AEMP Grade Level Collaborative Module 2 Office of Curriculum, Instruction, and School Support Language Acquisition Branch Academic English Mastery Program PROTOCOLS FOR CULTURALLY RESPONSIVE LEARNING

PD Norms for Success Participate 100% of the time Be mindful of others -Put electronics on vibrate or meeting mode --Be respectful of other’s opinions Listen with a different ear, an open mind, and a receptive heart

Long Range Goals of the 8 GLC Modules: Increase knowledge and awareness of what authentic Culturally Relevant & Responsive Educational (CRRE) Practices are Build an authentic culturally relevant and responsive learning environment that teaches to and through the strengths of our students Validate and affirm the legitimacy of each student’s cultural and linguistic practices within the learning process

GLC Module 2 Objectives To develop and infuse protocols for student response and discussion that build upon their learning styles and strengths. To develop a system of protocols that communicate to students how to participate in learning as a whole group (student-to- teacher) and small group (student-to-student). To provide structured, engaging, consistently used forums for students to discuss their learning.

The Purpose of the Protocols: Participation or responding protocols are used to explicitly communicate to students how the facilitator or teacher wants the students to respond during whole group instruction. Non-voluntary forms of responding are important because they promote equity and accountability for learning. Discussion protocols are used to provide structured, engaging, consistently used forums for students to discuss their learning in small groups. These protocols provide structures that ensure cooperative learning, content learning, and language development. Protocols accentuate the strengths that many SELs and other diverse students already bring to the classroom, namely a preference for socio- centric/cooperative, high movement (in some cases), varied, and student- centered learning environments. Incorporating protocols is a major part of making the learning environment in your classroom culturally responsive.

Culturally Responsive Icebreaker

Interactivity:1 Intro. Responding Protocols

Responding Protocols Quick Check Using the “Numbered Heads Together” Protocol Identify the Participation Protocol(s) that correlates with the questions or activities below. Be prepared to explain your group’s rationale

Interactivity 2 : Introduction to Discussion Protocols

When should I incorporate Protocols into my lesson? Every day in every content area Use participation/responding protocols during direct instruction Use discussion protocols after direct instruction has occurred During scaffolding, to check for understanding, and to review for assessment To accompany independent practice

Sources Coventry. A. (2009). Protocols for Increased Student Engagement and Decreased Classroom Management Issues. California: Center for Culturally Responsive Teaching and Learning. Gay. G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press. Kagan, S. & Kagan. M. (2009). Kagan Cooperative Learning. California: Kagan Publishing. Marzano, et. al. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Virginia: ASCD.