Article- Making Connections: Culturally Responsive Teaching and the Brain
In reality, cultural responsiveness is more of a process than a strategy. It begins when a teacher recognizes the cultural capital and tools students of color bring to the classroom. She is then able to respond to students' use of these cultural learning tools positively by noticing, naming, and affirming when students use them in the service of learning. The most common cultural tools for processing information utilize the brain's memory systems -- music, repetition, metaphor, recitation, physical manipulation of content, and ritual. The teacher is "responsive" when she is able to mirror these ways of learning in her instruction, using similar strategies to scaffold learning. For example, a science teacher I mention in the book wasn't having much success with her sixth-grade students learning the science vocabulary. Afterwards, learning weekly vocabulary was more active and game-like. You'll notice that there's no mention of Africa, Mexico, or race at all.
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