Characteristics Of Culturally Relevant Teaching By Providing Classroom Demonstrations And Teacher Observations

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Teachers must be aware and can identify the different levels of knowledge which goes hand to hand with Bloom’s taxonomy. According, to “Center for Teaching” this concept includes a maximum of six different levels such as understanding, remember, or evaluate. However, knowledge is the basis of these six cognitive processes allowing a teacher to categorize where the student exist and what it takes to improve their knowledge. In chapter 3-5 the author relates to the knowledge of the teacher by outlining the characteristics of culturally relevant teaching by providing classroom demonstrations and teacher observations. Cultural relevant is “responsive teaching is a pedagogy grounded in teachers ' displaying cultural competence (Jabbar, Abdul 2013).” This allows students to connect their prior knowledge to what is presented in the classroom. In relations to the teacher it serves as a guide to help teachers connect with their students by knowing and incorporating the student’s culture into instructional activities. This type of teacher views knowledge as something that is continuously re-created, recycles and shared. Various teachers were interviewed on how knowledge is valued in the classroom. They viewed education and knowledge as vehicles for “emancipation.” These teachers consistently found ways to bring African American customs and other viewpoints into class discussions. The first scenario speaks on a teacher named Ms. Hilliard used learning tools that students enjoyed

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