That is one thing students and parents constantly comment on in my classrooms, how engaging and colorful everything is. I like the music idea, too, I just need to get better speakers! In math I find that many students are satisfied with procedural knowledge. A bold, brain based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. JJ says: January 11, 2016 at 11:12 am. What is the purpose of the book? Processing can be done through writing, discussion, drawing, making up songs, acting things out or a myriad of other ways. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. Where do you see opportunity for incorporating more information processing activities in your instruction? There are times when I know it would be better to stop, but I really want to finish the lesson because I’m afraid that the next time we come back to it, my students will have lost all context. The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. Students are not blank slates, Childers-McKee says; they enter … Reply. A bold, brain-based teaching approach to culturally responsive instruction. I’m so glad that you were able to use the Talk Moves you learned about in Picture Perfect! Most were familiar to me, but I was curious about Four on a Pencil. Thank You. I have been taking as many conferences and classes as I can to see how I can better improve my teaching. Essex, England: Pearson Education Ltd. Helmer, S., & Eddy, C. (2012). 1 discussion starters: Create a free website or blog at WordPress.com. I try to not go more than about 8-10 minutes without stoping to discuss and let learning sink in or allow for those “ah-ha” moments and connecting to their lives (similar to Hammond’s example of displacement on pg 124). In our classroom, we share work spaces, storage and materials. Copyright © Transformative Learning Solutions, All Rights Reserved. Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. However, the most important part of my instruction is the meaning behind these procedures and the context for them. It is during this time of day that I really notice students different talking styles come through. Culture guides how we process information. At the second grade level reviewing content is done through games, question and answer, spiral review seatwork, cooperatively creating lists and posters…I agree with Lauri that math is the area that I tend to teach with a more straight forward approach, teaching vocabulary, procedures, and scaffolding new information to build layer upon layer, as students master mathematical concepts. I feel like I do a pretty good job of incorporating both social and academic talk structures within my classroom. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation until now. This cooperative approach, gives us more time for the work we need to do together. Change ), You are commenting using your Google account. Social talk structures that exist in my room are often times when I hear that the students have a lot of things to say about something, and I give them time to talk quite a bit before sitting down to write. When reading Culturally Responsive Teaching & the Brain by Zaretta Hammond (2015), I found the chapter “This Is Your Brain on Culture” particularly fascinating. It’s funny that I never really connected it to the classroom until reading chapter five. It is a thoughtful, holistic, brain-based approach to teaching the whole child. If you use a quote from the book in your comment, be sure to include the page number. A bold, brain-based teaching approach to culturally responsive instruction The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. Positive relationships keep children’s threat detection in check. A bold, brain-based teaching approach to culturally responsive instruction. Before the first chapter even begins, Hammond lays out what readers should (and should not) expect from the book. I do not have my own classroom, but many classrooms I visit post student work to form a sense of community. The audiobook includes: On page 128, Hammond lists four macro level instructional strategies as being: In addition, I encourage students to create non-linguistic representations of new vocabulary, linking phrases and stories involving the terms. It’s a space where we are able to come together and celebrate us as a class. The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. If you use a quote from the book in your comment, be sure to include the page number. All new information must be coupled with existing funds of knowledge in order to be learned. In Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, I share the social neuroscience that emphasizes the need to get the learner’s brain calm and ready for learning. Check out this offering from The Abolitionist Teaching Network. I have also recently taken a course on bringing music into the instruction for retention and that has been amazing, I can’t wait to see what a whole year of that does! Are they aligned with cultural practices significant to your students. – How does it fit together? In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. Discover from Zaretta Hammond how to use culturally responsive teaching to re-ignite authentic student engagement and accelerate learning. 5.5K likes. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. Ms. Hammond is the author of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. Chapter 4 & 5 Discussion Starters – Culturally Responsive Teaching and the Brain Chapter 4 & 5 Discussion Starters Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. If you use a quote from the book in your comment, be sure to include the page number. Depending on the class, I have used class meeting, starting with a song that they have chosen as our class anthem. I do like how Hammond encourages use of color and hand-made crafts from students to help the learning process (pg 144-145. Culturally responsive teaching must start with addressing implicit bias. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Hammond mentions several cognitive routines on page 133, but does not elaborate on them. It has a great table matching learning profiles to strategies. It’s important to me to teach my students correct mathematical terms and reasoning behind procedures. Educator Professional Learning Coordinator for the Oregon Coast STEM Hub I am a relatively new teacher and am still trying to “find my way”. Ch. Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. It is a thoughtful, holistic, brain-based approach to teaching the whole child. As part of my lesson planning, I try to be conscious of chunking information (although as Lauri stated, sometimes time constraints cause me to plow through the lesson without stopping frequently enough to process. Laurie- what an insightful and reflective post. A bold, brain-based teaching approach to culturally responsive instruction. It is also during this time that I see the “listening” students want to share as well, as they make connections to whatever the “sharer” is talking about. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. We start the day with daily questions about what we learned yesterday to try and engage their brains in our current unit as well review topics from previous learning AND cue their brain into science mode. At this point in the year, most students have internalized these sentence frames. At the end of class, they have closure “bell ringer” questions reflecting on main topic for the day, what things are most important to take away from today and other similar questions. The nervous system is an extension of the brain structures. I’m not sure if these routines are culturally significant to my students, but I do feel that they reinforce a sense of community. If you use a quote from the book in your comment, be sure to include the page number. *Engage I am going to be looking for more ways to make this setting aligned with cultural practices of my students in future. She lists 6 “brain rules” and discusses their implications on culturally responsive teaching. I know I’m guilty of this myself. Explain the meaning of classroom ethos in your own words. They extend our discussions from serial one on one conversations to involve many students. Look at me when I talk to you: EAL learners in non-EAL classrooms. It helps to ground us and gives us the space to talk about many things. The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. I’m really going to try to do more “brain breaks” and allow my students more processing time to “chew” on the new concepts. The other part that jumped out at me was on page 91. If you have a co-teacher with whom you have a good relationship, it would be very beneficial to observe each other to collect data as there is no denying the results. Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Culturally responsive rules - Hammond. Are they aligned with cultural practices significant to your students? It doesn’t matter how you got here. A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Blog at WordPress.com culturally responsive teaching and the brain chapters beginning of the realm of mystery into concreteness drills to build automaticity and building. Anti-Racist education, and I agree with Hammond that it is a English. My belief that this is true in practicing safety drills to build and! Cultural practices significant to your students, especially more so at this time are related but. 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