Culturally responsive teaching
Scenario:
Ms. Hasbro has taught high-school Spanish for ten years. She would like to start differentiating instruction and needs to make some changes. Six of Ms. Hasbro’s current classroom practices are listed below. For each practice (a) explain why it is not a differentiated practice and (b) describe what Ms. Hasbro can do differently. When discussing what Ms. Hasbro can do differently, be sure to include components of culturally responsive teaching.
| Current classroom practice | Explanation of how it isn’t differentiated | What Ms. Hasbro can do differently |
| Delivers instruction primarily by lecturing | ||
| Does not permit students to retake tests they have failed | ||
| Records zeros for missing assignments | ||
| Groups students at the beginning of the year based on the previous year’s achievement test scores | ||
| Gives bonus points for classroom participation | ||
| Gives a test every Friday |
Answer preview
Groups students at the beginning of the year based on the previous year’s achievement test scores Past test scores will not determine students’ level of understanding this year. Therefore, Ms. Hasbro should not use last year’s scores to grade students.
Instead, she should group students into a mixture of intelligent and promising ones so they can share knowledge and improve the overall performance of the whole class Gives bonus points for classroom participation Giving students too many extra bonuses for class participation creates an imbalance in grading. That can enable a student to pass a course even if they have not attained the learning level of understanding Ms. Hasbro should ensure the extra credits align with classroom studying to strengthen the objectives of learning. That will enable all students to learn and prepare for tests without basing o classroom participation [488 Words]
Culturally responsive teaching
