Culturally Responsive Teaching and the Brain

Read chapter 7 - 9 1.  Identify small changes in classroom practice that can help students avoid amygdala hijack and promote independent academic mindset. 2. How does NGSS instruction follow the brains natural input, elaboration, and application cycle? 3. What changes have you made to your classroom practice to be more culturally responsive?

How does Culturally Responsive Teaching move us to NGSS and phenomenon driven instruction?

Read Chapters 4 - 6 Answer the following questions: 1. How does your deep culture impact how you respond to a student or a situation? 2. Which trust generator comes most naturally for you? How is this connected to your deep culture? 3. How could you use the information in figure 6.2 to increase rigor in your department?

1. What do you see?  2. Look a little longer, what else do you see? 3. How does this apply to Culturally   Teaching?