Module 4: Cognitive Approaches to Equity and Diversity

Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and linguistically Diverse Students:

Chapters 1 and 3 of this text discusses how teachers are the biggest creators of the achievement gap among diverse learners. This achievement gap is identified as "an epidemic of dependent learners unprepared to do the higher order thinking, creative problem solving, and analytical reading and writing called for in the new Common Core State Standards" (Hammond, 2015). Essentially students of color, English language learners, and students of poverty lack the productive struggle that helps build our brain power and our ability to perform higher levels of thinking as educators are not setting the same standards for them as for others within the classroom. In turn this creates dependent learners unable to complete higher level thinking that involves complex tasks. Hammond proposes the solution to this "epidemic" is to educate teachers on the art of culturally responsive teaching. Culturally responsive teaching is "an educators ability to recognize students' cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing" (Hammond, 2015).
How to teach with culturally responsiveness via Hammond (2015):

Reflection:

As a teacher I was astonished by the research showing that it is indeed the educational system that is extending the achievement gap. The implementation of culturally responsive teaching should be a requirement for all school systems because I believe this is the only way we will see rue growth in our students. We should have the same high expectations for all students regardless of their background. So why we treating these students as if they are helpless. We shouldn't be. We should be showing them that they are capable of great things and can achieve anything if they put their minds to it. 

Resource: 

Hammond, Z. (2015). Culturally responsive teaching & the brain: promoting authentic engagement 
and rigor among culturally and linguistically diverse students. Thousand Oaks: CA: Corwin.

Promoting Resilience in Children and Youth: Preventive Interventions and their Interface with Neuroscience and Resilience PowerPoint:  

Greenberg (2006) discusses the relationship between neuroscience and resilience and how the two can work together as preventative interventions. Greenberg defines resiliency as "positive or protective processes that reduce maladaptive outcomes under conditions at risk" (2006). He believed that individuals become resilient as a neurological process that occurs when an individual is in distress due to environmental (Familia), personal, or academic factors. The relationship between the cognitive processes and emotional regulation and resiliency is currently being studied in hopes to improve the outcomes of students in harsh environments that may interfere with their learning, such as foster care. The development of resiliency gives individuals "the ability to thrive, mature, and increase competence in the face of adverse circumstances (Gordon, 1995). Meaning that despite an individuals adversities in life, they are still able to persevere through and overcome. Factors such as personal characteristics, educational factors, and academic factors can have a hand in the development of resiliency in students (Paris, 2013).

Reflection: 

I am just awe inspired that individuals have such a positive outlook on life despite the adversities they face. The role of resilience in survival is incredible and the fact that it is a response from our brain to help us survive and grow is amazing. 

Resources:

Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094, 139-150.

Paris, N. A. (2013) Adapted from Fostering Resilience in Children, retrieved from 

http://ohioline.osu.edu/b875/

"Poor Kids" and "Drop Out Nation" Frontline series:

The video series "Poor Kids" (2012) follows several poverty stricken individuals at a young age as they explain their situation. The girls in the series are very aware of their situation and have knowledge about life well beyond their years. In particular, Kaylie describes the correlation between the rising gas prices and her mothers in ability to afford gas and get a job, while Brittany is in a deep conversation with her father about the bills being paid and when utilities will begin to shut off. These are things that children should not have to worry about but are a stark reality to these two girls. The episode ends with the girls five years later. Both girls are in the same situation, but talk about making changes for their own future. Brittany even hopes to go to college one day. 

The video series " Drop out Nation" (2012) follows at risk dropout students at Sharpton High School. This school was well know for its high dropout rate, low income students, gangs, and teen moms until the superintendent decided that what they had in place was not of benefit to the students. As a response to this he revamped the entire school. Two years later Sharpton is still as people saw it before and was not a desirable place, but things had changed. The dropout right had significantly declined and test scores were improving. All of this thanks to giving the students the education they deserve by applying culturally responsive teaching. These educators went above and beyond for the students often extending their own work day to show that they believed that despite any obstacles that student was capable of achieving a bright future. 

Reflection: 

I was so intrigued by this series. Seeing the individuals in the "Poor Kids" series and how positive and aware they were made me really think back to some of my past students and their ability to be resilient despite the world around them not dealing them a fair hand. The same goes for the "Drop Out Nation" series. These students have been faced with fare more than I have seen in my entire lifetime, yet individuals like Marco push through and achieve. It is amazing the power educators posses in terms of building up students and strengthening them to persevere. 

Resources: 

Drop out nation. (2012). Frontline. 30 (20).

Neumann, J, Mucciolo, L. (2017). Poor kids. Frontline. 30 (4).