Culturally Responsive Teaching in Diverse Classrooms

Why are classrooms in New York City more diverse today than they were in the 1960s?

• Increased immigration into the city

• Decreased birth rates in the city

• Improved educational opportunities in the city

• Changes in government policies affecting the city

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Imagine you are a teacher in a multicultural school. What are some of the cultural and linguistic differences that students from various racial and ethnic backgrounds might bring to your classroom learning situations?

• Students speaking in different dialects and accents

• Students having varied religious beliefs

• Students coming from distinct family structures

• Students exhibiting unique learning styles

Ms. Johnson is a middle school teacher who wants to ensure her teaching methods are effective for all her students. She has heard about culturally responsive instruction. What does this mean and how can it be implemented in her classroom?

• Teaching only about the history and culture of the majority population in her class

• Ignoring the diverse cultural backgrounds of her students

• Adapting her teaching methods to meet the diverse cultural needs of her students

• Promoting the idea that all students should assimilate into the dominant culture

Mr. Smith, a history teacher, wants to teach about the Civil War in a culturally responsive way. What can he do to implement this in his classroom?

• Use only English language textbooks

• Avoid discussing the cultural implications of the Civil War

• Incorporate the diverse backgrounds and experiences of his students into the lessons

• Enforce strict conformity to classroom rules without considering cultural differences

Why do students in an international school struggle with understanding the science textbook, and how does sheltered instruction make the textbook content more accessible to them while providing additional language support?

• Students in an international school have lower intelligence

• Sheltered instruction eliminates the need for language support

• Students in an international school lack prior knowledge

• Sheltered instruction provides comprehensible input and language support

Ms. Johnson is a new teacher at a school with a high population of English learners. She wants to use the S I O P Model in her classroom. What would she primarily use it for?

• Assessing her students' language proficiency

• Designing lessons for her English learners

• Evaluating her own teaching performance

• Promoting cultural sensitivity in her classroom

When choosing a book for your multicultural literature class, what should you consider?

• Does the book provide an authentic depiction of the culture it represents?

• Does the book offer perspectives from diverse characters?

• Does the book show characters' perspectives of events and conflicts?

• Can the students relate to the experiences described in the book?

Ms. Johnson is a new teacher at a diverse school. What are some characteristics she should incorporate for culturally responsive teaching?

• She should have low expectations for her students

• She should limit the involvement of family and community

• She should show cultural insensitivity

• She should use active teaching methods and build positive relationships with her students

In a multicultural classroom, how would you categorize a student's use of their native dialect?

• As a language deficit

• As a language difference

• As a sign of low intelligence

• As a barrier to academic success

Tags

CCSS.RI.11-12.7

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

Imagine you are a teacher in a school where many students are English learners. What are some strategies you would use in sheltered instruction for these students?

• Providing comprehensible input

• Using strategies for vocabulary development

• Differentiating between intensive and extensive reading

• Encouraging students to read widely

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10