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MSUrbanSTEM

Sketchnotes

Reading Guide & Discussion Questions

MSUrbanSTEM Sketchnotes Reading Guide & Discussion Questions

Chapter 1

What Should I Do? Chapter 2

What Should I Do? Chapter 2

Chapter 4

Chapter 6
Chapter 6
Chapter 7
Chapter 7

Discussion Questions

Chapter 1:

  • 1. Considering the obstacles of socio-economic status and lack of understanding of how to teach African American

children, what are some suggestions or solutions to overcoming these obstacles?

  • 2. How can teacher preparation programs prepare students to capitalize on student social and cultural background?

  • 3. What structures can be utilized/implemented in current schools to help teachers better understand how to embrace

culturally-relevant teaching?

Chapter 2:

  • 1. L. Winfield’s cross-classification system defines “four possible teacher behavior patterns” (pg. 23). Which pattern do you

most relate with and why?

  • 2. Dreamkeepers examines education universally to demonstrate that culturally relevant teaching is not a series of steps.

Billings-Lad herself identifies that “although I provide explanations and derivations as a researcher, I recognize that

teachers and other readers bring their own perspectives to this text.”

Discussion Questions

Chapter 3:

  • 1. How does one dig out knowledge, and make more real world connections related to our course.

  • 2. How does one help students mold the world?

  • 3. What can you do to have your students be contributors to their community?

Chapter 5 Discussion Questions

  • 1. How is your passion displayed about your content in your teaching practices?

  • 2. How is your passion reflected in your (physical) teaching space?

  • 3. Is the learning re-shared by your student? How?

Discussion Questions

Chapter 6:

  • 1. If success is independent of pedagogy, what is the true value of pedagogy?

  • 2. How important is it for teachers and students to share the same cultures? Is overlapping cultures a strength or weakness?

  • 3. What do you do to develop good relationships with your students? How does this correlate with both parties cultures?

Chapter 7:

  • 1. How can we help other teachers understand how to use culturally relevant philosophies in the classroom without stepping on their toes?

  • 2. What are some of the ways we can incorporate some of the changes we read about in the previous chapters, before Chapter 7?

  • 3. How do you envision this in your classroom?

  • 4. Shouldn’t we consider having more discussion with our students more regularly to get their feedback?

  • 5. How can we challenge our students with insisting on excellence and still maintain and support their cultural identities?