions with pictures and graphics for younger students. Have one student work as the "special helper" to make sure their classmates understand what to do.

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Be mindful of grouping students based on the activity. Keep student strength and weakness in mind.

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Be mindful of grouping students based on the activity. Keep student strength and weakness in mind.

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Place students into groups for exploration activities. Students can bring something from home that represents their culture or life at home. They can show and tell about their item to learn about each other. Encourage students to ask each other questions to aid conversation skills.

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Suggestion: Include multiple view points when teaching social studies concepts

Example: When teaching women's' suffrage, include viewpoints from different ethnic groups. We can find trade books that emphasize different points of view.

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In Kindergarten, you can place students into groups for exploration activities. Students can bring something from home that represents their culture or life at home. They can show and tell about their item to learn about each other. Encourage students to ask each other questions to aid conversation skills.

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Collaborate with other teachers and specialists who are available in the school, and use parent volunteers and older studens to help provide more support for students who are likely to struggle.

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Learn- Teachers can learn simple sayings for languages that are within the classroom besides English (Ex. greetings, common questions, and cultural comments)

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Be creative in grouping!

Instead of grouping by achievement level, try days where you group students by similar backgrounds. Giving students peer interactions and opportunities for interpersonal learning to close gaps in academics and lack of cultural experiences with classmates.

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Bridge home life to school life to better serve the needs of students. Use  common language and the use of pictures to support. Teach with the end in mind.

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Bridge home life to school life to better serve the needs of students. Use  common language and the use of pictures to support. Teach with the end in mind.

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Teach history from all aspects and viewpoints instead of just one. Reading books and inviting guest speakers to come read or speak about events in history.

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Begin the school year by discussion the importance of diversity. Use picture books, songs, and games to introduce concepts of diversity, inclusion, and respect for differences.

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Provide students with various ways to express their understanding of content and concepts such as: learning centers, presentations, music, art, drama, simulation and role play activities.

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Guideline # 4: High expectations for learning

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Guideline # 4: High expectations for learning

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While teaching different social studies skills, teachers want all of their students to participate and be engaged. During class discussions, teachers should make sure they are calling on language-minority students as much as they are calling on language-majority students. The more active the students are in discussions will allow the teacher to see who really understands the skills being taught. If the teacher is only calling on certain students each time when asking questions or having discussions, the teacher cannot fully observe if all students are understanding the concept being taught.

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Incorporating students' cultural backgrounds, experiences, and perspectives into the curriculum. Use diverse literature integrate culturally relevant activities and examples into the lessons. Students' identities and languages should be valued and affirmed.

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Using books, toys, and games can help reflect a wide range of cultures and ethnicities. This could include a read-aloud with characters of different racial and cultural backgrounds or dolls and figures representing various ethnic groups.

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Having students work with a partner is a strategy that allows students to practice what they have learned by working on an assignment with each other. Other flexible grouping ideas include working in small groups based on needs or interests.

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Host a "Passport Around the World" event at school to represent different cultures across the community and school building. Each classroom will represent a different culture to ensure everyone is included

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Culturally-Responsive

In Pre-K, greeting students in home languages and including vocabulary in English and home languages.

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Involve hands-on activities, interactive games, think-share partners, visual aids to maintain their interest and make learning fun. Allow students choice and incorporate their lessons can increase engagement and motivation.

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Teacher can incorporate the use of equity sticks and teacher monitors the usage of non-verbal cues to avoid showing bias.

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To engage students in their learning, teachers can incorporate various forms of information and allow students to demonstrate their understanding in different ways. Teachers may use multimedia to provide information to students, such as primary documents, videos, speeches, and much more. Teachers can allow students to interpret the information by creating a presentation or project to present and share with their peers.

Ex: The teacher provides resources for each branch of government and allows students to research. Students are able to view videos and documents to gain information. Students will then create a presentation on PowerPoint about one branch of government and will present to the class.

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Using popsicle sticks to ensure all students are called on equally to respond to questions

Pay attention to non-verbal behaviors from students to ensure all feel safe and welcomed in the classroom

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create mixed ability groups to allow students that struggle with the topic can be grouped with others that can complete task. The groups should have a limited number of students ranging between 4-5 students with assigned roles.

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Teachers need to build in plenty of opportunities to sing, move, and act. (Ex. Jack Hartman songs, Kahoots/Blookets/Gimkits for review and reinforcement)

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When teaching Westward Expansion, use the concept migration to help students use background knowledge on why we "migrate." Students may make connections to animals migrating, migrating to new homes or better neighborhoods, parents migrating to new jobs to make more money, people migrating to other countries for freedom/ better opportunities. etc