https://padlet.com/samiyah_bozai/wrg59lkrkd5v Culturally Responsive Pedagogy en-us 2018-06-30 03:59:35 UTC 2018-06-30 04:38:06 UTC hello@padlet.com samiyah_bozai https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012592
I liked the breakdown of the three characteristics that help educators adapt a culturally responsive mindset.

Socio-Cultural Consciousness: Be aware of how socio-cultural structures impact individual experiences and opportunities

High Expectations: Hold positive and affirming views of all students of all backgrounds

Desire to make a difference: See themselves as change agents working towards more equity

Constructivist Approach: Understand that learners construct their own knowledge

Deep knowledge of their students: Know about the lives of students and their families; know how students learn best and where they are in their learning

Culturally responsive teaching practices: Design and build instruction on students' prior knowledge in order to stretch students in their thinking and learning.

]]> 2018-06-30 04:03:56 UTC https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012592 samiyah_bozai https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012627 I found this section of the reading to be helpful in understanding the main theories that this reading focused on.

Theorists write about three dimensions which comprise culturally responsive pedagogy:
1. Institutional
2. Personal
3. Instructional
The institutional dimension refers to the administration and leadership of school
systems, including the values developed and reflected in school board policies and
practices. It highlights the need to critically examine the formal processes of schooling
which may reproduce particular patterns of marginalization. Educators need to consider
which patterns need to be intentionally interrupted and changed.
The personal dimension encompasses the mindset of culturally responsive educators
and the practices they engage in, in order to support the development of all students.
Not only are culturally responsive educators self-aware, but they also have a deep
knowledge of their students and how they learn best.
The instructional dimension includes knowing learners well and considering the
classroom practices which lead to a culturally responsive classroom.
All three dimensions are foundational to the establishment of an inclusive school
culture (Richards, Brown, & Forde, 2006).]]> 2018-06-30 04:05:31 UTC https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012627 samiyah_bozai https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012640
These are some questions from the document that promote thinking about a culturally responsive curriculum:

What does a school look like, sound like and feel like when we promote
reflection, honour the community and support authentic collaboration
among staff, students and parents?

What does a classroom look like, sound like and feel like when it is
inclusive and when instruction is responsive to the full range of student
diversity?

What further information would be helpful in considering cultural relevance
and cultural responsiveness in our school?

How do we work with our communities to help everyone appreciate the
importance of culturally responsive teaching?

What is the impact on our students when we do not acknowledge the
complexity of culture and difference? ]]> 2018-06-30 04:06:18 UTC https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012640 samiyah_bozai https://padlet.com/samiyah_bozai/wrg59lkrkd5v/wish/269012658
How can educators incorporate conversation in a more meaningful way within the classroom?

What other strategies can we use in our classroom to support cultural awareness and diversity? 

What are some assessments that are culturally responsive?

How can educators communicate better with ELLs to learn about their lives? What are some strategies that can help them learn more? 

How can I make my ELL classroom more inclusive? Should I post posters, flags, works of art from different cultures?

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