Based on your experience with the lesson analysis tool today, what new ideas/insights do you have for designing and teaching mathematics lessons that are culturally responsive?
After working with the lesson analysis tool today, the biggest realization I came to is that I likely don’t have any lessons that are culturally responsive. Though, I also feel that it would be extremely difficult to ensure that every single lesson we ever made was culturally responsive.
One of the biggest struggles I would have with the lesson analysis tool is ensuring to include, in my lesson specifically, time(s) for students to be able to speak in their own language as a tool for their learning. I definitely see the benefit of it but it isn’t something I ever really thought about including in my lesson plan.
In our class discussions we talked about how difficult using this tool would be. As much as I see how I could struggle, I also see the benefits of using a tool such as this. Though, as I said before, it isn’t always something that is directly on the lesson plan, as an educator I know these are things that we think about. I like the fact that the tool really makes you think about truly how culturally responsive your lessons are. You may at times feel as though your lesson is culturally responsive and this tool, or one similar to it, will show you that your lesson in fact is not.