Culturally Diverse Strategies

© 2015 Dr. Catherine Collier
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Implementing Culturally &
Linguistically Responsive Instruction
Dr. Catherine Collier
catherine@crosscultured.com
#AskDrCollier
Facebook: AskDrCollier

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The Bottom Line
CLD/LEP must be able to participate
effectively (at or near peer) in all
programs and content areas.

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Underlying Components for Culturally and
Linguistically Responsive Practice
Intercultural Skills
Ability to make accurate predictions
and explanations of others’ actions
Cultural Knowledge
Awareness of what we need to do to
communicate effectively and
appropriately
Motivation, Attitudes,
Beliefs
Desire to communicate effectively
and appropriately with others

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Operating From Our Cultural Assumptions Can Lead to
Culture Bumps
4
A culture clash is the conflict or disagreement that results when two or
more individuals from different backgrounds interact, each basing their
behaviors on a different set of rules for what is expected and/or
considered appropriate.

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Krashen’s Critical Elements
1. Provide
Comprehensible Input
in Target Language
2. Lower the Affective
Filter
3. Maintain Subject
Matter Education
4. Maintain and Develop
Base Language

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Smarter RTI for CLD/EL
• Prevention first
• Multistage screening to identify risk & strategy
selection for problem solving
• Problem solving interventions focused on specific
learning concerns
• Multistage assessment (progress monitoring) to
determine appropriate levels of instruction
– Specific goals
– Measurable goals & outcomes
– Attainable objectives
– Relevant content
– Time-bound

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What does research say about
learning strategies?
• Effective learners’ strategies
are varied and flexible.
• Use of learning strategies is
correlated to self-efficacy.
• Strategy use improves
academic performance.

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Strategy Fitness!

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STRATEGIES
A strategy is a
tool.

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STRATEGIES
A strategy can
be applied to
any learning
task.

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STRATEGIES
Choose the right
strategy for the
task.

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STRATEGIES
Strategies
stay with
you.

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Teaching Learning Strategies
• Focus on academic learning
strategies.
• Identify students’ current
learning strategies.
• Name & explain strategies.
• Model strategies (ex. teacher
thinking aloud).
• Self-evaluation of strategy use
(by S & T).
• Develop metacognitive
awareness & self-regulated
learning.

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Prep For Teaching Learning Strategies
• Teacher provides overview
and objectives;
• Elicits students’ prior
knowledge;
• Develops vocabulary; and
• Uses students’ native
language as a resource.

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Teaching The Strategies
• Teacher addresses different
learning preferences;
• Models language processes
explicitly;
• Explains learning strategies;
and
• Discusses connections to
students’ prior knowledge.

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Practice Strategies
• Students engage in
interactive activities;
• Practice different
cooperative learning
structures;
• Use authentic content and
language tasks; and
• Use learning strategies.

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Evaluate Strategy Use
• Students assess their own
learning;
• Identify preferred
strategies;
• Keep learning logs; and
• Evaluate themselves.

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Culturally Responsive Content
Guidelines
Materials must be authentic, relevant, compatible,
and neutral in content. Some guidelines for
content include:
– Concentrate on the contemporary, rather than
historical
– Focus on the groups nearest (most dominant) the
school first.
– Deal with real life, controversial issues
– Concentrate on the processes of life, not just the
products
– Validate using community “experts”

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Five Standards for Effective Instruction
• Joint Productive Activity
• Language & Literacy
Development
• Contextualize to Make
Meaning
• Challenging Activities
• Instructional Conversation
Center for Research on Education, Diversity &
Excellence at Univ of California at Santa Cruz

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Marzano’s Nine High Yield Strategies
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers

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Example Strategies For Building &
Facilitating Resiliency
• Resiliency
– Active processing
– Advanced organizers
– Belonging activities
– Mediated stimuli
– Scaffolding
– Sorting
• Language Strengths
– Home language
• Bilingual peers
• Bilingual aide
• Language games
– Schooled language
• Bilingual texts
– English
• Cognates vocabulary games
• Wordless picture books

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Example Strategies For Level of
Acculturation & Language
• Phonological
differences
– “bitch” vs “beach”
– /θ/ vs /t/ and /d/
– /l/, /r/, /ł/
– Points of articulation
• Language strengths in
all languages
– Transition strategies
– Scaffolded language
development
– Daily oral guided
practice
• Level/Rate of Acculturation
– AQS 8-14 = TPR, modeling, L1
support, demonstrations
– AQS 15-22 = context embedding,
L1 scaffolding, guided practice
– AQS 23-29 = advanced
organizers, role-playing, leveled
readers
– AQS 30-36 = active processing,
analogies, expansions, TQLR
– AQS 37-43 = evaluation,
rehearsal, self-monitoring,
choices
– AQS 44-48 = cognitive learning
strategies, cross-cultural
competence, bilingual strategies

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Example Progress Monitoring
• Frequency & consistency
of response
• Miscue analysis
• Dynamic Assessment*
– Reading
– Phonics
– Math
– Retention
– Control
• Behavior
– Charting
– Contrast
• COHORT PEERS
• Test/Teach/Test
• In-situ Modifications
• Authentic

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My Pearl of Wisdom
•Prepare
•Embed
•Attach
•Ratchet
•Look Back

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
repare
Preview, Question, Imagine,
Predict, Anticipate, Brainstorm

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Prepare Strategy: Advanced Organizer
What do we
KNOW
about this
already?
What do we
WANT
to know about
this?
What will we
LEARN
about this?
HOW
will we learn
this?
? ? ? ?Why
will we learn
this?

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My Pearl of Wisdom
Prepare/preview
Embed
Attach
Ratchet
Look Back/review
mbed
Concrete, Guides, Cues, Realia,
Model, Context

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Embedding Strategy: Visualization
 Where should I stop to
think?
 Who is doing what,
where, when, how, and
why?
 What picture do I see in
my mind regarding these?
 What do I see when I put
the pictures from each
stop together?
 What does the whole
thing tell me?

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Where should I stop to think?
Rehearsal #1

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Who is doing what, where,
when, how, and why?
Rehearsal #2

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Embedding Strategy: Color Cues
Subject
Clause
Verb Clause Object Clause
Subject
Pronoun
Adverb Verb Article Noun Preposition Object
Pronoun
You quickly give a cat to her.
We hastily put the fish in it.
They badly hit the ball over you.
I meanly throw an egg on him.
You quietly eat an apple behind her.
We happily sing a song about us.
They grumpily wash the floor under me.
I vastly underestimated the cost to them.

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Attachment Strategy: Culture Tool Kits
• Realia from specific culture
• Recipes from specific
culture
• Pictures of people from
culture
• Language examples
• Stories
• Projects: art, buildings,
drama, music, etc.

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Look Back Strategy: Comprehension
Somebody Wanted But So Then
•Princess
Elizabeth
•Prince
Ronald
•The Dragon
Marriage
to Prince
Ronald
The Dragon
took him
away
The Princess
rescued the
ungrateful
Ronald
The Princess
chose
freedom

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Thank you! Come visit us at
www.crosscultured.com
• Over 45 years experience.
• Research on impact of acculturation
on referral & placement of CLD
students.
• Research on effectiveness of specific
cognitive learning strategies for
diverse learners.
• Classroom teacher, diagnostician,
faculty, administrator.
• Social justice advocate, author &
teacher educator.

Culturally Diverse Strategies

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