Culturally Responsive Pedagogy: Teaching Like Our Students Lives Matter (4) (Innovation and Leadership in English Language Teaching)

"At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students - all students - including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn"--Publisher's website CULTURALLY RESPONSIVE PEDAGOGY: TEACHING LIKE OUR STUDENTS’ LIVES MATTER 4 COPYRIGHT PAGE 5 CONTENTS 6 PREFACE 8 FOREWORD 10 AIMS OF THIS BOOK 10 OUR ORIENTATIONS 13 TERMS AND DEFINITIONS 16 ORGANIZATION OF THE BOOK 21 PART ONE: CONCEPTUALIZING CULTURALLY RESPONSIVE PEDAGOGY 24 CHAPTER ONE: CURRENT CHALLENGES AND FRAMEWORKS 26 INTRODUCTION 26 A CHANGING WORLD FOR EDUCATION 27 THE DEMOGRAPHICS OF U.S. EDUCATIONAL CONTEXTS 29 STANDARDS AND STRUCTURES FOR SUPPORTING TEACHER EFFECTIVENESS WITH ALL STUDENTS 32 CONCEPTUAL FRAMEWORK OF CULTURALLY RESPONSIVE TEACHING 39 SOCIAL JUSTICE IN EDUCATION 40 MULTICULTURAL EDUCATION 41 CULTURALLY RELEVANT PEDAGOGY 43 CULTURALLY RESPONSIVE PEDAGOGY 45 CONCLUSION 48 QUESTIONS FOR REFLECTION 48 CHAPTER TWO: THEORETICAL FRAMEWORKS AND RESEARCH 50 INTRODUCTION 50 CULTURE 51 SOCIOCULTURAL THEORY 55 UNDERLYING ASSUMPTIONS 59 CONCLUSION 62 QUESTIONS FOR REFLECTION 63 CHAPTER THREE: CONTEXTUALIZING STUDENT ACHIEVEMENT AND TEACHER EDUCATION 64 INTRODUCTION 64 STUDENT ACHIEVEMENT 66 ENGLISH LANGUAGE LEARNERS’ ACHIEVEMENT 73 ACHIEVEMENT GAP 76 TEACHERS AND TEACHER EDUCATION 76 THE RELATION BETWEEN TEACHING AND STUDENT ACHIEVEMENT 83 CONCLUSION 86 QUESTIONS FOR REFLECTION 87 PART TWO: PERSPECTIVES AND SUPPORTS 88 CHAPTER FOUR: CULTURALLY RESPONSIVE PEDAGOGY: THE STANCE FROM PROFESSIONAL ORGANIZATIONS 90 INTRODUCTION 90 PROFESSIONAL ORGANIZATIONS 91 TEACHER-FOCUSED MEMBERSHIP 92 PROFESSIONAL DEVELOPMENT, SUPERVISION, AND TEACHER EDUCATION 99 PROFESSIONAL CENTERS FOR EDUCATORS 100 CONCLUSION 102 QUESTIONS FOR REFLECTION 103 CHAPTER FIVE: CULTURALLY RESPONSIVE PEDAGOGY: NATIONAL AND STATE-LEVELS 106 INTRODUCTION 106 NATIONAL-LEVEL DIRECTIVES 106 STATE-LEVEL DIRECTIVES 111 STATE-LEVEL CONTEXT: A FOCUS ON COLORADO 112 CONCLUSION 115 QUESTIONS FOR REFLECTION 116 CHAPTER SIX: CULTURALLY RESPONSIVE PEDAGOGY: EFFECTIVE TEACHING 118 INTRODUCTION 118 TAKING STEPS TOWARDS A CULTURALLY RESPONSIVE PEDAGOGY 120 RACIAL/ETHNIC AND CULTURAL IDENTITY 123 SOCIETAL STRUCTURES 124 MERITOCRACY IN U.S. CULTURE AND EDUCATION 124 ATTITUDES AND BELIEFS ABOUT CULTURAL DIVERSITY 125 PLANNING FOR CULTURALLY RESPONSIVE PEDAGOGY: AN ORGANIZATIONAL FRAMEWORK 131 CONCLUSION 140 QUESTIONS FOR REFLECTION 140 CHAPTER SEVEN: CULTURALLY RESPONSIVE PEDAGOGY: DISTRICT AND SCHOOL LEVELS 142 INTRODUCTION 142 SETTING THE LARGER CONTEXT: DISTRICT OVERVIEWS 142 SCHOOL CONTEXTS 147 CONCLUSION 152 QUESTIONS FOR REFLECTION 153 PART THREE: CLASSROOMS IMPLEMENTING CULTURALLY RESPONSIVE PEDAGOGY 154 CHAPTER EIGHT: GRADE 3 LITERACY LESSON WITH A CULTURALLY RESPONSIVE FOCUS 156 INTRODUCTION 156 TEACHER PROFILE 157 SOCIOCULTURAL CLASSROOM CONTEXT 158 RESEARCH FOUNDATIONS IN LITERACY INSTRUCTION FOR ELL STUDENTS 158 CLASSROOM TOUR 160 BEING RESPONSIVE TO STUDENTS’ CULTURE 161 CONCLUSION 179 QUESTIONS FOR REFLECTION 179 CHAPTER NINE: GRADE 5 MATHEMATICS LESSON WITH A CULTURALLY RESPONSIVE FOCUS 180 INTRODUCTION 180 TEACHER PROFILE 180 SOCIOCULTURAL CLASSROOM CONTEXT 181 RESEARCH FOUNDATIONS IN MATHEMATICS INSTRUCTION FOR ELL STUDENTS 182 CLASSROOM TOUR 183 BEING RESPONSIVE TO STUDENTS’ CULTURE 184 CONCLUSION 193 QUESTIONS FOR REFLECTION 194 CHAPTER TEN: GRADE 9 SCIENCE LESSON WITH A CULTURALLY RESPONSIVE FOCUS 196 INTRODUCTION 196 TEACHER PROFILE 196 SOCIOCULTURAL CLASSROOM CONTEXT 197 RESEARCH FOUNDATIONS IN SCIENCE INSTRUCTION FOR ELL STUDENTS 198 CLASSROOM TOUR 200 BEING RESPONSIVE TO STUDENTS’ CULTURE 202 CONCLUSION 208 QUESTIONS FOR REFLECTION 209 PART FOUR: SUPPORTING TEACHERS’ GROWTH IN CULTURALLY RESPONSIVE PEDAGOGY 210 CHAPTER ELEVEN: MENTORING AND SUPPORTING CULTURALLY RESPONSIVE TEACHING PRACTICES 212 INTRODUCTION 212 USING THE ORGANIZATIONAL FRAMEWORK TO REFLECT ON THE CLASSROOM 217 REFLECTING ON THE LITERACY SCENARIO 217 REFLECTING ON THE MATH SCENARIO 220 REFLECTING ON THE SCIENCE SCENARIO 223 SUPPORTING TEACHERS IN THEIR JOURNEY TOWARDS CULTURALLY RESPONSIVE PEDAGOGY 226 CONCLUSION 230 QUESTIONS FOR REFLECTION 230 REFERENCES 232 APPENDICES 248 APPENDIX A. FORM A. IDENTIFYING EXEMPLARS OF COMPONENTS IN ORGANIZATIONAL FRAMEWORK 249 APPENDIX A. FORM B. EXEMPLARS OF COMPONENTS PRESENT IN CLASSROOM TEACHING SCENARIOS 250 APPENDIX A. FORM C. SAMPLING OF EXEMPLARS IMPLEMENTED IN CLASSROOM SCENARIOS 251 APPENDIX B. FORM D. OBSERVATION TOOL TO MENTOR/SUPPORT CULTURALLY RESPONSIVE PEDAGOGY 253 CULTURALLY RESPONSIVE MENTORING AND COACHING TOOL 253 PART 1: THE LEARNER, ENVIRONMENT, CURRICULUM, AND LANGUAGE 254 PART 2: CLASSROOM OBSERVATION 255 PART 3: CONVERSATION PROMPTS 258 APPENDIX C. COMPILED QUESTIONS FOR REFLECTION 259 9781780520308,ISSN:,2041-272X,(Series) Emerald Group Publishing This book is designed to guide and support preservice and veteran teachers, teacher educators, staff developers and administrators in their quest toward the education of all students in such a way to confirm that their lives matter. While there are no easy answers or solutions to solve the problems and challenges faced by teachers and students daily, there are powerful and reflective ways for us to use students' cultural knowledge and frames of reference in order to maximize their opportunities to learn. The goal of this text is to assist teachers - both preservice and practicing - to meet the Views Culturally Responsive Teaching As A Contextual And Situational Process For Both Teachers And Students—the Students—including Those Who Are From A Diversity Of Languages, Cultures, Racial/ethnic Backgrounds, Religions, Economic Resources, Interests, Abilities, And Life Experiences.