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All Books found via Google Scholar
Summary
Book goes over stratigies to help students in mathematics with its research showing that with "culture-based instruction" improves students' achievement.

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Advocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on sociocultural theory and research on culture and mathematics cognition to extend the literature and better understand minority students' goals and learning needs. Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and female students.

Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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Culturally Specific Pedagogy in the Mathematics Classroom

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Advocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today.

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The numbers by each means they are meant to be read together but due to how it was working I had to do it this way
Problematic terms
1. Gyp or gypped
2.Guru
3.Tribe
4.Spirit animal
5.Blacklist and whitelist
6.Peanut gallery
Alternative Terms to use
1. Duped or tricked
2.Expert or authority
3.Group, crew, community, or circle
4.Patronus or kindred spirit
5.Blocklist or denylist and allowlist
6.Hecklers or jokesters
Historical Context
1.Gyp/gypped is a racist term that describes being cheated or defrauded. It stems from the word ‘gypsy,’ which was originally applied to the Romani people.
2.Used in Buddhist and Hindu religions to refer to a spiritual guide or leader, a Guru is a title of high esteem. To use it as shorthand for your experience with social media trivializes the importance of the title and its origins.
3.“Tribe” becoming popularized is type: embedded-entry-inline id: 6JjQZKhJ77ucObvfTYfPVG and associates it with primitiveness or savagery offensive to African peoples. For Native American (First Nations) peoples, the term “tribe” is a bureaucratic word assigned by the U.S. government.
4.The way “spirit animal” has been popularized to mean a favorite or relatable animal, which type: embedded-entry-inline id: 74QhCjBrUbmi3oh7J9LvMb with nature. It also reinforces a stereotype that homogenizes a diverse group of peoples and customs.
5.These terms equate “black” with “bad” and “white” with “good,” which is a problematic and racist association.
6.Peanut gallery is a phrase from the late 19th century that referred to the cheapest seats, or the section for Black people in segregated theaters.

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CRT- Culture Responsive Teaching
It doesn't stand for Critical Race Theory

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1.Intergrated relevant word problems
Students became more engaged when math problems are contextualized into equations with it being shown that this increased students' test scores by 44% when implemented.
2. Bring in Guest Speakers who can help give good stories and knowledge were teachers lack with first-hand experience.
3. Delivery different forms of context through learning stations.

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I used this one to help with Classroom Examples

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All Posts

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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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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Used this to help with Inclusive Language

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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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Summary
It is a collection of essays and articles that was gather in the hope to help give teacher a better Culturally Responsive Teaching environment.

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Sharlene Voogd Cochrane is Professor Emeritus of Interdisciplinary Studies at Lesley University, USA.

Meenakshi Chhabra is Associate Professor of Interdisciplinary Studies at Lesley University, USA.

Marjorie A. Jones is Professor of Education and Writing at Lesley University, USA.

Deborah Spragg is Director of Field Training and Assistant Professor of Expressive Therapies at Lesley University, USA.

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Culturally Responsive Teaching and Reflection in Higher Education

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Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy.

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Summary
Goes over how culture can affect things, along with how colored students are underachieving and how this can be helped by using Cultural Responsive Teaching.

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Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California. In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). She has trained instructional coaches in reading development, especially targeted at students of color and English learners. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan. Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education. She also writes the popular ready4rigor.com blog. Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family.

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Culturally Responsive Teaching and The Brain

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A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation-until now.