The principles of Universal Design for Learning (UDL), Sheltered Instruction Observation Protocol (SIOP), and Specially Designed Academic Instruction in English (SDAIE) come together to support culturally and linguistically diverse learners.
Culturally responsive instruction means using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them.
Provide multiple means of engagement. Spark student interest with images, brainstorming, and discussions that explore and connect to prior knowledge and experiences. One intriguing structure that combines images with words comes from Rushton Hurley. His Two-Slide Presentation, when used as a collaborative class project, will teach you a lot about the learners in your class and will let them learn about each other. Drawing upon a variety of life experiences serves to grow the group as they acknowledge the value of each others' contributions. Furthermore, interleaving concepts from prior lessons or from other content areas serves to enhance memory and deepen understanding (Brown, Roediger, & McDaniel, 2014). With clearly stated learning objectives, intentional connections to previous learning, choice and variety can be used to optimize autonomy, relevance, and authentic learning (Colorincolorado, 2011).
Provide multiple means of representation. Lessons that utilize visuals, graphic organizers and hands-on learning experiences to enhance written and spoken language promote comprehension and deeper learning. Comprehensible input that focuses on key concepts is an important part of scaffolding new concepts. Finally, designing collaborative learning opportunities increases interaction about lesson concepts while at the same time giving them the opportunity to interact positively with their peers and engage in academic and social dialogue (High, 2010) to extend their learning. Include multiple perspectives and include materials written or created by people of different backgrounds. When conflict arises, respond with the learning opportunity that it presents to model appropriate ways of dealing with tension surrounding controversial topics.
Provide multiple means of expression. Short and frequent quizzing takes advantage of the power of retrieval practice to enhance memory, retention, and learning. When students are able to show what they know in a variety of ways, their anxiety level drops. Providing mastery-oriented feedback allows learners to set goals and plan their study time more efficiently, which is known as feedback driven metacognition (Agarwal & Bain, 2019). Spacing retrieval over several days also results in better retention, so allowing time for students to construct frameworks for new knowledge and skills, providing opportunities for re-learning and retaking assessments, and offering choice in how to show mastery supports all learners, particularly culturally and linguistically diverse students.
Effective culturally responsive teaching requires educators to learn about their students backgrounds, values, perspectives, and needs. Bild von Gerd Altmann auf Pixabay
References
Agarwal, P., & Bain, P. (2019). Powerful teaching: Unleash the science of learning. San Francisco, CA: Jossey-Bass.
Briggs, S. (2014). 30 ways to become a culturally sensitive educator. Retrieved from http://www.opencolleges.edu.au/informed/features/culturally-sensitive-educator/
Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press. https://doi.org/10.1128/jmbe
Colorincolorado. (2011, June 26). What to do first: Creating a welcoming ELL classroom environment. [Video file]. Retrieved from https://www.youtube.com/watch?v=FegO4Gh3uyk
Echevarria, J., Short, D., & Vogt, M.E. (2013). Making Content Comprehensible for English Learners: The SIOP Model, 4th Edition. Introducing the SIOP Model & Lesson Preparation: Pearson. Retrieved from https://www.pearson.com/us/higher-education/product/Echevarria-Making-Content-Comprehensible-for-English-Learners-The-SIOP-Model-3rd-Edition/9780205518869.html?tab=authors Endres, Carpenter, Martin, & Renkl. (2017). Enhancing learning by retrieval: Enriching free recall with elaborative prompting. Learning and Instruction, 49(C), 13-20.
High, J. 2010. Second Language Learning Through Cooperative Learning. San Clemente, CA: Kagan Publishing. Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open, Distance and E-Learning, 30(1), 35.