1. Improve Your Teaching Through Cultural Awareness and Connection Society of Health and Physical Educators National Convention and Exposition March 19, 2015

2. Who Are You?

3. Typical Response My name is _(insert_name). I am a My name is _(insert_name). I am a _________ at (insert name of school). Is this “who you are” or “what you are?”

4. Teacher Demographics (Carjuzaa & Abercrimbie, 2008) Caucasian (87%) Caucasian (87%) Female (74%) Female (74%) Middle class Middle class Monolingual Monolingual

5. Population Demographics – Wisconsin, 2000-2010 Hispanic, +74% Hispanic, +74% Biracial or Multiracial, +53% Biracial or Multiracial, +53% Asian, +45% Asian, +45% African American, +17% African American, +17% American Indian, +10% American Indian, +10% Caucasian, +1% Caucasian, +1%

6. Population Demographics – Washington, 2000-2010 Hispanic, +71% Hispanic, +71% Asian, +49% Asian, +49% Biracial or Multiracial, +41% Biracial or Multiracial, +41% African American, +24% African American, +24% Caucasian, +5% Caucasian, +5% American Indian, +4% American Indian, +4%

7. Population Demographics – Oregon, 2000-2012 Hispanic, +63% Hispanic, +63% Asian, +39% Asian, +39% Biracial or Multiracial, +33% Biracial or Multiracial, +33% African American, +22% African American, +22% American Indian, +6% American Indian, +6% Caucasian, +5% Caucasian, +5%

8. Population Demographics – Idaho, 2000-2010 African American, +82% African American, +82% Hispanic, +73% Hispanic, +73% Asian, +59% Asian, +59% Biracial or Multiracial, +47% Biracial or Multiracial, +47% Caucasian, +16% Caucasian, +16% American Indian, +11% American Indian, +11%

9. National Student Demographic Projection By 2020, 46% of school children were expected to be from racial/ethnic groups other than Caucasian (Banks & McGee-Banks, 2007) By 2020, 46% of school children were expected to be from racial/ethnic groups other than Caucasian (Banks & McGee-Banks, 2007)

10. Current National Student Demographic 50.3% of public school children were of a race/ethnicity other than Caucasian in fall, 2014 (Krogstad & Fry, 2014) 50.3% of public school children were of a race/ethnicity other than Caucasian in fall, 2014 (Krogstad & Fry, 2014)

11. Importance of Cultural Awareness Teachers’ attitudes toward students comes from the teachers’ backgrounds and who they are Teachers’ attitudes toward students comes from the teachers’ backgrounds and who they are To strategically approach diversity issues in the classroom, teachers must begin with an exploration of their own beliefs. (Breese, 2008) To strategically approach diversity issues in the classroom, teachers must begin with an exploration of their own beliefs. (Breese, 2008)

12. Importance of Cultural Awareness Consciously, we teach what we know; Consciously, we teach what we know; Subconsciously, we teach who we are (Hamachek, 1994) Subconsciously, we teach who we are (Hamachek, 1994)

13. Cultural Self-Mapping List on the bones of the fish (next slide), things that have made you into the person you are today List on the bones of the fish (next slide), things that have made you into the person you are today –Examples: family, friends, teachers, schools attended, jobs, interests, qualities Add more bones to existing branches; add more branches of bones Add more bones to existing branches; add more branches of bones

15. Examination of Attitudes Think about your attitudes toward human differences and responses to experiences with diversity Think about your attitudes toward human differences and responses to experiences with diversity How has your cultural self influenced your attitudes and responses? How has your cultural self influenced your attitudes and responses?

16. How Have Your Attitudes Influenced your Teaching? Think about instances when your attitudes influenced your teaching Think about instances when your attitudes influenced your teaching or or How might your attitudes influence your teaching? How might your attitudes influence your teaching?

17. Cultural Proficiency Continuum (Cross, 1989; Lindsey, Robins, & Terrell, 1999) Cultural Destructiveness Cultural Destructiveness –Deny the existence of, discredit, or purge cultures different than one’s own Cultural Incapacity Cultural Incapacity –Elevating the superiority of one’s own culture and suppressing cultures that are different

18. Cultural Proficiency Continuum Cultural Blindness Cultural Blindness –Refusing to recognize differences among cultures; acting as if differences do not exist Cultural Pre-competence Cultural Pre-competence –Recognizing that not being familiar and experienced with other cultures limits one’s ability to effectively interact with them

19. Cultural Proficiency Continuum Cultural Competence Cultural Competence –Interacting with other cultures in ways that recognize and value their differences, expand one’s knowledge and resources, adapt one’s relational behavior Cultural Proficiency Cultural Proficiency –Honoring differences, seeing diversity as a benefit, interacting knowledgeably and respectfully among other cultures

20. Adjusting Attitudes to Improve Teaching On an index card, list a few attitudes you need to improve On an index card, list a few attitudes you need to improve Exchange cards Exchange cards Write suggestions for the attitudes listed on the card you selected Write suggestions for the attitudes listed on the card you selected Share ideas Share ideas

21. Importance of Knowing Self “I did not realize how much of who I was would impact my teaching…I soon realized that all my lessons, my posters, my props, my kids’ journals, and the bins I so meticulously arranged for my students to keep their class supplies in were all just parts of an empty shell as long as I ignored who I was and what I brought to my teaching.” (Student comment) (Merseth, Sommer, & Dickstein, 2008, p. 96) “I did not realize how much of who I was would impact my teaching…I soon realized that all my lessons, my posters, my props, my kids’ journals, and the bins I so meticulously arranged for my students to keep their class supplies in were all just parts of an empty shell as long as I ignored who I was and what I brought to my teaching.” (Student comment) (Merseth, Sommer, & Dickstein, 2008, p. 96)

22. Cultural Connection?

23. Culturally Responsive Teaching (Gay, 2010) Developing a cultural knowledge base Developing a cultural knowledge base –Being familiar with students’ cultural background and their personal background Designing/Responding to culturally relevant curricula Designing/Responding to culturally relevant curricula –Formal, symbolic, societal

24. Societal Curriculum

25. Culturally Responsive Teaching Building a cultural caring learning community Building a cultural caring learning community –Showing respect, different learning preferences, high expectations Cross-cultural communications Cross-cultural communications –Verbal: terminology and patterns –Non-verbal

26. Culturally Responsive Teaching Cultural congruity in instruction Cultural congruity in instruction –Connecting content to students’ background (pedagogical bridge) –Gibson, Hastie, & Martin (2008); Ingram (2006) Academic performance increased Academic performance increased Students’ interest in school increased Students’ interest in school increased –Students’ creativity and involvement increased Discipline problems decreased Discipline problems decreased

27. Cultural Congruity Types of pedagogical bridges Types of pedagogical bridges –Culturally-relevant examples –Place activity within a cultural context –Select activities from students’ cultures –Cultural contributions to topic

28. Cultural Congruity Brainstorm activities that might be taught in physical education Brainstorm activities that might be taught in physical education List categories of diversity List categories of diversity

29. Cultural Congruity Make a student Make a student –Draw the outline of a person –Name, clothes, features Select an activity; delete from list Select an activity; delete from list Select a specific type of gender, race/ethnicity, and location diversity Select a specific type of gender, race/ethnicity, and location diversity –List the diversity specifics inside your student’s body

30. Cultural Congruity On left side of paper, outside student’s body On left side of paper, outside student’s body –Activity you are teaching –How you will connect that activity to your student’s background using two pedagogical bridges?

31. Cultural Congruity Examples of pedagogical bridges Examples of pedagogical bridges –Culturally-relevant examples –Place activity within a cultural context –Select activities from students’ cultures –Cultural contributions to topic

32. Cultural Congruity Select another activity Select another activity –Delete from list –Write it on right side of student’s body Groups exchange students Groups exchange students On right side of paper, outside student’s body On right side of paper, outside student’s body –How you will connect that activity to your student’s background

33. Cultural Congruity Use the other two pedagogical bridges to connect content to the student’s background or Use the other two pedagogical bridges to connect content to the student’s background or Try to connect content using all four pedagogical bridges Try to connect content using all four pedagogical bridges

34. Closure You must know who you are as a person You must know who you are as a person Who you are determines your attitudes and responses which influence your teaching Who you are determines your attitudes and responses which influence your teaching As a teacher, need to be responsive to the cultures of your students As a teacher, need to be responsive to the cultures of your students

35. Cultural Awareness and Connection Culture 2 Teacher

36. Thank You! Dan Timm, Ed.D. Dan Timm, Ed.D. Faculty Associate Department of Kinesiology 2000 Observatory Drive University of Wisconsin Madison, Wisconsin 53706-1189 608-262-7714 dtimm@education.wisc.edu