A Personal Quote

The more I have traveled the more I have come to realize that fear makes strangers of people who should be friends

A DIVERSE WORLD

Connecting the Dots •  Pass out copies of the “Connect the Dots” handout and

pencils. •  Ask participants to try to complete the puzzle following

the directions on the handout. Ask participants who already know the solution or figure out the solution before time is called to please turn their paper over and allow the others to figure out the solution themselves. Give participants three minutes to work on the problem. Penn State University Activity

Marina La Grave

Barry Kluger-Bell, PhD Letitia Fickel, PhD

Kristine Johnson

Culturally Responsive Teaching Training

WHY ARE YOU HERE?

•  Why being inclusive? •  Why are Latino’s a target audience? •  Why are we going to lengths in providing

cultural appropriate programs and experiences?

Session Goals

•  Examine the role of culture and diversity in learning

•  Explore together a conceptual framework for Culturally Responsive Teaching

•  Identify Culturally Responsive Teaching strategies that will help you address your identified needs and concerns.

Stats Hispanics in the US

At 20% of the US population today, Hispanics are now America’s largest “minority” group

Over time this fast-growing population will grow to approximately 30% of the total US population.

U.S. Census Population Estimates Table 10: Resident Population, by Race, Hispanic Origin, and Single Years of Age In Millions (2008)

Hispanics are now the Nation’s largest minority (in millions)

•  Hispanics: 46.9 Represents 15% of the population

•  African American: 37.2 Represents 12% of the population

•  Asian American: 13.2 Represents 4% of the population

•  Hawaiian /Pacific Islanders: 0.4 Represents 0% of the population

•  American Indian: 2.3 Represents 1% of the population

U.S. Census Population Estimates Table 10: Resident Population, by Race, Hispanic Origin, and Single Years of Age In Millions (2008)

Stats Hispanics in Boulder County

•  Hispanics 13.5% •  African American: 1.2% •  Asian American: 3.8% •  American Indian: 0.8%

U.S. Census Population Estimates Table 10: Resident Population, by Race, Hispanic Origin, and Single Years of Age In Millions (2008)

Brief History of Education in US •  Pre 1950s – segregation •  1950s –desegregation–learners still viewed as culturally inferior and learners still

alienated •  60s–change, but learners of color often stymied or labeled; white mainstream culture

was “normal,” different background not considered •  70s–Rising tide of equal benefits and multiculturalism (implementation of ESEA) •  80s–Awareness in the private sector influences schools and more diversity •  90s to present–cultural competence and cultural proficiency more accepted • 

Trends in Language Spoken at Home

U.S. Census Bureau 2007

Trends in Language Spoken in U.S.

Culturally Responsive Teaching

Is a pedagogical framework that respects the backgrounds and contemporary circumstances of all learners regardless of individual status and power, and employs learning processes that embrace the range of needs, interests, and orientations to be found among them.

As per Wlodkowski & Ginsberg

Being Culturally Self Aware “When we teach across the boundaries of race, class, and gender--indeed when we teach at all--we must recognize and overcome the power differential, the stereotypes and the other barriers which prevent us from seeing each other” (Howard, 79).

We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools--Gary R. Howard ���

What does culture do for us?

•  It imposes order and meaning on all our experiences. •  It provides a world view that includes values, ideas, beliefs,

and assumptions about the nature of the world, and the way it works.

•  It provides a perceptual lens through which experiences are filtered and knowledge and meaning is made.

•  It allows us to predict how others from our group will behave in certain situations, but it is not effective at providing us ways of predicting how people from other groups may behave.

•  It provides us a language and imagery for talking about and explaining our world.

What is culture? •  "A shared organization of

ideas" (LeVine, 1984). •  "...standards for deciding what is,

standards for deciding what can be, standards for deciding how one feels about it, standards for deciding what to do about it, and standards for deciding how to do about doing it" (Goodenough, 1963).

•  "…a dynamic process which people use to make sense of their lives and the behavior of others" (Spindler and Spindler, 1990).

Personal view

Culture Defined

“Culture is learned and used. It is the product of human activity--it is human made. Culture is revealed by what you are wearing now. It is also revealed by your daily habits and routines, by what language you are reading now, and by what you are thinking now... Much of culture is so familiar to us that we don’t see it.”

Walter C. Parker - Social Studies in Elementary Education - 14th Edition Image Courtesy of Sue Hopewell, Ph.D.

The Iceberg Metaphor for Culture Food Clothing Music/Dance

Language Games Art

Authority Cleanliness

Social Norms Non-verbal Communication

Cosmology Work Leadership

Modesty Child Rearing

Relationships with Nature Spiritual Beliefs

Individualism / Collectivism Expected Behaviors

Time Emotion Friendship Justice

CELEBRATING DIFFERENCES

ACTIVITY

•  What do you know, What have you heard? •  10 min.

ASSIMILATION AND ENCULTURATION

“From the many, one, when the one is really, many” Understanding the difference of these two concepts

help to more than just being culturally responsive and reach tolerance.

Understanding and practicing cultural enculturation is key to our survival as a nation and as a member of the world community.

Enculturation Enculturation refers to the process of socialization into and maintenance of

the norms of one’s indigenous culture, including its salient ideas, concepts and values. It is a cultural maintenance process

It involves changes in:

•  Behaviors: friendship choice, preferences, etc. •  Values: attitudes and beliefs about social relations, cultural customs, etc. •  Knowledge: culturally specific and significance of culturally specific

activities •  Identity: attitudes toward one’s cultural identification, and the level of

comfort toward the people of indigenous and dominant groups

Acculturation •  Oxford English Dictionary, “acculturation” is

defined to be the “adoption and assimilation of an alien culture.”

•  It is both at individual level and at societal level. •  It is the learning of appropriate behavior of a host

culture. •  Second-language learning is a good example of

acculturation at the individual-level.

Assimilation

Is the process by which a person or a group's language or culture come to resemble those of another group. The term is used both to refer to both individuals and groups, and in the latter case it can refer to either immigrants becoming culturally dominated by another culture or society.

Assimilation vs. Aculturation

•  Two activities: •  Par 5 Demonstration •  The salad bowl •  15 Min.

ACCULTURATION

Epistemological Assumptions •  Knowledge is largely socially-constructed, is a reflection

of the culture in which it was developed. It is not neutral; it is value-laden and reflects specific beliefs and world views, can be generational

•  Education/learning is acculturation; it is the appropriation of the knowledge of a culture group or subject matter

•  Motivation is inseparable from cultural values

•  Language is a primary conduit of culture

Quote on Quote If you have come here to help me,

you're wasting your time. If you have come because your liberation is bound up with mine, we can work together.

- Lila Watson, Aboriginal Activist

HOW DOES IT FEEL TO BE DIFFERENT FROM EVERYONE

AROUND YOU?

Cultural Diversity of the Individual

Established Culturally Responsive Practices

Culturally Responsive Practices are specific to: •  Educational practices •  Instructional strategies •  Group processes •  Curricula content and development All of the above practices have been established

by research to increase the achievement of historically underachieving culturally diverse learners.

(NCCRESt, 2004)

Working on a Culturally Responsive Framework

•  Establishing inclusion •  Developing attitude •  Enhancing meaning •  Engendering competence

Wlodowski & Ginsberg (1995) Diversity & Motivation: Culturally Responsive Teaching

Be Knowledgeable of Learners’ Cultures and Backgrounds

Educators and Outreach specialists must have some base knowledge of their learners' and audience’s culture so that learner behaviors can be understood in their proper cultural context

Educational Goal for a Pluralistic Society

Create learning experiences that allow the integrity of every learner to be sustained while each person is intellectually challenged in ways that allow them to attain relevant educational success and mobility.

Examples of Culturally Responsive Teaching Practices

•  Cooperative Learning Strategies •  Peer Assisted Learning •  Peer Tutoring •  Positive Behaviors Support •  Tiered-models of prevention and intervention supports •  Inclusion of stories and perspectives from diverse cultures •  Acknowledging cultural differences and similarities

Culturally Responsive Strategies result in:

1.  Understanding and Valuing Diversity 2.  Being Culturally Self Aware 3.  Being Knowledgeable of Learners’ Culture and Background 4.  Understanding the Dynamics of Diversity 5.  Institutionalizing Cultural Knowledge and Adapting to

Diversity

From NEA.org, NCCRESt.org

One in Many, Many in one

Activity

•  Privileges •  20 minutes

Elements to establish Inclusion

•  Language •  Norms •  Procedures •  Structures

All must be woven together form a learning context in which all learners, educators, outreach specialists and individuals feel respected by and connected to one another (just like beads!)

Social Attributions and Mindfulness Three ways to analyzing behavior:

1.  Evaluation – Is that good or bad? 2.  Interpretation – Why do you think the person did

that or what does it mean? 3.  Descriptive – What is the behavior you actually

observe?

Dray, B.J. & Wisneski, D.B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices.

TEACHING Exceptional Children, 44(1), 28-36. ���

Tips to Establishing Inclusion •  Make explicit norms to understand and negotiate

alternative ways to procure effective engagement:

–  Model behavior –  Elicit information about clarity through an on-going

feedback system –  Establish ground rules with the audience for the discussion

of controversial or sensitive topics –  Use dialogue structures

•  Make collaboration an expected way of proceeding throughout the activity or experience

•  Share ownership of knowledge

Be reminded of the Identity Threat

What we say to diverse learners is, “Come join us” you can overcome your circumstances and just join us! Diverse learners think they have to: - Give up their culture - Give up their community - Give up their family - Give up who they are This may result in a learner culture denial, even giving up their pursuit of a career path

LANGUAGE There are two types of language usage--social and academic (for all second language learners):

•  BICS: Basic Interpersonal Communication skills •  CALP: “Cognitive Academic Language

Proficiency” (CALP) •  We cannot assume that because a learner seems proficient

with social English that s/he is equally capable in Academic English.

•  It takes ELL’s 5-7 years to become develop native-like proficiency in CALP, but only about 2 years for BICS.

Cognitive Academic Language (CALP)

•  CALP enables learners to deal with cognitively demanding and context-reduced communication situations and materials, such as lectures, lengthy class discussions, traditional testing formats, textbooks, and educational films.

•  Context-reduced communicative situations offer few clues and aides for making sense of concepts and ideas.

Lacking CALP •  The majority of language minority learners do not have access to rigorous

subject matter instruction or the opportunity to develop academic language (CALP)—needed to understand, conceptualize, symbolize, discuss, read, and write about topics in academic subjects.

•  Unfortunately, most language minority learners are relegated to remedial instructional programs focusing on the acquisition of basic skills that supposedly match their English- proficiency (its not just vocabulary, but language structures used to convey a intellectual concepts)

•  Creation of Word Walls, Bilingual content, sheltered language strategies, sentence frames to help learners be able to acquire common academic language structures (I disagree with ______ idea about ___)

(Cummins, 1981; Lacelle-Peterson & Rivera, 1994; McGroaty, 1992; Minicucci & Olsen, 1992; Oakes, 1990; Pease-Alvarez & Hakuta, 1992). Garcia1990.

Sheltered English Approach •  Sheltered English instruction is another

instructional approach that engages ELL’s above the beginner level in developing grade-level content-area knowledge, academic skills, and increased English proficiency. Teachers use clear, direct, simple English and a wide range of scaffolding strategies and images to communicate meaningful input in the content area to learners.

Inquiry and Constructivism

•  Constructivism: In order for real learning to take place, you must connect with the learners current thinking and build from it

•  Inquiry: Teaching and learning that starts with the learners questions and follows the learners path of learning

Developing Attitude •  Develop creative and effective ways to learn about your

learners’ lives and interests. –  Conduct interest inventories both general and content

specific. –  Use “getting to know you” activities.

•  Organize regularly scheduled discussion topics (including current events) that allow learners to connect course material to the “real world”

•  Design course in ways that encourages learners to make choices about class topics and assignments.

Help learners enhance meaning by: –  Identifying their prior knowledge and understandings of key

concepts, issues, words, or content or how it is understood in their culture/community.

–  Including readings/authors that reflect the diversity of thought and people within your discipline

–  Encourage learners to represent alterative perspectives or construct panels that can discuss issues from diverse perspectives

–  Use language that reflects the disciplinary way of “knowing” or “understanding” as one way, not the only or “right way” (CALP vs. BICS)

–  Explicitly address the embedded values in the discipline

SO HOW DO WE MAKE THIS A REALITY FOR

THE COMMUNITY AND YOUTH YOU ARE

TRYING TO REACH?

The Achievement Triangle Gary R. Howard

Approaching their strengths

A REAL EXAMPLE

Imagine that you are teaching about AIR and you wish to help your learner identify prior knowledge and understandings of key concepts. Ask your learner about games or activities that are relevant to this topic that he/she knows of. Kites will undoubtedly come up in the discussion, this is your starting point…

Activity

FLY A KITE!

- kite flying at lomas de

cubiro, lara, venezuela

- alfredocf

Papalotte, Cometa, Papagayo

Haitian refugee camp

Mexican/Guatemalan Day of the Dead kites source:www.farhorizons.com

Cometas – fighter kites of

Chile

Other Examples

•  Water or Energy Cultural relevant Activity – Talk about: Hydroelectric power, Mayan irrigation systems

•  Soils Cultural Relevant Activity (Layer activity, Peanut butter vs. Arequipe/Dulce de leche)

Family and Community involvement is ESSENCIAL!

If you want to effectively engage Latino children in any program; parents, families and the extended community must be included and considered.

Parents, regardless of their level of education, are and will always be leaders to their children.

Family Stargazing Night

Developing a Cultural relevant experience

•  Engage members of the community in the planning in order to allow the community to have a sense of ownership

•  Recognize the cultural contributions to the activity at hand

This results in: •  A successful event or experience that

rekindles a sense of cultural pride •  Empowering parents to support in the

planning results in effective engagement

•  By establishing trust you ensure sustainability in any experience and vice versa

Día de la Tierra

Building on Cultural Capital •  Create many and varied facilitator-learner

interactions •  Ensure high frequency of interactions •  Role model behaviors •  Pay explicit attention to use and development of

linguistic forms--speaking, reading, writing •  Develop a variety of ways that learners can

participate in defined and organized events with teacher and other academic group members

Engendering Competence •  Use the “writing process” format (use of word walls)

so that learners get on-going feedback from you and form peers as they develop their work.

•  Use self-assessment to engender learner understanding of their attainment and on-going development toward competence (conceptual/bilingual)

•  Increase the amount of time that learners are talking about the concepts and ideas- collaborative and cooperative group work.

Engendering Competence

Never cease to highlight and model the norms, procedures and structures that create an understanding for all learners of how they are or can be effective in learning something of personal value

Engendering Competence •  Support learners in goal setting for projects or

experiences •  Create some learning activities and assessments

that are suited to diversity and all level learners •  Provide clear and explicit criteria for experiences

and assessments. •  Use multiple forms of assessment that reflect the

modes of teaching and learning you and your learners have employed

There must be CELEBRATION

Highlighting Role Models

•  Grew up in a poor Costa Rican family

•  Graduated from US university

•  21+ years working with NASA

•  Deputy Project Manager for the MAVEN Project

Sandra Cauffman

Look into exemplary collaboration The ALMA Array scientific community is exemplifies cultural appropriateness.

“The Universe of our Elders”

Developing appropriate cultural experiences

CLACE’s NASA MAVEN Mission collaboration: We looked into Mayan astronomical contributions and made sure to highlight Mayan’s mathematical system. We develop an extension activity (Mayan Card Game) that has already proven to effectively ignite interest from Latino learners while studying Mars.

Mayan Math System

• Mayan’s used dots, bars and shells to denote quantities in a base 20 or vigesimal system

• Place value was written vertically instead of horizontally.

Healthy Learning Cycle

Source: Svinicki & Dixson, 1987, as printed in Wlodkowski & Ginsberg

REMEMBER •  Do your homework •  Proceed carefully and gradually •  Learn with others, including learners and their

families •  Create an action plan •  Be kind to yourself, but don’t let yourself “off the

hook” •  Be prepared for doubt and anxiety, they are signs of

change and growth •  Share your work with others •  Go SLOW, don’t try to do it all at once, try 1 to 2

strategies at the time

Ongoing support from CLACE CLACE looks forward to continuing to support you on your culturally appropriate approach and acculturation practices. We are always happy to provide ample support and opportunities for you to effectively engage with Latinos and other diverse communities so that you may put into practice your skills on cultural appropriateness!

MENTORING OPPORTUNITY

•  Have you had the opportunity to develop a friendship with a Latino or Hispanic individual?

•  If not yet, we would love to present an opportunity to you!

PARTNERS Mentoring Youth A Longmont non profit, the heart of the

Partners program is the one-to-one mentor relationship. Mentoring is a timeless strategy for helping youth mature into healthy people leading happy, successful and fulfilling lives. Youth at Partners are between ages 8-17 and have been referred to to Partners by social service providers, school counselors or private therapists.

How to begin Mentoring:

•  Attend an Orientation Session •  Complete screening paperwork •  Attend a Training Session •  Complete background and criminal checks •  Interview and home visit

Mentor/Mentee Agreement

•  Contract for one year •  Spend a minimum of 3 hours per week

together •  Regular reporting of progress •  Attend workshops •  Participate in community service •  Learn and have fun

2012 Research Results

•  Increase in bonding to adults. •  Increase in self-esteem. •  Increase in commitment to school. •  Increase in decision-making skills. •  Increase in the perceived harm of substance

use. •  Decrease in youth delinquency.

•  Please contact Martha or Chris if interested in being a mentor and get ready to impact Latino youth directly through the person that you are and your amazing professional skills!

THANK YOU! Marina La Grave: mlagrave@clace.us Barry Kluger-Bell: klugerbell@yahoo.com

WWW.CLACE.US

Key Ideas and Authors

•  Multiple Intelligences-Gardner •  Learning Styles-Tharp, Shade, Hilliard •  Assessment-Wiggins •  Language Development-Cummins, Kinsella •  Cultural Diversity in colleges-Adams •  Instructional Strategies-Marzano

Websites of Interest: •  The Zinn Ed. Project:

http://zinnedproject.org/teaching-materials/#filter_themes_top •  SoJust: http://sojust.net •  Without Prejudice: http://accesstomedia.org •  Media Ed. Foundation: http://www.mediaed.org/wp/ •  Critical Multicultural Pavilion:

http://www.edchange.org/multicultural/activityarch.html •  Diversity Activities:

http://mep.berkeley.edu/sites/default/files/PSU_Diversity_activities.pdf •  LGBT Classroom Resources:

http://www1.umn.edu/ohr/teachlearn/resources/multicultural/stand/index.html

•  Team Based Learning: http://tblc.roundtablelive.org