Read Part 1: Chapters 1 - 3 of Culturally Responsive Teaching and the Brain.
This portion of the book was written to develop understanding of your students as either dependent or independent learners, the role that culture plays in learning, and the connections between culture, brain structures and building brain power.
As you read:
1. Describe ideas and practices that are most helpful to you. How are they helpful?
2. Which practices could you share with your staff? How would you do this?
1. Describe ideas and practices that are most helpful to you. How are they helpful?
2. Which practices could you share with your staff? How would you do this?
Feel free to comment on the posts of your peers.
The clarity and focus of this book struck me as one of the better ones..it really got right to the point of how young people's are formed and trained. the bullet points on learning types and setting up learning partners and communities was very easy to follow.
ReplyDeleteThe points on the Culture tree were very good. for someone with a lot of experience directly or indirectly with students from a variety of cultures, it made perfect sense. As a Univ. Professor, the 'cultural differences' that I have seen have already been formed....cultural differences within this state, among the states and regions , and among the world...not just in learning styles and understanding but in deep seated differences....medical doctors in about everywhere else come from a completely different culture, and this bleeds into veterinary medicine and the life sciences. In the US doctors and veterinarians have come from a long culture of 'i'm right, I got into med school, i graduated, i did it and I'm right and you listen to me" while about every where else ''I'm a doctor and I'm here to serve you. I can offer these various options, I'm pretty certain about this, our health care will cover that, and there is a more two sided conversation. I know for a fact that culture is not taught in premed/vet or in the professional curriculum.
the individual vs collective is THE issue in the US. As a strong individualist I strongly support various different approaches to teaching and learning, but as a fairly intelligent human being, I know that if we 'don't hang together, most assuredly, we will all hang separately.
The clarity and focus of this book struck me as one of the better ones..it really got right to the point of how young people's are formed and trained. the bullet points on learning types and setting up learning partners and communities was very easy to follow.
ReplyDeleteThe points on the Culture tree were very good. for someone with a lot of experience directly or indirectly with students from a variety of cultures, it made perfect sense. As a Univ. Professor, the 'cultural differences' that I have seen have already been formed....cultural differences within this state, among the states and regions , and among the world...not just in learning styles and understanding but in deep seated differences....medical doctors in about everywhere else come from a completely different culture, and this bleeds into veterinary medicine and the life sciences. In the US doctors and veterinarians have come from a long culture of 'i'm right, I got into med school, i graduated, i did it and I'm right and you listen to me" while about every where else ''I'm a doctor and I'm here to serve you. I can offer these various options, I'm pretty certain about this, our health care will cover that, and there is a more two sided conversation. I know for a fact that culture is not taught in premed/vet or in the professional curriculum.
the individual vs collective is THE issue in the US. As a strong individualist I strongly support various different approaches to teaching and learning, but as a fairly intelligent human being, I know that if we 'don't hang together, most assuredly, we will all hang separately.