Eventually, I left our training session with enough confidence to successfully take my driving test. Looking back on my experience with my brother, I can see what a huge difference such effective feedback made to me. I focused on the intensive mediation workshop I discussed in one of our blackboard discussions. Ever since I completed this workshop, I have not been able to get it out of my mind.
I knew that I had been in the presence of a master teacher, but was somewhat mystified as to what she did to facilitate such a successful training. I can now see how our instructor effectively applied many of these principles and strategies in the mediation training. It was an inspiring revelation. The norm that Mr. Clark, a U. Clark asks the class to first brainstorm words that are associated with culture.
In pairs, students then talk to their partner about ways in which they believe they are culturally similar and distinct from each other. After 15 minutes, the teacher asks students to note three observations about the concept of culture. First student : Some have more difficulty because of discrimination, because people have prejudices against people whose skin is a different color from theirs.
Second student : I don't think it's that simple. Look how many people of color are doing well. We've got generals, mayors, and corporation executives. There's a black middle class and they are economically secure. Third student : Yeah, that might be so, but it isn't as many people as you think.
The newspapers just make a big deal about minorities succeeding. Which ethnic groups are most economically successful? Least successful? What proportion of each ethnic group is lower income, middle income, upper income?
Are more people of color economically successful today than 20 years ago? What is the relationship of educational opportunity to income status? Do middle- and upper-class African Americans and Latinos encounter more discrimination than do European Americans? Is there a difference in the quality of family and community support among middle- and upper-income African Americans, European Americans, and Latinos?
As a result of the discussion, students begin to see how the viewpoints about race and socioeconomic backgrounds are part of a broad and complex picture. The difference of opinion has become a stimulus for deeper learning. Students then divide into three groups: one to conduct library research of relevant documents and studies; one to read and analyze relevant biographies and autobiographies; and one to interview community members who represent different cultures.
For culturally different students, engagement in learning is most likely to occur when they are intrinsically motivated to learn.
This motivational framework provides a holistic and culturally responsive way to create, plan, and refine teaching activities, lessons, and assessment practices. Banks, J. Washington, D. Csikszentmihalyi, M. New York: Cambridge University Press. Cummins, J. Deci, E. Perspectives on Motivation , edited by R.
Lincoln: University of Nebraska Press. New York: Plenum. Vallerand, L. Pelletier, and R. Ogbu, J. Banks and C. New York: Macmillan. Olneck, M. Wlodkowski, R. Raymond J. Wlodkowski has been a contributor to Educational Leadership. Margery B. Ginsberg has been a contributor to Educational Leadership. A Framework for Culturally Responsive Teaching. Wlodkowski ,. Figure 1. Enhance Meaning.
Engender Competence. Encourage self-assessment. Learn More. Want to add your own highlights and notes for this article to access later? Become a member today. Related Articles View all. Instructional Strategies. Planning Lessons for Multilingual Learners.
School Culture. Steps for Community-Based Lessons. Classroom Management. Addressing the Suffering Underneath. Related Articles. From our issue. Towards autonomous assessment: Using self-assessment and peer- assessment. Glasner, Assessment matters in higher education.
Cowan, J. On becoming an innovative university teacher. Gibbs, G. How assessment frames student learning. Clegg Eds. New York: Routledge. Teaching and learning in the language classroom: A guide to current ideas about the theory and practice of English language teaching. Oxford: Oxford University Press. Sercu, L. Assessing intercultural competence: More questions than answers.
Sercu Eds. Enter your email address to subscribe to this blog and receive notifications of new posts by email. Email Address. With the rapid developments and changes with digital technologies, teachers are challenged to develop their thinking and practices to instil critical minds able to participate actively in the knowledge society. But, how can teachers foster these skills to prepare their students for the challenges of 21 st century citizenship?
But, to develop as teachers we need to understand the nature of this development. Does it mean professional, personal or social development? Assessment for Learning: Key Principles and Strategies.
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