Culturally Responsive 教学 Basics
什么
By acknowledging our own cultural lens, we can see our own biases, 盲点, and assumptions that may impact students negatively. 为了解决这个问题, we can take steps to build trust, 减少学生的恐惧, and create independent learners. The techniques on this page are from Culturally Responsive 教学 and the Brain by Zaretta Hammond, a copy of which is available to check out from the AEI office in room 3110.
The two steps to Culturally Responsive 教学 are to build a trusting and supportive environment and then use that as a foundation to strengthen rigor and academic mindsets.
By building trust we ensure that students are ‘calm and ready’ no matter what they may be experiencing outside the classroom. When they feel safe, they will be more willing to take risks and learn. We can hold students to high standards through effective course design that guides them towards independence and an 'academic mindset'.
A useful framework for this type of teaching is that of ‘Warm Demander’: someone who is trustworthy and supporting while asking students to stretch their abilities to reach high standards
的工头
High Demand, Low Support
- No rapport but enthusiastic about subject
- Doesn’t care about getting to know students
- Very competent with technical side
- Support independent learners
- 可爱但疏远
的精英
Low Demand, Low Support
- Doesn’t build rapport or trust
- 专业的距离
- 没有脚手架
- Holds low expectations for dependent learners
- Allows them to disengage if not disruptive
临时代理的
Low Demand, High Support
- Focus on building rapport or trust
- Makes excuses for students poor performance
- Holds low expectations out of pity
- 过分溺爱的
- 没有脚手架 or room for ‘productive struggle’
热情的需求者
High Demand, High Support
- Builds rapport and trust
- Offers instructional scaffolding
- Encourages productive struggle
- Demonstrates “tough love”
- Shows personal regard for students
为什么
目标是:
- better serve students from a variety of backgrounds
- create independent learners who are more confident and who adopt an academic mindset.
如何