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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.
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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.
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The book includes:
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- Information on how one’s culture programs the brain to process data and affects learning relationships
- Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners
- Prompts for action and valuable self-reflection
- Sales Rank: #7908 in Books
- Published on: 2014-12-01
- Original language: English
- Number of items: 1
- Dimensions: 9.75" h x 7.00" w x .50" l, .88 pounds
- Binding: Paperback
- 192 pages
Review
"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.
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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 Rout� Chatmon, Executive Director 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 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.�Most helpful customer reviews
23 of 23 people found the following review helpful.
A Revolution in Teaching
By James N. Frey
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.
8 of 8 people found the following review helpful.
A Useful, Reader-Friendly, and Absolutely Necessary Book for All Teachers
By Cult of Pedagogy
I wish I'd had this book when I was in the classroom. Having worked with and struggled to find ways to boost the academic performance of students of color my whole teaching career, I see now what I was doing wrong. With this book in hand, I am certain I could have made more of a difference.
Culturally Responsive Teaching and the Brain is not just a “bag of tricks” teachers can pull from to make their at-risk students do better. It is a thoughtful, holistic, brain-based approach to teaching the whole child. By looking through the lens of neuroscience, Zaretta Hammond shows us how the brain responds to various teaching approaches and learning environments, and helps us understand why, despite our best efforts, many students simply haven’t responded to the kinds of interventions many schools put in place for them. “The problem of the achievement gap won’t be solved by simply trying to motivate students of color to become more engaged learners,” she writes. “We have to create school environments that welcome their natural ways of learning and shape content so that they see its connection to their lives and funds of knowledge.”
Apart from being incredibly useful and clear, what’s great about this book is that it won’t make teachers defensive. Rather than attacking teachers for taking the wrong approach, Hammond simply shows us why some methods are ineffective, then explains why a different approach works better. This lack of judgment is likely to give her message a bigger reach, and to help far more teachers develop the skills they need for this important work.
This book belongs in the professional development libraries of every school: Perfect for a group book study or for individual use. For the sake of so many students who need us to know better and do better, I hope it finds its way into the hands of teachers everywhere.
6 of 6 people found the following review helpful.
This Book Should Be in Every Teacher's Professional Library
By Stephen W Jubb
Finally someone connects the dots between a developmental mindset and culturally relevant pedagogy. Can't do one without the other. Brain research alone won't get it done unless teaching practice reflects skilled and culturally relevant teaching — together these scaffold the the support and access to content that low income students of color need to succeed in school.
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