Why Culture Counts: Teaching Children of Poverty

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Poverty alone is not the cause of low achievement in our schools. Using careful research, Why Culture Counts shows why it is vital to take into account the needs, beliefs, and values that children of poverty and diverse learners bring to class every day. Find out: How to create a culturally responsive classroom, The difference between collectivist and individualist learners, How to differentiate for context, content, product, process, and assessment, How the brain processes learning tasks, How to build resilience in students at risk.

Efforts to improve achievement must focus on curriculum, instruction, and assessment-but to close the achievement gap, we need a model that also attends to the culture of the learner. This book does both.

About the Author:
Donna Walker Tileston, Ed.D., is the author of 23 books, including the bestselling What Every Teacher Should Know, which won the 2005 Distinguished Achievement Award from the Association of Educational Publishers

About the Author:
Sandra K. Darling, Ph.D., is a leading expert on aligning instructional strategies to content standards

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Product Details

  • ISBN-13: 9781934009246
  • Publisher: Solution Tree
  • Publication date: 8/28/2008
  • Edition description: New Edition
  • Pages: 196
  • Sales rank: 248,564
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.50 (d)

Table of Contents

About the Authors     xi
Foreword     xiii
Introduction     1
Culture and Poverty     7
Deficit Models Don't Work     8
A New Differentiation Model for Culture and Poverty     9
Differentiating Context     9
Differentiating Content and Product     10
Differentiating Process     11
Poverty in America     12
Some Consequences of Poverty     14
How Do We Define Poverty in Education?     14
Poverty and Race     18
The Good News     19
What We Can Do     20
Summary of Chapter One     21
Differentiating for Economically and Culturally Diverse Learners     23
Why Do We Need Another Differentiation Model?     24
What's Missing in Traditional Differentiation Models?     25
Differentiating Instruction Using a Research-Based Model     27
Summary of Chapter Two     30
Building Teacher Background Knowledge     31
Collectivist vs. Individualist Values     31
Not Understanding Value Systems Has Consequences     32
Understanding Value Systems Has Great Benefits     34
Vocabulary and Crystallized Intelligence     35
Crystallized vs. Fluid Intelligence     36
High Expectations     37
What Must We Do?     39
Summary of Chapter Three     39
Planning to Differentiate     41
Mrs. Jones's Third-Grade Language Arts Class     42
Preteaching Vocabulary     43
Contextualizing Content and Classroom for Culture     45
Modifying Instructional Strategies     47
Planning Differentiation for a Secondary-School Classroom     51
Preteaching Vocabulary     51
Providing Personal Objectives     52
Grouping Students     52
Summary of Chapter Four     53
Differentiating Context     55
What Is a Culturally Responsive Teacher?     56
Creating a Culturally Responsive Classroom     57
The Learning Environment Is Inviting     57
The Community Leader Sends Inviting Messages     58
The Teacher Applies Firm, Consistent, and Loving Control     58
Students Believe They Can Accomplish the Tasks Asked of Them     59
The Community Stresses Collectivity Rather Than Individualism     59
Instructional Strategies for Culturally Responsive Classrooms     59
Cooperative Learning      60
Group Investigation     61
Graphic Representations     62
Call and Response     63
Wait Time     64
Visual Imagery     64
Affirmations     65
The KIVA Process     65
The Culturally Responsive Classroom     66
The Culturally Responsive African American Classroom     66
The Culturally Responsive Mexican American Classroom     71
A Checklist for Culturally Responsive Environments     75
Summary of Chapter Five     76
Differentiating Content and Product     79
Differentiating Content     79
Relevance     80
Rigor     96
Relationships     102
Differentiating Product     103
From the Simple to the Complex: Bloom's Taxonomy     104
Rubrics     107
Summary of Chapter Six     108
Differentiating Process     109
The Self System-Do I Want to Do It?     111
The Metacognitive System-How Will I Do It?     112
The Cognitive System-How Will I Make Meaning Out of It?     113
The Impact of Systems of Thinking on Diverse Learners     114
Self-System Strategies      116
Metacognitive System Strategies     118
Cognitive System Strategies     123
Summary of Chapter Seven     140
Differentiating Assessment     141
When Assessments Make a Difference     143
Checking for Understanding of What's Been Taught     144
A High School Literature Assessment     145
Choral Response to Questioning at a Middle School     146
Buddy Support at an Elementary School     146
Cooperative Learning Groups-Practicing for Formative Assessment     147
Aligned Assessment     148
Triangulating for Alignment     149
Assessing for Type of Knowledge     152
Assessment as a Learning Tool-Mrs. Cabral's Classroom     157
Identifying the Misconceptions     157
Error Analysis     158
Student Choice and Voice in Assessment     159
Multiple Intelligences     159
Individual vs. Collaborative Work     160
Summary of Chapter Eight     161
Bringing It Together to Build Resilience in Diverse Students     163
Fostering Resilience     164
How to Use the Two Rubrics     167
Instructional Needs Rubric     168
Differentiation Steps Rubric     168
Summary of Why Culture Counts     169
Afterword     181
References     185
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