Responsive Teaching Analysis (original) (raw)
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Social and Academic Learning Study on the Contribution of the Responsive Classroom�� Approach
Charlottesville, VA: University of Virginia, Curry School of Education and Center for Advanced Study of Teaching and Learning. Retrieved July, 2006
Study Design One of the major strengths of the Social and Academic Learning Study is that we used a longi tudinal design���one in which we studied children and teachers over several complete school years. Built into the Responsive Classroom approach is the recognition that social and academic skills typi cally improve only over time as children are given many opportunities to learn and practice these skills. A longitudinal design, therefore, is the best way for researchers to fully and accurately evaluate the way in which Responsive ...
Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective
Set: Research Information for Teachers
• Culturally responsive pedagogy is understood and implemented in many ways. This article responds to increasing school and cross-sector interest surrounding culturally responsive pedagogy and the multiple ways that it is being discussed and understood. We try to bring clarity to how we have come to understand this term both as grounded in cultural relationships and as responsive to the prior knowledge and experiences of the students themselves. These shared understandings come from many years of working and learning alongside teachers, leaders, students, and whānau. These learning relationships, and pedagogy, are discussed from a bicultural, mana ōrite perspective to bring a practical, theoretical, and unique Aotearoa New Zealand perspective to this work.
CULTURALLY RESPONSIVE PEDAGOGY IN EDUCATION: AN AGENDA TO PREPARE PRIMARY SCHOOL TEACHERS
Quality of Teaching and Learning - Reality and Possibilities. Conference Proceedings, 2023
Over the last decades, as the speed and intensity of globalization are in the foreground and more and more students from diverse backgrounds populate 21st century classrooms, the need of culturally responsive pedagogy seems more than necessary. In this paper, we attempt to present and critically analyze some crucial aspects of culturally responsive pedagogy and to propose an agenda to prepare teachers deal with its requirements. In the first part of our paper, we try to define the meaning of culturally responsive pedagogy, as well as to follow its historical line. In the second part, we try to highlight the importance of culturally responsive pedagogy in every single classroom and pointing out some difficulties which hinder its successful implementation. In the final part of this paper, we propose a holistic framework of essential characteristics and strategies that teachers should adopt and apply, in order to effectively design and implement culturally responsive pedagogy and we close with some tips for further research in this area.
Responsive Teaching: A Narrative Analysis of Three Teachers' Process and Practice
Issues in Teacher Education, 2019
Andrea reads at a fourth grade level but comprehends poorly. She is shy and dislikes working in groups. Robert is gregarious, loves to read, but struggles with basic math facts. He loves to work with peers, but only if they are his close friends. Judy seems to find school easy and participates in class discussions, but any time she is given a test, she scores poorly. She would prefer to do science experiments all morning long, especially those that involve messy materials. Zachary doesn’t get along well with classmates. He is quiet and gets his work done quickly, but it is often done so quickly that careless mistakes are made. When he is asked to review his work for errors, he will often throw it on the floor and put his head down on his desk. Imagine that these are students in a fourth grade classroom along with 26 others, all equally unique. What is a teacher to do to meet all of their instructional needs? What about their behavioral, social, and emotional needs? To meet these nee...
Developing Responsive Teachers: A Challenge for a Demographic Reality
Journal of Teacher Education, 2010
In this article, the authors reflect on the preparation of teachers for English learners (ELs) and articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity and recommend a situated preparation within EL communities that fosters the development of teacher knowledge of the dynamics of language in children’s lives and communities. The authors begin their review by summarizing recent demographic developments for ELs. This section is followed by a brief review of the context of education for ELs. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.
Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes
Focus on Exceptional Children
The field of education faces a number of issues regarding how to improve the quality of school life and educational outcomes of culturally different 1 students-namely African Americans, Hispanic Americans, and American Indians. All of the issues (high dropout rates, high suspension and expulsion rates, high rates of school failure, low test scores and grades, low academic engagement, poor student-teacher relationships, etc.) fall under the umbrella of three broad areas: the achievement gap, gifted education underrepresentation, and special education overrepresentation. Educators, administrators, and policy makers grapple daily with ways to resolve these issues and subissues but have yet to see much success on a large-scale and consistent basis. Many studies and theories, along with personal speculation, have been advanced to explain the differential school performance of the aforementioned culturally different students. Likewise, a number of interventions, strategies, and recommendations have been put forth. A strongly advocated recommendation, especially by culturally different scholars, is that educators avoid colorblind/cultureblind approaches and philosophies and, instead, give more credence to creating culturally responsive classrooms (CRCs) for the culturally different students listed above. MAY 2009 The term culturally responsive can have numerous meanings and interpretations. At its core, it means responding proactively and empathetically to appeals, efforts, and influences es. When we are responsive, we feel an obligation, a sense of urgency, to address a need so students will experience success. When teachers are culturally responsive, they are student centered; they break down barriers to learning and, hence, provide keys that open doors to students' success. Thus, to be culturally responsive means that teachers work proactively and assertively to understand, respect, and meet the needs of students from cultural backgrounds that are different from their own. Cultural responsiveness is the recognition that students are similar to, but also different from, each other. 1 In this article we adopt the term culturally different rather than culturally diverse. Everyone has a culture; every group is culturally diverse. Instead, we propose that cultural differences are what contribute to misunderstandings, tensions, and frustrations. Dr.
Lessons from the History of Pedagogical Methods for Culturally Responsive Teaching and Learning
2019
The chapter discusses educational practices drawing on examples from the history of pedagogical methods across classic to postmodern realities. It aims at deriving lessons through the exploration of global social contexts of teaching and learning to address diversity and multiculturalism in contemporary education. Accentuating the history of educational practices, pedagogical methods are presented as socially constructed phenomena, while teachers and learners are viewed as possessing socialised knowledge. The chapter concludes with reflections on the pursuit of educational aims as referred to culturally responsive teaching and learning and multiculturalism in contemporary education. It shows that the present world has created diverse forms of pedagogical methods and education is no longer the prerogative of formal education. The teachers and learners are freer from social and physical boundaries. They are more likely to reflect on what they teach and learn. On the other hand, this reflection is hard to achieve in an increasingly entertaining surrounding of new technologies and self-representation. This is one important barrier that teachers and learners have to overcome in order to assure culturally responsive education in the contemporary world. However, they can be more reflexive towards the past in doing so.
International Arab Journal of English for Specific Purposes, 2021
The issue of quality teaching has been the subject of educational research, but there is not much empirical support noted in research findings on the connection of quality teaching and the teachers' abilities. Quality teaching is also discussed in terms of culturally responsive pedagogy indicating that this teaching approach underscores the learner-centered approach. The main argument of this article is that emphasis is placed on the role of the teacher as a facilitator in the learning process, suggesting that the Greek teacher role is reaffirmed within the context of culturally responsive pedagogy. In addition, the article describes and explains how cultural variables are determining factors in designing appropriate syllabi for Greek university students and in choosing appropriate teaching methodology techniques for effective teaching in university settings. Specifically, the reason why the dimension of instructional clarity is important in relation to teaching any Greek national cohort is illustrated. Some examples of lesson plans are also presented explaining in detail the materials used, the learning environment and classroom management in relation to a course on English for General Academic Purposes (EGAP) taught in the first term. A number of activities done in class during this course are described offering some key pedagogical implications.
Educating for the future: A conceptual framework of responsive pedagogy
Cogent Education, 2016
Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20-30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of the learners in the future, as it does not prepare for lifelong learning in a per today not definable future. The main goal of today's schooling should be to support students in learning how to go about learning. The aim of this position paper is to define responsive pedagogy in relation to self-regulation, self-efficacy, achievements and assessment. The concept responsive pedagogy used in this paper is the recursive dialogue between the learner's internal feedback and external feedback provided by significant others. The core of responsive pedagogy is the explicit intention of the teacher to make learners believe in their own competence and ability to successfully complete assignments and meet challenges, to strengthen students' self-efficacy, and to increase their overall self-concept. Responsive pedagogy is hypothesised to impact achievements positively, yet this needs to be carefully researched. Today's schools should prepare for tomorrow, and educate independent self-regulated learners who believe in their own capacity to engage in continuous learning and knowledge production.