Presentation on theme: "Culturally Responsive Teaching: A Training Simulation and Discussion Dr. Dallas Dolan & Dr. Larry Coleman The Community College of Baltimore County, Maryland."— Presentation transcript:
Achievement Gaps: Some Background 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.
Culturally Responsive Teaching 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.
CRT Definitions 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 desired Outcomes 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.
Training in CRT at CCBC 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
The four modules for the culturally responsive teaching seminar Race and Culture Overcoming Stereotype Threat Social capital * Mindsets *This is the module we will simulate for you today.
Metacognition: Thinking about thinking while you’re thinking. 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
This is an example of self- talk http://youtu.be/UNAMrZr9OWY
Opening Activity Directions Two handouts Six Question Assessment Note sheet
Assessment Activity: Answer all 6 questions on the activity sheet. (5 Minutes)
Beliefs and Mindsets Fixed Mindset Beliefs 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 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
The LearnerFixed Mindset Performance Orientation Growth Mindset Learning Orientation On entering a task asks..Can I do it? Will I look smart? How can I do it? What do I need to learn? Focuses on…The outcomeThe process to an outcome Believes that errors..Indicate failure or personal limitations Are a natural and useful source of feedback Finds uncertainty…ThreateningChallenging Believes that the optimal task… Maximizes how smart s/he looks Maximizes his/her learning (becoming smarter) How does Mindset affect learning?
The LearnerFixed Mindset Performance Orientation Growth Mindset Learning Orientation Operates with standards that are… Comparative, immediate, rigid Personal, long-terms, flexible Enters the situation with expectations that… Emphasize present ability. Emphasize effort toward learning. Sees the teacher’s role as… A judge, a controller of rewards and punishment. A coach, a resource and a guide. When successful, experiences rewards as Extrinsic, reflecting the value of someone else’s judgment of his/her performance Intrinsic, reflecting the value of skills, activity and progress. How does Mindset affect learning?
Translating theory to practice 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?
More on the Research see the annotated bibliography 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
How Can We as Educators Encourage a Growth Mindset in Students? 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.
Relating this to your institution 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?