Helping Students Become the Leaders of their Own. Learning. Zaretta Hammond M.A. zlhammond@ready4rigor.com. @ready4rigor
www.ready4rigor.com. Culturally responsive teaching emphasizes cultural ways of learning and cognition rather than focusing on cosmetic “race related”
Oct 2 2018 Copyright © Zaretta Hammond
mindset and sense of self- efficacy. READY FOR RIGOR. A Framework for Culturally Responsive Teaching. © Zaretta Hammond 2013 www.ready4rigor.com.
about their learning moves. READY for RIGOR. A Framework for Culturally Responsive Teaching. © Zaretta Hammond 2013 www.ready4rigor.com
Holding High Expectations: Transforming Educators. Students are. Ready for Rigor and Independent. Learning. ©Zaretta Hammond. www.ready4rigor.com.
values of collaboration and connection. It creates intellectual safety reducing stereotype threat. WWW.ready4rigor.com.
about their learning moves. READY for RIGOR. A Framework for Culturally Responsive Teaching. © Zaretta Hammond 2013 www.ready4rigor.com.
ready4rigor.com. In her May 4 2017 address to the NESDEC Annual Meeting
4. Upload to devices if using tablets in the classroom. Page 16. Page 17. Thank You! Stay in touch via Twitter. @ready4rigor.
The Ready for Rigor framework lays out four separate practice areas that are interdependent When the tools and strategies of each area are blended together they create the social emotional and cognitive conditions that allow students to more actively engage and take ownership of their learning process
The Ready for Rigor framework codifies four core areas we have to synthesize and braid together to help students become leaders of their own learning These areas are awareness learning partnerships information processing capacity and learning communities and environments (See p 41 )
A Quick and Easy School Visit Observation Guide © Zaretta Hammond www ready4rigor com
WWW ready4rigor com Title: Five CRT Teaching Moves Author: Zaretta Hammond Created Date: 1/29/2015 8:17:02 PM
www ready4rigor com 2 According to Dray and Wisneski the intention of the protocol is to support teachers in a process of deep reflection that interrupts historically deficit views and responses to students from culturally and linguistically diverse backgrounds Their concern is that when teachers act on automatic pilot or do not take the time to