Fulbright-Hays Study Abroad to Cambodia: Implications and Applications May 2017 Fulbright-Hays Conference Phala Chea, ED.D

Rationale/Purpose An opportunity to expand knowledge, reflect on learning and be able to draw on Cambodia’s rich artistic heritage as a primary means to understand Cambodian culture and traditions.

To enhance our cultural understanding and be able to develop culturally relevant curriculum and strategies… In order to improve our connection to students and make learning more interesting, meaning and engaging.

Principles for Culturally Responsive Teaching Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures. Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).

Principles for Culturally Responsive Teaching Some of the characteristics of culturally responsive teaching are: Positive perspectives on parents and families Communication of high expectations Learning within the context of culture Student-centered instruction Culturally mediated instruction Reshaping the curriculum Teacher as facilitator

Rationale Recognize and validate students culture Appreciate diverse cultures Establish relationship with students Promote self esteem and self identity of students Hone and develop skills and knowledge students already possess Make learning relevant and interesting

Characteristics Incorporate students cultural strengths into the learning process Demonstrate high expectations for all students Value and make use of the language and culture students bring Demonstrate personal connectedness with all students Encourage a community of learners Build a relationship that is fluid and humanely equitable Act as a cultural mediator to bridge students’ culture with the school and classroom cultures Exhibit a genuine caring attitude toward all students Recognize and give voice to differing perspectives and worldviews Form emotional affiliation with all students Establish a friendly learning environment

Strategies Use cultural-based instruction Provide explicit instruction in linguistic and behavioral rules, cues and norms Scaffold lessons Provide cooperative learning opportunities Capitalize on students cultural identity and strengths Legitimize students’ real life experiences Link students histories, narratives and worlds to the subject matter Provide students with opportunities for social discourse Maintain classroom organization, management and routines Provide opportunities for movements Teach content that is relevant to students’ culture and life experiences Use project-based learning

Culturally Responsive Practices Greet each and every student with a warm welcome and genuine interest in their wellbeing every day. Run class meeting times by student interests. Institute a reflective process that allows students to write or otherwise express whatever emotions or events they may be grappling with. [Adapted and added to from Knowledgeloom.org]

Culturally Responsive Practices Communication of high expectations: Send consistent messages, based upon genuine respect for students and belief in their capabilities, that students will succeed.  Active teaching methods: Design instruction to promote student engagement by requiring that students play an active role in crafting curriculum and developing learning activities. Teacher as facilitator: Within an active teaching environment, see your role as teacher as guide, mediator, and knowledgeable consultant in addition to being the instructor. [Adapted and added to from Knowledgeloom.org]

Culturally Responsive Practices Positive perspectives on parents and families of culturally and linguistic diverse students: Have an ongoing participation in dialogue with students, parents, and community members on issues important to them, along with the inclusion of these individuals and issues in classroom curriculum and activities. Cultural sensitivity: To maximize learning opportunities, gain knowledge of the cultures represented in their classrooms and translate this knowledge into instructional practice. Re-shape the curriculum so that it is culturally responsive to the background of students. [Adapted and added to from Knowledgeloom.org]

Culturally Responsive Practices Culturally mediated instruction: Use culturally-mediated cognition and culturally-appropriate social situations for learning; use culturally- valued knowledge in curriculum content. Student-controlled classroom discourse: Students are given the opportunity to control some portion of the lesson, providing teachers with insight into the ways that speech and negotiation are used in the home and community. Small Group Instruction: Organize instruction around low-pressure, student-controlled learning groups which can assist in the development of academic language.  [Adapted and added to from Knowledgeloom.org]

Using Personal Narratives to Connect to Students’ Lives Elements Teacher and Students Relationships T: Describes a relationship with a family member or friend in his/her life S: Discuss how their own city/town/village has different neighborhoods and how different students and types of people come from different parts/background Neighborhoods T: Describes the neighborhood he/she grew up in and the activities he/she was involved in S: Describe their neighborhoods in three sentences. Include the types of people who live there, what the buildings/homes look like, and the kinds of sounds that they hear T: Groups students according to their neighborhoods and build on the characteristics and descriptions of their neighborhoods Vocabulary T: Introduces new vocabulary to students S: Use new vocabulary in their personal narrative Parts of a Personal Narrative T: Teaches what details and parts are incorporated in the text into a personal narrative S: Write a personal narrative and share out with class

Being Mindful of Students’ Cultures Elements Teacher and Students My Journey T: Describes his/her life’s journey by using a timeline S: Share their journey with a peer/partner How I got Here T: Describes how he/she got here S: Describe how they got here Where I am Now T: Describes where he/she is now S: Use new vocabulary in their personal narrative

References Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co. Knowledgeloom.org Tolerance.org

THANK YOU Q & A What do you notice in this picture?