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Culturally Response Practice - Coggle Diagram
Culturally Response Practice
Principles
Careful acknowledgement,
respect and an understanding of difference and its complexities
Respond to the cultures
actually present in the classroom.
Validate students' unique cultures
Teacher characteristics
Socio-cultural consciousness; reflective about their attitudes and beliefs about other cultures, reflective about their own cultural frames of reference, knowledgeable about other Cultures
High expectations for the students
Desire to make a difference
Constructivist approach
Deep knowledge of their students
Caring and empathetic
Three dimensions of practice
Institutional dimension
Administration and leadership in the school system critically examine the formal processes of schooling which may reproduce particular patterns of marginalization.
Practicing classroom teachers and students in teacher
education programs. Model reflection as a meaningful process.
Personal dimension
Teachers learn to step outside of their own thinking in order to examine it and also to acknowledge others’ thinking.
Culturally responsive educators self-aware and also have a deep
knowledge of their students and how they learn best.
Instructional dimension
Ensure that learning engages a broad range of learners so that varied perspectives, learning styles and sources of knowledge are explored
Use inquiry-based approaches to student learning to develop engaged and self-directed learners.
Know and build upon students’ prior knowledge, interests, strengths and learning styles. Incorporate students’ funds of
knowledge.
Resources, materials and books should
present both local and global perspectives
Carefully use cooperative learning strategies to achieve cultural congruity in teaching and learning as congruity in teaching and learning
Reference:
Ontario Government. (2013, November). Culturally Responsive Pedagogy: Towards Equity and Inclusivity in Ontario Schools. Capacity Building Series K-12.
Rychly, L. & Graves, E. (2012). Teacher Characteristics for Culturally Responsive Pedagogy. Multicultural Perspectives. 14(1)., 44-49.
Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. The Reading Teacher, 68(7), 552-559.