Let us think about this......from Peach Smith

 Do you agree?   Do you disagree?   Do you have something to add?  

Chapter 3 of the textbook is on culturally responsive teaching in today's diverse classrooms. As someone who is a first-generation American, whose parentage is Irish, English, German, and Czech, and who has lived in a broad variety of countries and environments, being culturally responsive, for me,  is not a new concept, neither is working with diverse learners. Last year I had the following variety in a single classroom: a Ukrainian, a Turkish/Swiss, a Ugandan, and an Israeli/Peruvian. It was absolutely delightful and made for a rich and varied environment for everyone - and watching the Ugandan attempt the Cossack dance, or the Israeli/Peruvian taste Ugandan food led to memorable experiences. My question is: we live in the USA. Every country has a unique culture and heritage however,  I believe that the value of the American culture and its heritage are both being hotly debated at the moment. 

How does one balance culturally responsive and respectful instruction with an understanding, respect, and pride for our own country?  The text discusses adapting questioning types to the kinds of questions familiar with students - which is something I certainly do every day for students regardless of many backgrounds, since, I suggest, that everyone learns differently. But how much responsibility does a teacher have to help a student become familiar with the modes of learning expected in this country, especially if the student is on track to attend an American University?

Katie and Dr. Ries are asking questions today

Today there are two questions:    

1.   Can you recall a lesson in which culturally or linguistically diverse learners were part of the classroom?    How did these students participate in the class?   How did the teacher respond?   Were modifications made for these students?     If so, describe the nature of those modifications.   Do you have a diverse population of students in the class in which you are presently observing?    What type of modifications are being made for those students?  

2. Are you finding that you are receiving helpful guidance from your cooperating teachers and your university supervisor?    What suggestions have they made that have been particularly helpful?   What actions have they taken that have been particularly helpful?     

Dr. Ries on Monday with a question

 How many lessons have you observed this semester?   Have you seen any of the strategies that we have discussed in this class being used in the lesson?   What were two positive things that you took away from that particular lesson?   Would you have done anything differently?    

 Why, in your opinion, would it be helpful to your students for you to set aside a lesson on the structure of the textbook that you are having them use this year? 

Peach is interested in knowing the best way to teach vocabulary.

 There is a famous phrase - the 30 million word gap - which is supposed to be the word gap students develop when they do not have the support in their formative years that is necessary to develop a quality vocabulary. The study that spawned that term has since been debunked as no longer valid, but my research indicates that what is  still true today is that many students simply do not develop the depth of vocabulary they need in order to succeed. Recent studies, such as those by the National Reading Technical Assistance Center, have shown that students retain vocabulary better when they are immersed in it (eg, when reading a text out loud several times there was a 12% increase in retention) vs working with words separately. What do you think? What is the best way to teach vocabulary?

Dr. Ries and strategies for cultivating conceptual knowledge

 On pages 208 to 220 of Chapter 8, our authors introduce us to a series of strategies that we can use in order to help our students build conceptual knowledge of context terms even before we have them read a selection. The authors are advocating that students be encouraged to make connections among key concepts before assigning them textbook pages to read and before beginning any class discussions.  Which of those many strategies listed and explained on those pages do you find most interesting and which would you like to try in your content-area classroom?    Briefly describe the strategy and tell us why you feel this strategy would be helpful to you in teaching your students to make the necessary connections that will help them understand the concepts and vocabulary being introduced.     

Katherine asks.....Should we be prepared to set an example?

 For students who are having difficulty getting invested in reading, would you agree that teachers can serve as a model of what engaged reading might look like?  At what point, if there is one, is it appropriate to share with students what you are reading? At what point is it appropriate to share with students what books are on your nightstand?  Do you think that it is encouraging for students to see and understand that their teacher reads materials outside of class and that much of that material is relatable to the context of the lesson or to what you are discussing in class?  Do you think that this approach might encourage non-readers to begin looking at some fiction and/or non-fiction?    Have you ever had a teacher or an adult who encouraged you to read by sharing his/her favorite readings with you?    Did it work?  Do you think that it is necessary for us to be a role model who reads as we teach our content at the middle and high school levels?