Culturally Responsive Teaching : A Training Simulation and Discussion

1. Culturally Responsive Teaching: A Training Simulation and Discussion Dr. Dallas Dolan & Dr. Larry Coleman The Community College of Baltimore County, Maryland

3. Dundalk Catonsville Essex Hunt Valley Owings Mills Randallstown

4. Student characteristics

5. In 2000, CCBC first identified achievement gaps between African American and white students • An aggressive campaign was begun, which included culturally responsive teaching, professional development, student case management and targeted activities, and new developmental education supports. Achievement Gaps: Some Background

6. This professional development work about CRT comes from ten years of focused examination of the academic performance of minority and underrepresented students at our college. This work also evolved from the attempts of faculty and administrators to dramatically improve the achievement and learning outcomes of those students. Culturally Responsive Teaching

7. Gay’s definition indicates that “Using knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students.” (Gay, G. 2000, p 29)  Gloria Ladson- Billings agrees with the use of a cultural framework to be incorporated into the learning environment. CRT Definitions

9. Ladson-Billings and Gay  support the notion that within a culturally responsive framework: • Students must experience academic success. • Students must develop and/or maintain cultural competence. • Students must develop a critical consciousness through which they challenge the status quo of the social order. CRT desired Outcomes

10. Culturally Responsive Teaching • Two-week (24 hour) Summer Seminar (stipend) • Workshops on Stereotype Threat, Social Capital, Race and Culture and Mindsets • Reached 100+ faculty last year; targets another 200 this year, including adjunct faculty. • Certificate of Culturally Responsive Teaching Training in CRT at CCBC

11. Race and Culture • Overcoming Stereotype Threat • Social capital • *Mindsets • *This is the module we will simulate for you today. The four modules for the culturally responsive teaching seminar

12. Simulation……

13. Exploring Mindsets About Learning One in a series of workshops on Culturally Responsive Teaching at The Community College of Baltimore County

14. Opening Activity

15. Self-talk: “What will people think if I get these wrong?” “I’m horrible at Math, better start with the easier stuff.” “I hope they don’t make me share my answers— what if (insert name) finds out I got it wrong?” • Thoughts: This is easy! I haven’t had to take a test in years. Hope I remember this stuff. This should be interesting. • Feelings: relaxed, energized, anxious, dreadful Metacognition: Thinking about thinking while you’re thinking.

16. http://youtu.be/UNAMrZr9OWY This is an example of self-talk

17. Two handouts • Six Question Assessment • Note sheet Opening Activity Directions

18. Assessment Activity: Answer all 6 questions on the activity sheet. (5 Minutes)

19. Thoughts Feelings Self-talk Think- and -Share

20. Debriefing & Observations?

21. “For twenty years, my research has shown that the view your adopt for yourself profoundly affects the way you lead your life.” Dweck, 2007. What does this have to do with Mindsets?

22. David Yeager

23. Fixed Mindset Beliefs Growth Mindset Beliefs Ability is not limited, but improvable Tend to measure growth in relationship to a ‘personal best’ or process of development toward mastery Difficulty or failure is information about what to do to improve Effective effort enhances intelligence • Ability is fixed and unchangeable • We tend to sort ourselves and others regarding intelligence and ability • Difficulty or failure is confirmation of inferiority • No responsibility, control or reference to effort Beliefs and Mindsets

24. How does Mindset affect learning?

25. How does Mindset affect learning?

26. How can we, as educators, encourage our students to adopt a growth mindset? In our classrooms? In our interactions with students? • How can we adopt a growth mindset ourselves? Translating theory to practice

27. Jadi

28. Studies on Motivation and Achievement • Studies on Gender Gap in Math • Studies on Narrowing Racial Achievement Gaps • Studies on Resilience and Behavior • Studies on Malleability of Intelligence More on the Research see the annotated bibliography

29. Teach it directly. Use reflective activities like journaling and blogging. Discuss your own personal experiences with growth or fixed mindsets Use the terminology---give them the vocabulary. How Can We as Educators Encourage a Growth Mindset in Students?

30. How do the mindsets of faculty and staff who work with students influence their expectations of students at your institution? • How do student mindsets about abilities affect their academic behaviors? • Could your institution benefit from a similar program? Why or why not? Relating this to your institution

31. Questions? Comments? Discussion?

32. Please stop by the Emerging Ideas area to talk with us more about Culturally Responsive Teaching at CCBC. Thank you!