Culturally Responsive Teaching and Differentiation Go Hand in Hand, Emma Dalton

We often think of culturally responsive teaching and differentiation as two different entities. However, the two concepts are directly connected and depend on each other for success in the classroom. According to an article from New York University, students from diverse cultures are disproportionately represented in special education programs. This is because “linguistically diverse children” often display learning behaviors that are mistaken as wrong or negative. Diverse students directly benefit from culturally responsive differentiation because just like all students, they come with different values, beliefs, goals, and learning styles. The article from NYU’s Steinhardt School of Culture, Education, and Human Development outlines how to combine CRT and differentiation to exceed the needs of diverse students.

This resource describes the principles of differentiated instruction as the following: “assessment is ongoing and tightly linked to instruction,” “teachers ensure ‘respectful activities’ for all students,” and “flexible grouping is a hallmark of the class.” In short, culturally responsive differentiation involves constant assessment for teachers to be able to plan appropriate instruction. Students should be provided with activities that are interesting and worthwhile to all students, and these activities should be done in groups that vary and may be determined by reading level, interests, or readiness. Effective differentiated teaching involves getting to know one’s students: what their cultures are like, their motivations, interests, family lives, etc. The NYU article also stresses the importance of flexibility from teachers. Teachers need to be able to change tactics when necessary and offer different learning opportunities. This is because when instruction is the same for every student, it is often the case “that some students ‘get it’ and some don’t.” The resource can be applied in the classroom by applying the advice it gives for giving culturally diverse students effectively differentiated instruction. The article helpfully compares traditional classrooms to differentiated classrooms, as well as provides lesson examples in a variety of subjects and grade levels.

References

(2008) Culturally Responsive Differentiated Instructional Strategies. New York University: Steinhardt School of Culture, Education, and Human Development. pp. 1-9. Retrieved February 18, 2018, from https://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf