ipl-logo

UDL And Culturally Responsive Teaching

1193 Words5 Pages

UDL and Culturally Responsive Teaching In the dynamic landscape of contemporary education, fostering inclusive and diverse classrooms has become an imperative goal. Recognizing the individual needs, backgrounds, and identities of students is paramount for creating effective learning environments. Two significant instructional approaches, Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT), stand out as pillars in this pursuit. UDL focuses on proactively designing instruction to cater to diverse learning needs, emphasizing flexibility and accessibility. On the other hand, CRT places a spotlight on acknowledging and incorporating cultural diversity into teaching practices, fostering a sense of belonging and relevance. …show more content…

Equity: By providing options and flexibility, UDL promotes equity and ensures that all students have the opportunity to succeed. Proactive Design: UDL reduces the need for retroactive accommodations by designing instruction inclusively from the beginning. Cultural Relevance: CRT makes learning more relevant and engaging by connecting curriculum content to students' lived experiences and cultural contexts. Inclusive Environment: It fosters an inclusive classroom by acknowledging and celebrating the diversity of cultural backgrounds within the student population. Cultural Competence: CRT promotes cultural competence among students, preparing them to navigate a globalized and diverse world. Relevance and Implications for the Inclusive and Diverse Classroom - UDL is highly relevant in fostering inclusivity by recognizing and addressing the variability of all learners. It aligns with the principles of an inclusive classroom by offering flexibility and accessibility to diverse groups of students. UDL promotes a positive learning experience for everyone, regardless of their abilities, backgrounds, or learning styles. CRT is highly relevant for creating an inclusive classroom that values and respects the cultural identities of all students. It helps build positive teacher-student relationships, creating a sense of belonging for students from …show more content…

K. A. 2016 March 21. Culturally responsive disciplinary literacy instruction strategies. Crandall, B. R., Lewis, E., Stevens, E.Y., Robertson, J. M., O’Toole. J. E., Cullen, K. A., McQuitty. V. (Ed. Steps to success: Crossing the bridge between literacy research and practice. The Library of the City. https://milnepublishing.geneseo.edu/steps-to-success/chapter/12-culturally-responsive-disciplinary-literacy-strategies-instruction/ Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. 2015, November 5 -. Culturally responsive teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2), 97-104. http://dx.doi.org/10.11114/jets.v4i2.1136 Posey, A. n.d. - n.d. - n.d. Universal Design for Learning (UDL): A teacher’s guide. Understood. I am a naysayer. https://www.understood.org/en/articles/understanding-universal-design-for-learning Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit frameworks, and universal design for learning. TEACHING Exceptional Children Plus, 5(6), 1-9. https://files.eric.ed.gov/fulltext/EJ967757.pdf Vigil, K. (n.d.). What is Culturally Responsive Teaching? Understood. I am a naysayer. https://www.understood.org/en/articles/what-is-culturally-responsive-teaching? understood.org -

Show More
Related
1791 Words | 8 Pages

Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.

Read More
1169 Words | 5 Pages

How did military technology affect the way World War I was fought? The way the First World War was fought was heavily impacted by the development and mass production of modern, deadly weapons. Weapons such as the machine gun were perfected prior to the war. The use of machine guns in aerial warfare was a further use of modern machinery that resulted in the total levelling of cities and decimation of entire battalions.

Read More
519 Words | 3 Pages

III. Applied Essential Elements A closer look at the Essential Elements of Cultural Proficiency reviews specific concepts and ideas on how to ensure these elements are present in the classroom and school building. Included are brief descriptions of other equity frameworks and implementation tools to support the work, available for download at www.equity.dmschools.org. IV.

Read More
336 Words | 2 Pages

As an educator we should know and understand our own culture identity which is the first step to become a culturally competent practitioner. From that we will get to know how our cultural experience has moulded our own life which made us capable to acknowledge how these features impact on others. A culturally competent educator can communicate delicately and effectively with people who have different languages, cultures, religions, genders, ethnicities, disabilities, ages and sexualities and this educator will attempt to provide services which are consistent to the needs and values of the families and children by acknowledging them, and responding to them correctly. An Educator need to improve skills, knowledge, attitudes, perceptions and practices

Read More
413 Words | 2 Pages

The Book Do You the Monkey Man was the best book I have ever read. This book is a very suspenseful book, it also kept me reading on. Once I got finished reading this book I was very shocked by what had happened. Sam's always wondered where her dad and sister are. Once you read this book you will find out everything.

Read More
567 Words | 3 Pages

Urban Education Pedagogy In 1994, Gloria Ladson-Billings created the term “culturally relevant teaching”, which refers to pedagogy that empowers students intellectually, socially and emotionally (Coffey, 2008). Ladson-Billings created this term based on research and observations of teachers who are successful with low performing students and students of color. Culturally relevant teaching involves using culture as a tool to provide students’ with knowledge and skills. In general, it is a theory that allows teachers to build connections between students’ home and school lives and activate their prior knowledge (Coffey, 2008).

Read More
491 Words | 2 Pages

Culturally Responsive Instruction Teachers will gain access to a student culture, and incorporate it in the lessons they teach. This can increase the success of the ELL student(s). Offers an open-minded classroom.

Read More
1226 Words | 5 Pages

Along with this, I will need to be aware of the deficient mindset that I can use in my teaching. Culturally connecting academics with open-mindedness will give me an advantage in teaching the curriculum and connecting with my classroom. I can demonstrate this by creating a culturally rich reading environment that is inclusive of all. Socially, I can also connect and allow for student connections as I use CLR in the classroom. Linguistically, I need to understand who my students are, where they come from, and whether they are underserved.

Read More
1875 Words | 8 Pages

Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes

Read More
3061 Words | 13 Pages

2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

Read More
917 Words | 4 Pages

ABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.

Read More
498 Words | 2 Pages

(pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students. It is crucial for an effective

Read More
1024 Words | 5 Pages

IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

Read More
841 Words | 4 Pages

The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

Read More
1182 Words | 5 Pages

Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can

Read More

More about UDL And Culturally Responsive Teaching

Open Document