That clear protocols, routines and cognitive tools have significant value to the teacher and the learner in making that happen. That productive struggle, and 'thinking hard' must be actively planned for and taught, and that these are accelerators of learning. The importance of teachers as trainers of student cognition and developers of productive struggle. That teaching needs to support learning in 'sticking' in the long term memory. The value of developing an academic mindset. The value of connecting to prior learning and culture. The need to work with the brain, it is wired to support learning. Her book "Culturally Responsive Teaching and the Brain" has been a regular 'go-to' for the Curriculum and Pedagogy team at Long Bay College as we have built whole school professional learning.Īll instruction is culturally responsive - the question being "whose culture is it responding to?".Ĭulturally responsive teaching is more than group work, project based learning and socially located tasks - but these approaches can be culturally responsive with careful design and consideration. I first came across Zaretta Hammond's work in 2018, I was seeking to support my understanding of the intersection between culturally responsive teaching and cognition.
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