I found that the lesson analysis tool to be quite insightful about what it means to have a culturally responsive lesson plan. There are aspect of a lesson plan I would not think to consider, simply because during my three years of creating lesson plans it was never suggested. The first one is asking the question “How does my lesson help students connect mathematics with relevant/authentic situations in their lives?” (Aguirre & Zavala, 2009). I may think about what outcome I am teaching, I usually do an activity showing real-life connection to introduce the topic to the class, but never think about how the topic connects to the students’ lives and communities. Even asking myself that question about some of the lessons that I have taught, I can see where I have gaps and what is needed for meeting the goal of having a culturally responsive classroom.
I think that before I start planning future units, I will first look at who my students are, then look at what resources/knowledge I have in my community. Finally, I will look at the outcomes/indicators of the unit to ensure I have met the requirements of the curriculum as well as the needs of my students.
One of the questions brought up in the class discussion today was how often the table and rubric would be used to evaluate lessons. I would love to say that I will use these strategies on all of my future lessons, but it took us almost an hour to get through one lesson, no teacher has time to spend an hour per lesson going over a rubric. I did like the suggestion as using the rubric to work on a Professional Growth Plan that includes culturally responsive pedagogy. This would allow cooperation with administration, colleagues, and in some cases students. While it may be difficult to use the rubric in full for every lesson I plan, I think it is fully possible to refer to the questions when planning lessons, every answering “Yes” or “No” for a sense of accomplishing the culturally responsive aspects of a lesson. Using the rubric and guiding questions will allow for teachers to become more fluent in creating culturally responsive lesson plans.
Aguirre, J. M., & Zavala, M. D. (2013). Making culturally responsive mathematics teaching explicit: a lesson analysis tool. Pedagogies: An International Journal, 8(2), 163-190. doi:10.1080/1554480x.2013.768518