What is culturally responsive teaching? Culturally responsive teaching requires teachers to "transcend their own cultural biases and preferences to establish and develop patterns for learning and communicating that engage and sustain student participation and achievement" (Kozleski, n.d., p. 188). Additionally, it means that educators and administrators alike, "negotiate cultural practices and routines that occupy their figurative (mental) and physical spaces (Kozleski, n.d., p. 188). Culturally responsive teaching engages student participation by incorporating various student learning styles and understanding that students' perspectives are shaped by their experiences, identity, and culture. The teacher elaborates on the students' strengths to increase their achievement.
What are the characteristics of culturally responsive teaching?
Shared Leadership & Collaboration - Teachers and administrators must work collaboratively, especially in an Multi-tiered School-wide System (MTSS) approach (Hoover & Teeters, n.d.). Colleagues should work together to share expertise (knowledge) and resources (materials) to provide access to quality and equitable educational experience (Hoover & Teeters, n.d.).
Utilize Problem-Solving Teams - Teams use academic and behavioral data to make instructional decisions (Hoover & Teeters, n.d.). The data should be quantified and objective thereby eliminating teacher bias and the overuse of personal anecdotal and information data (Hoover & Teeters, n.d.).
Clear Leadership - Strong leadership includes "setting direction, developing staff, and developing the organization" (Hoover & Teeters, n.d., p. 243). Administrators should determine a plan for implementing each tier, define plans for student progress monitoring, and data required to determine student success and special education eligibility (Hoover & Teeters, n.d.).
Family Engagement - Educators and administrators partner with families to establish trust (Family Engagement and the Responsive Educator, 2019). Trust is important to establish in order to build those parent(family)-educator partnerships (Family Engagement and the Responsive Educator, 2019).
Strategies for Implementation
1. Provide professional development on the Intrinsic Framework to be utilized in Tier 1 instruction.
2. Provide professional development on the MTSS model (Tier 1, Tier 2, and Tier 3), progress monitoring, and special education referrals.
3. Create goals and set direction of the school (Hoover & Teeters, n.d.).
7. Engage the families, school, and community to communicate vision and develop partnership for implementation (Hoover & Teeters, n.d.).
Implement Intrinsic Frame Work -
1. Establish Inclusion
Make the content applicable to students (Guido, M., 2017). Make a connection between the content (what will be taught) and how it is relevant and relates to the students' lives (how the content is relevant) to motivate and hook the students.
Implement Intrinsic Frame Work -
2. Develop Attitude
Develop positive attitudes and experiences by allowing students to choose the activity or assessment method that showcases their strengths and experiences (Guido, M., 2017). When first presenting a unit, explain the summative assessment and encourage students to submit suggestions for assessments (Guido, M., 2017).
Implement Intrinsic Frame Work -
3. Enhance Meaning Use real-world issues in the presentation of the content and ask students to use their opinions and knowledge to help solve the issues (Guido, M., 2017). Incorporate student dialogue and problem-based learning to critically explore the content (Wlodkowski & Ginsberg, 1995).
Implement Intrinsic Frame Work
4. Engendering Competence/confidence
Provide students with multiple ways to represent their knowledge (Wlodkowsi & Ginsberg, 1995). For example, utilize authentic-assessments, portfolios, and self-assessments (Wlodkowski & Ginsberg, 1995). This allows students to reach the outcomes at different points throughout the unit and demonstrate their learning (Wlodkowski & Ginserg, 1995).
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Strategies to implement culturally responsive teaching in the
1. Learn about your students Use questionnaires, surveys, and discussions to learn about students at the beginning of the year (Guido, 2017). Learn about their interests, likes, dislikes, and learning experiences (Guido, 2017).
2. Interview students Learn about students' hobbies, favorite types of lessons, and activities (Guido, 2017).
3.Integrate Relevant Word Problems Use the names of students, their favorite hobbies and likes, and reference cultural habits into word problems (Guido, 2017). This will heighten student's interest and participation in the material (Guido, 2017).
4. Use student vocabulary Use student jargon and vocabulary when possible in the content, or when posing a word-problem. This will encourage student participation and make the content relatable and foster participation (Guido, 2017).
5. Invite guest speakers Bringing in diverse guest speakers who can share their experiences on different topics will help motivate students (Guido, 2017).
6. Use learning stations to deliver content Use different learning stations such as: games, visual media, literature, art, etc. to help the students process the material in various learning methods (Guido, 2017).
7. Gamify lessons Offer rewards, charting progress, and creating an instruction manual that include the criteria for grades will help students make connections with the current "gaming" culture while encouraging them to demonstrate their learning (Guido, 2017).
8. Call on each student Call on each student throughout the lesson to share their opinions, thoughts, and knowledge (Guido, 2017).
9. Use media that depicts a variety of cultures Children connect with lessons when their culture and language are represented in the material (Guido, 2017). Select books, movies, and other visual media that depict a variety of cultures (Guido, 2017).
10. Offer different types of free study time Provide audio books with lesson material, stations for group games, a quiet area for students to take notes. (Guido, 2017). This will provide a variety of options to work independently or in cooperative learning groups (Guido, 2017).
11. Encourage students to propose ideas for projects Ask for student input about projects to showcase their work (Guido, 2017). The teacher can even provide ideas, while students add details or revise the project (Guido, 2017). Providing choice will allow students the opportunity to demonstrate their learning and build their confidence as they developed the ideas for projects and assessments (Guido, 2017).
12. Peer Teaching Allow students to work in pairs and read to each other, play learning games, or teach each other concepts (Guido, 2017). Students "discuss and rationalize ideas in their own words" (Guido, 2017).
13. Cooperative learning groups Assign students in groups of three-four students to conduct research, review lessons, ask questions, or complete assignments (Guido, 2017). Similar to peer teaching, students make meaning of the content in their own words and terms (Guido, 2017).
14. Problem-based learning scenarios Use problem-based scenarios that utilize real-world connections and involve students' cultures (Guido, 2017). Encourage students to develop different ways to approach solving the problem (Guido, 2017).
15. Involve Parents Since many parents are viewed as educators in various cultures, engage parents in their child's learning (Guido, 2017). For example, send home letters, e-mail, or update web sites when commencing a new unit, to report progress, and offer ways parents can support their child at home with the content (Guido, 2017).
Benefits for diverse learners including those with disabilities
Leads to greater student achievement (Hoover & Teeters, n.d.).
Reduces the referral of students (Hoover & Teeters, n.d.). Furthermore, the "odds of minority students being referred and place in special education decrease by almost half" (Hoover & Teeters, n.d., p.. 222).
Students are less likely to be retained (Family Engagement and the Responsive educator, 2019).
Students earn higher grades and test scores (Family Engagement and the Responsive Educator, 2019).
Students attend school regularly (Family Engagement and the Responsive Educator, 2019).
Students find school more enjoyable (Family Engagement and the Responsive Educator, 2019).
Students have better social skills (Family Engagement and the Responsive Educator, 2019).
Parents receive fewer negative behavior reports (Family Engagement and the Responsive Educator, 2019).
Higher graduation rate (Family Engagement and the Responsive Educator, 2019).
Benefits for EL Learners
Reduces the the disproportional number of students being referred for special education (Hoover & Teeters, 2019).
Considers the values and culture of families in education and when referring and making special education eligibility determinations (Hoover & Teeters, n.d.).
Educators are more aware and accommodating to the characteristics of an EL student (Hoover & Teeters, n.d.).
Educators meet the needs of an EL student's learning, behavioral, and language needs in the classroom (Hoover & Teeters, n.d.).
Reduces barriers to learning (Hoover & Teeters, n.d.).
Kozleski, E. (n.d.). System-Wide Leadership for Culturally Responsive Education. In Crocket, J.B., Billingsley, B., & Boscardin, M.L. (Eds), HANDBOOK OF LEADERSHIP AND ADMINISTRATION FOR SPECIAL EDUCATION. (pp.180-195). Routledge.
Hoover, J. & Teeters, L. (n.d.). Collaborative Decision-Making in Multicultural Contexts. In Crocket, J.B., Billingsley, B., & Boscardin, M.L. (Eds), HANDBOOK OF LEADERSHIP AND ADMINISTRATION FOR SPECIAL EDUCATION. (pp.221-242). Routledge.
