Instead of providing a narrative summary of this week’s #Eduread article, here are my diigo in text annotations on “A Framework for Culturally Responsive Teaching.” Sometimes it is more powerful to see what the reader is thinking as she encounters each passage. If you want to add your own annotations, I think all you need to do is get a diigo account to add them.
The only shortcoming I found was on the topic of intrinsic motivation–which turns out to be a major focus of the article.
To that end, we have developed a comprehensive model of culturally responsive teaching: a pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity… The foundation for this approach lies in theories of intrinsic motivation.
The authors claim, “When students can see that what they are learning makes sense and is important, their intrinsic motivation emerges.” I think that’s a very limited view and argue that motivation has to be sustained. Had the article been written fifteen years later (2010) it could have referenced Daniel Pink’s contribution with respect to autonomy, mastery, and sense of purpose. Those three conditions sustain one’s motivation.
What I loved was the definition of engagement. Typically we associate engagement with fun, or the need to be intellectually challenging. While it can include those elements, engagement is directing energy in the pursuit of a goal.
Let me know if you shared your observations either on diigo or your own blog. I’m interested in what you think.