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1) What I have learned about independent learners vs. dependent learners is that the more you utilize CRT the more you can reach more students. I have found in my classroom that CRT coupled with UDL creates robust lessons that support the range of students that sit in my ICT room. Meeting students where they are at will provide them the supports they need to be able to participate and enjoy the lesson.

2) The Practice area of Culturally Responsive Teaching I want to focus on is Information Processing. In my ICT setting if I can support and develop them with how they process, then hopefully it would lead to more independence, setting them up for a more successful and enriching experience.

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1. Reading about independent versus dependent learners helped me understand how critical it is to intentionally support students as they grow toward taking ownership of their learning. Dependent learners often rely heavily on teacher guidance, and moving them toward independence requires trust, affirmation, and consistent encouragement. It reminded me that independence is a process, not an immediate outcome, and that strong learning partnerships play a key role in that journey.

2. Out of the Four Practice Areas of Culturally Responsive Teaching, I am most interested in Creating Inclusive Environments. What stands out to me about this practice is how creating a welcoming and affirming classroom space can affect students’ motivation and willingness to take academic risks. I want to learn more about specific strategies to make classroom routines, materials, and interactions more inclusive and culturally affirming. In particular, I’m curious about how to adapt lesson plans and classroom culture so all students feel valued and represented. Applying this knowledge would help me build a classroom where every student feels safe and inspired to learn.

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Hi Grace,

Your point about small, daily choices compounding to harm students in the long run is important and something I know I should take to heart more frequently as an educator. Because of factors beyond our control (curriculum, administration, etc.), it can be easy to become lazy, but it is important to remember how each choice impacts students.

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Hi Aissata,

I appreciate your response about how systems are more at play in creating dependent learners rather than student capability. When given the proper tools, all students are capable of being independent learners, and it is important that you pointed this out. I would like to explore how we can foster that independence and make a meaningful change in the short year we have as a student's teacher.

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I resonate the need to learn more skill-full way to deepen student learning through our feedback. I’ve also been thinking about how our feedback can play a big role in that process. One thing that stood out to me from our readings is the idea of shifting from labeling answers as simply “correct” or “incorrect” to offering feedback that helps students reflect on their thinking process. For example, instead of saying “That’s wrong,” we might say, “Can you walk me through how you got that answer?” or “What strategy did you use here?” This kind of feedback not only helps students process information more deeply, but also encourages them to refine their approach and become more independent thinkers.

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Lesly Morocho

1. What came up for you when reading about independent vs. dependent learners?

When reading about the differences between independent and dependent learners, I began reflecting on how often educational systems unintentionally reinforce dependency, especially among culturally and linguistically diverse students. What stood out was the idea that many students who are labeled as struggling are not lacking intelligence or capability, but rather have not been given access to instructional practices that help develop their cognitive independence. It made me think about how classroom environments and teacher expectations can either promote self-directed learning or reinforce a student's reliance on adult scaffolding. This pushed me to consider how often I might mistake compliance or engagement for true independence—and how essential it is to provide students with learning tasks that stretch their thinking while also supporting their sense of competence.

2. Select one of the Four Practice Areas of Culturally Responsive Teaching that you would like to learn more about. What stands out to you regarding this Practice? What would you like to learn more in terms of application to your own learning and practice?

The practice area I would like to learn more about is “Building Awareness and Knowledge.” What stands out to me is the way it requires educators to examine their own cultural lens and implicit biases. This practice doesn’t start with strategies for students—it starts with us. That can be both powerful and uncomfortable. I appreciate that Hammond frames this self-work not as a one-time effort but as a foundational, ongoing process that informs everything else. I want to explore how I can more consistently recognize when my assumptions or expectations may be unintentionally rooted in dominant culture norms. In terms of application, I’d like to understand how to weave this awareness into my planning and instruction—how to reflect on who I am centering in my curriculum, and how I can create space for multiple ways of knowing and doing in my classroom.

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Aissata, I agree with your reflection that systems create dependency, not students. During my reading, I was thinking about how my school conducts state test prep. We are instructed to teach almost exclusively to the state test, specifically in a manner that prioritizes memorization and shortcuts over long-lasting skills. I believe that teaching to the test tells students that learning is not a valuable use of their time. If you give a student surface level instruction, you will get surface level engagement, and I have also seen many students develop learned helplessness from this system.

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1. As I was reading about independent vs. dependent learners, I was reflecting on how much of an impact educators can have on their students every day. One day of lazy instruction is maintaining the achievement gap. The little things that do not feel consequential in the moment compound and have a negative, lasting impact on a student. Then, the blame is shifted to the students, that somehow their gaps that resulted from their lack of adequate instruction is their fault. Something that really stood out to me in this reading was the emphasis on skill building as synchronizing . The shift towards teaching to the state test has robbed many students of the necessary practice needed to build independent thinking skills.

2. I would like to learn more about information processing. I am interested in learning specific skills and knowledge that will improve my instruction and feedback for my students, specifically in relating to metacognition.

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I really felt what you shared here. That point about over scaffolding out of care really made me think because I have definitely caught myself doing that with students who just needed a little more time or space to think things through on their own. I also love how you framed Building Learning Partnerships as more than just building rapport. It is about co-regulating and truly empowering students to trust themselves as learners. That connection to collectivist cultures was such a great insight too. I am also working on being more intentional with my feedback and routines so students feel supported without becoming dependent. Thanks for sharing such thoughtful reflections.

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I really appreciate your post. What you shared about being a dependent learner yourself growing up really stuck with me. It’s so important to recognize how much the classroom environment and teaching style can impact how students show up. I also liked what you said about information processing. I’ve been thinking about that too, especially how we can bring in things like music or storytelling to help students connect with the material. I’d love to hear more about what you find works, especially since you're working with both SPED and Gen Ed students.

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Keon, I really appreciate this insight. It’s so true that students are often labeled as “struggling” when the real issue is that they haven’t had access to the kind of instruction that honors their cultural context or supports them in developing independent learning skills. Your point made me reflect on how important it is for us as educators to shift from deficit-based thinking to asset-based teaching—seeing students’ potential and asking what structures have failed them, not the other way around. Thank you for naming that so clearly.

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While reading the introduction and Chapter 1 of Culturally Responsive Teaching and the Brain, I was struck by the distinction between independent and dependent learners—and how often students from marginalized backgrounds are unintentionally conditioned to remain dependent through surface-level engagement and low cognitive demand. It made me reflect on how systems, not student ability, often create these patterns. I’ve seen bright students wait for step-by-step instructions not because they aren’t capable, but because they haven’t been supported in building the confidence, autonomy, and cognitive routines that foster independent learning.

One of the Four Practice Areas I’d like to explore further is Building Learning Partnerships. This stood out to me because it challenges the traditional “power-over” dynamic between teacher and student, and instead centers trust, connection, and mutual accountability. I’m especially interested in learning how to balance high expectations with emotional safety—how to be a “warm demander” who affirms identity while still pushing students to grow. In my own practice, I’d love to develop more strategies for establishing those partnerships early on, particularly with students who may not initially trust the learning environment. I’m curious about what it looks like to co-create classroom culture in ways that truly honor students’ lived experiences while guiding them toward academic independence.

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I really appreciate how you named the connection between compliance and the way schools often treat students from marginalized backgrounds. I’ve seen that too and how students are conditioned to rely on the teacher instead of being given the tools to think independently. The point you made about the balance between being warm and demanding really resonates with me. That’s something I’m constantly working on which is how to show care while still holding high expectations that push students to grow. I’m also trying to be more aware of how my own biases might influence how I show up for different students, especially when they learn or respond differently than expected.

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I really connected with your reflection, especially the part about how culture shapes how students engage with learning. I’m also realizing how much of what we label as “misbehavior” or “low motivation” is actually just students reacting to learning environments that don’t reflect or affirm who they are. I love that you mentioned Brownsville and honoring students’ survival skills as that resonated with me a lot. I’m also trying to be more intentional about bringing in my students’ lived experiences as assets, not just background knowledge. Also, your point about oral storytelling and movement gave me a few ideas I want to try in my own classroom!

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1. Reading about the differences between independent and dependent learners made me reflect on how often students, especially those from marginalized backgrounds, are misidentified as “struggling” when really they just haven’t been taught how to think critically or process information in culturally sustaining ways. It hit me how easy it is to fall into the trap of over-scaffolding or doing the thinking for students out of care, without realizing that this reinforces dependence. I’ve definitely seen students who are capable of brilliance hesitate to take academic risks because they’re waiting for a cue or confirmation. It reminded me that part of my role is not just to teach content, but to build students’ confidence in their ability to learn and think on their own.

2. I’m really drawn to the practice area of “Building Learning Partnerships.” What stands out to me is the emphasis on trust and rapport, not just as a classroom management strategy, but as a foundation for cognitive growth. It reframes the teacher-student relationship as a co-regulated partnership, which aligns with how many students from collectivist cultures experience support and motivation. I want to learn more about how to intentionally structure routines and feedback to reinforce that partnership, especially in a way that empowers students to lean into productive struggle. I also want to get better at noticing when my tone, pacing, or scaffolding might be unintentionally pulling students back into dependent roles.

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Chapter 1 discussion- Emmanuel Caño-Garraway

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Chapter 1 discussion- Emmanuel Caño-Garraway

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1. What came up for you when reading about independent vs. dependent learners?

Reading about independent versus dependent learners made me reflect on many of my students. I work with kids who often shut down when something feels unfamiliar or academically difficult. Before reading this, I usually viewed it as a confidence or motivation issue. Now I see it more as a cognitive development issue, influenced by their previous learning experiences and the environment they’ve been in.

What really stood out to me is how culturally responsive teaching challenges us to move away from just helping students get through tasks. Instead, it pushes us to build their capacity to think for themselves and to problem-solve. I saw myself in the part that talks about being a warm demander. It reminded me that I need to keep pushing my students to grow while also making sure they feel supported and respected. That balance is something I am working hard to maintain every day.

2. Select one of the Four Practice Areas of Culturally Responsive Teaching that you would like to learn more about. What stands out to you regarding this Practice? What would you like to learn more in terms of application to your own learning and practice?

The practice area I want to learn more about is Building Awareness and Knowledge. I try to be mindful and inclusive in how I teach, but this reading made me realize that I need to deepen my understanding of my students’ cultural backgrounds, especially at the deeper levels that influence how they process and respond to learning.

What stood out to me is how deeply culture shapes how students make sense of the world. It is not just about language or traditions, but also about how students approach learning, how they interpret feedback, and how they engage with classroom expectations. Since I teach in Brownsville, I know my students bring a lot of lived experience and survival skills that are often not recognized in traditional school settings. I want to learn how to better incorporate those strengths into my instruction. That includes exploring ways to use familiar routines, oral storytelling, movement, or visuals that reflect their world and experience, so that academic content feels more connected and empowering.

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Hey Ellen,

I loved that you brought up this observation of how often times these drills or strategies can potentially become, "counterproductive," at times within the classroom, and how you have seen the effect it can have. My co-teacher and I noticed a very similar pattern during our 6th ELA state test prep. One of the multiple choice strategies we taught started to become so ingrained in our students' routines that they began over-relying on it, even when they were explicitly told to not use it for certain questions. It had become almost automatic, like muscle memory, and we realized it was actually costing them huge chunks of time and incorrect responses. I think in a way it shows how routines are important, but they can also backfire if students aren't taught how and when to actually use them.

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Hi Brendalys,

I really connected with your interest in Practice Area III (Information Processing). I am also focusing on that area for this semester and upcoming school year. Like you, I am curious about how we can take what neuroscience tells us about the brain and then actually apply it to the way we teach everyday. This past school year, I had several students who really struggled with memory and retention, not necessarily because they weren't "engaged," or participating, but because they were genuinely struggling to hold onto and process knowledge. I think understanding how their brains processes or stores information can help in this area. Too often, I feel as though educators may believe that if a student can not immediately grasp a concept, or memorize a vocabulary word than they are not "present," or not "working hard enough," when sometimes in reality the brain plays a huge factor in this.

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1. Reading about independent versus dependent learners made me pause and reflect on my own classroom (Over the course of this past school-year/first year as a teacher). What stood out was Hammond's point that many students of color and multilingual learners are often over scaffolded to the point where they actually become dependent on teacher support, leading them to never get the opportunity to build up their cognitive capacity/or to think critically. It challenged me to rethink whether some of the supports my co-teacher and I put in place could actually have been unintentionally reinforcing that form of learned helplessness. Specifically, in moments where I may have stepped in too quickly during a task, either simplifying the question or redirecting a student before they struggle productively. This also made me think about the ongoing conversations we've had at my charter school as ELA teachers around how we facilitate discussion. We're often encouraged to limit teacher talk and avoid leading students to the right answer. Instead, we focus more on teaching students how to drive the conversation or debate themselves. With this though, I can see as a first year educator how it can be easy to accidentally fall back into those habits of over supporting or using too much teacher talk, especially when students appear to be struggling. However, Hammond helped me to see that productive struggle is also a necessary step for independent learners to be built.

2. The practice area that I would like to learn more about is Information Processing. Specifically, how to strengthen and expand students' intellective capacity to promote deeper learning in my classroom. What stood out to me about this practice is how it begins to shift the focus from simply managing behavior or building relationships (Both of which are essential of course), to intentionally targeting the cognitive training that students need to become independent thinkers. This resonates with where I currently am in my teaching journey. This past year, i've grown much more confident in building trust and community in the classroom, and I have felt proud of the relationships i've built with my students, as well as my classroom management skills. Now, i'm ready to take the next step in helping my students process, analyze, and retain information, but in ways that align with their cultural backgrounds and how their brains are wired to learn. Too often in my first year I was so focused on understanding how to manage a room that I believe I missed steps of learning those brain based strategies to challenge them more. One way I have set out to do this is by reflecting on my economy of language as an educator, as well as how I teach vocabulary or structure writing tasks.

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Hi Djavan,

I agree with your point about how reading gaps are a very common example of the effects independent versus dependent learning, and how this phenomenon has socio-political roots. It reminds me of the chapter's mention of how foundational learning often involves learning to read, which later on turns into reading to learn (an example of the shift from dependent to independent learning). Some students struggle to bridge that gap, and it is critical to ensure that all students are able to make authentic connections between learning and their own sense of self and identity within our wider societal framework.

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Ellen! Thank you for sharing all of this! Your reflections really resonated with me because I have definitely seen how things that are meant to help, like annotating word problems or listing multiple steps while using math strategies, can end up overwhelming students and making them more dependent instead of confident. Your question about how to foster independence in a way that actually feels manageable is so real. I have been wondering the same thing, especially while learning how to scaffold and differentiate more. I also love that you are focusing on Learning Partnerships. Building authentic relationships and forming trust with students (and their families) is so important.

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Hi Ruby, I like how you highlighted the point about the importance of building trust as a prerequisite to learning. It reminds me of some other readings I have done which emphasize how a feeling of safety is necessary for learning, as the lack of it takes up cognitive energy. This, of course, can make learning difficult, and stands as a reason why it is critical to foster a culturally responsive environment.

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1. One things that came up for me while reading is how making the shift from depending to independent learning is connected to a wide array of factors apart from simply willpower. The systemic problems that plague students from marginalized communities exacerbate the issues and causes of these learning disparities. An example that stood out to me was how the article notes that schools that emphasize rote learning and memorization to the detriment of critical thinking produce worse learning outcomes. Upon reading this, I wondered whether schools that clung to outdated practices tended to serve marginalized populations at a greater rate (due to lack of resources), and whether this further contributed to such students leaving school without the necessary skills to succeed.

2. One area that particularly intrigues is practice area III (information processing). Given the vast amount of developments happening in the field of neuroscience, I would be fascinated to learn more about how one can apply research-based findings into real-word practice. I especially wish to learn more about how information processing can vary between cultures and how I can apply that to my teaching practice.

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Hey Windsor, I really loved reading your reflection! I relate to what you said about simplifying assignments and how that can sometimes hold students back from developing independence, even though we have been learning how to scaffold. I have definitely caught myself doing the same thing just to make the material stick. I think it is awesome that you are establishing clear goals for helping students embrace productive struggling.  I am also super interested in the information processing piece because it really does feel like a missing link in creating a classroom environment where all students feel confident and capable.

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1. When I was reading about independ ent vs dependent learners something that came up for me was how some schools often expect student compliance over reflective thinking. I know that students from historically marginalized groups, low-income, BIPOC, etc., are frequently pre-conditioned to rely on the teacher for directions and learning, rather than actively developing skills to be successful in their learning independently. From what I’ve observed as a first-year teacher, Independent learners tend to finish work quickly and need more challenging bonus work or they can sometimes struggle in silence but independently. Dependent learners tend to be more reserved when they are struggling and rely on their partner pair to supply the answers/for a teacher to just tell them without them having to do much work or material only clicks to them when they discuss it with their partner pair.

2. I’d like to focus more on the Building Awareness and Learning Partnerships practice area of Culturally Responsive Teaching (CRT) because forming authentic relationships with students and being a culturally competent educator allows lessons to be more relevant and engaging. Practicing CRT also creates a warm, welcoming classroom environment with mutual trust and respect. Hammond emphasizes that we cannot build cognitive independence without first creating safe, affirming learning environments especially for students who have experienced a cultural disconnect in the classroom, like my multi-language learners (MLLs). CRT also pushed me to consider how my own implicit biases may impact my relationships with students. In terms of my own learning and practice I want to know more about how I can build a warm, demanding energy that is both nurturing, respected, and intellectually rigorous?

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Yes culture of poverty is currently a thing, and the kids don't know any better at times. This looking down upon being educated is a real thing, and I see it manifest in the classroom every day. Yes, I think every student can become an independent learner, there might just need to be some adjustments done to the classroom.

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I have students who similarly get caught up in the procedure rather than the actual action. One of the top things that has frustrated me in the classroom is them getting stuck and needing major help with directions that just need to be read. I'm still figuring out how to make things more accessible, but I know it's a process and takes many years of teaching to perfect. `

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1. What came to me with independent vs dependent learners is the concept of connecting learning to the children. It's a combination of what they've been taught to think about education and the disconnect they feel in the classroom, as well as how the instructions you receive in the early stages of academia play a significant role in transitioning to middle school. Being a current middle school teacher, I see this gap and the lack of independent work. When the reading level isn't up to grade level, it's much harder to take your work on independently. This can look like hiding in the classroom, trying to look busy. I have many students who seek to hide in the classroom. This all stems from insecurities through a lack of skills in a certain subject, and this can be through gaps in learning. This is social economics at play.

2. The practice area that I want to learn more about or put more practice within the school is awareness. This is a simple concept, but the school I teach at has lost many teachers throughout the years, allowing the students to build the culture of the school. The kids have built an anti-academic type of culture. It could be their age playing a role as well, but I also believe that how they were presented with education plays a role. Having awareness and a strong awareness, I'm hoping to counter the culture by understanding them more and seeing where we can have a meeting point. This would lead to me seeking more culturally responsive more to do in class, which is much more engaging than work in the past. Even to some degree teaching them the realities of the world in a way that's obtainable for them.

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1. As I read about independent versus dependent learners, I naturally thought about my own students and how the combination of my teaching practices and our prescribed curriculum both hinders and supports independence in various ways. At my school, we use the Lavinia curriculum for Close Reading, in which students are given a passage (usually fiction or nonfiction, sometimes poetry) and are expected to annotate the passage as they read according to its genre and “thinking jobs”. For a fiction text, students should annotate according to the passage’s characters, problems, solutions, and lessons learned. For nonfiction texts, they should annotate the text’s big topic, teaching topic, and author’s point of view. While these tasks should hypothetically prepare students to process higher order thinking questions and comprehend texts when reading independently, the way in which this process is modeled and taught feels counterproductive. Too often, my students have become stuck because they feel like they cannot annotate correctly, and they fail to recognize that their annotations can and should look different from everyone else’s. My students become so caught up in the procedure of annotating and doing it “correctly” that what should be a useful comprehension tool becomes cumbersome and turns them into dependent learners who cannot produce work without me holding their hand and giving them constant reinforcement. Eureka, our math curriculum, provides multiple strategies for solving one type of problem (for example, six or seven division strategies), which to an extent is helpful and encourages independent and abstract math thinking, but ends up being overwhelming. Once again, what is meant to be helpful serves as a barrier to independence for many students. So, how is independence fostered in a manageable way? How can I prevent such tools for independence from becoming overwhelming?

2. I would like to learn more about Practice Area II: Learning Partnerships. This stands out to me because I know how important it is to form connections with students to develop trust and leverage hard work. I would like to learn more about how to build authentic connections with students. I would also like to learn how to extend this practice to parents and families because I sometimes find it challenging to form partnerships with them.

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Hey, Windsor! I also picked information processing as the area I'm looking forward to learning about the most. I love how you mentioned culture and how it affects information processing. Celebrating diversity is important in creating a warm classroom environment, but cultural differences also bring about differences in information processing. As such, it's an important idea to keep in mind, and I love how you emphasized its importance!

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Hi Jacqueline! I really appreciated the way you connected your personal experience as a dependent learner to the challenges many of our students face today. This personal shared experience adds so much depth to your approach! Your vulnerability in recognizing this helps you recognize when students aren;t taking ownership of their learning, it's not about their ability, but often about access and opportunity. I love that you're thinking about how classroom environments and instruction may unintentionally contribute to students' dependence.

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Hi Windsor! So much of what you shared resonated with me, especially your insight about the danger of oversimplifying tasks for students out of fear they will be frustrated. I've also observed in my classroom how that protection, though well intentioned, can undermine student agency and reinforce the idea that they can't access complex thinking without adult intervention. I appreciate your reflection on the shift from rescue to empowerment, and am pushing myself as an educator in the same ways!

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Hi, Jacqueline! I love how you said that dependent learners are not necessarily incapable or unmotivated. With some of my students who are dependent learners, I often have to stop myself from thinking along these lines. Like you said, many students are simply unable to take ownership of their learning, and this is because they weren't taught how to do that! I completely agree with what you said and I love your attitude towards this topic!

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1. Reading about independent vs dependent learners had me reflecting on how traditional instructional models often reinforce dependency, specifically for culturally and linguistically diverse student groups. Many students, especially those from marginalized communities, are often labeled as "struggling" not because they lack academic potential, but just because they haven't been familiarized with traditional methods of accessing, organizing, and applying knowlege independently. Something that really stood out to me within this notion is the idea that culturally responsive teaching is not just about inclusion or student engagement, but should be focused on shifting our mindsets of students from passive recievers of information to active, independent thinkers. This shift requires explicit cognitive scaffolding and demonstrated trust and belief in students. In my own classroom, I want to ensure I am creating conditions that allow students to build their self directed learning muscles, rather than keeping them in a cycle of dependence by over-supporting or not challenging them.

2. I want to learn more about the practice area 2, "Learning Partnerships." What stands out to me about this practice is the emphasis of trust as a neurobiological prerequisite for learning. The reading reframes the oft-discussed concept of "building relationships" as a core strategy for making rigorous learning possible, especially for dependent learners who may have internalized not to trust school as a space where they belong and can thrive. I want to learn more about how to develop these partnerships with intention, especially in ways that affirm students' identities and communicate high expectations. I feel that relationship building is often praised as a best practice, but as new a educator, I don't always feel supported with specific applicable ways to execute this. I'm curious what specific teacher moves build this kind of trust and what warm demanding looks like in practice, especially with students who have experienced educational trauma or mistrust.

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Hey Rayhan, I completely agree on teaching scholars the skills to be independent learners, I think that this will take time because of how much time has passed to have other individuals assume they are not motivated scholars. However, as someone who is always present for the scholar, we can take that step to encourage their growth. Similarly, learn about their culture and how we can incorporate some of the things they already know of.

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Jacqueline, I totally agree in terms of learning about more strategies that students use at home to then implement those same strategies in class. I wonder what would be the most effective way to collect information about how students study/learn/etc. at home? It seems like this could be woven into part of the first set of parent-teacher conferences, or potentially woven into a back-to-school night conversation. Thanks for sharing your thoughts!

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1. What came up for you when reading about independent vs. dependent learners?

For me, reading about independent vs. dependent learners brought up many of the concerns that I have had about challenges that my students clearly face, and my failure to support their independence during the last school year. I have frequently heard teachers remark that certain assignments or activities might be ‘too frustrating’ for certain students, and therefore the assignment should be simplified. I have observed that the result is students developing learned dependence with no structured way to stretch and grow their independence or their skill and desire to engage in ‘productive struggle.’ In the reading classes that we have taken for our degree program, I have found the most important tools to be tools that grow students' ability to independently (and in community with grade-level peers) struggle with a reading assignment and grow their reading capacity through practicing independent thinking and processing. I am excited to experiment with these practices in the coming year, and my primary goal for 2025-2026 is for my students to leave my class feeling like they can independently struggle through a problem and independently seek out the tools and supports that they need, rather than always waiting on a teacher or adult to provide those supports.

2. Select one of the Four Practice Areas of Culturally Responsive Teaching that you would like to learn more about. What stands out to you regarding this Practice? What would you like to learn more in terms of application to your own learning and practice?

I am most looking forward to learning more about Practice Area III: Information Processing. This practice area stands out for me because I feel like it was the missing piece in my classroom last year. I think that learning more about how culture affects information processing will prepare me to provide my students with significantly better opportunities to develop independence and to feel ownership of their own learning and growth.

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1. While reading the Introduction and Chapter 1 of Culturally Responsive Teaching and the Brain, what stood out to me was the distinction between an independent and a dependent learner. Hammond talks about  how dependent learners are often labeled as incapable learners or unmotivated, but they are students who have not learned how to take ownership of their learning. As teachers, we do not want to simply give them facts and information, but we want them to feel empowered to share their voice during the lecture. I recall myself as this dependent learner during elementary school; it was hard for me to make sense of the work provided and find space in the classroom to advocate for that assistance. This text helped me recognize that perhaps the classroom environment and instructional approach weren’t fully there. I want to build the importance of scaffolding for students to build confidence and involve more cultural identities in my planning.

2. One of the four practices I want to explore further is information processing. It highlights how teaching isn’t just about the content that students are getting- it’s about how they are processing information, retaining, and applying it to their daily work. As I work with both SPED and GenEd students, I want to learn more about the strategies they use at home to strengthen their memory and understanding, and how I can apply some of them to their learning in school. Some scholars might enjoy the rhythm of music and enjoy story telling so knowing this, I can incorporate it into my teaching.

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1. What came up for me when reading about independent vs. dependent learners is that dependent learners lack the cognitive skills to learn independently, as well as sometimes lack the motivation to learn independently. Many attribute certain students (such as students of color, ELLs, and poor students) to be from a "culture of poverty" that places less value on education and as a result, perform at a lower level. However, most students can be taught to be independent learners if there is a focus on teaching them certain cognitive skills such as information processing.

2. Practice Area III: Information Processing - This practice stands out to me because it directly influences a student's development; not just academic, but general. If a child learns how to efficiently process information, they will be set up for success both in school and out. However, I would like to learn more about how certain cultures affect information processing and if there are any major differences across cultures.

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1. What came up for you when reading about independent vs. dependent learners?

2. Select one of the Four Practice Areas of Culturally Responsive Teaching that you would like to learn more about. What stands out to you regarding this Practice? What would you like to learn more in terms of application to your own learning and practice?

Respond to at least one classmate!