Updated: Jun 15, 2020
Culturally Responsive Practice and inquirED While there is no single definition of culturally responsive instruction, at inquirED we've established a set of criteria to describe its use in our curriculum and to guide us as we continue to evolve. We've developed these criteria from the insightful and groundbreaking scholarship of Geneva Gay, Gloria Ladson-Billings, Zaretta Hammond, and others.
We consider instructional practice to be culturally responsive when it meets the following set of criteria:
Builds cognitive capacity in students from diverse backgrounds
Actively engages cultural learning styles and tools
Includes instructional approaches that mirror the cultural norms of underrepresented groups
Approaches difficult content with sensitivity and awareness
Scaffolds students toward independence, increasing the freedom they have to choose the course of their own learning
“Culturally responsive teaching is about helping culturally and linguistically diverse students build their skill and capacity to do rigorous work.”
Thanks to Michelle Sadrena Pledger for joining us for a special webinar to talk about Culturally Responsive Teaching (CRT).
Michelle shared her definition of CRT, then led us through some Mindsets, Moves, and Musings that can help you begin to shift your practice. She emphasized the importance of identifying and moving away from a deficit mindset with CLD students. She described Zaretta Hammond's Four Horsemen of Deficit Thinking, each of which helps to limit the cognitive growth and development of students.
Michelle also referenced several resources that can help you to develop your understanding and practice of Culturally Responsive Teaching. We wanted to share those with you!
Books about Culturally Responsive Practice