Culturally Responsive
Teaching in Diverse
Classrooms
Chapter 3
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Frame of Mind
 Why are today’s classrooms more diverse than they were
several decades ago?
 What are some of the cultural and linguistic differences that
students from various racial and ethnic backgrounds bring to
classroom learning situations?
 What is culturally responsive instruction and what does it look
like in content area classrooms?
 How can teachers make use of community and family resources
for relevant instruction?
 Why do English language learners struggle with content literacy
tasks, and how does sheltered instruction make content more
accessible to them while providing additional language support?
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Key Terms
 Bilingual programs
 Comprehensible input
 Culture
 Culturally responsive
 Dialect use
 ESL programs
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Idiomatic expression
Language proficiency
Multicultural
Repeated reading
strategy
 Sheltered instruction
 SIOP Model
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Teaching for Cultural Understanding
 Contributions approach
 Additive approach
 Transformative approach
 Decision-making/social action approach
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Integrating Multicultural Literature
 Is this book good literature? Is the plot strong? Is
characterization true to experience?
 Are the setting, theme, and style well developed?
 Is the book culturally accurate? Will it help
readers gain a true sense of the culture?
 Is the book rich in cultural details? DO the details
give readers insight into the nuances of daily life
and enhance the story? Or is it culturally
overgeneralized?
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Integrating Multicultural Literature
 Are cultural issues presented
comprehensively? Do they have enough
depth and realism for readers to get a true
sense of how culture affects the lives of
people?
 Are minorities relevant? Are members of a
minority group present for a reason?
 Are dialogue and relationships culturally
authentic?
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Sheltered Instruction for English
Learners
 Provide comprehensible input.
 Use strategies for vocabulary development.
 Differentiate between intensive and extensive
reading.
 Use the repeated reading strategy.
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Sheltered Instruction for English
Learners
 Use a variety of instructional materials and
trade books.
 Use learning strategies for active
engagement.
 Use writing strategies.
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SIOP Model: Sheltered Instruction
Observation Protocol
 Serves as a blueprint for designing lessons
that integrate content learning with additional
support for English learners.
 Enhances instructional delivery by making
teachers aware of highly effective practices.
 Provides an observational framework for
rating teachers in sheltered classrooms.
Copyright © Allyn & Bacon 2011
Sheltered Instruction Observation
Protocol (SIOP)
 Preparation
 Instruction
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Building Background
Comprehensible
Strategies
Interaction
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Sheltered Instruction Observation
Protocol (SIOP)
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Practice/Application
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Lesson Delivery
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Review/Assessment
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Culturally and Linguistically Diverse Learners