Culturally responsive activities

Introduction

Today, in one of the European countries there was an attack on people of a group by a person from another group. This is one of a series of events in the world of outcome of fear of other cultures. In my country too, citizens are getting divided on basis of cultures faster than before.

The true basis of a society is education. Hence educators have even more of a responsibility today to raise a generation of individuals who believe in the principles of Culturally Responsive Teaching. In other words, we need to contribute to create a society based on peace and openness to all cultures. This can be done by: “Doing culturally responsive activities and moving toward a culturally responsive perspective” (Ebersole, Kanahele-Mossman, & Kawakami, 2016, p.5).

Culturally responsive perspective

I am taking the meaning of the term culture to be “… inclusive of multiple identity categories such as gender, sexuality, social class, age, etc” (Ebersole, Kanahele-Mossman, & Kawakami, 2016, p.2). I would go deep into different facets of the diversity in my group in order to develop insights into the various cultures. This is focused on developing am empathic relationships with the learners.

For example, we had a student from Pakistan in our school once. Considering the long enmity between India and Pakistan, after an initial anxiety, we took it as an opportunity to do something positive within the countries and developed deep positive relationship with him.

I would also, progressively, adopt a neutral tone where gender or other aspects of culture are concerned. So boys do not have a better gene than girls for maths or Indians are not smarter that others in the subject. I would be aware of my own prejudices when meeting students.

Culturally responsive activities

I would focus on designing classrooms where ALL learners are engaged, for: “Instruction that is responsive to culturally diverse needs and backgrounds allows students to be involved and engaged in the learning process”. (Ebersole, Kanahele-Mossman, & Kawakami, 2016)

My area is Maths and to ensure that all students feel engaged with the subject, I would bring in some strategies from a model called “variety and novelty” (Jensen, n.d.). The way I would use is to bring in a variety of strategies that encompass learners who are more on left brain hemisphere, logical heavy and right brain hemisphere creative heavy.

The chief strategies I would bring in are:

Creation of teaching plan

“Culturally Responsive Teaching Plan”, (Ebersole, Kanahele-Mossman, & Kawakami, 2016, p.3) includes data on demographic profile of the students, and relevant knowledge that might stir the community of learners. One of the best ways is to play games in maths classes that are brought in from the different cultures. It is by integration of the game with math concept.

Integrate language with Maths

Students need to “Make meaning from every word, symbol,

and their relations” (Cullen, 2016, p.187). To ensure that meanings of maths terminology is clear, strategies borrowed from English language such as – solving crosswords, word search, comprehension stories, loud reading and writing conceptual explanations – for maths can be used.

Integrate art with Maths

(Cullen, 2016, p.190) say, “what makes learning mathematics and comprehending mathematics texts challenging is the fact that they are concept and idea dense”. Bringing in visuals would ease off the process and give a chance for creativity to flourish in the class. For example, use a visual drawn using colours, to analyse and then solve a word problem. Draw mind maps colourfully to depict a set of concepts.

Collaborative Learning

I would use collaborative learning for classwork, projects, technology based work or flip the class. I would ensure that the groups are made by me with a clear intent of bringing closeness within the diversity. For example, hand out a worksheet to students working in groups. Set a timer and ask them to work together. End of the specified time, each group can explain a problem each to the whole class to share their method.

Conclusion

Every activity and every effort to reach out to the diverse learners must be with a clear intent. The purpose needs to be clear to the heart and mind.

“Thus, doing culturally responsive activities alone or in isolation was not as desirable, but having a culturally responsive perspective or purpose along with the culturally responsive activity held greater value”, (Ebersole, Kanahele-Mossman, & Kawakami, 2016, p.5)


References

1. Cullen, K.A. (2016). Culturally responsive disciplinary literacy strategies instruction. In K. Munger (Ed.), in Steps to success: Crossing the bridge between literacy research and practice (chapter 12). United States, SUNY Online. Retrieved from https://textbooks.opensuny.org/steps-to-success/
2. Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2016). Culturally responsive teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2), 97-104. Retrieved from https://files.eric.ed.gov/fulltext/EJ1080851.pdf
3. Jensen, E. (n.d.). ASCD Authors. Retrieved from http://www.ascd.org/Publications/ascd-authors/eric-jensen.aspx