1. C ULTURAL C OMPETENCE

2. Essential Question How does culture impact learning?

3. What is Culture? Its one’s… Beliefs Race /Heritage Language Family Traditions/ Customs Religion Geographic Location Socio- economics Status Learning Patterns By staff From Research Behavior Patterns Communication style Values

4. Our Definition of Cultural Competence The acceptance/understanding/knowledge/awareness that everyone comes from a culture and every culture is important. Cultural Competence includes being sensitive to the way specific groups do things, and the many variables that makes an individual.

5. Cultural Competence in Action Not only awareness, understanding and acceptance of various cultures but the consciousness that one’s culture, both the independence and interdependence of these cultures impact, individual needs, behaviors, learning, and one’s ability to teach. In addition, it involves reflective practices that allows us to abandon or alter ineffective instructional practices and utilize culturally relevant curriculum that incorporates the students’ values, beliefs, traditions, language, and learning styles.

6. 5 Essential Elements That Contribute to Becoming Cultural Competent Value Diversity Cultural Self - Assessment Understand Culture Interaction Institutionalizat ion of Cultural Knowledge Adapt to Diversity

7. Deconstructing: Valuing Diversity Awareness Understandin g Acceptance

8. An Illustration of Teacher Student Educational Values/Cultures http://www.youtube.com/watch?v=dMdTBep3W9c

9. Awareness Activity: Compare & Contrast What cultures, values, beliefs, and expectations do your students bring to school that influence education? What cultures, values, beliefs, and expectations do you possess that influence education? Your Students ValuesYour Values

10. Understanding: 3 Theoretical Models related to how culture impacts education Social Structural : argues that inequities in schools are created, reproduced, and maintained from racist philosophies policies, and practices in education. Deficit Model - this paradigm is grounded in racial domination theory and is in complete contrast to the social structural paradigm. It argues that the culture and customs of AA families and students are to blame for their failure in schools. Discontinuity Theory – states that Black students’ academic failure is connected to the schools they attend, and the incapability and unwillingness of teachers and administrators to embrace and promote the cultural backgrounds of black students.

11. Understanding: Activity Discuss in small groups the various theories presented and any others you may be aware of. Guided Questions: Do you agree with any of the theories presented? Why or why not? Which theory or theories best represent our school? Using one of the models presented to frame your answer, please describe why you think our students under perform academically.

12. Acceptance: Consciousness that various cultures exist Ability to build relationships Belief that you can positively impact the learning of this student Acknowledgement that the students bring with them value systems that may differ from your own. Recognizing the common values and beliefs between you and students. Valuing what student brings to school in a non- judgmental way. Understanding the unique needs each student presents. Incorporating values and culture of students into teaching practices. Providing students with alternative/additional ways to engage the learning, hence the world. Accepting that your values and your students’ values may differ and that learning and engagement can still be effective.

13. Acceptance Activity: What are ways we value diversity (culture) in the school? What are ways you value diversity (culture) in your classroom? Describe the needs of your students as it relates to their cultural experience and school expectations.

14. S OMETHING TO THINK ABOUT … “Well, we supposed to be stupid…we perform poorly in school ‘cause we all have it thought up in our heads that we’re supposed to be dumb so we might as well go ahead and be dumb,” he said. “And we think that most of the things we learn (at school) won’t help us in life anyway…What good is a quadratic equation gonna do me if I’m picking up garbage cans?” Berlak, H (2001, Summer). Race and the achievement gap. Rethinking Schools: An Urban Educational Journal, Vol. 5, No.4. Milwaukee, WI: Rethinking Schools.

15. Last Activity Using the presented scenario please describe what you feel the What cultural experiences do you think has shaped and molded his view (home, school, etc)? How do you reach a student like this What beliefs, views, tools, educational practices does one need to reach him, if any? Do you think all should be addressed in the school system. If so, indicate What would be the impact in school What are some that conflict with your own values Could these differences impact learning? Could these differences have an impact on how you interact with the student if they were in your classroom Suggestions on how to address the issue?

16. Examples of Cultural Competence in Practice Rita-Renee Hunter-Graham - Using Positive Hip Hop to Teach Poetry and Storytelling. Presents lessons on the use of song lyrics to teach students about poetry. Alfred Tatum – utilizes culturally relevant curriculum to help mitigate low academic achievement of black male students. Rory Edwards – created a program called Once a Man, Twice a Child, incorporates lessons on Rites of Passage, lessons that assist young minority males in the transition of childhood to the secondary phase. These lessons are designed to promote academic excellence as well as self- empowerment.

17. Wrap Up How do you take what was learned back into the classroom?

18. Evaluation Were presenters versed in subject being presented? Did presentation cover what it was intended to cover? Was the presentation style conducive to your learning style? Is subject relevant to you job? What could have been included to improve knowledge of subject area? What suggestions do you have for the next professional development?