Students in today’s classrooms represent a wide range of learners. This diverse group of students bring their varied experiences forward in an integral and interwoven way. Educators can capitalize upon the robust canvas of knowledge students possess. This is referred to as their “funds of knowledge” (Moll, et al., 2013). Through this lens, students’ backgrounds are viewed as rich sources of information that can be built upon to make instruction meaningful and relevant (Llopart & Esteban-Guitart, 2018). Culturally relevant pedagogy is a student-centered approach that includes students’ cultural references in all aspects of learning (Ladson-Billings, 1994). One of the goals of this approach is to ensure that students have the skills, attitudes, and knowledge to function within the cultures of their communities and across other cultures (Banks, 2008). Connect includes many features that stimulate student-centered instruction. Each unit begins with questions that activate prior knowledge, so students can bring forward what they know. Since students have varying background experiences, Connect also offers overt guidance on ways to build background, so that students gain access to the lessons. The readings in Connect were carefully selected to foster connections to students’ lives. The language domain activities (listening, speaking, reading, and writing) invite student experiences to the center, so they can show what they know. In this way, students can bring their knowledge forward and apply it. References Banks, J. A. (2008). An Introduction to Multicultural Education. Boston: Pearson Education, Inc. Ladson-Billings, G. (1994). The Dreamkeepers. San Francisco: Jossey-Bass Publishing Co. Llopart, M. & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: inclusive educational practices for under-represented students. A literature review, Journal of Curriculum Studies, 50:2, 145-161. Moll, L. C., Soto-Santiago, S. L., & Schwartz, L. (2013). Funds of knowledge in changing communities. International Handbook of Research on Children’s Literacy, Learning, and Culture, 172-183. Instructional routine • Explore and learn Attend to the questions posed at the outset of the unit and the Big Idea at the start of the lesson’s activities. Have students think about what they know and how they connect to the topic. Allow time for discussion when there are relevant cultural connections. • Practice Have students draw from their life experiences when engaging in the unit activities. Incorporate home culture and knowledge to develop feelings of trust and classroom community. • Communicate When students engage in unit activities that include culture, have them notice and discuss it. Ensure respect for all viewpoints in the classroom. • Assess Document examples of expanding cultural knowledge. Ensure that the classroom reflects students’ growing body of knowledge. Develop collections of multicultural resources. STUDENT-CENTERED INSTRUCTION Txv
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