Culturally Relevant Strategies for Science Lessons: Urban Setting
Math & Science Methods
EDEL 4409
Nateal Hemingway
Rationale
Reaching cultural relevance in a classroom can be a daunting task. However, research suggests that certain strategies can be used to promote a culturally responsive (CR) classroom. The research question that I am going to address is What are some CR strategies one should consider and/or implement when teaching a science lesson to urban children? My question selection was driven by the school population I will be immersed in, during student teaching. Many of the students come from low-income families. The Denver Public schools is home to diverse ethnic groups such as Hispanics, African Americans, Chinese, etc. With my experience being focused in rural Wyoming schools I wanted to research ways to create CR science lessons for urban students. I’m interested to see if there is a difference and how I can teach to that variance. The three key strategies that I will be discussing are accepting and working with your limitations, developing open scientific attitudes, and using inquiry-based learning. I will also address sub-categories within these strategies.
Accepting and Working with Your Limitations
The first key strategy is accepting and working with limitations. Limitations can present themselves in many forms within an urban community, specifically within languages, disabilities, materials and resources. It is typical to label
Math & Science Methods
EDEL 4409
Nateal Hemingway
Rationale
Reaching cultural relevance in a classroom can be a daunting task. However, research suggests that certain strategies can be used to promote a culturally responsive (CR) classroom. The research question that I am going to address is What are some CR strategies one should consider and/or implement when teaching a science lesson to urban children? My question selection was driven by the school population I will be immersed in, during student teaching. Many of the students come from low-income families. The Denver Public schools is home to diverse ethnic groups such as Hispanics, African Americans, Chinese, etc. With my experience being focused in rural Wyoming schools I wanted to research ways to create CR science lessons for urban students. I’m interested to see if there is a difference and how I can teach to that variance. The three key strategies that I will be discussing are accepting and working with your limitations, developing open scientific attitudes, and using inquiry-based learning. I will also address sub-categories within these strategies.
Accepting and Working with Your Limitations
The first key strategy is accepting and working with limitations. Limitations can present themselves in many forms within an urban community, specifically within languages, disabilities, materials and resources. It is typical to label