A bold, brain based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now. In this book, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationshipsTen “key moves” to build students’ learner operating systems and prepare them to become independent learnersPrompts for action and valuable self reflection
Zaretta L. Hammond
Corwin; 1st edition (December 1, 2014)
File Size: 68 MB
Available File Formats: PDF AZW3 DOCX EPUB MOBI TXT or Kindle audiobook Audio CD(Several files can be converted to each other)
Language: English, Francais, Italiano, Espanol, Deutsch, chinese
“An essential, compelling and practical examination of the relationship between culture and cognition that will forever transform how we think about our role facilitating the learning of other people’s children – and our own children! Zaretta Hammond forcefully traverses the socio-political landscape of race and learning, smashing our misconceptions and bias about the educability of black, brown and low-income students; setting us free to take a more thoughtful, deliberate approach to creating classroom practices and environments that result in true learning partnerships with our students. The framework Hammond offers skillfully weaves together cultural knowledge (students’ cultural identities and how they see and make meaning of the world) with neuroscience (what we now know about how the brain processes and retains information) – the real artistry of culturally responsive pedagogy. This book demonstrates high regard for the complexity of teaching and delivers an even higher regard for the promise and academic potential of the students we’ve made most vulnerable in our school systems if we, as educators, choose to act on what we know. This book should be required reading for every teacher education program in the country!” — LaShawn Routé Chatmon, Executive Director Published On: 2014-08-12″All students can and will learn at high levels when provided the type of instruction described in this book. This work calls us to action by mandating that we move beyond looking for student outcomes that rely heavily on the regurgitation of memorized facts to applying the information learned to new situations. Each child’s life outcomes are dependent on their ability to think critically. Dr. Hammond does just that in this book. She uses her mind well, writes effectively and provides analysis on the connection between brain-based science and culturally responsive instruction. This is a must read for those wishing to have a mindset shift and aptly implement rigorous instructional practices to support all students.” — Kendra Ferguson, Chief of Schools Published On: 2014-08-26″Drawing on the research form neuroscience Zaretta Hammond explains what we should have known all along – all children are capable of higher order thinking and capable of producing intellectually advanced work if provided the opportunity to learn by caring and capable adults. Hammond dose more than explain the research. Drawing on years of experience in schools as an educator and trainer, she shows how this can be done even in schools that have grown accustomed to failure. At a time when the nation is searching to find ways to close the racial achievement gap, this book will be an invaluable resource. ” — Pedro Noguera, Professor, NYU About the Author Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She teaches as a lecturer at St. Mary’s College’s Kalmanovitz School of in Moraga, California.In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). She has trained instructional coaches in reading development, especially targeted at students of color and English learners. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education. She also writes the popular ready4rigor.com blog. Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. <div id="
Be careful with this book. Some of the author’s assertions about teaching and about the brain do not cite any sources, and when she does offer citations, some of them don’t actually support the assertion she has made. There may be value in her instructional framework and teaching strategies, but if you choose to read this, read it with a critical eye and evaluate the assumptions and generalizations that the author makes throughout the book.
1. Preachy2. No new insights above and beyond the current “research.”3. If you want the appearance of being culturally responsive and hate white privilege, this book is for you.
Culturally Responsive Teaching & The Brain offers sound guidance about how to equip students of color for success in school. Hammon makes a convincing case that our implicit biases and structural racialization have created a context in schools which positions culturally and linguistically diverse students as dependent learners, thus denying them the opportunity to develop needed critical thinking abilities and become self-directed learners. She offers a clear explanation of the brain science behind learning and details ways this science can be used to empower learners. Hammon goes on to show us a step-by-step process for helping students to climb out of the achievement gap by first establishing a student-teacher learning partnership and then explicitly teaching the skills and dispositions needed by independent learners.This knowledge can make a tremendous difference in our ability to give all students access to the learning opportunities they need. A must-read!
The basic premise of this book is incorrect. There is substantial variation in cognitive ability which is largely genetic in origin. Children do not all possess the same “wiring” and hence the same potential for “expansive learning”.What the author experienced as a child, and made her successful, was good old-fashioned *education*. Not “culturally responsive” education. Her own path to a successful education — in her words — undermine the prescriptions she makes.Don’t bother with this.
This book is fantastic, a triumph; a truly ground-breaking work that may forever change the way teachers in America face the challenges of their profession. I’ve been a teacher for over thirty years and always felt I was pretty damn good at it, as good as anybody. But about halfway through my reading of Culturally Responsive Teaching and the Brain, I was suddenly stuck by the horrific realization that if I had known when I started teaching what Zaretta Hammond writes in this book, I would have been not just a good teacher, but perhaps a great one. I have always been focused on getting my students–whatever ethnic or socio-economic background they might have sprung from–to be interested in their studies and to give it their all. I tried my damnedest to motivate them to want to excel, not just in school, but in life. I sometimes succeeded, sometimes didn’t. I always smugly thought nobody (well, almost nobody) could do a better job than I was doing. But Ms. Hammond’s book destroyed that glib notion quickly. Reading her book was like being repeatedly, page by page, hit in the head with a brick. Soon I could see with absolute clarity that I could and should overhaul my thinking and my methods. By following the techniques suggested in Culturally Responsive Teaching and the Brain I could make quantum strides in my individual approach to each of my students and be confident that every last one of them could reach for and achieve their best.Before reading the book I’d thought of cultural responsive teaching as academic eduspeak sort of stuff, a fancy label for what good teachers have been doing all along–pumping up an underachieving kid’s self esteem, blah, blah, blah. But I now know I was dead wrong. When the teacher really gets tuned into a student’s culture and ethnic identity as described in Culturally Responsive Teaching and the Brain, the teacher forms a partnership of learning with the student that does more than just jack them up; it actually facilitates the growth of the student’s neuroplasticity (brain cell connections). How cool is that? Properly intellectually stimulated, a student will grow millions, if not hundreds of millions, new brain cells; brain cells with trillions of synaptic connections that will enable the student to think in more intellectually sophisticated ways, as a bulked-up muscle will enable an athlete to pump more iron. A pumped-up dependent learner is soon transformed into an independent learner. What is called the “achievement gap” between high functioning independent learners and low functioning dependent learners disappears.Culturally Responsive Teaching and the Brain goes on to show how culture is the way that the brain makes sense of the world and forms our world view. We all adhere to two basic cultural archetypes, collective and individual. It tells you how to use these archetypes to create the environment to help the student to transcend the achievement gap in a step-by-step process that is complex, yet easy to follow. Culturally Responsive Teaching and the Brain is therefore a rich resource of techniques for transforming the lives of students. I’m sorry that I can only give it five stars: that’s the maximum that Amazon allows. It deserves ten. It’s readable, profound, and empowering. Using neuroscience, it brilliantly takes learning theory to a deeper level without being esoteric or pedantic. No teacher should get in front of a classroom until she or he has read and digested every paragraph of this book.
This book is PURE GOLD. It has useful tips and tricks while also not being a “how to” book. The value of relationships with students is focused on heavily and is so important. I am considering buying this book for every new educator I know and in the future.
Just a jumble of theory lite. The author is clearly overly-impressed with their own fairly average intellect and there are few practical takeaways. Disappointing.
This is the best material I have read regarding brain learning. Others (especially Jensen) are technically accurate and practically deficient. Hammond has assembled sound scientific rationales for a pedagogy applicable for all kids, not just those traditionally underserved. EVERY beginning teacher should receive this book and every seasoned teacher will find suggestions within that will improve their classroom effectiveness.
There is damage to the spine of the book which has been covered with black marker and then a piece of white tape covering it. The quality of the print inside the book is good, but this particular book I recieved is not in brand new condition.
This book is very educational and I have no complaints whatsoever about the book itself, I am upset and disappointed that I paid $52.00 for this book and when it arrived it arrived like this. I expected top quality and care for the price I paid however it arrived all folded and crumpled.
All teachers and EAs should read this book. It goes beyond shallow culturally inclusive concepts and delves into reframing your classroom and pedagogical practice. It’s a simple read and really interesting.
This book was a great read and opened my eyes to the culturally responsive teaching that is needed. Would recommend to others.
Book arrived on time and in the condition described.
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