Domain 3
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KNOW YOUR PRACTICE
To provide culturally responsive universally designed curriculum and instruction that honors and supports all learners
To employ decolonial educational practices to disrupt traditional formats of teaching and learning
To utilize collectivist instruction to create collaborative learning environments that validates and supports all learners
To model high expectations for all students
To systematically move students from dependent to independent learners
To leverage relationships to increase engagement and effective effort
To employ culturally responsive SEL practices and behavior management techniques
To regularly communicate with families about student learning and performance while demonstrating understanding of and respect for different home languages, cultures, and values
To develop student advocacy and social justice awareness
Professional Development:
Learning for Justice (formerly Teaching Tolerance) offers self-paced, online, and in-person professional learning opportunities for educators
Websites & Tools:
Teaching Tolerance Self Guided Learning
Teaching Tolerance provides a range of materials—articles, modules, self-assessments, publications and more—that allow educators to improve their practice at their own pace.ELL Strategies and Best Practices
There are a number of ways to support the language and literacy development of English language learners (ELLs) that also allow students to participate more fully in classroom activities and lessons. This section provides specific ideas and strategies, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. You may already be doing some of these things without realizing it!Dimensions of Equity Chart - Zaretta Hammond
As equity-focused educators, it is important to distinguish between three key areas in education: multicultural education, socialjustice education, and culturally responsive teaching. Too often the terms are used interchangeably when they are not. Below is asimple chart to help you understand the distinctions between them. A key point to remember, only CRT is focused on the cognitivedevelopment of under-served students. Multicultural and social justice education have more of a supporting role in culturallyresponsive teaching.Ready for Rigor Framework - Zaretta Hammond
A Framework for Culturally Responsive TeachingI.C.C.R. Framework For Lessons
Ignite, Chunk, Chew, Review. An organizing frame for leading, teaching, and learning.“What to Look For" Observation Guides - DESE
Priority Practice Walkthrough Tool
from Highlander Institute’s FUSE Project CulturallyWhile many educators understand the value of creating a culturally responsive classroom, for many teachers is difficult to imagine what a culturally responsive classroom looks like in practice. This tool, developed by members of the Re-Imagining Migration team and researchers at UCLA, is intended to help make the concept of a culturally responsive classroom concrete and to provide an opportunity for reflection and self-assessment.Articles:
Culturally Responsive Teaching - 4 Misconceptions
The term “culturally responsive teaching” has been around for decades, but it seems to have gotten more attention in recent years. That’s good news: With our classrooms growing more diverse every year, teachers should be more interested in how they can best teach students from different backgrounds.3 Tips to Make Any Lesson More Culturally Responsive
by Zaretta HammondThe Four Horsemen of Deficit Thinking
The Coach's Role Here is the way each mindset presents itself. As a coach helping teachers move toward greater cultural proficiency and responsiveness, you must listen for these false narratives when talking to a teacher you're coaching or mentoring as well as when facilitating a group discourse in a staff meeting or PLC session.Equity and Voice: How a Sense of Belonging Promotes Student Agency
As our previous post in this blog suggests, we have a simple idea at EL Education: students’ sense of belonging matters. It matters in promoting deeper learning and equity. It matters every day, in every classroom, in every school. A key lever for increasing belonging is listening to and learning from student voice.Top 5 UDL Tips for Decreasing Stereotype Threat
How can educators create welcoming social and emotional climates that improve learning opportunities for each one of our learners? Reduce or eliminate stereotype threat to encourage everyone to participate!15 Actionable Strategies for Increasing Student Motivation and Engagement
The question then is how can we educators encourage our future world citizens to develop their own determination to learn and succeed? Although it seems paradoxical to us to extrinsically motivate our students to intrinsically motivate themselves, there are five main areas in which we can help to create an environment that will offer the perfect conditions for intrinsic motivation to develop.