101+Agenda+11.14.13

10:50 - 10:55 - Welcome
 * Notetaker: Anna
 * __**Account from teacher giving a standardized test**__
 * o Students started out “Jazzed” and ended up losing their positive demeanor
 * o Illustration of culturally responsive teaching, kids walk into a classroom with a set amount of background knowledge and it must not be ignored
 * § The knowledge may be in direct conflict with what they are going to be learning in curriculum
 * **__Basic Principles for culturally responsive teaching__:** How can we make the curriculum, instruction, and examples relevant and accessible to our students?
 * o **Knowledge Base of Students**: Recognizing and understanding the cultural characteristics and contributions of different ethic and social groups
 * § Need to know their background in order to make the match, teachers job is to find out, learn about the different contributions and characteristics of cultures in the classroom
 * o **Curriculum**: Analyze and correct instructional materials for bias, misrepresentation, stereotyping, and silence
 * § Example of this would be when learning about the settlement of the United States and that sometimes women or native Americans are left out all together
 * § Can be mirrors or windows, you can learn about something you never knew existed, and sometimes you can see yourself in it, like a mirror
 * o **Classroom Community**: Create a classroom community characterized by caring and high expectations
 * § Develop a culture that says we celebrate difference and honor what you can bring to us, try to incorporate home to school
 * o **Communication**: Understand students’ different communicative styles and foster multicultural competencies
 * § Example: Student asking Dr. Case if she was mad because of how she was passing out her papers, but the cultural filter caused students to interpret this differently
 * § Recognize there may be cultural layers to tasks
 * Classroom Examples Videos
 * Heavily native American school where the teacher made sure students were identifying any cultural stereotypes in reading, used local curriculum to engage students
 * § Knowledge Base of Students: Knew what students heritage was
 * § Curriculum: Incorporated local literature, and had students directly recognize the stereotypes
 * § Classroom community: Expectations to make conclusions and see into what they were reading, also by providing them with stereotypes they could combat it
 * § Communication: made sure students understood what she was asking them of her
 * Kindergarten teacher that places an emphasis on community and agreements
 * § Knowledge of students: Asked students about their home life and what they did in their daily life, tried to incorporate their home lives
 * § Curriculum: connected the writer with his children
 * § Classroom community: Had expectations for the students to be active in their classroom community and in making agreements
 * § Communication: greeted students individually as they entered the classroom each day and communicated his care

(Finish metaphor presentations)

11:00 - 11:30 - Culturally Responsive Instruction - Is school a window or a mirror?


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Instructional Tools:


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11:30 - 12:00 - Book Club Discussions


 * Housekeeping**
 * Nov 19 - School Visit - hopefully! Watch for an email with directions.
 * Book Club written reflection due
 * Nov 21 - Book Club presentations - (White Teacher, Hunger of Memory, Multiplication)
 * Service Learning Journal (Go back to your educational autobiography. How does your experience in service learning relate to your personal school experience? How is the life and school experience of the child/children you work with in service learning similar or different from yours? ~400 words)