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Culturally Responsive Teaching Practices. Based on Educating Culturally Responsive Teachers by Villegos & Lucas, 2002. Involving all students in the construction of knowledge. Inquiry projects Having students working collaboratively in small groups of mixed ability Authentic dialogues

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Culturally Responsive Teaching Practices

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Culturally responsive teaching practices l.jpg

Culturally Responsive Teaching Practices

Based on Educating Culturally Responsive Teachers

by Villegos & Lucas, 2002


Involving all students in the construction of knowledge l.jpg

Involving all students in the construction of knowledge

  • Inquiry projects

  • Having students working collaboratively in small groups of mixed ability

  • Authentic dialogues

  • Having students assume increasing responsibility for their own learning


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Building on students’ personal and cultural strengths - 1

  • Helping students access prior knowledge and beliefs

  • Building on students’ interests

  • Building on students’ linguistic resources

  • Using examples and analogies from students’ lives


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Building on students’ personal and cultural strengths - 2

  • Using appropriate instructional materials

  • Tapping community resources

  • Creating different paths to learning by using varied instructional activities


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Helping students examine the curriculum from multiple perspectives

  • Review the curriculum to see if it contains multiple perspectives and is relevant to youth

  • Review curriculum resources to see if they provide multiple perspectives

  • Review teaching to see it if includes different cultural perspectives


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Using varied assessment practices that promote learning

  • Use authentic assessments that take advantage of cultural differences

  • Include such assessment as:

    • Exhibits or portfolios

    • Oral presentations

    • Debates


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Making the culture of the classroom inclusive of all students

  • Reflect on teaching experiences to determine what works

  • Don’t automatically misinterpret cultural differences as misbehaviors (e.g., explain speaking and turn-taking rule)

  • Set and provide clear expectations

  • Provide meaningful feedback


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Understand that all these principles constitute good teaching practice!

  • Consistent with the National Science Education Standards

  • Consistent with what you have been taught in ISU’s Physics Teacher Education program

  • Consistent with Teacher Education’s conceptual framework Realizing the Democratic Ideal


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