August 25th 4:00 pm-5:00pm
Book: Culturally Responsive Teaching and the Brain by Zaretta Hammond
Book Study Norms:
- Be respectful of each other, and welcome varying opinions. If you disagree, do so respectfully.
- Listen with an open mind–and no cross talking. Allow speaker to finish their point.
- Be mindful of time. Facilitators will keep track of time and our goal is to keep the conversation to one hour. At the end of the hour, facilitators will ask the group if we would like to continue or resume conversation at the next meeting.
- Understand that this is a safe space and all discussion will be confidential within this group.
- Facilitators will alert the group of time by nonverbal communication (2 minute warning).
In the last session we would like to open up the conversation beyond the book:
1) Bring to the meeting a children’s book that can be used in the classroom to promote anti-racism. We can discuss why a book is important, when to read it during the year or what lesson could this book be used for. For example: Each Kindness by Jacqueline Woodson to talk about empathy or Lilian’s Right to Vote by Jonah Winter to talk about the coming election.
2) In July, PBS had a really interesting series of discussion on Anti-Racist teaching. We would love to have a discussion on these videos. Please consider watching one or all of them. Below is a link to each video and a reflection sheet.
3) Discuss Part 3: Building Intellective Capacity in Culturally Responsive Teaching
Discussion Questions for Part III:
1) How do you understand the difference between ignite, chunk, chew and review?
2)How do they interact to build “intellective capacity” (i.e., the ability to do higher order thinking independently)?
3) How do you create routines for thinking and processing information in the classroom? Why are these necessary to build intellective capacity?
4) How can you create a strong cultural ethos in the classroom as well as an aesthetically pleasing environment?
5) What rituals and routines can you set up that incorporate diverse students’cultural ways of doing and being rather than surface culture artifacts?
6) How can Vygotsky’s social-cultural learning theory be operationalized in building a community of learners who support each other rather than being in competition with each other?