female. Almost all report they generally school.” Many say they feel Most do “like “respected.” not feel that if they have problems, there is an adult school staff member or teacher they can go – to for help. Less than half feel their school is inclusive. Less than a quarter say they “culturally feel supported” at school. Only seven of the twelve report they are passing all “personally classes with at least a grade. “D” Framework In Ginsberg Professional Learning to Promote Motivation and Academic Performance, and Wlodkowski provide a motivational framework that instructors can use as a guideline for selecting culturally responsive motivational strategies and learning activities. The following is based on key items from that framework as applied to this report’s sampling of urban learners. Culturally Responsive Framework for Supporting the Range of Needs, Interests, and Orientations of Urban Learners Core Theme Strategy Question Core Applications 1. Establishing How do we create or affirm a Make explicit the classroom norms so Inclusion learning atmosphere in which we feel that if they are different from what respected by and connected to one students are used to at home or in their another? communities they are able to negotiate alternative ways of being. 2. Developing How do we create or affirm a Develop creative and effective ways to Attitude favorable disposition toward learning learn about student’s lives and through personal relevance and interests. learner volition?
female. Almost all report they generally “like school.” Many say they feel “respected.” Most do not feel that – if they have problems, there is an adult school staff member or teacher they can go to for help. Less than half feel their school is “culturally inclusive. Less than a quarter say they feel “personally supported” at school. Only seven of the twelve report they are passing all classes with at least a “D” grade. Framework In Professional Learning to Promote Motivation and Academic Performance, Ginsberg and Wlodkowski provide a motivational framework that instructors can use as a guideline for selecting culturally responsive motivational strategies and learning activities. The following is based on key items from that framework as applied to this report’s sampling of urban learners. Culturally Responsive Framework for Supporting the Range of Needs, Interests, and Orientations of Urban Learners Core Theme Strategy Question Core Applications 1. Establishing Inclusion How do we create or affirm a learning atmosphere in which we feel respected by and connected to one another? Make explicit the classroom norms so that if they are different from what students are used to at home or in their communities they are able to negotiate alternative ways of being. 2. Developing Attitude How do we create or affirm a favorable disposition toward learning through personal relevance and learner volition? Develop creative and effective ways to learn about student’s lives and interests.
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