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Summary of chapter six:
The sixth chapter focuses on cultural congruity in teaching and learning, which refers to the alignment between students' cultural backgrounds and instructional practices. The author identifies five dimensions of cultural congruity:
(1) classroom climate; (2) instructional techniques; (3) learning preferences; (4) assessment methods; and (5) curriculum content.
She explains how culturally responsive teaching can create a more positive and productive learning environment by adapting to students' preferred ways of interacting, processing information, expressing knowledge, and demonstrating skills.
The first dimension of cultural congruity is classroom climate, which is the overall atmosphere and tone of the classroom. The author argues that a culturally responsive classroom climate should be warm, supportive, respectful, cooperative, and democratic. It should also reflect the cultural values and norms of the students, such as collectivism, communalism, personalism, spirituality, and harmony. The author provides examples of how teachers can create a culturally responsive classroom climate, such as greeting students by name, using culturally appropriate praise and feedback, facilitating group work and peer tutoring, and involving students in decision making.
The second dimension of cultural congruity is instructional techniques, which are the methods and strategies that teachers use to deliver instruction. The author contends that culturally responsive instructional techniques should be varied, interactive, experiential, holistic, and expressive. They should also match the cultural orientations and learning styles of the students, such as oral tradition, storytelling, music, art, movement, and symbolism. The author provides examples of how teachers can use culturally responsive instructional techniques, such as using culturally relevant examples and analogies, incorporating multimedia and technology, using cooperative learning and problem-based learning, and integrating arts and humanities.
The third dimension of cultural congruity is learning preferences, which are the ways that students prefer to learn and process information. The author maintains that culturally responsive teaching should accommodate the diverse learning preferences of the students, such as visual-spatial, auditory-oral, tactile-kinesthetic, field-dependent or field-independent, global or analytic. She also notes that learning preferences are not fixed or innate, but rather influenced by culture and context. The author provides examples of how teachers can accommodate diverse learning preferences, such as using graphic organizers and visual aids, providing oral instructions and feedback, allowing hands-on activities and manipulatives, offering choices and options for assignments and assessments.
The fourth dimension of cultural congruity is assessment methods, which are the ways that teachers measure student learning and achievement. The author asserts that culturally responsive assessment methods should be authentic, valid, reliable, fair, and formative. They should also align with the cultural values and expectations of the students, such as cooperation, collaboration, creativity, and critical thinking. The author provides examples of how teachers can use culturally responsive assessment methods, such as using portfolios, performances, exhibitions, rubrics, and self-assessments.
The fifth dimension of cultural congruity is curriculum content, which is the knowledge and skills that teachers teach and students learn. The author claims that culturally responsive curriculum content should be inclusive, accurate, comprehensive, and transformative. It should also reflect the cultural diversity and contributions of different ethnic groups, as well as their perspectives and experiences. The author provides examples of how teachers can use culturally responsive curriculum content, such as using multicultural literature and primary sources, integrating ethnic content across disciplines and grade levels, and engaging students in social action and service learning projects.
Full book on: https://worldcat.org/title/1006469449
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