Literacy Matters Winter 2022

CRT Aspect

What is it?

Why is it important?

Examples

Daily classroom affirmations/declarations Listen to students and encourage them to express their opinions (Gay, 2018; Ladson-Billings, 2009) Have students tutor teacher and each other communicative cues and codes used within their cultural groups Incorporate diverse students’ communication features in lessons (i.e., conversational and active participatory discourse, gestures and body movements, and reading materials about diverse students’ cultures) (Gay 2018; Hall, Reder, & Cole, 1979; Howard, 1998; Piestrup, 1973) Integrate texts that represent culturally and socioeconomically diverse students Use a variety of sources to teach content and reading strategies (i.e., different genres, textbooks, literature, music lyrics, research, etc.)

When teachers make the effort to understand their diverse students, teachers can better help students grow academically (Gay, 2018, p. 58) “The absence of shared communicative frames of reference, …, and discourse systems make it difficult for culturally diverse students and teachers to genuinely understand one another…” (Gay, 2018, p. 94) Curriculum content is central to the empowerment and efficacy of culturally diverse students; a diversified curriculum expands students’ knowledge, perspectives, and experiences (Gay, 2018) Students from various culturally, socioeconomically, and linguistically diverse backgrounds learn differently, so teachers’ instruction should tailor to students’ learning styles

Care

The active engagement in doing something to

positively affect the feelings of students (Gay, 2018, p. 58)

Communication Communication is not just

about transmitting information, but it is also about how we exchange with others; it is about creating relationships and cohesion among other people (Gay, 2018; Lakoff, 2004)

Literacy Matters Feature Article

Curriculum The content taught in school should be seen as a tool to help students accentuate their powers, capabilities, and experiences.

Allow students belonging to typically collaborative cultural

Instruction

Instruction puts the components (care, communication, and

curriculum) into action; it is the process of teaching and learning (Gay, 2018) groups to work in small groups for connections and problem-solving Use music and movement for students belonging to groups who thrive in these environments Note. The information in this table came from Geneva Gay’s book (2018) , Culturally Responsive Teaching: Theory, Research, and Practice (3rd edition). Table 1 Four Aspects of Culturally Responsive Teaching

Weeks

Workshops’ Activities

Weeks 1-5

First interviews Metacognitive Awareness Inventory (MAI) (Schraw & Dennison, 2004) Gain background knowledge of think-aloud instruction and the terms: metacognition, cognition, and self-regulation (Duffy et al., 1988; Ness, 2014) Nonsense reading passage (Beers, 2003) Practice preparing for think-aloud instruction using implementing Ness (2016) plans for preparation and the children’s novels Saving Shiloh (Naylor, 1991) and Bud, Not Buddy (Curtis, 1991) Teachers watch self-recorded videos of modeled think-alouds during a read aloud using Wonder (Palacio, 2012) and Ms. Bixby’s Last Day (Anderson, 2016)

Weeks 6-7

Weeks 8-10

Weekly observations and debriefs with the researcher

Week 11

Final interviews with teachers Teachers receive URL link for the final MAI

Table 2 Overview of the metacognitive think-aloud workshops

Literacy Matters | Volume 22 • Winter 2022 | 37 |

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