EDUC 440 - Reading Response #1

EDUC 440 - Mishelly Lopez

Reading Response #1

"The real voyage of discovery consists not in seeking new landscapes, but in having new eyes."

-Marcel Proust

Book 1: Hammond, Z. (2014). Culturally responsive teaching and the brain. Corwin.

Chapter 2: What's Culture Got to Do With It: Understanding the Deep Roots of Culture

Chapter 3: This is Your Brain on Culture: Understanding How Culture Programs the Brain

Chapter 1: Climbing Out of the Gap: Supporting Dependent Learners to Become Independent Thinkers

1. According to Hammond (2014), educators should have an adequate amount of background knowledge and awareness to help them accurately and intentionally apply culturally relevant teaching in the classroom. 2. Hammond (2014), shares that there are three levels of culture, which are "surface," "shallow," and "deep." 3. According to Hammond (2014), the first term, "surface" refers to the elements of culture that are obvious and can be noticed, "shallow" refers to the undeclared rules and social norms in society, and "deep" refers to inferred knowledge and assumptions that impact our views of the world. 4. Hammond (2014), reminds educators that it is important to focus on the root of culture rather than its "surface" level, such as worldviews, beliefs, and the values of a larger group. 5. According to Hammond (2014), there are two main cultural archetypes, which include "individualism" and "collectivism." 6. Hammond (2014), mentioned that individualist cultures focus largely on independence, while collectivist cultures focus more on interdependence.

1. Hammond (2014), clearly presented that the reptilian region consists of the brainstem and the cerebellum, whose task relates to our reactions, while the brainstem connects the brain to the spinal cord. Hammond (2014), continues to share that the reticular activating system is what helps maintain attention, the brain uses it to further scan our surroundings, and that it is extremely important to take into consideration RAS in CRT. 2. Hammond (2014), repeatedly reminds readers that it is essential to take into consideration students' emotions and what makes them feel safe vs. unsafe, establishing a welcoming environment where students feel supported and cared for, and forming positive relationships with students as an educator. 3. Hammond (2014), highlights a variety of helpful cultural learning aids that include art, stories, music, movement, and repitition. 4. Hammond (2014), discusses the importance of taking into consideration the information that students are already familiar with and how they have categorized it within their schema.

1. According to Hammond (2014), as educators, we are responsible for helping our students become independent learners and students who are culturally and linguistically diverse frequently experience educational inequity in the development of cogntive capactities and habits of mind. 2. Hammond (2014), shares that many students remain dependent learners and struggle in their growth toward becoming independent learners. 3. Hammond (2014), emphasizes that an educator's role consists of thinking critically and creatively in order to help boost student success. 4. Hammond (2014), shares a beneficial tool to help students grow out of the achievement gap, consisting of a pedagogical mindset termed, "culturally relevant teaching." 5. According to Hammond (2014), culturally relevant teaching is a pedagogical approach that is based on learning theory and cognitive science and can be extremely helpful when applied intentionally.

Chapter 4: Preparing to be a Culturally Responsive Practitioner

1. Hammond (2014), shares that a culturally responsive teacher can be characterized as a person who seeks to have a positive relationship with students and the content in an intentional and unique way. 2. According to Hammond (2014), educators should focus on establishing a positive mindset, engaging in self-reflection, and practicing social-emotional awareness. 3. Hammond (2014), reminds readers that it is essential to learn more about one's own cultural and implicit biases by mapping out cultural reference points such as, "Where did you live in the past?" and "What is the story of your family living in America?"

Book 2: Barber, A.T., & Guthrie, J.T. (2023). Situating best practices. https://d2l.laverne.edu/d2l/le/content/16494/viewContent/190461/View

Chapter 3: Best Practices for Motivating Students to Read

1. According to Barber & Gunthrie (2023), motivation is tied to interest and excitement of a topic, confidence when it comes to reading and doing well in it, as well as dedication to the idea that reading is very important and persists in reading even when they are not fully interested in the topic at hand. 2. Barber & Gunthrie (2023), highlight that collaborative work, such as literacy-centered collaborative tasks and reading in partnerships or small groups are two practices that directly boost higher-order thinking and collective understanding of a text. 3. Barber & Gunthrie (2023), share that it is important to give students relevant, real-world experiences when it comes to literacy in order to grasp students' attention and help them begin the process of critical analysis. 4. In addition, Barber & Gunthrie (2023), suggest that educators should consider providing students with more autonomy when it comes to choosing the types of books they want to read, the tasks they complete within the classroom, etc.

Book 3: Honig, B., Diamond, L, & Gutlohn, L., (2018). Teaching reading sourcebook. CORE.

Section VI:Introduction: Comprehension

1. According to Honig et al. (2018), in order to help students comprehend details within a lesson, educators should consider building mental images in the minds of students because it is a simple tool that can be used to represent the content at hand. 2. Honig et al. (2018), highlights that graphic organizers, such as diagrams, charts, etc., are scaffolding tools that can be extremely helpful to use within the classroom to boost comprehension because they seek to visually represent concepts within a text. 3. In addition, Honig et al. (2018), emphasizes that the "read-aloud" method is an additional way to help students comprehend concepts within a text in a myriad of ways, such as just listening to a text being read aloud can benefit students' literacy skills.

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We are visual beings

Narrative beings

We are able to understand images from millions of years ago, even from other cultures.

We teach through stories. They entertain us and help us stay focused.

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Beings social

Digital Beings

We avoid being part of the content saturation in the digital world.

We need to interact with each other. We learn collaboratively.

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Visual content is a transversal and universal language, just like music. We are capable of understanding images from millions of years ago, even from other cultures.

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• Engage the entire class...
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• Include visual elements relevant to the topic.

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