Culturally Responsive Teaching Impact After School Conference April 25, 2014 by Christopher Soldat, Science Curriculum Consultant, Van Allen Science Teaching Center, Grant Wood AEA and Peggy J. Christensen, Science Curriculum Consultant, Heartland AEA 11 The PAGE Framework for Access and Equity in STEM Education Reconstructing the Nature And Culture of STEM Curriculum and Pedag ogy Disparities and Inequitie s Lens Module Documenting Disparities Examples and Rationale Synthesize current data to develop an understanding of achievement disparities and pipeline issues by gender, race/ethnicity, and socioeconomic status (MMEP, 2012). Beliefs & High Expectations Consider various unexamined beliefs regarding teaching and learning, and examine the role of high expectations in student achievement (Landsman & Lewis, 2006). Designing Equitable Classrooms Analyze vignettes of classroom situations to explore issues of equity and access and tie them to specific equitable classroom strategies (Chatman et al., 2008). Culturally Pedagogy Contrast assimilationist and culturally relevant teaching, generate images of what each might look like in STEM classrooms, and explore possible consequences for students and teachers (Ladson-Billings, 2006b). Relevant Complex Instruction (CI) Investigate the power of groupwork and procedural roles to minimize status issues and to promote maximum physical and intellectual engagement of all learners (Cohen, 1994). Curriculum Deconstruction Recognize curriculum as a cultural artifact, and practice deconstructing and reconstructing STEM curricular materials through reflective processes (Gutstein, 2006). What is STEM? Recast the disciplines of STEM from discreet bodies of knowledge and processes to culturally mediated ways of coming to know the world. Identity •Implement CI strategies into STEM classroom settings. •Analyze status issues within building and district staff structures. •Engage students in the deconstruction and reconstruction of knowledge presented in STEM curricula. •Analyze and deconstruct curricular materials in the process of a STEM curriculum adoption. STEM Case Studies •Explicitly broaden conceptions of STEM and who does it with both colleagues and students. •Recognize the role of culture and society in STEM, integrate it into STEM curricula, and encourage students to investigate the social Understand the ways in which STEM is embedded in a Euro- American worldview that often marginalizes other implications of STEM knowledge. views of the natural world, and explore the impact of traditional portrayals of STEM on learners with a variety of identities. (I Know the Moon, Anderson, 2001; The Story of the Bean, Brayboy & Maughan, 2009; The Essence of the •Work to deconstruct and deepen understanding of A Framework for K– 12 Science Education, and other standards documents. Leech) Deconstructing STEM Standards Examine the portrayal of the nature and culture of STEM in standards documents and evaluate the implications for classroom practice. (NCTM, 2000; NAS, 2012; Achieve, 2013) Self Theories of Intelligence Community Leadership Examples of Enactment •Discontinue ability tracking in science and math sequences. •Teachers set and enact high expectations for students and take high responsibility for their teaching. •Faculty work together to understand the meaning of demographic and achievement data and develop actions that are responsive to the data. Explore the relationship among beliefs about intelligence, learner resilience, and motivation by analyzing responses to learning challenges (Dweck, 2000). Geography & Construction of Probe intersectionality of identity and situated group identities through explicit analyses of power and privilege and Identity unexamined beliefs that define what it is to be the “right kind of person” in STEM (Lensmire, 2009; Martin, 2009). •Students are explicitly taught that intellectual skills can be acquired through effort and persistence. •Scrutinize and challenge the mindframes and paradigms that animate our work in schools/districts. •Educators work on the role of group and individual identity on student opportunities and achievement. Discourse & the Single Story Examine common essentializing notions about gender, race, and class, their intersections with one another, and their impact on educational experiences (Gee, 2008). Adult Facilitation Strategies Teachers and leaders use focused conversations, talking circles, and other strategies to take the group from the surface of a topic to the implications for their work. (Stanfield, 2000; Pranis, 2005). Living in a World of Systems Understand key systems concepts (including the idea of system function or purpose), apply those concepts to educational systems, and identify leverage points for modifying system functions. (Meadows, 2008) Leadership Storytelling Use the power of public narrative and leadership storytelling to communicate values to one another, and to motivate others to action (Ganz, 2008). Mind Frames Change institutional paradigms to focus on student learning and the role of teachers as change agents. (Hattie, 2012; Muhammed, 2009) © 2013 Science Museum of Minnesota Teacher Professional Development Group •Communities flexibly employ a variety of discussion structures that involve all members in sense- and decision-making •Community members attend to both intellectual and affective needs. •Teachers and leaders use stories to share their motivation, build relationships, strategize, and work together to achieve common purpose. •School leaders focus on changing cultural paradigms and relationships rather than technical elements and structures. Updated 19.ix.2013 Identity Explore the relationship among beliefs about intelligence, Self Theories learner resilience, and motivation by analyzing responses to of Intelligence learning challenges (Dweck, 2000). Probe intersectionality of identity and situated group Geography & identities through explicit analyses of power and privilege Construction of and unexamined beliefs that define what it is to be the “right Identity kind of person” in STEM (Lensmire, 2009; Martin, 2009). Discourse & Examine common essentializing notions about gender, race, the Single and class, their intersections with one another, and their Story impact on educational experiences (Gee, 2008). • Students are explicitly taught that intellectual skills can be acquired through effort and persistence. • Scrutinize and challenge the mindframes and paradigms that animate our work in schools/districts. • Educators work on the role of group and individual identity on student opportunities and achievement. • Students are explicitly taught that intellectual skills can be acquired through effort and persistence. Self Theories of Intelligence Explore the relationship among beliefs about intelligence, learner resilience, and motivation by analyzing responses to learning challenges (Dweck, 2000). Identity Mindsets Fixed versus Growth Mindsets Plus, Minus, Interesting (PMI) Skim read and write notes in margin of: • Pluses: (+) Those things that are a benefit • Minuses: (-) Those things that are a drawback • Interesting: (?) Questions or comments about interesting things you read The Effect of Praise on Mindsets (5th Graders with Puzzles) References Briceno, Eduardo. "The Power of Belief - Mindset and Success." YouTube. YouTube, 18 Nov. 2012. Web. 17 Apr. 2014. Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House, 2006. Print. Dweck, Carol S. "Mind-Sets and Equitable Education." Principal Leadership (January 2010): 26-29. Web. Dweck, Carol S. Self-theories: Their Role in Motivation, Personality, and Development. New York, NY: Taylor & Francis Group, LLC, 2000. Dweck, Carol S. "Carol Dweck: The Effect of Praise on Mindsets." YouTube. YouTube, 11 June 2010. Web. 17 Apr. 2014. Our Kids Diversity in Iowa. Iowa Department of Education, 2008. DVD.