What do you see?

Protocol: Paired Response(Partner Talk, Elbow Buddies,

Smartners, etc.)

Culturally Responsive Practices at Longfellow Elementary

Are you resistant or struggling?

Complete one of the following sentences on an index card:

1. I am resistant with CRT Practices because …

2. I am struggling with CRT Practices because…

3. I am not resistant or struggling with CRT Practices because…

Protocol: Whip Around

Learning Targets: Longfellow & CRT

RtI and CRTI understand why Culturally Responsive Practices are at the center of Wisconsin’s RtI model.

Instructional ContinuumI can explain how my strategies fit on the instructional continuum and why it’s important to be aware.

Dr. Sharroky HollieExecutive Director of Center for Culturally Responsive

Teaching and Learning

What exactly are Culturally Responsive Teaching Practices ?

“The validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society.”

Data, Data, Data!• We can’t say CRT practices increase test

scores. There are too many variables.

• CRT increases engagement. Engagement improves outcomes and test scores.

• Research tells us we can’t close achievement gaps without explicitly addressing culture.

Learning Target: Longfellow & CRT

Instructional ContinuumI can explain how my strategies fit on the instructional continuum and why it’s important to be aware.

Instructional Practices on a Continuum continuum represents degrees of difference

Traditional (Eurocentric) Responsive Culturally Responsive

Lecture Think-Pair-Share StorytellingWorksheets Whip Around age-appropriate musicWhole-Class Disc. Paired Response Physical Representation

How do we teach our students to summarize?

Written Paragraph Graphic Organizer Oral Story

• Students use sentence frames or templates to write a paragraph.

• On tests students can demonstrate skills they’ve developed in more CR contexts.

• Visual: Students see what a summary looks like.

• Bridges oral language skills to writing skills.

• Lower-stress strategies (paired response, whip around, think-pair-share, etc.)

• Relevant content is personal and meaningful.

Start at students’ skill level

Move them incrementally toward “the test”

Traditional (Eurocentric) Responsive Culturally Responsive

What?

How?

Why?

Why should we use a variety of engagement protocols?

How do teachers engage their students in content? Why?

1. As we move through presentation, identify strategies and place them on the instructional continuum.

2. Try to place the strategy in the appropriate place: Traditional, Responsive, and CR.

3. What do our sticky notes and the continuum reveal about instructional practices at Longfellow?

Professional DevelopmentWe’re all Coaches

Embedded• Peer Observations• Model Lessons• Team TeachingBuilding Level• PD Wednesday• Leadership TeamsDistrict Level• Staff Development• Programs and

Initiatives

Math Talk – Grade 1

What does diversity look like?

• Are we a diverse group of educators?

• The Iceberg of Culture…

Culture Assessment

1. Stay standing if you’re a U.S. Citizen.

2. Stay standing if you’re White, Caucasian, or European American.

3. Stay standing if you were raised in a middle-class family.

4. Stay standing if you’re male.

5. Stay standing if you have a visible or invisible disability.

6. Stay standing if you’re a member of Generation X.

7. Stay standing if you were raised in the Catholic Church.

CR Symbolic Curriculum

CR Embedded Curriculum

Cultural Affiliation

What’s Yia’s ethnic identity?

We need to understand her story.

Attention and Engagement

“A teacher is always asking and answering two questions”:

1. Do I have their attention?

2. Are they engaged?

Marzano, The Highly Engaged Classroom

What does high-quality instruction look like?

Sound like?

Whole-Class Discussion

“Discover Number Patterns with Skip Counting”https://www.teachingchannel.org/videos/teaching-number-patterns

Protocol: Sticky Notes

Math Expressions – Grade 3

Protocols (reminder)• The more protocols we have, the more

practice students and teachers get at code switching (culture switching).

• Fill instructional toolbox and use tools strategically. Develop in collaboration.

Collect data. Adjust instruction!

• Make protocols explicit for students.

Stoplight MethodFormative Assessment

https://www.teachingchannel.org/videos/daily-lesson-assessment?fd=1

Write responses on your post-assessment sheet.

My learning STOPPED because…

Today, I CONSIDERED a question, an idea, or a new perspective …

Today, I LEARNED … because …

SourcesDelpit, Lisa. Other People's Children: Cultural Conflict in the Classroom. New York: The New Press, 2006.

“Edward T. Hall’s Cultural Iceberg Model.” www.constantforeigner.com. 2010.

Gay, Geneva. Culturally Responsive Teaching. New York: Teachers College Press, 2010.

Hollie, Sharroky. Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success. Shell Education, Huntington Beach, CA: 2012.

Hollie, Sharroky. "Focus on Culture: Foundation Day I lite." Missing Voices: Equity in Education Summit.” Saint Mary's University Center. November 13, 2012.

Jensen, Eric. Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It. Alexandria, VA: ASCD, 2009.

Kunjufu, Jawanza. Black Students—Middle-Class Teachers. Chicago: African American Images, 2002.

Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass, 1994.

Sources Continued

Marzano, Robert J. The Highly Engaged Classroom. Bloomington, IN: Solution Tree Press, 2011.

Marzano, Robert J. “Setting the Record Straight on ‘High-Yield’ Strategies.” Phi Delta Kappan. Vol. 91, No. 01, September 2009, pp. 30-37.

Muhammad, Anthony and Sharroky Hollie. The Will to Lead, the Skill to Teach: Transforming Schools at Every Level. Bloomington, IN: Solution Tree Press, 2012.

Singleton, Glenn E. and Curtis Linton. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. SAGE Publications, 2005.

Tileston Walker, Donna and Sandra K. Darling. Why Culture Counts: Teaching Children of Poverty. Solution Tree Press. Bloomington, IN: 2008.

"Understanding Cultural Responsiveness." National Center for Culturally Responsive Educational Systems. Tempe, AZ: Arizona State University, 2008. www.NCCRESt.org

Williams, Monica T. "Colorblind Ideology is a Form of Racism." Psychology Today. Dec 27, 2011. www.psychologytoday.com.