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Cultural Responsiveness |
Offer full, equitable access to education for students from all cultures and backgrounds. |
"Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning" (Ladson-Billings,1994).
Culturally Responsive pedagogy"Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures." (The Education Alliance, n.d)
Some of the characteristics of culturally responsive teaching are: Imperatives for Culturally Responsive Pedagogy
Populations of concern:
Explanations and resources for culturally responsive teaching: 1
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WHY IT'S IMPORTANT
In order to ensure successful learning for all students, students must "see themselves" in their curriculum and instructional materials. Further, they must have access, support, and resources to achieve success in school and become productive citizens. There can be no educational excellence without educational equity. Excellence is indicated by conditions and practices, resulting in schools that are associated with high levels of learning for all students in all valued goal areas of the common curriculum. Equity exists when there are no systematic differences in the distribution of these conditions, practices, and results based upon race, ethnicity, gender, economic status, or any other relevant characteristics. (CDE, 2010, p. 6)
Finally, It is important to understand how and why deductive and inductive instruction can help and hinder special needs, CLD, and gifted learners. According to the National Institute – Landmark College (2005)
Olenka Bilash, professor in the Department of Secondary Education and Coordinator of Second Languages and International Education at the University of Alberta, Canada, hosts a website which is a great resource for a number of instructional practices. Bilash defines inductive and deductive instructional approaches and shares activities and research that you can apply to your own classroom.
Finally, It is important to understand how and why deductive and inductive instruction can help and hinder special needs, CLD, and gifted learners. According to the National Institute – Landmark College (2005)
Olenka Bilash, professor in the Department of Secondary Education and Coordinator of Second Languages and International Education at the University of Alberta, Canada, hosts a website which is a great resource for a number of instructional practices. Bilash defines inductive and deductive instructional approaches and shares activities and research that you can apply to your own classroom.
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