A Teachers’ Self-study Guide for Culturally Responsive Practices in Grades K-6: Reading & Mathematics. It assist teachers and administrators in assessing the degree to which mandated curricula guides in mathematics and reading curricula and strategies that are responsive to the socio-cultural experiences and backgrounds of their students.
BACKGROUND & DEFINITIONS
This tool is based on the work of James Banks and Cherry McGee-Banks with further support from the work of Christine Sleeter and Carl Grant.
It is designed to assist teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students. Many aspects of curriculum and pedagogy affect the learning success of students in mathematics and reading. In addition to careful assessment of each student’s knowledge and skills in the core content areas of mathematics and reading so that teachers can adjust the introduction and pacing of skill development, teachers must also anchor the constructs and skills they teach to familiar experiences and vocabulary to build on the knowledge and skills that students bring to school.