Understanding Culturally Responsive Pedagogy and Brain-Based Learning

 
Chewing and
Chunking
 
How do we teach using culturally responsive pedagogy and the brain?
 
Quick
introduction
 
Taught social studies for 11 years in
SE Wisconsin
Masters - brain-based learning from
Cardinal Stritch University.
Ph.D. - Indiana University - minor in
learning sciences.
My research: how students and adults
construct knowledge.
Teach social studies methods and
educational psychology
Culturally responsive pedagogy
 
Dr. Gloria Ladson Billings, Dr. Lisa Delpit, Dr. Zaretta
Hammond
Empowering students to retain their cultural identity and
succeed academically.
Role culture plays in learning and knowledge construction.
Culture = key lens
children use culture to construct an understanding of the external world
(Schema)
Language = key tool of knowledge construction.
Language describes  the internal and external world - Schema
Code switching – constructing knowledge in vernacular and discipline.
Children cannot leave their culture at the schoolhouse door.
Information Processing Model
Memory system (Wolfe and Hammond)
Cognitive development is expanding the capacity and speed of the memory system
Schema construction (new schema is constructed on existing schema) influenced by
culture
5-9 cognitive tasks (cognitive task
– anything that requires effort to
perform)
Cognitive Load (the limit of the
number of tasks)
Automation of tasks – eases
cognitive load
Working Memory is Loopy
Phonological Loop
Visual Spatial Loop
Episodic Buffer - Context
 
Working Memory
Working Memory – Schema construction
 
Process sensory data into meaningful
knowledge – Schema Construction
Assimilation – new information is
added to existing schema
Accommodation – new information
doesn’t fit – changes schema or
create new schema
Transformation – new information
leads to dramatic changes to
existing schema/inter-related
schema
 
Working Memory: How We Teach?
 
Hammond – Chewing and Chunking/ Wolfe – 4
Cognitive Processes
Chunking: Getting students to connect and use
new information (making new information
digestible)
Organization (graphic organizers, Venn, T-charts,
word webs, timelines, . . .  )
Rehearsal (entrance and exit tickets, bell ringers,
discussions, twihistory, . . . )
Elaboration (journaling, electronic threads,
twihistory,  . . . )
How do we teach for Chunking?
Working Memory: How We Teach?
 
Hammond – Chewing and Chunking/ Wolfe – 4
Cognitive Processes
Chewing: Getting students to actively process and
use new information
Rehearsal (pre-made skits, role-plays, simulations, 3-
or 5-min writes,  . . . )
Elaboration (deliberation, SAC, legislative hearings,
DBQs,  . . . )
Manipulation (scenarios, SAC, deliberations,
simulations, student written skits, student directed role
play . . .
How do we teach for Chewing?
What does this mean for Social Studies?
 
Wrong answers are constructed . . .
Real social studies requires fluid intelligence
Research shows children only construct fluid intelligence
through challenge and problem solving
Students do need to memorize – but for a higher
purpose
Citizenship
The culture of the child and their community is an asset
It influences how they decode the external world
Special
Thanks
 
Joe Schmidt
Social Studies Specialist
Western Maine Regional
Representative
Maine Department of Education
Zaretta Hammond –
Ready4Rigor
Patricia Wolfe – Brain Matters
Questions?
 
Any questions?
You can contact me: dean.vesperman@uwrf.edu
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This comprehensive guide explores the integration of culturally responsive pedagogy and brain-based learning to empower students by retaining their cultural identity while succeeding academically. Key concepts include the role of culture in learning, information processing models, working memory, and schema construction processes. Dr. Gloria Ladson Billings, Dr. Lisa Delpit, and Dr. Zaretta Hammond's methodologies are highlighted to enhance understanding and application in education.


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  1. How do we teach using culturally responsive pedagogy and the brain?

  2. Quick introduction Taught social studies for 11 years in SE Wisconsin Masters - brain-based learning from Cardinal Stritch University. Ph.D. - Indiana University - minor in learning sciences. My research: how students and adults construct knowledge. Teach social studies methods and educational psychology

  3. Culturally responsive pedagogy Dr. Gloria Ladson Billings, Dr. Lisa Delpit, Dr. Zaretta Hammond Empowering students to retain their cultural identity and succeed academically. Role culture plays in learning and knowledge construction. Culture = key lens children use culture to construct an understanding of the external world (Schema) Language = key tool of knowledge construction. Language describes the internal and external world - Schema Code switching constructing knowledge in vernacular and discipline. Children cannot leave their culture at the schoolhouse door.

  4. Information Processing Model Memory system (Wolfe and Hammond) Cognitive development is expanding the capacity and speed of the memory system Schema construction (new schema is constructed on existing schema) influenced by culture 2 days Declarative v. Procedural Culture influences encoding of memory Cerebrum Decode the world around us Culture influence decoding RAS, Limbic 5-7 items 18 sec. Culture influences emotional response Limbic system 5-9 cognitive tasks 4 processes Culture influences processing Cerebrum Sensory Data Short- term Long- term Working

  5. Working Memory 5-9 cognitive tasks (cognitive task anything that requires effort to perform) Cognitive Load (the limit of the number of tasks) Automation of tasks eases cognitive load Working Memory is Loopy Phonological Loop Visual Spatial Loop Episodic Buffer - Context

  6. Working Memory Schema construction Process sensory data into meaningful knowledge Schema Construction Assimilation new information is added to existing schema Accommodation new information doesn t fit changes schema or create new schema Transformation new information leads to dramatic changes to existing schema/inter-related schema

  7. Working Memory: How We Teach? Hammond Chewing and Chunking/ Wolfe 4 Cognitive Processes Chunking: Getting students to connect and use new information (making new information digestible) Organization (graphic organizers, Venn, T-charts, word webs, timelines, . . . ) Rehearsal (entrance and exit tickets, bell ringers, discussions, twihistory, . . . ) Elaboration (journaling, electronic threads, twihistory, . . . ) How do we teach for Chunking?

  8. Working Memory: How We Teach? Hammond Chewing and Chunking/ Wolfe 4 Cognitive Processes Chewing: Getting students to actively process and use new information Rehearsal (pre-made skits, role-plays, simulations, 3- or 5-min writes, . . . ) Elaboration (deliberation, SAC, legislative hearings, DBQs, . . . ) Manipulation (scenarios, SAC, deliberations, simulations, student written skits, student directed role play . . . How do we teach for Chewing?

  9. What does this mean for Social Studies? Wrong answers are constructed . . . Real social studies requires fluid intelligence Research shows children only construct fluid intelligence through challenge and problem solving Students do need to memorize but for a higher purpose Citizenship The culture of the child and their community is an asset It influences how they decode the external world

  10. Special Thanks Joe Schmidt Social Studies Specialist Western Maine Regional Representative Maine Department of Education Zaretta Hammond Ready4Rigor Patricia Wolfe Brain Matters

  11. Questions? Any questions? You can contact me: dean.vesperman@uwrf.edu

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