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Discussion and Dialogue for Break Out Rooms

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Discussion and Dialogue for Break Out Rooms

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Use these guiding directions to help facilitate small group discussions.

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Discussion & Dialogue Guidance for Breakout Rooms

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Each Session will have additional resources for you to review after our session together.

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The definition of CRT on page 15 helped me have a better understanding of what the term encompasses. CRT has floated around for a few years now so I liked to see a framework for it.

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I now realize that culturally responsive teaching is a pedagogical approach firmly rooted in learning theory and cognitive science.

I am curious to learn more about fluid intellegence

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CRT is important for teachers to understand and apply in the classroom to help/support dependent learners.
Higher order thinking skills need to be taught at all levels and implemented in all lessons in order for students to reach their full potential.

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The Dependent Learner v The Independent Learner resonated with me. I'm wondering where I am at in terms of my pedagogy.

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This chapter made me think about to get scholars to lead their own learning. I need to stay culturally relevant in order to engage my class and meet the needs of individual students. The "Ready for Rigor" chart will be a great resource to utilize!

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Interesting statement that bottom of 14: that we maintain the achievement gap by not teaching advance cognitive skills... Perpetuating the problem.

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The idea of knowledge of the dimensions of culture being "background knowledge" resonated with me. We speak frequently about the need to build student background knowledge, but I had not thought about building cultural knowledge (as adults) in terms of background knowledge.

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I really connected to the knowledge that was presented in the 3rd chapter. I connected much of the information around the lizard brain to Resmaa Menakem's work in his book, My Grandmother's Hands. In both of the books, I'm in awe of the capabilities of the brain and the large impact that school can have on such a complex part of people.

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I appreciated how in chapter one the author mentions that grit and mindset are not sufficient by themselves when it comes to students' becoming independent learners. Educators have to "help dependent students develop new cognitive skills and habits of mind that will actually increase their brainpower. Students with accelerated brainpower can accelerate their OWN learning" (pg. 15). This speaks to the fact that educators need to push students' to get outside of their comfort zone or the basics of learning. In order to grow, they need to be challenged. Through these challenges, they are then able to take the steps to becoming independent learners.

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We have to develop independent learners. It's not about grit or mindset. It's not about sheer willpower. It's about developing habits of the mind that will increase their brain power! It's easy to say to think someone needs to try harder. But it's more than that!

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When looking at low performance, we tend to blaming the culture/ "culture of poverty" instead of looking at the systems put
in place.

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I'm resonating with the idea of developing cognitive skills and habits of mind to foster independent learning vs trying to remediate for academic skills

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Dependent Learners  and Independent learners
figure 1.1 pg 14

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I thought this was a really interesting way to look at culture--so much deeper than outward manifestation of cultural traditions. Looking at deep culture and archetypes sparked 'aha's' for how I might approach desigining space for all students.

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Story telling is such a big part of collective societies. I always remember my Health teachers stories that he told us. I would like to do more story telling with my students.

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I really enjoyed the section about identifying which cultural archetype dominates in our classroom, if it is individualism or collectivism.

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The Hofstede CD Index resonated with me. It really explains why our country has done such a poor job with the pandemic. In terms of education, we clearly think more ME and less WE.

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Challenging work is postponed until a student has "mastered" the basics. We have to help students develop their own cognitive skills and habits.

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Challenging work is postponed until a student has "mastered" the basics. We have to help students develop their own cognitive skills and habits.

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It was eye-opening to read that information need to pass the reptilian region in order for learning to happen. Also, we feel safe when we are in an environment where strong relationship is build.

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The role we play as educators in supporting all students to be independent learners.

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Collectivism and Individualism: I reflect a lot on my identities. Growing up I wanted to think like a westerner, but I could not build myself to that point.

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Collectivism and Individualism: I reflect a lot on my identities. Growing up I wanted to think like a westerner, but I could not build myself to that point.

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2 people from different cultures can react differently to an event due to the meaning attached to it.

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The metaphor of an individual's culture as the software for the brain is what resonated with me the most.

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Chapter 2I liked learning abut the 3 levels of culture. We often think of culture as such black and white issue but really it is so many levels deep and is so much more than the surface. 

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Chapter 2I liked learning abut the 3 levels of culture. We often think of culture as such black and white issue but really it is so many levels deep and is so much more than the surface. 

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I wonder what we can do in order to eliminate unconscious biases

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"Many children start school with small learning gaps, but as they progress through school, the gap between students grows because we don't teach them how to be independent learners."

We are depriving our students of a meaningful context for learning by doing so - so what do we do to not let this biases affect our teaching for these students? This chapter got me thinking about how we can and should motivate our scholars to become those independent thinkers even though sometimes it feels "easier" to "spoon-feed" especially when there is lack of time.

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Diverse students aren't getting enough adequate learning that engages with their mind and cognitive capabilities. 

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Diverse students aren't getting enough adequate learning that engages with their mind and cognitive capabilities. 

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Culture is so important. It shapes a person in their values and learning. The individualism-collectivism portion made so much sense! I could see both of those within me and how it shapes my thinking and that helped me understand my scholars more!

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Cultural equity when planning/presenting lessons. Teaching to a whole group and accepting cultures of all.

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Cultural equity when planning/presenting lessons. Teaching to a whole group and accepting cultures of all.

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I really appreciated learning about the Ready for Rigor Framework how we need to blend all 4.

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The end of the chapter talks about becoming adept at each CRT practice independently instead trying to do them all synchronously. I think this will make putting these into practice more attainable.

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How do we get those shy students to connect more and talk?!!

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It really struck me that our plastic brains will actively delete newly acquired information and neural connections that we don't immediately practice and reinforce because the brain determines that the information must not have been important enough to retain.

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"Culture as software for the brain's hardware"

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I was already familiar with these terms and having lived in countries that are more individual (like the US) and some that are more collectivist (Central and South America), but the way that Hammond applied the terms to educational contexts was really meaningful to me. Schools were created to serve white students and the institution often heavily relies on individualism values that does not set up all students for success, especially students that identify closer to collectivist cultures. I found the diagram on page 26 really helpful to understanding the ways that I can refrain content and curriculum to be more balance in individualism and collectivism.

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The differences between a collectivism and individualism culture.

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As a visual learner, the "Ready for Rigor" framework on page 17 clarified things for me.

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I hadn't thought of culture in levels. Collectivism and individualism terms were new to me and it made a lot of sense.

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I was reminded of the several types of culture. Surface, shallow and deep. It reminded me that at times I am still just hitting the surface and I need to make sure I am digging deeper to have a greater understanding of my students and how I teach.

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We, as educators, have the opportunity to deeply affect students' development of cognitive skills, habits of mind, and brain power! We must create those opportunities and teach them the value and how to use each of those ideas to own their learning!

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This chapter made me think of conversations I have had with educators about the importance of background knowledge and how the argument is made by some that we have to address shoring up background knowledge "first"--it connected to a bullet point on p. 15 "as a result, we postpone more challenging and interesting work until we believe they have mastered 'the basics'" I'm continuing to reflect on how those two ideas connect and collide!

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The brain works to minimize threats hence the resistance from various elements in our culture when discussed issues like white privilege.

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I'd thought about collectivism vs. individualism in terms of the students I've worked with, but I hadn't thought as much about the oral/written traditions of my students.

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I loved learning about the brain's power and all of its amazing parts. The brain is such an amazing organ.

I wonder what things can inhibit how much placidity our brains are capable of, such as trauma?

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I really loved reading the part about the three different levels of culture: surface, shallow and deep level.

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Its a tree (Figure2.1)
Deep Culture is the roots of the tree

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I'd like to learn more about the concept of "intellectual aparthead." That phrase really caught my attention. How does this division of dependent and independent learners show up in our schools?

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Neuroplasticity is fascinating to me- and promising! The ways our brains work are not fixed; promising for adults as well as studetns.

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This figure was highly impactful for understanding cultural roots. I also like the quote that "culture acts as our brain's software"

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I need to work to extend my knowledge of  the levels of cultural understanding. Learning about the "culture" of poverty was a new concept to me.

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I found the section on individualistic culture intriguing. In the United States, we value independence and a "do it yourself" attitude. This is not the reality of other cultures. Because of this, it is even more critical as a culturally responsive teacher to learn about your students' cultures and backgrounds so you can understand why they may learn in the way that they do. By nature, humans seek community, so bringing this aspect into the classroom can help your students' feel connected to others throughout the learning experience and eventually feel success on their own.

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Sometimes we forget to realize that our nervous system can hold a lot. In that reference, the experiences we have in our lives can have a positive or negative effect on how we respond to particular events.

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One really important aspect of the book so far is knowing how to develop relationships so that scholars don't feel unsafe. I was able to make the connection of how culture can cause implicit fears to surface if relationships are not developed. It really is amazing!

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We need to be aware when the "culture of poverty" is brought up. It can distract us from clear equity and encourage racial bias and contribute to further structural racialization.

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Our system is deeply engrained in a deficit mindset and is fueled by our white culture of individualism.   Hammond does an excellent job of describing this in the first couple of chapters.

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As a teacher, I felt that I really connected with the brain rules because the way I teach and create my classroom environment is based off of some of those rules.

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What resonated with me with Chapter 1 was the connection the author makes between the state of mind that is "dependent learning" and teaching that is not culturally responsive. The goal of culturally responsive teaching is to break the cycle of dependent learning by allowing and enabling the learner to make more meaningful connections and fostering independent learning skills.

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1. Stay Safe
2. Be Happy

If detects threat (goes in 3 modes):
1. Fight
2. Flight
3. Freeze

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It was very interesting to read and learn about the different "levels of culture." We often focus on surface culture and that is what we teach students; important holidays, figures, and traditions, but there is so much more to it.

Figure 2.2; Feature of Individualist and Collectivist Cultures - A great visual to really understand individualism vs. collectivism. In school we do put an emphasis on individualism and being independent, whereas, it is important to have that collectivism mindset as well. There is too much of a focus on competition and self-promotion rather than collaboration and teamwork.

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I really liked the explanation of how memories form and how that translates to learning and education. Repetition is key!

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...how to support the shift from the dependent to independent learner once that student reaches secondary. The gap can feel wider the older the student gets. What are some actions we can take to empower students to make that shift?

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The brain seeks to minimize social threats and maximizes opportunities to connect with others in community. If a student doesn't feel safe they can't learn.

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I found the cultural Dimensions Index interesting and how individualism and collectivism are different.

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I thought it was interesting that the question had to asked: Do I have to learn about the customs, etc. of 19 different cultures?  The answer is, yes.

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This goal speaks to me from a teacher lens.  I want my students to be excited about learning every day.

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This resonated with me because it's similar to the cultural iceberg. Getting into deep culture is so important because that's where you can develop the independent leaner.

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This makes so much sense in the era of a pandemic and distance learning! We need this - and students do, too!

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Much of the brain's structure was not new to me but I did find the second half more engaging, especially "reach a state of excitement and anticipation we call engagement."

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In order to be better equip at being a cultural responsive teacher we need to understand how the mind works for our students. Their fight or flight response is always active.

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I'm leaning towards skill based education more and more. This is so beneficial for our students and is backed with brain/culture!

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How often should we be "building these neural pathways"? What does this look like within different content areas? How do we know we have achieved this for all students?

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School >>Prison Pipeline
Limits advance opportunities

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I've previously read Hammond's book during grad school, but really wanted to be a part of this book study now that I'm actually in the classroom. What I find the most meaningful about Hammond's work in this book is the action steps that are present throughout, as well as the visuals. So often, educational information is presented without viable and manageable steps. However, Hammond gives so many ideas and options of places to start. I found figure 1.2 particularly helpful!

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Much of this chapter reminded me of a unit about the adolescent brain we taught a few years ago in language arts. The metaphors in this chapter, particularly the watcher and the watch dog, really made the limbic system come to life!

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Has and will continue to be marginalized, stereotyped, and looked as lower

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Mindful Reflection as a Process for Developing Culturally Responsive Practices-

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Mindful Reflection as a Process for Developing Culturally Responsive Practices-

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In this article the authors discuss the use of mindful reflection and communication as a method for developing culturally responsive practices in teachers who may not be familiar with the cultural backgrounds of some students.

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Kids can’t learn when they don’t trust with Zaretta Hammond-Podcast

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Kids can’t learn when they don’t trust with Zaretta Hammond-Podcast

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Transformative Principal with Jethro Jones

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Zaretta Hammond is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students.

Second phase - building capacity of teachers.

Learning partnerships.

We can't learn when we don't trust.

How to quickly build trust through trust generators.

Selective vulnerability.

Social pain and physical pain are equal as far as the brain is concerned.

Power of acknowledging students out in the community.

Culturally responsive teaching isn't about just relationships.

We have the relationship so the teacher can push when the learning gets hard.

4 cultural learning tools.

Understand there is a common thread through most cultures - collectivism.

Individualism vs. Collectivism - figuring out a problem together.

This is not a subject area you need to tackle, but something that you need to bring into the meeting.

World cafe - strategy for teacher discussion.

How to be a transformative principal? Facilitative leadership. How do you create an agenda that is equity focused?

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Please take a moment to rate this podcast in iTunes or on Stitcher.

Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show.
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Show notes on TransformativePrincipal.com

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Sponsor: Sanebox Transformative Principal on Stitcher Refer A Principal Best Tools for Busy Administrators Survey

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Kids can't learn when they don't trust with Zaretta Hammond Transformative Principal 157

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Zaretta Hammond is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. Second phase - building capacity of teachers. Learning partnerships. We can't learn when we don't trust. How to quickly build trust through trust generators. Selective vulnerability.

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In addition to building trust through acts of caring and authentic listening, we can build trust by being more authentic, vulnerable, and in sync with our students. According to researchers, there is a set of actions that help us
make more intimate connections with one another and opens the door for building trust (Brafman & Brafman, 2011). I

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Slide deck for your review and use!

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Protocols for Courageous Conversations around Race

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Protocols for Courageous Conversations around Race

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PLEASE USE THESE SLIDES TO FOCUS YOUR BREAKOUT ROOM CONVERSATIONS

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Slide deck for your review and use!

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Chapters 6 & 7 Reflection - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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DIscussion and Dialogue Slides-Chapter 8 & 9

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DIscussion and Dialogue Slides-Chapter 8 & 9

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Reflect about how this book study and its content will help you:

Embrace Conscious Incompetence

and/or

Lead for Equity

Use this column to reflect on how you may refine, reframe, or remove structures in relationship to culturally responsive teaching in your role or position in your school.

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One of my professors at St. Mary's told me to "fake it until you make it." I was always bothered by that and the epilogue gave me some support to that irritation. We need to embrace conscious incompetence and wear it like a badge of honor. Feeling uncomfortable and being honest about that means a productive struggle not just for our scholars but for us as well. The fact that this leads to inquiry and reflection means stronger pedagogy.

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I'm thinking about how we might teach the concept of independent/dependent learners as well as how to move scholars to be more independent using the strategies in the book, especially for those scholars who are going to continue in our distance learning model.

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I found this book to be very helpful and reassuring. The things that I will like to try is to have more structured breaks and student talk around what they are learning or have just learned in class to build more neuropathways. I also want to add more stories into my lessons to get content across. I remember some of my teachers stories so well!

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For me as a teacher, I am reflecting on how to move scholars from dependent learner to independent learners. And in order to do that, I need to normalize productive struggle,  learn and discuss about scholar's "under the surface culture" instead of their culture that you can see.

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I find this book is very validating in the points/ theory/ and practices about being culturally responsive. It provides tools and resources for me to become validated in the work that I feel I am already doing as a teacher.

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As an instructional coach for technology integration, I feel I can focus my efforts on interrupting "instructional practices that produce dependent learners." The learnings and language from the book have given me a base of knowledge to lean on when supporting teachers and engaging with them to reflect on the impact of their instrucitonal practices.