Culturally Responsive Curriculum. It is also important for teachers of monocultural classrooms to integrate multicultural learning experiences into the curriculum. What will develop and unfold, that we didnt expect, as we continue to play? Responsive teachers create scaffolds in anticipation of parts of the lesson that might be challenging, they skip over lessons that might be redundant, and they respond authentically to students in the moment. In this vision, children toss out an idea, in the form of a game, a drawing, a comment, a struggle, a question Attentive educators catch that offering, consider it (by talking with each other, documenting, revisiting), and then toss something back to the children. Then one of the teachers studied the image with her class. Here are just a few of my go to resources for thinking about classroom environments: Designs for Living and Learning: Transforming Early Childhood Environments by Deb Curtis and Margie Carter, Child Care Design Guide by Anita Rui Olds, Children, Spaces, Relations edited by Giulio Ceppi and Michele Zini. This type of curriculum does not require planning but relies on the knowledge base of the caregiver. The relief dates to 645 635 B. C. I had suggested this image to the teachers primarily because it shows streams of water scholars have understood to be irrigation canals, and I knew agriculture and irrigation were two themes the teachers wanted the students to think about. Culturally responsive teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Structure is my happy-place. A closely related theme is the connection between hierarchy and religion the way those in elevated positions were treated like gods, and considered to be close to and even descended from the gods. Culturally Responsive Curriculum | Apex Learning Culturally Responsive Curriculum Diverse and Inclusive by Design Our commitment to culturally responsive curriculum has been part of the fabric and philosophy of our curriculum design throughout our history. A permeable curriculum has a strong core: the identity or "spinal cord" of the curriculum. Today's student is more of a consumer than any time before, and institutions must be more nimble in . The students observations reveal new possibilities in the materials and help the teachers envision new ways to use those materials in their teaching. Are there some materials you consistently provide, to meet a specific childs need? Over the past few decades, students, their experiences, upbringings, and backgrounds have changed. Here are a few resources that offer supports and structures for responsive curriculum planning:: Creating a Culture of Reflective Practice. Responsive Classroom is a student-centered, social and emotional learning approach to teaching and discipline. As some students pointed out evidence of political hierarchy, then listened as other students described evidence that the hierarchy is religious, the work of the class was setting the stage for further student discussion of these themes. I also believe that with thoughtful structures and intentional supports, Responsive Curriculum offers a robust framework for teaching and learning. We were about to read with the students a much earlier source also from Mesopotamia a letter from a Middle Babylonian tablet (1531 1155 B. C.) in which Kalbu addresses his guenna-official or provincial governor about a water supply problem. In her research Toward a Theory of Culturally Responsive Pedagogy Gloria Ladson-Billings examines the theoretical underpinnings of effective culturally responsive teaching and learning, including: Conceptions of Self and Others, Social Relations, and Conceptions of Knowledge. A. Leo Oppenheim. When a caregiver has spent time reflecting on documentation and studying child development, responsive interpretation to support development is the developmentally appropriate curriculum. In this post, Ill share a specific example to show how this movement in critical exploration works. According to Gay (2002), "Culturally responsive teaching connects students' cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that . As time went on, their interest in his disappearance both deepened and broadened. Ill say more in the following pages about the impacts of this seemingly free-form planning, and possible structures to support and uphold our intentions for responsiveness. Im a structure girl: my pantry shelves are meticulously organized, my clothing closet is obsessively color-coded, and I own three (3) label-makers. All of which is to say: Im someone who struggled with letting go of my reliable teacher plans, even though I could see that the children werent inspired by them. Its a pretty different goal from the lesson-planned version, which (to follow this ball-game metaphor) might be more like dropping all the balls kids toss to you, and throwing your own ball at your whole class, hoping they get all the right learning out of your ball before you pelt them with another one. Now, I realize that each of these sources can support students as they develop and test their ideas about the other. If you already have an educator account, you can view the full curriculum here: Responsive Curriculum: Racial Justice To geek out for just a sec: I find that the word progettazione itself is rich and provocative. A culturally responsive curriculum seeks to ensure students think appreciatively and critically about themselves and others. Higher education institutions need to change their approach to suit the needs of the modern student, who has more options for their further education than at any time in the past. If the idea that the panel depicts a palace garden were unquestioningly accepted, I realized, many of its details and much of its significance would be obscured. The students' observations reveal new possibilities in the materials and help the teachers . Though the example comes from history/social studies, the pattern of interaction among the materials, the students observations, and the teachers thinking and planning holds beyond it. The garden became a refuge, a sanctuary, and the lone figure in its dramatic, even ritualistic pose only accentuated these qualities. I see you, friend, and I understand. In our work with the 7th-grade humanities teachers at Watertown Middle School in Watertown, Massachusetts, weve been studying Mesopotamia. One important benefit of this approach is that the students observations can help direct the teachers attention, illuminating aspects of the sources the teacher might not otherwise have fully appreciated, helping her to create a responsive curriculum by deepening her understanding of the themes she is teaching and of the ways learners at all levels can discover them. Educators in the schools of Reggio Emilia sometimes describe their process of curriculum planning, or progettazione, by using the image of a ball being tossed back and forth, between educators and children. This qualitative study centered culturally responsive teaching (Gay, 2002), asset-based community development (Kretzmann & McKnight, 1993), and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. One of these themes is hierarchy. The educators begin by observing children's play . My first and most impactful introduction to the notion of a responsive curriculum was learning about the Municipal Preschools and Infant-Toddler Centers in the city of Reggio Emilia, Italy. And together, these two sources from different periods can help students reconstruct and understand enduring characteristics of Mesopotamian civilization. I had understood this height to create a convenient vantage point for the observer and possessor of the landscape. I was early in my teaching career - recently out of college and partway through my third year as a full-time teacher - when one specific classroom experience solidified my commitment to Responsive Curriculum. Now that the students have encountered this image, and now that I have thought through the students observations, I have a deeper understanding of the image and how it works and of its potential to work with other sources, such as Kalbus letter, to help students think further. Full Curriculum. The city of Reggio Emilia, in northern Italy, has 25 municipal preschools and infant-toddler centers, serving children ages 0-6. Though several higher education institutions appreciate the value of making curriculum responsive, how to do . These plans, these projections, may take the form of environmental provocations or specific invitations to participate in a conversation or activity. These photos were taken at the Diana, Peter Pan, Otto Marzo, and Girotondo schools. And as we begin to see ourselves as researchers and collaborators, that may shift how we spend our time with children. By looking closely at this example, we can better understand how student-centered teaching and learning can inform and enliven curriculum in any subject matter. Yuck. I noticed that many students mentioned the figure I thought of as the king or the space I thought of as the castle garden. A responsive teaching practice is highly proactive and engaged, and requires us to be on our game. Schools serving CLED gifted students must adopt culturally responsive teaching approaches in addition to the gifted curriculum within the school. Learn More. Culturally Responsive Education (CRE) is an evolution of multicultural education and rooted in Gloria Ladson-Billings and Geneva Gay's scholarship around Culturally Relevant/Responsive Teaching and Pedagogy which primarily focuses on teachers' perspectives, consciousness, instructional styles, curriculum, classroom environments, etc (Ladson . Unstructured materials which are open-ended: logs, rocks, fabric, clothes pins, jewels, blocks, dough, sand, etc. The elevated and god-like position of the official the offspring of heaven, our protective angel and the great distance between him and Kalbu, who is dust and but your favorite slave, resonate with elements the students observations highlight in the image: the sheer height of the tower and the silent figure in its noble pose framed in the archway at the top, positioned as if to illuminate or focus the attention of the countryside. Though Im now fully dedicated to child-led, responsive curriculum, that wasnt always the case. Employing culturally responsive teaching strategies is a small step toward enacting meaningful change in education. . Im inspired by this idea that curriculum planning includes intentionality - planful and well-designed - as well as the flavor of tossing something out there. To project can mean to forecast, to guess about the future. Culturally and historically responsive education is both a theory and model to respond to students' histories, identities, literacies and liberation in pedagogy. I read the entire list again, taking notes only when the students seemed to be describing the figure or its setting as royal or religious, and collecting the two kinds of observations together: looks like a garden plants or layout of a garden, sacred place hidden place hidden by trees, looks like Jesus at the top of the middle pillar. Its not necessarily better or worse to have one type of material or another. 116 117. Responsive Curriculum Development for the 21st Century. I think that exercising the muscle of responsive curriculum planning can help educators striving to be culturally responsive. None of the curriculum we teachers had planned for that month matteredwe dropped it, and instead followed the children in their drive to make signs, draw maps, track animal prints, and create stories and artwork about Rikki Tikkis mysterious disappearance. Then we can then observe how children explore our invitations and provocations, and get a sense of whether something is emerging that we might want to pursue. The paper also discusses the needs for adopting the responsive curriculum as a way of facing the challenges of the Millennium . The curriculum is broadly defined as the "totality of student experiences that occur in the educational process" and consists of educational standards and goals, content, learning experiences, and evaluation of student learning (Kelly, 2009). Culturally Responsive Practices. We arrived one morning to find the door of the hutch ajar, and Rikki Tikki missing. And that they see themselves as positioned to make the world a better place. A temple or a church, a sacred space, a figure that looks like Jesus through these observations that at first seemed so out of place, the students were calling out details of the piece, revealing aspects of its mood in short, beginning to describe for themselves, and to help clarify for all of us, the complexity of this work of art. Every child, individually and in their relations with the group, is a constructor of experiences to which they are capable of attributing sense and meaning.. I find all of those possible meanings more compelling than the static noun-form of the word, doing a project. I carry the word projection as a multi-layered short-hand answer to the question What is Responsive Curriculum?. I had the good fortune to work with both Betty and John as part of my Masters coursework through Pacific Oaks College.
[email protected], Toward a Theory of Culturally Responsive Pedagogy, preparing educators for culturally responsive teaching, A Can of Worms: Fearless Conversations with Toddlers. CRE Hub provides the history, tools, and resources to contextualize and build the movement for culturally responsive education and ethnic studies. I've often described Responsive Curriculum as taking a leap of faith, or jumping into the unknown. Common Teacher Language and Expectations. Welcome! So you better believe I was very comfortable in a classroom that had discrete, pre-arranged themes for each month, which Id thoughtfully mapped out ahead of time, for the whole year. The teacherschoose materials because of what they have noticed about them. With the students observations in front of me, I looked closely at the image again. When Ann Pelo and I were teaching together at Hilltop . A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. For those of us who need something concrete to hold on to, here's a very simple way of describing the process of responsive curriculum planning: The curriculum is not designed in advance by educators, but instead develops over time, based on the interests of the children in the class. One of the gifts of Responsive Curriculum is that it fosters an educators disposition to focus on actual children, classrooms, and communities, building our capacity to respond meaningfully and intentionally. Alythea McKinney is the director of Critical Explorers. One important way we can uphold intentions for responsive planning is to set ourselves up with an environmental context that naturally supports open-ended play for children, and reflective practice for educators. The LibreTexts libraries arePowered by NICE CXone Expertand are supported by the Department of Education Open Textbook Pilot Project, the UC Davis Office of the Provost, the UC Davis Library, the California State University Affordable Learning Solutions Program, and Merlot. Talking about pre-planned, teacher-directed curriculum is easy: Heres what Im going to do this week in my classroom. Culturally responsive curriculum helps students develop understanding of people from a variety of cultures and gives students the skills to be able to interact and take action within varied cultural contexts. At ResponsiveEd, we seek to be responsive to the needs of the community. This outlook can help support our commitment to be culturally responsive, as well as responsive in our curriculum. The cycle might end there, resting with that one-time activity or short-term interest, or it might continue into a deeper investigation over time. Metaphors like this image of a ball toss can help us clarify our understanding, help us wrap our minds around an idea like responsive curriculum, thats a little bit amorphous, slippery, and hard to describe. This suite describes how education staff in all program settings can implement curriculum in a way that is responsive to children's and families' culture. Semi-structured materials: Legos, No Ends, Knex, Zoobs, Lincoln Logs, MagnaTiles, etc. A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Each teacher, with her colleagues, becomes actively involved in ongoing curriculum development. And I have tons of empathy for anyone who, like me, feels uncertain about stepping into the world of responsive curriculum planning. Structured materials (prescribed toys): cars, people, animals, puzzles, matching games, etc. What have you noticed about the role of the following categories of materials in your classroom? Responding to infant and toddlers behavior in the moment helps support development and learning. Authentic and responsive education, like authentic and responsive democracy, requires real conversations with real people, in real relationships, and in real time!. I wont spoil the story for you (read about it in my chapter of the book Reflecting Childrens Lives by Deb Curtis and Margie Carter), but suffice it to say that I was permanently converted to a life of Responsive Curriculum. These observations, in numbers almost equalling the kinds of observations I had expected, surprised me. This notion of children as active, primary participants in setting the course of their own studies is at the heart of a responsive curriculum. A Culturally Responsive Approach to Implementing a Curriculum. Reflection is a disciplined way of assessing situations, imagining a future different from today, and preparing to act.". Youre welcome. But explaining a responsive model for curriculum planning is much trickier. . I was teaching at Bing Nursery School, along with Roberta Immordino, Diane Guthrie, Kitty Pecka, and Kirsten Wright. Every child is the subject of rights. not easy work. The environment - and childrens interactions with the materials and with each other - becomes the focus, and instead of being entertainers, we can observe, extend, and document. See if any of these resonateor make up your own! If you are interested in viewing the full curriculum, please register for a free educator account: Request Curriculum Access.
[email protected], Designs for Living and Learning: Transforming Early Childhood Environments. Then the cycle of observation, consideration, and projection begins again, based on childrens engagement with the new offering. This commitment to fore-fronting childrens own questions and ideas plays out in the progettazione (projections) undertaken by children and educators in the Reggio schools, which served as a model for my own understanding and practice of student-driven curriculum projects and investigations. All students deserve a quality education, with curriculum and content reflective of their identities, and school environments that are safe and supportive. We can design and provision classroom environments that set the stage for responsive work. When a caregiver has spent time reflecting on documentation and studying child development, responsive interpretation to support development is the developmentally appropriate curriculum. In my defense: I was young, I didnt know any better, and I simply wasnt confident in my own capacity to follow the childrens lead. She describes her research as a beginning look at ways that teachers might systematically include student knowledge in the classroom as authorized or official knowledge. This trust in students ways of being and knowing pairs well with and supports a commitment to seeing children as protagonists. If I had found another ancient depiction of irrigation canals one that showed farmers and crops in place of a king and trees I very likely would have chosen that one instead. In critical exploration, teaching, learning, and curriculum development are interdependent. I had the good fortune to visit the schools in Reggio Emilia, in the summer of 1993, and since then I have continued to read and study about the Reggio Approach, and attend conferences through the North American Reggio Emilia Alliance (NAREA). Responsive Teaching (RT) is a developmental intervention curriculum that was designed for early intervention providers, including developmental specialists, special education and early childhood teachers, psychologists, social workers, speech pathologists, as well as physical and occupational therapists, who work with parents and other caregivers to support and enhance their children's . How can educators create curriculum that changes as students and teachers engage it curriculum that engages students and all their varied observations and ideas? Then they encourage students to encounter the materials and share what they notice. Language weaves a community together. The quote about serendipity at the header of this page helped me learn to trust that the children would show me what mattered to them, and to trust my own instincts for how to begin following their lead. In keeping with this goal, we offer a variety of educational optionseducational "brands"that reflect the diverse interests, goals, and learning styles of the students within the communities we serve. Culturally responsive teachers help relate the curriculum to students' lives by using a culturally responsive curriculum or CRC. provide open-ended drama materials, rather than . She started as we always do in critical exploration: She asked what the students noticed (she didnt offer them any information about the scholarly interpretations Ive described). In this model, the object of the game becomes keeping the ball in play - how long can we toss this ball back and forth? keep fewer materials out on display, and rotate them regularly from a "library" of materials. A culturally responsive curriculum prompts teachers to learn about each child's strengths, abilities, experiences . Before reflecting on the students observations, I had not understood the relief and the letter to be closely related. The curriculum supports cultural responsiveness. Schools with a culturally responsive curriculum strive to develop a balanced understanding of history, because this perspective reflects both the positive and negative experiences of all of America's ancestors. If we plan the environment for discovery and engagement, it can become, as the Reggio educators say, another teacher in the room. Below are some photos from my visit to the schools of Reggio Emilia, Italy, in 1993. According to Gay (2002), "Culturally responsive teaching connects students' cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that . It can translate as design, as planning, and as projection. "Reflection is thinking rigorously, critically, and systematically about practices and problems of importance to further growth. Every child, individually and in their relations with the group, is a constructor of experiences to which they are capable of attributing sense and meaning.". The Ashurbanipal relief can support student thinking about the themes of hierarchy and religion in addition to the theme of irrigation. One of the primary sources our collaborating teachers and I have worked with is a relief (above) that once decorated the walls of the palace of Ashurbanipal, King of Assyria. Infant and Toddler Care and Development (Taintor and LaMarr), { "33.01:_Observe_and_Document" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.
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MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()" }, [ "article:topic", "program:oeri", "license:mixed", "licenseversion:40", "authorname:taintoretal" ], https://socialsci.libretexts.org/@app/auth/3/login?returnto=https%3A%2F%2Fsocialsci.libretexts.org%2FBookshelves%2FEarly_Childhood_Education%2FInfant_and_Toddler_Care_and_Development_(Taintor_and_LaMarr)%2F33%253A_Creating_Curriculum%2F33.03%253A_Responsive_Curriculum, \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}}}\) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\), 33.4: Involve Infants and Toddlers in Planning, Amanda Taintor, Todd LaMarr, Wendy Ruiz, Martina Marquez, Emily Elam, Amy Carnahan & Adrienne Seegers, status page at https://status.libretexts.org. Caregivers unknowingly give responsive interpretation through the care they provide. Thesubstance of the message is prefaced by this long opening: Tell my lord, the perfect, the gorgeous, the offspring of heaven, our protective angel, the expert and effective warrior, the light among his brothers, the shining gem, the trust of all important persons, endowed withnobility, the provider for scholars, the table laden for all people, outstanding among his peers, to whom the gods Anu, Enlil, and Ea, and also the goddess Belet-ili, have granted a treasure of graces and riches tell my lord: Kalbu, who is dust and but your favorite slave, sends the following message.. The features of responsive curriculum were highlighted. The children took up a search for him that lasted not minutes, hours, or days, but literally weeks. As observations of a tall statue and temple emerged alongside observations of a king and garden, the students were also describing and gathering evidence of themes central to the study of Mesopotamia themes that, before thinking through the students observations, I hadnt realized this particular image could support. In trying to describe Responsive Curriculum, Im most drawn to the metaphors that contain elements of investment over time, of co-creation, of hypothesis and investigation, of uncertainty and anticipation. I even co-wrote a book, with my best-friend-since-preschool Annie, titled Preschool Connections: Child-centered Theme Activities for Every Month. Accessibility StatementFor more information contact us [email protected] check out our status page at https://status.libretexts.org. It requires an ongoing curiosity for the children's work and play, thoughtful collaboration with colleagues and families, and engagement in an evolving plan for the curriculum. It is comprised of a set of research, and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities for both students and teachers. This book has everything: craft activities, coloring pages, finger-plays, nursery rhymes, adorable snack recipes, you name it. Classrooms now reflect families of varying races, cultures, and . Copyright 2010 - 2022 Critical Explorers, Inc. All Rights Reserved. rather than emphasizingseat work at tables, use natural and inventive containers to offer materials, and consider not labeling each bin, or the space on the shelf where its meant to go, display materials with an eye towards both aesthetic beauty and functional access for the children, pay attention to lighting, using it to highlight certain areas, or invite specific kinds of play - thoughtful use of light helps the space feel more like a home than a factory, offer curated provocations that might inspire children to explore or combine materials in new or inventive ways, preserve long stretches of uninterrupted time for children to engage with the materials, and with each other - time is an invisible element of your classroom environment, but possibly the most powerful. Some key principles of culturally responsive education (CRE) include (1) validating students' experiences and values, (2) disrupting power dynamics that privilege dominant groups, and (3) empowering students, NYU Metro Center's report "Culturally Responsive Education: A Primer for Policy and Practice" more fully details the . The curriculum changes and grows as students respond to the new combinations of materials and activities with more observations and ideas, and as the teachers listen to students, understand the sources still more deeply, and again and again, year after year imagine more things to try. Lets connect! Are there some materials you always want children to be able to find, such as building, and mark-making? education. She sent me a list of her students first observations. In critical exploration, students encounter materials the teacher has chosen; at the same time, they actively develop their own observations of and thoughts about the materials, free from the influence of the teachers ideas. Letters from Mesopotamia: Official, Business, and Private Letters on Clay Tablets from Two Millennia. Responsive Curriculum and Anti-Bias Education As responsive educators, we aim to keep children's experiences and perspectives at the heart of our work, while supporting them to become competent citizens in a diverse world. Heres what I expect children will learn from it. What balance of these opportunities do you provide, and why? Conversations This notion of children as active, primary participants in setting the course of their own studies is at the heart of a responsive curriculum. a responsive curriculum as the curriculum that is relevant to the current and anticipated need, problems and aspirations of the learner. How do you articulate an intention to pay attention to childrens play, and offer responses and opportunities with an attitude of curiosity, flexibility, and possibility? To project can mean to intentionally give your own voice more strength and power. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. Responsive Curriculum doesn't mean that we just sit back and let kids do whatever they want. 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