For this assignment, you are being asked to reflect on a video of a 4th grade reading lesson on using artifacts/primary sources to infer character traits of a person from history. Please follow this link to access the video https://www.youtube.com/watch?v
Michelle_Michy
20201018151436creating_developmentally_and_culturally_responsive_lessons_6_9_20_1_.pptxCreating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism- Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s self-initiated, active involvement in learning activities
A de-emphasis on practices aimed at making children adult-like in their thinking
Acceptance of individual differences in developmental progress
7
Vygotsky’s Sociocultural Theory (1896-1934)
Cognitive development is a function of our interactions with more skilled and more sophisticated partners.
Interpsychological vs. Intrapsychological
Zone of Proximal Development
Scaffolding
8
The Zone of Proximal Development
Difference between the developmental level a child has reached and the level she is potentially capable of reaching with the guidance or collaboration of a more skilled adult or peer.
Scaffolding is an instructional process in which the teacher adjusts to the child’s level of development the amount and type of support he or she provides to the child.
9
The Importance of a Developmental Perspective
Teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, results in increased student engagement and improved learning outcomes.
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
10
Supporting Developmental Needs Through Culturally Responsive Teaching
Culturally responsive teaching involves the process of coming to understand our students in terms of their strengths, their needs, their goals, their expectations, and their identities.
It involves an understanding of and appreciation for our students as cultural beings whose cultural identities (such as those associated with their gender, race, religion, sexual orientation, or socioeconomic status) coupled with their lived experiences outside of school influence their performance within school.
The goal of culturally responsive teaching is to address the developmental needs of students by drawing on their cultural knowledge, prior experiences, and diverse performance styles to make learning more appropriate and effective for them.
11
School Performance
Developmental Needs
Lived Experiences Outside of School
Expectations
Cultural Identities
Culturally Responsive Teaching
Gay (2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them (p 29).
12
Becoming A Culturally Responsive Teacher
13
Awareness
Knowledge
Skill
What are my beliefs about my students?
What informs those beliefs?
Being culturally responsive begins with an understanding of ourselves.
14
What Makes Teachers Developmentally and Culturally Responsive?:
How they plan lessons
How they create a classroom environment
How they deliver instruction and assess learning
15
In Summary- Characteristics of Culturally Responsive Teachers (Gay, 2000)
They establish home-school connections within the classroom,
They develop a sense of community within the classroom,
They create and foster engaging classroom environments, and
They demonstrate that they care for their students in authentic ways
16
