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Guiding Principle 6:
Responsive environments engage learners.
Meaningful learning happens in environments where creativity, awareness, groups and becoming aware of cultural implications of gender role
inquiry, and critical thinking are part of instruction. Responsive learning socialiation among different groups ans ans, . To provide a
environments adapt to the individual needs of each student and encourage culturally responsive learning environment teachers need to:
learning by promoting collaboration rather than isolation of learners. Learning • ommunicate high epectations for all students Gay,
environments, whether classrooms, schools, or other systems, should be ollins liver, adsonillings, , ieto, .
structured to promote engaged teaching and learning.
• se active teaching methods and act as learning facilitators
Research Summary ans ans, Gay, .
To be effective for all students, classroom learning environments must • aintain positive perspectives on families of diverse students
be responsive to a broad range of needs among a diverse student elgadoGaitin Trueba, .
population. These diverse needs include cultural and linguistic differences
as well as developmental levels, academic readiness, and learning styles. • Gain nowledge of cultures of the students in their classrooms
A responsive learning environment engages all students by providing ans ans, ieto, .
a respectful climate where instruction and curriculum are designed to
respond to the bacgrounds and needs of every student. • Reshape the curriculum to include culturally diverse topics
ans ans, Gay, illiard, .
Culturally Responsive Teaching • se culturally sensitive instruction that includes student
Research on culturally responsive teaching emphasies the importance controlled discussion and smallgroup wor ans ans,
of teachers’ understanding the cultural characteristics and contributions ieto, .
of various ethnic groups mith, and showing respect toward urther research asserts that culturally responsive teachers help
these students and their culture adsonillings,
Pewewardy students understand that nowledge is not absolute and neutral but has
ahape, . ulturally responsive teaching is defined by Gay moral and political elements. This nowledge can help students from
as “using the cultural characteristics, eperiences, and perspectives diverse groups view learning as empowering adsonillings,
of ethnically diverse students as conduits for teaching them more Tharp Gallimore, .
effectively” p. 6.
Research on culturally responsive teaching has found that students trategies for designing curriculum and instruction for culturally diverse
both are more engaged in learning and learn more effectively when the students are similar to the strategies for differentiating curriculum
nowledge and sills taught are presented within a contet of their and instruction. n fact, ulroy and ddinger point out that the
eperience and cultural frames of references Au awaami, research on differentiation emerged, in part, because of the demand
Gay, adsonillings,
. Areas considered part of creating a on schools to serve an increasingly diverse student population. eaco
culturally responsive learning environments are understanding the asserts that classrooms are diverse in cognitive abilities, learning
cultural lifestyles of their students, such as which ethnic groups give styles, socioeconomic factors, readiness, learning pace, and gender and
priority to communal living and problem solving nowing differences cultural influences.
in the modes of interaction between children and adults in different
ethnic
Wisconsin’s GuidinG PrinciPles for TeachinG and learninG
ifferentiation n addition, researchers have found that the use of fleible grouping
Research on differentiation includes meeting the learning needs and tiered instruction for differentiation increases student achievement
of all students through modifying instruction and curriculum to orley,
Tomlinson idson, . eaco describes
consider developmental level, academic readiness, and socioeconomic differentiation as follows:
bacgrounds, as well as cultural and linguistic differences. Tomlinson The focus is not on the ad£ustment of the students, but rather the
defines differentiated instruction as a philosophy of teaching ad£ustment of teaching and instructional strategies maing it about
based on the premise that students learn best when their teachers learning, not teaching. The teacher is the facilitator who…puts students
accommodate the difference in their readiness levels, interests, at the center of teaching and learning and lets his or her students’
and learning profiles. n a differentiated learning environment, each learning needs direct instructional planning p. .
student is valued for his or her uniue strengths while being offered
opportunities to learn and demonstrate learning through a variety of everal studies conducted in elementary and middle school classroom
strategies ulroy ddinger, . all states, “To differentiate have found that student achievement is increased in differentiated
instruction is to recognie students’ varying bacgrounds, readiness, classrooms onnor, orrison, atch cAdamis, .
language, learning preferences, and interests and to react responsively” Tomlinson and idson emphasie the need to include the
p. . components of student readiness, student interest, and student learning
According to Tomlinson
, who has written etensively on profile in differentiating instruction. tudents’ interests and learning
differentiation, three elements guide differentiated instruction: content, profiles are often tied to their learning styles.
process, and product. Content means that all students are given access to
the same content but are allowed to master it in different ways. Process Learning tyles
refers to the ways in which the content is taught. roduct refers to how
students demonstrate understanding. orley
provides three The body of research on learning styles has coalesced around the wor
uestions that drive differentiation: ¡hat do you want the student of oward Gardner, who introduced the theory of multiple intelligences
to now¢ ow can each student best learn this¢ and ow can in . Gardner’s wor suggests that the concept of a pure intelligence
each student most effectively demonstrate learning¢ aer 6 offers that can be measured by a single .¥. score is flawed, and he has
a framewor through which differentiation can occur in the classroom: identified nine intelligences that people possess to various degrees. is
theory asserts that a person’s type of intelligence determines how he or
• reate an encouraging and engaging learning environment she learns best Gardner, .
through studentcentered activities, encouraging independent
learning, accepting student contributions, using a rich variety of Learning style refers to how a student learns, and the concept taes into
resources, and providing mobility and fleibility in grouping. account cultural bacground and social and economic factors as well as
multiple intelligences. eishuien and tout£esd£i define learning
• odify the content according to abstractness and compleity. style as a consistent mode of acuiring nowledge through study, or
Provide a variety of content and particularly content focused on eperience. Research has shown that the uality of learning at all levels
people. of education primary, secondary, and higher education is enhanced
when instruction and curriculum tae into account individual learning
• odify the learning process through use of inuiry, higherorder styles unn, Griggs, lsen, easley Gorman,
. Another study
thining activities, group interactions, variable pacing, creativity found that student learning improved when the learning environment
and student ristaing, and freedom of choice in learning was modified to allow students to construct personally relevant
activities. nowledge and to engage in the materials at different levels and from
• odify the product through facilitating different ways for different points of view earing, ¦.
students to demonstrate learning, such as the use of authentic
assessments.
Wisconsin’s GuidinG PrinciPles for TeachinG and learninG
A responsive classroom environment considers the individual learning ultiple ntelligences and related teaching resources at http:§§www.
needs of all students. These learning needs include a variety of factors thomasarmstrong.com§multiple¨intelligences.php.
that influence how students learn: culture, language, developmental level,
readiness, social and economic bacground, and learning style. reativity: ts Place in ducation is a report that offers suggestions for
creative classrooms and teaching. This report can be found at http:§§
www.£pb.com§creative§reativity¨in¨ducation.pdf.
Creativity The report of the ¡isconsin Tas orce on Arts and reativity in
reativity is an essential component for creating an engaging and ducation offers recommendations for policy and practice. This report
accessible classroom environment. The ¡isconsin Tas orce on Arts can be found at ftp:§§doaftp.doa.state.wi.us§doadocs§tasforce¨
and reativity in ducation defines creativity as a process that report¨final pdf.
combines “imagination, creativity, and innovation to produce something
novel that has value” p. . ir en Robinson and aniel
Pin 6 both support the need for schools to focus on creating References
classroom that foster this type of creativity in students. According to Au, . ., awaami, A. ©. . ultural congruence in instruction. n
Robinson , classrooms that foster creativity and allow students . R. ollins, ©. . ing, ¡. . ayman ds., Teaching diverse populations
to uestion assumptions, loo at content through various lenses, and ormulating a knowledge base p.
–. Albany: tate niversity of ew
create new understandings can help students be more successful in «or Press.
postsecondary education and the worplace.
ans, ©. A., ans, . A. . Multicultural education ssues and
Probing Questions perspectives th ed.. ew «or: ¡iley.
• escribe two or three ways you might differentiate the eishuien, ©. ©., tout£esd£i, . T. . tudy strategies in a computer
instruction in your classroom. ow might you share this with a assisted study environment. Learning and nstruction, , –.
new teacher¢
onnor, . ., orrison, . ©., atch, . . . eyond the reading
• ow might you implement a simple strategy for assessing your wars: ploring the effect of childinstruction interactions on growth in
students’ learning styles¢ early reading. cientific tudies of Reading, ,
–6.
Resources orley, .
. ifferentiated instruction: Ad£usting to the needs of all
learners. ocus on asics Connecting Research and ractice, ¦, –6.
A offers a number of resources on differentiated instruction, earing, R. ¦. igher education in the learning society Report of the
including wor by arol Ann Tomlinson, at http:§§www.ascd.org. ational Committee. ondon: .
or resources on culturally responsive teaching, the enter for elgadoGaitan, ., Trueba, . . Crossing cultural borders
ulturally Responsive Teaching and earning can be accessed at http:§§ ducation for immigrant families in merica. ondon: almer.
www.culturallyresponsive.org§.
The website of the ational enter for ulturally Responsive ducation unn, R., Griggs, ., lsen, ©., easley, ., Gorman, .
. A meta
ystems Rt can be accessed at http:§§www.nccrest.org. analytic validation of the unn and unn model of learningstyle
preferences. ournal of ducational Research, 6,
–6.
or learning styles and resources on multiple intelligences, Thomas Gardner, . . ntelligence reframed Multiple intelligences for the
st
Armstrong hosts a website with information on Gardner’s Theory of century. ew «or: asic oos.
Wisconsin’s GuidinG PrinciPles for TeachinG and learninG
Gay, G. . Culturally responsive teaching Theory, research, and practice. Pewewardy, . ., ahape, P. . ulturally responsive teaching
ew «or: Teachers ollege Press. for American ndian students. RC igest. Retrieved ©une , , from
http:§§www.ericdigests.org§
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Gay, G. . Preparing for culturally responsive teaching. ournal of
Teacher ducation,
6–6. Pin, . . 6. whole new mind hy rightbrainers will rule the future.
ew «or: Riverhead.
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ollins, . R., liver, . . . athways to success in school Culturally olleges for Teacher ducation.
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Tharp, R. G., Gallimore, R. . Rousing minds to life Teaching, learning,
adsonillings, G. . The dreamkeepers uccessful teachers of frican and schooling in social contet. ambridge: ngland: ambridge niversity
merican children. an rancisco: ©osseyass. Press.
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Wisconsin’s GuidinG PrinciPles for TeachinG and learninG
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