EDT 225 Lecture Notes - Lecture 17: Culturally Relevant Teaching

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These children are usually poor, disadvantaged families on welfare assistance. Most of the back students come from this neighborhood. It has a very poor reputation and a history of problems. These stude(cid:374)ts ge(cid:374)erall(cid:455) la(cid:272)k that (cid:862)spark(cid:863) for lear(cid:374)i(cid:374)g (cid:271)e(cid:272)ause of all these environmental factors- pare(cid:374)t (cid:374)egle(cid:272)t, a(cid:271)use i"(cid:373) (cid:374)ot just referri(cid:374)g to o(cid:374)e or two kids in my room but close to 50 percent of my classroom. Decided to ask the community for their insights of who are (cid:862)good tea(cid:272)hers(cid:863) She visited classrooms observed by their teaching. Identified some key themes and patterns that the teachers have in common. No teacher has the same style or technique. Used e(cid:454)perie(cid:374)(cid:272)e as the (cid:272)riterio(cid:374) of how to produ(cid:272)e k(cid:374)owledge of what is (cid:862)good tea(cid:272)hi(cid:374)g(cid:863) Culturally relevant teaching is a team created by gloria ladson-billings (1994) to describe (cid:862)a pedagog(cid:455) that e(cid:373)powers stude(cid:374)ts i(cid:374)telle(cid:272)tuall(cid:455), socially, emotionally, and politically (cid:271)(cid:455) usi(cid:374)g (cid:272)ultural refere(cid:374)ts to i(cid:373)part k(cid:374)owledge skills, a(cid:374)d attitudes. (cid:863)

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