Jeff Herr
Julie Ledford
Erin Vader
Jackie Gaffner
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An Introduction
 Recognizes
the importance of including students’ cultural
references in all aspects of learning (Ladson-Billings, 2009).
Some characteristics of culturally responsive teaching are:
Positive perspectives on parents and families
Communication of high expectations
Learning within the context of culture
Student-centered instruction
Culturally mediated instruction
Teacher is facilitator
 Acknowledge
that a
student’s cultural
heritage is important
and legitimate.
Recognize that culture
serves as both legacy
that impacts a
student’s attitude and
as worthy content to be
taught in class.
 Communicate
consistent messages
of high expectations –
and believe what you
say!
 Use
a variety of
lessons and
instructional strategies
that connect with
different learning
styles, are respectful of
different cultures and
are applicable to a
student’s real life.
 Allow
students to
control the learning.
Student-led learning
groups help facilitate
cultural recognition,
relevant learning,
leadership skills and
responsibility.
Teachers should guide,
facilitate and learn
from their students.
Culturally
Reflective Art
Diversity in Literature
Language Role Playing
 Art
can be used as a way to celebrate
heritage, investigate cultures, and examine
societal norms.
 Art also provides a way to reach out and
include many different types of learners.
 Here are two examples of how to use
different types of art in the classroom:
Using movies in class can be a way to kill two hours, or it can be a
transformative way to examine heritage, culture and society.
Akeelah and the Bee (2006)
Reflection Questions:
1. Should competitions be a big part of schools? What has your
experience been with competition in school?
2. How did Akeelah benefit from participating in the spelling bee?
How did her school, her teachers, and her community benefit?
3. Is this movie an example of the concept of ‘acting white?’
4. Would you describe the Asian father’s presentation as more of
a generalization or a stereotype? What other characterizations
stand out?
Bend it Like Beckham (2002)
Reflection questions:
1. Gender, culture, religion, ethnicity and class structure all clash.
How is Jess’s identity effected by each of these dimensions? How
do Pinky, Jules, and Jule’s and Jess’s parents serve as advocates
of specific roles in society? Do you see people or groups of people
as having to have a ‘role’ in society?
2. Jess’s family held on to traditional food, dress and celebrations.
Identify times they embraced new ideas. How did British society
as a whole impact them? Did they impact British society? How do
you think your culture impacts society?
3. What is the cost of Jess’s family holding on to their traditional
values? What do they gain? Do you believe people are expected
to assimilate or acculturate? Why?
Students will connect themes of selected poetry, literature and art to Harlem
Renaissance Jazz; describe the impact of jazz on African American literature of
the time
Literature and poetry suggestions:
By Sterling Brown:
“Ma Rainey”
“Cabaret”
By Langston Hughes:
“The Weary Blues”
“Jazzonia”
“Trumpet Player”
“Harlem Night Club”
By Frank Horne:
“Harlem”
By Rudolph Fisher:
“Miss Cynthie
Song suggestions:
“Take the A Train.” “It Don’t Mean a Thing” Duke Ellington
"Big Foot Ham" (a.k.a. "Ham & Eggs"), “Black Bottom Stomp” Jelly
Roll Morton
“Ain’t Misbehavin,” “Honeysuckle Rose” Fats Waller
Art suggestions:
“Play de Blues” Aaron Douglas
“Street Life, Harlem” W. Johnson
“I See the Rhythm” Michele Wood
Reflection questions:
•Using the poetry, literature and art as your guide, what are
some aspects of life in Harlem during this time?
•What are you being told are the cultural norms in this place at
this time?
•What evidence are you given for your answer?
•How are the songs, the writings and the art alike?
•How are they different?
•How are they similar to what we listen to, read or look at today?
•Do you feel any connection to this art culturally? Why or why
not?
•Using your investigative skills, see if the assumptions you
made when answering the first question are correct or not.
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Benefits Of Examining Multicultural Literature:
o
Gain Understanding & Insight into Other Cultures
• Examine Folktales and Legends Passed down through generations
• Portrayal of Non-traditional characters free from stereotypes
• Amelioration of Self-Concept for Minorities
 Improve
knowledge
 Gain Perspective
 Increase Sensitivity
 Recognize Similarities
 Honor Differences
 Share Experiences
 Highlight Traditions
 Promote Connections
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Application Techniques
Discussion of families
Compare and Contrast
Acknowledge Traditions
Habitat Correlations
Goods & Services
Cardinal Directions
Measuring Distances
Food and Shelter
Math Cultural Examples
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Possible Approaches
Past Inequality & History
Connection to Other Books
Honoring Extended Family
Importance of Fairness
Respect for Traditions
Family Connections
Creating a Timeline
Fighting Injustice
Historical Perspectives
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Techniques for Selection
Elements of Fiction
Fantasy Examples
Family Connections
Cultural Attire & Garments
Neighborhood Comparison
ESL/Bilingual Presentation
Cultures within Illustrations
Personal Examples
Comparison of Genres
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Possible Applications
Saint Patrick’s Day
Fantasy versus Fact
Fact and Opinions
Sequence of Events
Moral of Story
Prediction of Future
Point of View
Character Feelings
Irish Traditions
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Modification of Concepts
Venn Diagram (Anansi)
Multiple Books Same Topic
Concept of Perseverance
Forest Environment
Animal Characters
Religious Implications
Caldecott Award Winner
Other works by Author
African Traditions
Making Personal Connections
“Book Frenzy” Activity
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Purpose:
o Exposes students to a variety of books
o Gives them a choice, allows input from teacher
o Forms literature circles between students with similar interests
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Method:
o Students form a circle and receive one book
o Briefly view book for 20-30 seconds
o Pass book to next person to view
o Continue process
o Students can choose from this set of books
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What happens next?
o Students read and respond to literature
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Objective: to understand that students’
colloquial, vernacular is essential to
culturally responsive scaffolding. Equally
essential is the power obtained from
altering social speech to relate to various
audiences (Cummins, 1984; Gay, 1999;
hooks, 1994; Jones, 2006).
Why
is it that the Hispanic
students in this class tend
to disregard the
homework assignments?
1.
2.
3.
Social- informal language, slang
(friend-speak- BICS)
Academic- broader, situational
language (school-talk- CALP)
Formal- concise, respect-minded
(business-speak- CALP)
 Teams
of 2 players
 Determine
a hand-raising captain
 Determine
a team writer
1. Speakin’ Spanish up in
school is racist ‘cause them
Mexicans be makin’ fun of you
to their friends and you don’t
know it.
1. Mr. Ortega, I believe I
possess both the skills and the
attitude to become a valued
member of the Burleson
Census Bureau.
2. Man, I gots skills. They ain’t
no reason why I wouldn’t be
pimpin’ at that job!
3. Ms. Haddad, if you have a
moment after class or during
your conference period, could
I please inquire about the
deductions given on my last
paper?