Equity
Over half of the students in Illinois are racially, linguistically, and/or culturally different than the majority of teachers who are white. Do you have the best of intentions? Would you ever want to unintentionally say or do something wrong to make a student, parent, or colleague feel undermined, undervalued, or inferior? Most teachers strive to teach and treat all students like they are the same. The issue is, not all people are the same and we need to acknowledge it. “Walking the talk” about equity means taking action to acknowledge individual differences and provide each individual student what they need to be successful. When we are brave enough to learn new perspectives from people who are different from us, we open ourselves up to the possibility of growth we would otherwise not have. Let’s strengthen our classroom and school environments, by learning about implicit bias, the science behind culturally responsive teaching, and ways we can each take action to bring about change in our classrooms, schools, and communities.
Wednesday, November 11, 2020 at 4 pm
Culturally Responsive Teaching and The Brain:
Making Connections that Benefit Student Learning
With Amy Murillo
Wednesday, November 11, 2020 at 4 pm:
Culturally Responsive Teaching and The Brain:
Making Connections that Benefit Student Learning
With Amy Murillo
This is the first of three sessions providing an overview of the text, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond (2015). This book connects the fields of neuroscience and culturally responsive teaching. It provides a framework for teachers to think about the culture of their students and their own culture and how it impacts teaching and learning. We will utilize Hammond’s (2015) framework to explore using that knowledge to support our students and create pedagogically-sound plans. It is not a requirement for participants to purchase the text.
Objectives:
- Develop an understanding of how the brain, our culture, and student learning are connected.
- Analyze our own culture and how it impacts our pedagogy.
- Discuss and develop strategies that utilize culture as a gateway to powerful and lasting student learning.
Please register for Walking the Talk: Culturally Responsive Teaching and the Brain on Nov 11, 2020 4:00 PM CST at: https://attendee.gotowebinar.com/register/4879644009451421709
After registering, you will receive a confirmation email containing information about joining the webinar
Wednesday, January 27, 2020 at 4 pm
Culturally Responsive Teaching and The Brain:
Making Connections that Benefit Student Learning
With Amy Murillo
This is the second of three sessions providing an overview of the text, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond (2015). This book connects the fields of neuroscience and culturally responsive teaching. It provides a framework for teachers to think about the culture of their students and their own culture and how it impacts teaching and learning. We will utilize Hammond’s (2015) framework to explore using that knowledge to support our students and create pedagogically-sound plans. It is not a requirement for participants to purchase the text.
Objectives:
- Develop an understanding of how the brain, our culture, and student learning are connected.
- Analyze our own culture and how it impacts our pedagogy.
- Discuss and develop strategies that utilize culture as a gateway to powerful and lasting student learning.
Wednesday, April 14, 2020 at 4 pm
Culturally Responsive Teaching and The Brain:
Making Connections that Benefit Student Learning
With Amy Murillo
This is the third of three sessions providing an overview of the text, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond (2015). This book connects the fields of neuroscience and culturally responsive teaching. It provides a framework for teachers to think about the culture of their students and their own culture and how it impacts teaching and learning. We will utilize Hammond’s (2015) framework to explore using that knowledge to support our students and create pedagogically-sound plans. It is not a requirement for participants to purchase the text.
Objectives:
- Develop an understanding of how the brain, our culture, and student learning are connected.
- Analyze our own culture and how it impacts our pedagogy.
- Discuss and develop strategies that utilize culture as a gateway to powerful and lasting student learning.