Race & Class -- Hair et al., Noguera, & Steele

This weekend you have read Hair et al., Noguera, and Steele. These are three different articles that all touch on the same topic of race and class. How do we, though, fit these articles into our understanding of how to work with your students?

As per usual, before 7 PM tomorrow (Monday, June 26) please respond to the following questions, and respond to at least one classmate's post. I am looking for thorough, thoughtful answers in order for you to receive credit for being "present" during this online class.

1. Taking the thrust of all three arguments (you may want to give an overview as to what they are), ultimately what is your argument about how race and class affect the students in your classroom? Remember, I'm not looking for specific names of students, but I am looking for an in-depth connection between the articles' arguments and your own teaching experience this past school year. Reflect on your own practice in a real, retrospective fashion.

2. Regarding Steele's stereotype threat, is this something you now suspect you have seen? Specifically working with ELL's, what are ways that educators, be it you or others, seek to reinforce certain stereotypes that may lead your students' academic achievement to suffer?

3. Based on your work this year, would this information have helped you better understand your students? If so, in what way, and if not, please explain. Knowing what you know now, how can this information help you work with your students, or possibly even better understand them regardless of what their background is, moving forward into your second year of teaching?

4. Finally, watch this speech by Lisa Delpit. Many of you were interested in culturally relevant teaching, and she's a rock star. Her work is very much worth exploring. After watching the video (it's about 20 minutes), how is she not just reinforcing what we are talking about, but also giving us active ways to apply this work to the classroom? How do you see yourself fitting in to her discussion of reaching students in the classroom?

Cultural Learning -- Bronfenbrenner and Ladson-Billings

Another week, another topic... This week we are exploring cultural learning -- it's a broad topic title. Bronfenbrenner discusses his Bioecological model (sometimes called the "Ecological model," if you set out to do any additional searching) and Ladson-Billings is the matriarch of Culturally Responsive Teaching (not to be confused with Culturally Relevant Teaching -- bonus points if you know the difference!).  As with last week, you are responsible for posting your response to the following questions by 7 PM Monday, June 20. In addition, you must comment on at least one peer's post by that time as well.  1. Beyond the surface level argument of, "culture," what do these two articles have in common that they were selected to pair up with each other under this wide umbrella of the topic? What do each of these articles have to say about how we understand and teach students? I am looking for thoughtful, specific connections between the two articles.  2. Now think about your own teaching this year. How do these two articles inform either a specific event you had this year, or to your practice as a whole? (You may also reflect on both.) Remember -- no names or identifying details; pseudonyms are fine.  3. Reflect on how, moving forward, these articles might inform your approach to your students in the upcoming school year and beyond.    ANNOUNCEMENTS: --Do NOT forget to get started on fulfilling your one hour of research. If you don't complete this, I will be forced to assign you an "incomplete" for the course. --If you would like to run your final paper idea by me, please do so by this upcoming Friday. I'm happy to help you flesh out ideas. --Just as you know what your students are doing in the classroom, I am well aware when you spend the entire class time (or even a small portion of it) doing other things such as lesson plans, emails, etc. As I said on the first day, I will not be calling you out on it as you are adults and can make your own decisions, but it will affect (and has already, for some of you, affected) your participation grade. You can't participate in class if your computer screen or grading is occupying your time.  

Language - Kuhl and Tomasello

This week in our online class we are looking at language development, and you have specifically read Kuhl's and Tomasello's articles. Respond below to all questions in an in-depth, thoughtful post. There is no minimum, but you must respond and reflect in full and it must reflect that you have read the article.

In addition, you will be expected to come back to the blog and respond to someone else's reflection. You may agree or disagree, but you must be respectful.

• First, what is the connection YOU have made between the two articles? How do you see the articles complementing each other, and how can you fit them together to better understand language development? Did this connection surprise you? 
• Next, what is Tomasello arguing about the role of culture and social interaction in language development? Remember, I'm looking for specific references and a thoughtful response. 
• Finally, what was the most interesting piece of new information you gleaned from these readings? Something you didn't know before and either surprised you or interested you.  See you all Wednesday!