Walk and Talk

1
Walk and Talk

• Lower stress and threat
• Build community
• Get everyones voice in the air
• Physical movementoxygenate the brain and body
• Get everyone on the same pageready to learn!

2
How to Teach Students Who Dont Look Like You

• Culturally Relevant Teaching Strategies
• by Dr. Bonnie M. Davis

3
The National Education Association (NEA) named it

• 1st Choice in Summer Reading,
• NEA MAGAZINE, MAY, 2006
• In addition, the Book is
• Used in Graduate Courses in Several Universities
• Used as a Book Study in Multiple Districts, such
  as Salisbury, Maryland, LA Unified, CA, St.
  Louis, MO, Jacksonville, FL, Omaha, NE, etc.

4
Why should you read this book after you leave
today?

•  
• I just finished reading your book "How to Teach
  Students Who Don't Look Like You".  I must say I
  couldn't put it down until I finished the
  reading.  It is a book I wished was used in my
  Multicultural credentialing class instead of the
  one that was used.  I learned so much from your
  book that I can't wait to start the new year and
  start it on a better foot.
• Again, thank you for educating me.
• Linda Andress, Torrance, CA
•  June, 2006
•  

5
Who are you?

• What are your needs today?
• Sign the notebook, if you want--
• Email me--
• a4achievement_at_earthlink.net
• www.educatingforchange.com

6

• Choose 1 to 3 Strategies to learn today and 1 to
  try on Monday!

7
Metacognate

• Watch what I do and hear what I say
• Think about both think about your own thinking
  Metacognate
• Do Usually Pedagogy
• Say Usually Content

8
Big PictureToday We Focus on --

• How to Understand our own Cultural Lens
• How to Build Relationships across Cultures
• How to Implement Brain-compatible Instruction
• How to Build Student Responsibility

9
The Big Four

• Culture
• Relationships
• Strategies
• Student Responsibility

10
Which are you most interested in?

• Culture
• Relationships
• Strategies
• Student Responsibility

11
Guess what?

• Learning about Culture
• and Relationships
• ARE Strategies to use to build Student
  Responsibility!

12
STRATEGY SETTING NORMS AND BOUNDARIES
13
Norms and Boundaries, pp. 65-66

• Take care of your own needs.
• Use I messages do not tell someone else you
  know exactly how he/she feels.

14
Norms and Boundaries

• Listen attentively. Remain quiet when others
  speak demand quiet when you speak.
• Dont hog airtime in your family. Share
  equitably.

15
Norms and Boundaries

• Do not stereotype people or their actions. Use
  qualifying words such as some few etc.
• Remember each of us has lived a unique life.

16
Norms and Boundaries

• Make your own connections to the material. Each
  of you is necessary to make the district work.
  This day is for you!
• Leave your outside concerns outside.

17
Norms and Boundaries

• Respect each others privacy.
• Give this experience your best.

18
Establish Norms and Boundaries

• Lowers Stress and Threat
• Makes the Hidden Rules (understood codes of
  conduct)
• less hidden
• Establishes a more level playing field
• Sets Equitable Expectations for all

19
CONNECT

• YOU make the connections from this material to
  YOUR area of expertise!

20
Strategy Rituals

• Brains crave ritual.
• Rituals build Student Responsibility.

21
STRATEGY RITUAL to BEGIN YOUR CLASS

• Have an welcome opening for your class
• The Check-in
• Dumb Joke of the Day

22
Strategy Refocus class after discussion or
activity

• Ritual Clap

23
STRATEGY FRAMING THE WORK

• Brains crave connection.
• Framing the Work connects the student to their
  responsibility for learning.

24
Strategy FRAMING THE WORK Connecting Students to
the Work

• Tell your students what youre going to do.
• Have students REPEAT to you what theyre going
  to do.
• BONUS Tell you WHY!

25
Frame

• Were going to learn about our cultural lens and
  loads of relationship and classroom strategies to
  build student responsibility.
• REPEAT--

26
Connect Learning to Students

• Learn the culture of your students
• Learn the interests of your students
• Connect the lesson to the present day of your
  students

27
STRATEGY

• Share your
• GUIDING PRINCIPLES and Belief System with your
  STUDENTS

28
Guiding Principle 1

• Each of Us is a Unique
• Brain
• and
• Capable of Learning at High Levels

29
Principle 2

• Cultural Proficiency
• is
• a Journey to Learn
• What I Dont Know
• I Dont Know
• about myself and others--

30
Principle 3

• No Significant Learning occurs without a
• Significant Relationship
• James Comer

31
Principle 4

• Whats Best for the Best is Best for AllAlfred
  Adler

32
Share your Principles

• My job is to teach your job is to learn.

33
Use Language to Build Responsibility

• Use Verbs!
• Do not ask questions when giving directions or
  commands.
• Create Place value for verbal and nonverbal
  communication.

34
Make Students Responsible

• Students keep a notebook of their assignments and
  grades
• Students write goals for each grading period with
  steps to achieve the goals
• Students have study groups for class completion,
  homework information, etc.

35
FRAME Today we will learn the following
strategies
36
Cultural Strategies

• Greetings/Body Language
• Stepping Outside Your Comfort Zone
• Reflection
• Lifelong Learner

37
Instructional Strategies--

• Goal Setting
• Wait Time
• Movement
• Choice
• and Loads of Others--

38
Relationship Strategies

• Learning about each student as an individual
• Creating a safe and student-friendly environment
• Honoring each students voice

39
FRAME We will learn 4 Brain-based Strategies

• Goal Setting
• Wait Time
• Movement
• Choice

40
1 Brain-based Strategy Goal Setting

• Goal Setting

41
Goal Setting

• Research says it improves learning up to 37
• When we set goals, we activate our reticular
  activating system of our brains.

42
Set a Goal for Yourself

• Decide what you want from our time together.
• Visualize walking away with what you want

43
The Pyramid of LearningRetention after Two Weeks

• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we hear and see
• 70 of what we say
• 80 of what we experience personally
• 90-95 of what we both say and do
• Research from E. Dale, 1946

44
What Does This Mean for Your Instruction?
45
2 Brain-based Strategy Wait Time

• 7 Seconds 1001, 1002, 1003, 1004, 1005, 1006,
  1007
• Research says teachers average
• one and a half seconds--

46
BETTER Strategies than Whole Class Questioning--

• A. Index Cards
• Everyone write down the
• answer
• C. One student calls on another

47
3 Brain-based Strategy Movement

• How do you add movement to your classroom
  instruction?
• A. Hands raised
• B. Thumbs up
• C. Standing
• D. Others

48
4 Brain-based Strategy Choice

• In what ways do you add choice to your
  instruction?

49
EXIT ASSESSMENT

• Use Exit Cards to Build
• Student Responsibility.

50
Understanding Our Cultural Lens
51
Frame We will learn something about ourselves
through this Styles Activity

• How we approach new projects
• How our style differs from some of our colleagues
  and students

52
Styles Activity

• Why we interact more easily with some people
• What we need to understand as we design and carry
  out instruction

53
Strategy STYLES ACTIVITY

• East Big Picture
• North Jump Right In and
• Do It!
• West Details, Sequence,
• Lists
• South Relationships First

54
FRAME We will learn what makes up our Cultural
Lens

• WHY?

55
YOUR CLASSROOM INSTRUCTION IS INFLUENCED BY THE
CULTURAL LENS THROUGH WHICH YOU SEE THE WORLD...

56
What I Didnt Know I Didnt Know

• My Unconscious Stereotypes
• How They Might Translate to my Classroom

57
4 WAYS of KNOWING

• What I Know I Know
• What I Know I Dont Know
• What I Dont Know I Know
• What I Dont Know I Dont Know

58
Conditions for Learning about What We Dont Know
We Dont Know

• Speak your truth
• Speak only for yourself Use I language
• Welcome discomfortit means youre accessing new
  learning
• No closure

59
STRATEGY LEARNING ABOUT YOUR OWN CULTURE

• If youre white, learn about white culture
• Understand your own roots
• What made you like you are?
• WHY are you like you are?

60
Culture is

• The total of everything an individual learns by
  growing up in a particular context

61
Culture is

• Everything you do that enables you do to identify
  with people who are like you and that
  distinguishes you from people who differ from you.

62
Why we need to know about cultures--

• 40 of US citizens are members of racial and
  ethnic minorities
• Between 2030 and 2050, white people may become a
  minority (2042)
• The language minority population will soon
  outnumber the English-speaking population in more
  than 50 major cities in the US

63
Our Culture

• Our Culture is the lens through which we see the
  world . . .

64
Culture results in

• a set of expectations for appropriate behavior in
  seemingly similar contexts.

65
Cultural Proficiency

• Cultural Proficiency is a journey to learn what
  we dont know we dont know about ourselves and
  about othersand then walking the learning--

66
Organizational Culture

• An organizational culture is the culture that
  functions within your school site.
• If you do not know the expectations (hidden rules
  or codes) of the culture, you may find your self
  unable to participate in the culture.

67
How do we get students to adapt to our school
culture?

• Be explicit about the hidden rules
• Model hidden rules and expectations
• Do Role Plays of hidden rules and expectations
• Work with the leaders in your classroom
• Support families in learning HR

68
Ethnic Culture

• Ethnic culture results from our ancestral
  heritage and geography, common histories, and
  physical appearance.

69
Nationality

• Nationality means place of origin
• For many of us here, our nationality is the
  United States

70
Racial Identity

• Racial Identity is how you perceive yourself
  racially.

71
What is your

• Organizational Culture,
• Ethnic Culture,
• Racial Identity, and
• Nationality?
• Share with your family . . .

72
What FACTORS can you listthat might color your
cultural lens?

• ________
• ________
• ________
• ________
• ________

• ________
• ________
• ________
• ________
• ________

WITH YOUR FAMILY, GENERATE FACTORS
73
Cultural Factorsgot these on your lists?

• Age
• Sexual Orientation
• Language
• Ethnicity
• Family
• Gender
• Race

• Friends
• Religion
• Abilities/
• Disabilities
• Geography
• Social Class

74
Venn Diagram
PERSON A
PERSON B
Similarities and Differences
75
3 1 Student Engagement

• Honor each Voice
• Frame the Work
• Brain Break every 10 minutes
• Exit Assessment

76
1. Honor each Voice

• The Check-in

77
2. Frame the Work

• A. Tell students what they will be able to do
• when they leave the room.
• B. Tell them why it is important to know.
• C. Have them repeat it to their neighbor or
  back to you in a choral response.

78
3. Brain Breaks

• Every 8-12 minutes, give students a brain break
• A. Have them turn to someone and discuss what
  they just heard from you.
• B. Have them illustrate on paper the concept
  youre teaching.
• C. Invite them to stand up.

79
The Pyramid of LearningRetention after Two Weeks

• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we hear and see
• 70 of what we say
• 80 of what we experience personally
• 90-95 of what we both say and do
• Research from E. Dale, 1946

80
1 Do an Exit Assessment

1. Invite students to write what they learned on a ½
   sheet of paper or index card.
2. Ask students to write any questions they still
   have for you.
3. Have students write what they understand on one
   side of paper and what they dont understand on
   the other.

81
If you dont believe, do AR

• AR Action Research
• Choose one of your classes. Practice 31 in that
  class. Do your regular whatever in your other
  class. Compare after the first three weeks.
  Compare attendance, student engagement, climate
  of class, FUN of teaching

82

• You will only share what you want to share!

83
Sharing Our Stories

• Get into your groups of five
• Sit in a circle, knees facing, with no barrier
  (table) between you
• Decide on a timekeeper
• Decide who will go first begin
• First person has four minutes to share your
  cultural story
• No one may talk, question, interrupt

84

• If the person finishes before four minutes, the
  group must sit quietly until the time expires
• When all members have finished, the group may ask
  questions and share

85
WHY did we do that?

• To step outside your comfort zone
• To practice good listening skills?
• To learn something about a colleague?

86
FRAME We will learn Relationship Strategies

• Learn about each student as an individual
• Create a safe and student-friendly environment
• Honor each students voice

87
FRAME We will learn Cultural Differences

• What does RESPECT look like in different
  cultures?

88
FRAME We will learn Cultural Differences

• How do you define respect?
• How do the support people with whom you work
  define respect?
• How do the students define respect?

89
STRATEGY RESPECT

• Learn what RESPECT looks like to the cultural
  groups in your classroom

90
STRATEGY

• LEARN THE CULTURAL HOMOGENEITIES OF THE
  CULTURAL GROUPS IN YOUR CLASSROOM

91
STRATEGY Learn the Cultural Homogeneities of
the Cultures in your Classroom

• Similarities that exist within cultural groups
• Such as dress, tattoos, text messaging, accents
• Others?

92
MISTAKES occurs when

• We assume the cultural homogeneities apply to all
  members of a group
• We stereotype members of the group based on
  cultural homogeneities based on they how they
  look, sound, etc.

93
UnderstandingCultural Differences

• Body Language 93
• GreetingsExpectations
• What does respect look like to the cultural
  groups in your schools?

94
Cultural Differences, p. 13

• Practice Different Communication Styles
• Require Different Teaching Strategies
• Require Relationships Before Learning
• Confronting Different Personal Issues

95
STRATEGY Learn about Cultural Differences

• Communication
• Body Language
• Behavior Expectations

96
Similarities Across Cultures, p. 13

• Peer Pressure
• Communication Styles

97
STRATEGY Learn about the minority experience
98
Minority Experience

• What are the attributes of a minority experience?

99
Attributes of a Minority Experience

• Fear
• Nervousness
• Afraid to make a mistake
• Quiet Hide from others
• Act Out
• Self-conscious
• Angry
• Sad
• Others?

100
STRATEGY UseThe Power of Your Words

• Use College Talk during your instruction to
  build student awareness and responsibility.

101
College Talk

• When you get to college . . . .
• When you are in college . . . .
• You need to know this for college . . . .
• Where are you going to college?

102
Use a Language of High Expectations

• Youre too smart for that. . . .
• When youre in college, you will . . ..
• You will make an A or B in my classroom. . . .
• Others?

103
STRATEGY Personalize Your Classroom Instruction
104
Personalize--

• Personalize lessons with students experiences.
• Use culturally relevant instruction.
• Encourage positive ethnic affiliation.
• Use cooperative learning and group work.

105
STRATEGY Listen to your Students
106
Listen

• Listen to their stories
• Learn some of their language
• Listen to their music
• Ask your students what respect looks like to
  them

107
STRATEGY Build Relationships
108
EFFECTIVE TOOLS for Building a Relationship
Across Cultures

• Understanding Your Cultural LensLearn about
  yourself first
• Sharing Your Stories
• Sharing Your Passion
• Connecting to Others Lives

109
What to do? p. 17

• Work collaboratively with students
• Incorporate language and literacy across the
  curriculum
• Connect classroom learning to students lives
• Teach higher-level thinking through conversation

110
STRATEGY Use a Language of High Expectations
111
STRATEGY Hold High Expectations for EVERY Student
112
Expectations

• Think of a time when someone did not hold high
  expectations for you.
• Share with your family.

113
How Did Low Expectations Affect You?

• Discouraged
• Angered
• Or
• Motivated
• Others?

114
High Expectations, p. 25

• What tells the students in your schools that you
  expect them to go to college?
• List 10 things with your family.

115
Student Expectations

• How are students grouped?
• What occurs in your schools that demonstrates
  your teachers believe migrant students are
  capable of attending college?

116
High Expectations

• What are your expectations for your own children?
  Niece or nephew? P. 25

117
Do You Understand the Hidden Rules of each of
your Cultural Groups?

• What is a Hidden Rule?
• How do I learn HR?
• How can I respect HR of different cultural
  groups?
• What if HR conflict with my schools or my
  personal hidden rules?

118
Strategy Understand What Equity Is

• How do I support each students persistent
  movement toward excellence and expertise?

119
Equity Definition

• What does that definition assume?

120
Strategy Teach Background Knowledge as a
Predictor of Success

• What do your students know?
• How can you build their background knowledge?

121
STRATEGY Build Background Knowledge
122
Building Background Knowledge

• How can you learn new information if you have no
  background knowledge?

123
Building Background Knowledge
124
Background Knowledge

• FOOD
• READING STRATEGIES
• BOSE-EINSTEIN CONCEPT

125
Metaphors for Building Background Knowledge

• Clothes closet with NO rod
• Others?

126
Learning in a Second Language

• Other Peoples Children by Lisa Delpit
• Practice--

127
Language Expectations

• Think of a sentence about your family.
• Pair up with someone who does not look like you.
• Choose who is A and who is B.
• As Say your sentence to your partner using my
  command.

128
Background Knowledge

• After each syllable, say an ly sound.
• What do you have to know to do this?

129
Cultural Strategies

• Greetings/Body Language
• Stepping Outside Your Comfort Zone
• Reflection
• Lifelong Learner

130
Instructional Strategies--

• Goal Setting
• Wait Time
• Movement
• Choice

131
Relationship Strategies

• Learning about each student as an individual
• Creating a safe and student-friendly environment
• Honoring each students voice

132
How to Develop a Significant Relationship with
Students (and Teachers)--

• No Significant Learning
• Occurs
• Without a Significant
• Relationship

133
Engaging Students

• Sharing Your Passion
• Discovering Your Students Passions

134
STRATEGY TALK TO A CHALLENGING STUDENT

• Interview
• Informal Conversations
• Keep a Journal
• Engage in games

135
Strategy Meet/Greet

• Laminated Cards
• Greet at the DoorHand
• Check-In
• Introduce Yourself

136
Strategy Connecting To Families--

• Reaching and Touching the Hearts of Families
• p. 140

137
Strategy EFFECTIVE TOOLS for Building a
Relationship

• Understanding Your Cultural Lens
• Sharing Your Passion
• Connecting to Students and Teachers Lives
  (Sharing our Interests Week)

138
Strategy TAKING A PERSONAL JOURNEY--

• ENGAGING IN COURAGEOUS CONVERSATIONS
• CONTINUING PROFESSIONAL DEVELOPMENT
• KEEPING A PERSONAL JOURNAL

139
Strategy The Big Five!

• Understanding Culture
• Relationship Strategies
• Goal Setting
• Movement (State Change)
• Building Background Knowledge

140
STRATEGIES USED TODAY--

• MOVEMENT, PAIR/SHARE, WRITING, HUMOR, NOVELTY,
  WAIT TIME, GUIDING PRINCIPLES, VISUALS,
  BACKGROUND KNOWLEDGE ACTIVITY, SET GOALS, GAVE
  RESOURCES, PERSONAL ANECDOTES, BUILT
  COLLEGIALITY, Etc.

141
Your Planning Time

• What instructional strategies might you
  implement?
• What cultural experiences might you investigate?
• What questions do you still have?

142
School Change

• But little will really change unless we change
  ourselves.
• --Barth, 1991