Culturally Responsive Pedagogy for Advanced Learners Project Aim Bias against non-dominant groups is prevalent in American society and in American schools. This project will help you examine practices in your own school that you will want to change in order to foil the prevalent bias. Table 1 ties the outcomes of this project to Ohio’s gifted education standards. Standards and Project Outcomes Standard Outcome 1 Outcome 2 The ability [for general education teachers] to recognize and respond to characteristics and needs of students from traditionally underrepresented populations who are gifted and create safe and culturally responsive learning environments (p. 7) Identify the extent of access to acceleration and advanced curriculum provided to students from groups. Based on data and needs, determine interventions to improve the extent of access to acceleration and advanced curriculum provided to students from non-dominant groups. All district students who meet the written criteria for a gifted service shall be provided an equal opportunity to receive that service. (p. 7) Assess the extent of underrepresentation of non-dominant groups in the school’s gifted program. Understand provisions to improve representation of non-dominant groups in the school’s gifted program. Background Information Before completing the project, read the OLAC module, Diversity and read the foundational concept, Culturally Responsive Pedagogy for Advanced Learners. Estimated Completion Time Five hours Procedures Teachers completing this project will watch two videos. The videos are interviews with: (1) Dr. Dorinda Carter Andrews, professor of education at Michigan State University and (2) Dr. Donna Ford, professor of gifted education at Vanderbilt’s Peabody College of Education. The interviews will help you engage culturally responsive pedagogy in your own school. Step 1. Watch the first interview. To prepare for watching the interview, ask yourself two questions and jot down your responses: Is there an American Indian student in my school? How would I find out? Have I ever read a novel by an African or African American author? Why or why not?
intervention 2. complete. Reasoning and explanation used to justify selected intervention 3. The justification is complete, logical, and compelling. The justification is very logical, and very well explained. The justification is logical and explained well. Reasons and explanations are present, but both could be more complete. Specification and defense of action plan for intervention 1. Who, what, and how are complete, coherent, and presented compellingly. Who, what, and how are complete and explained in detail. Who, what, and how are explained. The plan is not yet complete or the explanation of parts is rudimentary. Specification and defense of action plan for intervention 2. Who, what, and how are complete, coherent, and presented compellingly. Who, what, and how are complete and explained in detail. Who, what, and how are explained. The plan is not yet complete or the explanation of parts is rudimentary. Specification and defense of action plan for intervention 3. Who, what, and how are complete, coherent, and presented compellingly. Who, what, and how are complete and explained in detail. Who, what, and how are explained. The plan is not yet complete or the explanation of parts is rudimentary.