Group 1: Agnes, David, Judy, Leyi by Leyi Shang

Culture is like molecules.

ls4000_2 — 2024-02-19 20:55:10 UTC

Just like the different molecules that serve distinct functions, in the end, they all function holistically, just like different cultures serve different roles, contributing to the construction of the larger society.

Just as molecules, culture is in every corner of people's life

ls4000_2 — 2024-02-19 22:50:42 UTC

As human's bodies are consist of countless molecules, culture shapes how we behave and perceive the world

ls4000_2 — 2024-02-19 22:50:59 UTC

As a product of learning(Goodenough, 1981), culture is created by human beings and further shapes their categorical perception of and navigates how people react to the outside world. People generalize the rules of the world from their past experience and logical rationalization, and use this "grammatical formula" to predict and guide their actions when dealing with unpredictable futures.

Culture interacts with other cultures and generates new ones, just like the microscopic reactions of molecules.

ls4000_2 — 2024-02-19 22:51:19 UTC

Culture is influenced by surrounding environments and micro changes are constantly subjected to macro evolution

ls4000_2 — 2024-02-19 22:51:31 UTC

As educators, how should we deliver CRT from the perspective of students’ knowledge construction rather than holding celebration for multiple cultures?

ls4000_2 — 2024-02-19 22:55:35 UTC

Constructing multicultural knowledge

ls4000_2 — 2024-02-19 22:56:05 UTC

Incorporating students' background, experiences, and knowledge to collectively design curriculum serves the construction of multicultural knowledge. Meeting standards is fundamental, but students should be invited to be open-minded thinker who connect academic skills with real-life issues in a society where multiculturalism is omnipresent. It is essential to "build a sense of community among students and create a classroom ambiance characterized by inquiry, discourse, personal involvement, novelty, and reciprocity. (Gay, 2018)"

How does centering around students’ diverse cultural assets holistically empower them to become change agents beyond the standardized curriculum?

dx2237_1 — 2024-02-19 23:07:10 UTC

ls4000_2 — 2024-02-19 23:15:55 UTC

An Equity Pedagogy

lh3216_1 — 2024-02-19 23:17:14 UTC

"An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups. (Banks, 2021)" The key is to create pedagogical methods that consider and align with various learning styles within various cultural groups, which offers chances for students to acquire and apply knowledge through lens of multicultural education.

Content integration: Capitalizing the household of knowledge

ls4000_2 — 2024-02-19 23:25:53 UTC

How the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence how knowledge is construed within it(Banks, 2021). As a dynamic process, culture is written and constructed by who has the power, where the voices of minority groups are neglected. To deconstruct and then re-construct that, teachers need to use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations, and theories in their subjects. Counter-narratives and stories from diverse minority groups should be integrated with the standardized mainstream course content.

The relationship between cultures and languages is intertangled in bilingual education, so how should we leverage student language skills to bridge the cultural gap in an educational setting?

ls4000_2 — 2024-02-19 23:45:15 UTC

Breaking the White dominance

ls4000_2 — 2024-02-20 00:15:03 UTC

The dynamics of White dominance can be self-perpetuating due to the luxury of ignorance, the assumption of rightness, and the legacy of privilege(Howards, 2016). By understanding the true nature of these dynamics, teachers can become "highly competent diagnosticians of dominance"(Howards, 2016, p. 70). In other words, by centering students' diverse cultures as the focus and an extension of the standardized curriculum, we are actually creating a "collective presence" of all the students and breaking the perpetuation, which would contribute to a better future for all students.

Code-switching in the classroom

ls4000_2 — 2024-02-20 00:35:12 UTC

In the Mandarin Dual Language program I was doing my observation, I found the teacher usually explains and demonstrates a concept in Mandarin first and then asks a question. If there is no response at the moment, she will explain the question again in a simpler language but still in Mandarin. Body language is often applied when explaining certain concepts. For example, when learning the concept of “比较(comparison)”, the teacher asked students to line up and compare their body height. Usually, when answering the question, students tend to speak English since that is the language they are more familiar with. The teacher will either ask them to change to Mandarin(for more advanced language learners) or paraphrase the student’s answer in Mandarin as a model and ask students to repeat it(for less proficient language learners). In this way, compared to the direct translation between English and Chinese, the teacher serves as a scaffolder rather than just an instructor by bridging the gap between students’ linguistic proficiency and tasks. Besides, language instruction is also well-elaborated and explicit enough when it comes to grammar methods or communicative language learning(Reyes & Kleyn, 2010, p.88).

Community Based Learning

dx2237_1 — 2024-02-20 01:11:10 UTC

Traditional Classroom Learning

dx2237_1 — 2024-02-20 01:12:33 UTC

shift

dx2237_1 — 2024-02-20 01:47:59 UTC

📹Green Question

ls4000_2 — 2024-02-20 03:20:47 UTC

Definition of Culture

jh45871 — 2024-02-20 17:35:53 UTC

📹 Red Question

lh3216_1 — 2024-02-20 19:02:57 UTC

📹Yellow Question

dx2237_1 — 2024-02-20 19:41:36 UTC