The Classroom Mosaic -
Culture and Learning
|Learning is essentially
cultural, that is, we live in a culture it comprises
our experience. We use that whenever we learn something new.
So teachers need to know how to understand the cultural context
and experiences their students bring to the classrooms. They
also need to help students find themselves in the school curriculum
to feel like they belong and are connected to school.
Culture and learning go hand in hand if we really want to ensure
each students success.
| Key Questions:
- What role does culture play in learning?
- How can teachers develop culturally responsive practices?
- Multicultural education Teachers
will become familiar with some of the causes of inequality
in education, as well as the sources of diversity in classrooms.
They will understand the importance of multicultural education
and the different forms multicultural education can take
- Culturally responsive teaching
Teachers will reflect on and consider the relationship
between culture and learning. Teachers will understand that
culturally responsive teaching involves a genuine respect
for students and belief in their potential as learners.
Teachers will understand the importance of connecting to
students' experiences and will explore how to create culturally
responsive, caring environments.
- Congruity between home and school
Teachers will consider the impact of school culture
and home culture on students' learning. They will evaluate
how to make the classroom a place where students feel comfortable,
see themselves represented, and engage with curriculum materials
that reflect their home cultures.
This episode discusses how culturally
responsive teaching enables students to create connections,
access prior knowledge and experience, and develop competence.
Kathleen Hayes-Parvin, sixth grade teacher at Birney
Middle School, Southfield, Michigan, and 9th grade teachers
William Dean and Jeff Gilbert at East Palo Alto High
School, Menlo Park, California, are featured. University
of Wisconsin professor Gloria Ladson-Billings and University
of Arizona professor Luis Moll provide expert commentary.
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