Skip To Content
Course

MHE: Culturally Responsive Teaching and the Brain Book Study 5.12A, 5.12B, 5.15A, 5.15B September 9 - October 7, 2021

Ended Oct 10, 2021

Full course description

Course Description

  • MHE Book Study of Culturally Responsive Teaching and the Brain Objectives: *Examine the WIDA Guiding Principles and how they frame ELD programming and approaches to teaching multilingual learners in DCSD. *Understand how schools develop dependent learners and the role culturally responsive teaching plays in building independent learning. *Define culture and understand its connection to affective and cognitive neuroscience. *Use learning partnership to help dependent students regain confidence as learners and reconstruct a positive learner identity. *Create processes and structures that allow students to create a sense of community as well as intellectual and social safety for learning
  • Lead Learners (Facilitators): Brittnie Coveney & Michelle Tononi
  • Credit(s) and Type: 10 Hours Relicensure | English Language Development (ELD)

 

Target Audience

  • Certified Staff
  • Open to Substitute Teachers = Yes
  • Open to Student Teachers = Yes
  • Open to Charter School Staff = Not at this time

 

Date, Time & Location

  • Dates: September 9, 2021 | September 16, 2021 | September 23, 2021 | September 30, 2021 | October 7, 2021
  • Time: 7:30 - 8:15 AM
  • Location: Mammoth Heights Elementary Library or Google Meet Link: please enroll for link

 

Course Outcomes

Here are the outcomes for the course:

  • Examine the WIDA Guiding Principles and how they frame ELD programming and approaches to teaching multilingual learners in DCSD.
  • Understand how schools develop dependent learners and the role culturally responsive teaching plays in building independent learning.
  • Define culture and understand its connection to affective and cognitive neuroscience.
  • Use learning partnership to help dependent students regain confidence as learners and reconstruct a positive learner identity.
  • Create processes and structures that allow students to create a sense of community as well as intellectual and social safety for learning