Sharrocky Hollie
For teachers embracing best practice pedagogy, there are 2 distinct aspects that have to be realized:
1. A change in mindset about the students' cultural and linguistic behaviors
2. Intentional incorporation of CLR strategies into daily teaching
CLR is about validating and affirming home languages
Cultural and linguistically Responsive pedagogy is a way of thinking about how to create an instructional experience for students that validates, affirms, illuminates, inspires, and motivates them.
It is the opposite of the "sink or swim model"
Masters of pedagogy have strong sense of content and methodology
CLR requires that the learning activity students are engaged in strategically responds to the cultural and linguistic needs of the students
CLR emphasizes teacher preparation!
5 broad pedagogical areas that can be infused with CLR strategies and Activities:
1. Responsive classroom management
2. Responsive academic literacy
3. Responsive academic vocabulary
4. Responsive academic language (situational appropriateness)
5. Responsive Learning Environment
CLR compliments best practice instructional techniques - it isn't a substitute for them!
-Responsive Classroom Management:
4 sub categories:
must develop processes for:
--responding,
--discussing:
--giving, recieiving and positively acting on attention signals
--movement, provide opportunities for students to interact with everyone
Strong literacy skills and listening are central to success
Reading aloud as a form of storytelling provides a cultural base for the students in a classroom where CLR is implemented.
CLR proponents encourage the use of engaging literacy strategies, many of which are connected to oral and written language development
-Responsive academic vocabulary:
Vocab development is building on words and concepts that students bring to the classroom.
In CLR, words that come from cultural backgrounds are connected with academic vocabulary
Teachers focus on effective common vocab strategies, wide and
abundant reading, contextual and conceptualization of words, knowledge of word parts and synonyms.
Students create a personal thesaurus and personal dictionary to build and connect to words they own conceptually.
-Responsive academic language:
using code-switching during students instructional experiences
Students look at linguistic forms in their home language and then translate those forms into their home language
In writing - this translation would occur in the editing or revision stage
***Instead of "correcting" language, teachers should help students "translate" to the language of the school.
Teachers have to provide students opportunities to respond orally or in writing in their home language and then translate using academic language
Having students translate will, over time, empower them because their linguistic behaviors are validated and affirmed while they are learning the benefits of speaking and writing in standard English and Academic Language.
Students need opportunities to role-play
-Responsive learning environment
All arranged environments can influence behavior
Need to surround students with a language rich environment
This includes relevant, high-interest instructional resources that enhance student engagement in the learning process
-Check for strategy, quantity, and quality of pedagogy
CLR is meant to enhance what is already working in classrooms
***Brain-based research says movement in the classroom is necessary and positive - CLR says HS students should be moving 1-2 times per hour (elementary 2-3 times per hour). First establish routines and frequency of movement (quantity) then establish quality of movement.
4steps students should go through during classroom movement:
1. Greet one a other in cultural specific ways
2. Move! All students will be out of their seats
3. Do the task
4. Students cannot talk to their own row or group - ensure they are not always talking to the same classmate
Examples of quality movement (see ch. 3 for description)
give one, get one
Think-pair share
Corners
-Strategies & activities to infuse Culturally and linguistically responsive pedagogy elements:
QFL:
What makes a lesson culturally and linguistically responsive?
lectures, movies, guest speakers field trips, ethnic food or dress days are superficial approaches to multi-culturalism and will not achieve desired results.
Instructional juxtaposition: pairing of a CLR strategy with a traditional strategy
Exp: shout out and back it up (see appendix A: protocols for increasing student engagement)
Chapter 3 - responsive classroom management
Effective classroom management - instruction occurs w/out interruption or disruption. Students feel safe and comfortable enough to take risks (Marzano).
3R's - rapport, relationship, respect
Rapport - special connection between teacher and student
Relationship - teachers who have built relationships with students are trusted
Respect - undeserved students lose confidence in the ability of the teacher to teach - they begin to doubt how well a teacher can convey knowledge with understanding and sensitivity to their audience
Styles of classroom. Management:
Authoritarian - teacher is literally in charge
Permissive - students totally in control (negative and confrontational - lose-lose classrooms - students hate this kind of environment)
Democratic or collaborative - best aligned with CLR approach. Adult facilitates shared learning, students participate in the process
Lends itself to student choice, collaboration, and eventual independence
If 3Rs exist teachers can be authoritarian when needed.
If intent on CLR classroom, implement 3P's
Positive. Proactive. Preventative.
Positive - love the students for who they are. Have empathy, sensitivity, kindness, calmness, humor, forgiveness, patience
Proactive - get ahead of the curve in classroom management
Predict upcoming disruptions (free lunch student anxious about long break). Use relationships with students to inform predictions.
Preventative - choose battles. Eliminate opportunities for unwanted behavior.
CLR teachers separate cultural behaviors from wrong behaviors!
Situational appropriateness - intentional use of appropriate, cultural and linguistic norms for the situation
Giving students multiple ways to respond and discuss is part of responsive classroom management - take time to instruct appropriateness
Indicate for students how you'd like them to respond to particular questions
Examples of random participation
Roll 'em - group of 4-6. Students collaborate on answer. Teacher rolls two dice - first is the group number, 2nd is the seat number in the group. Student in that seat answers the question.
Pick-A-Strick - pull a stick with seat number or student name a d that student answers question
Effective attention signals - see appendix B
Movement activities - students need to move when learning
When students are engaged, they're less likely to be off task.
Chapter 4 - responsive academic literacy instruction
3 objectives
Engage students with culturally and linguistically responsive texts
Use engaging read-alouds in the oral tradition of cultural storytelling
To purposefully use effective literacy strategies responsively
Need to give students increased opportunities to understand relationship between their experience and the language and concepts they encounter in school.
Engaging students with culturally and linguistically responsive texts:
3 types of texts:
culturally specific - illuminate experience of the group culturally and not racially. Text realistically taps into the norms, customs and beliefs of the culture on focus.
culturally generic - features characters that are of a minority race
Text does not illuminate characters culturally. Text could be about anyone, regardless of race or culture
culturally neutral - instead of Mary had a little lamb it's Monique had a little lamb - character is black-faced but nothing else is different.
List of culturally responsive texts in appendix C
Using read-alouds in the oral tradition of story-telling
Reading aloud helps students develop literacy and listening skills
Especially improves fluency - see appendix D for a collection of read-aloud activities
Using effective literacy strategies responsively
See Appendix E for CLR literacy strategies
Reciprocal teaching, reader's theatre, hink-pinks, thinking maps
Anticipation/reaction guide
CLR chapter 5
Responsive academic vocabulary instruction
1.Must provide definitional and contextual info about the word's meaning
2. Actively involve students in word learning through talking about, comparing, analyzing, and using the target words
3. Provide multiple exposures to meaningful info about each word
4. Teaching word analysis
Under served students need to:
Access prior knowledge
Make schematic connections
Build on words that students already know are central to any basic vocabulary instruction
We as teachers need to acknowledge the comprehensive conceptual knowledge rooted in students' culture, community, and life experiences that can be used to build academic vocabulary.
Responsive Vocab instruction based on 4 premises:
1. Students come to school with conceptual meanings of words but need to expand home vocabularies with academic vocabulary
2. Teachers must focus on recommended key vocabulary strategies for word acquisition, not simple word memorization
3. Synonymous usage of words needs to be developed (particularly for ELL)
4. Slang, profanity, and racially charged terms can become sources of academic Vocab expansion, influencing students' word choice and awareness of situational appropriateness
CLR Vocab instruction validates students' home language and affirms the students vocabulary for concepts
We need students to "own" the word - not memorize it!
Cronbach's 5 dimensions of knowing a word:
1. Generalization - able to define the word
2. Application - ability to select or recognize a situation appropriately
3. Breadth - ability to apply multiple meanings
4. Precision - ability to apply a term correctly to all situations and to recognize inappropriate use
5. Availability - ability to actually use the word (orally or in writing). This is the level at which students "own" the words
acquisition strategies:
Utilize synonyms
Knowledge of word parts
Wide and abundant reading
Contextualization and conceptualization
QFL - what Vocab programming or approach is already in place?
***Graves way of determining the extent to which we "know" words
-know what it means when we hear it
-words we can read
-words we use in our speech
-words we can write
These are levels of mastery
Need to have a vocabulary program in place, aligned P14 that is culturally and linguistically responsive. Introduce idea of personal dictionary/personal thesaurus and the 5 steps to responsive academic vocab.
5 steps to responsive Academic Vocabulary instruction
-Contextualize word selection according to frequency and relevance to the topic
-Teach tier 2 academic words as concepts, not memorized words
-Develop synonyms/antonyms using personal thesaurus
-utilize common vocab strategies for meaning development
-develop tier three words, or content-specific words using personal dictionary
Leveling words:
Tier 1 -( everyday) - words students know
Tier 2 - (academic) - words students should know as mature readers
Tier 3 - (content specific) words students should be familiar with but rarely encounter in speech
T2 words have instructional potential, meaning they can be taught in a variety of ways so that students can build rich representations of them and their connections to other words and concepts.
Academic (T2) words are words for which students understand the general concept but also provide precision and specificity in describing the concept.
***strategically differentiate vocabuary lists w/ in a literary unit by these tiers and primarily focus instruction and acquisition on 7-10 academic words. Use the previously mentioned levels of mastery to determine and/or grade a students ability to read, use in their speech and write. Students must use each word correctly in their speech to earn 80% and move on.
Using vocab acquisition strategies
Using context clues
Memorizing the meanings of word parts
Developing synonyms/antonyms (personal thesaurus)
CLR focuses on conceptual understanding of words first - use context clues to allow students to choose words they "own" from their vocabularies. At this point in the learning the meanings students construct will not be exact matches.
Morphological analysis (using word-parts)
Prefix, suffix, or other word root
Determining a likely meaning for a word by its part allows studens to use and practice inductive reasoning skills. Also may result in less exact matched of words.
Using the Personal Thesaurus
Synonym/Antonym development
See description on P. 105
T3 words in science, math social studies, (words students will have no concepts for) are to be taught differently. Use a personal dictionary tool for these words rather than a personal thesaurus. Unlike in the personal thesaurus, the dictionary contains a technical definition with an illustration, and personal connection. See p. 108.
Chapter 6 - responsive academic language instruction
Offensitive - combo of emotions feeling defensive, offended and sensitive all at once.
Deficit terminology is unacceptable in the CLR world -
Terms like fix it, make it better, correct it, wrong are replaced by translate, put that another way, switch, in academic language or in school-language
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