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 CRT
I understand why Culturally Responsive
Practices are at the center of
Wisconsin’s RtI model.
Instructional Continuum
I can explain how my strategies fit on
the instructional continuum and why
it’s important to be aware.
Dr. Sharroky Hollie
Executive 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 Continuum
I 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)
Lecture
Worksheets
Whole-Class Disc.
Responsive
Think-Pair-Share
Whip Around
Paired Response
Culturally Responsive
Storytelling
age-appropriate music
Physical Representation
How do we teach our students to summarize?
Move them incrementally
toward “the test”
Start at students’
skill level
Written Paragraph
Graphic Organizer
•
Students use sentence •
frames or templates to
write a paragraph.
Visual: Students see
what a summary looks
like.
•
On tests students can
demonstrate skills
they’ve developed in
more CR contexts.
•
Bridges oral language
skills to writing skills.
Traditional (Eurocentric)
Responsive
Oral Story
•
Lower-stress strategies
(paired response, whip
around, think-pairshare, etc.)
•
Relevant content is
personal and
meaningful.
Culturally Responsive
Why should we use a variety of
engagement protocols?
How?
Why?
What?
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 Development
We’re all Coaches
Embedded
• Peer Observations
• Model Lessons
• Team Teaching
Building Level
• PD Wednesday
• Leadership Teams
District 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.
2.
3.
4.
5.
6.
7.
Stay standing if you’re a U.S. Citizen.
Stay standing if you’re White, Caucasian, or European
American.
Stay standing if you were raised in a middle-class
family.
Stay standing if you’re male.
Stay standing if you have a visible or invisible
disability.
Stay standing if you’re a member of Generation X.
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?
“Discover Number Patterns
with Skip Counting”
Whole-Class
Discussion
https://www.teachingchannel.org/videos/teach
ing-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 Method
Formative Assessment
Write responses on your postassessment sheet.
My learning STOPPED because…
Today, I CONSIDERED a question, an
idea, or a new perspective …
Today, I LEARNED … because …
https://www.teachingchannel.org/videos/
daily-lesson-assessment?fd=1
Sources
Delpit, 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.