There is a thin line between an activity being responsive and culturally responsive. So thin, that sometimes it is not really worth losing sleep over or spending too much time deliberating while lesson planning. For the culturally responsive teacher, the point to focus on is the movement from the traditional methodology box to the culturally responsive methodology box (See the CLR Resource Binder for explanation of the methodology boxes) and to realize that the nuanced differences between the two will vary from activity to activity in the planning stages and may not turn out as planned when the actual teaching occurs. The focus should not become stuck on whether an activity is responsive or culturally responsive. At the deepest level, this type of fixation is contradictory to the purpose of responsiveness, which should be about moving fluidly among the three methodology boxes.
For more on being Responsive or Culturally Responsive click here
Do you ever feel this way?
Some kids love to do all of the work...
Some would like to but just can't get a word in edge-wise...
Some need the words pulled out of them...
And many need to see that it is a group effort...
If you can relate, here are some strategies that help build in accountability:
I Got This!- Pg. 59
Campfire Discussion- Pg. 55
Numbered Heads Together- pg. 61
Put Your Two Cents In- Pg. 63
Assign Group Tasks & Roles
Then, also by using involuntary ways of responding after group work and letting the students know ahead of time that you will be doing that, there is a sense of urgency and group collaboration:
Somebody Who- Pg. 66
Roll 'Em- Pg. 63
Train/Pass It On- Pg. 66
Whip Around- Pg. 68
These involuntary ways of responding tend to be a build and bridge, where your voluntary (Shout Out, Raising Hands, Stand and Deliver, etc.) will usually V & A.