MSUrbanSTEM

Sketchnotes
Reading Guide &
Discussion Questions

Chapter 1

Chapter 2

What Should I Do? Chapter 2

Chapter 4

Chapter 6

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. Winfields 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.
2.
3.

How does one dig out knowledge, and make more real world connections related to our course.
How does one help students mold the world?
What can you do to have your students be contributors to their community?

Chapter 5 Discussion Questions

1.
2.
3.

How is your passion displayed about your content in your teaching practices?
How is your passion reflected in your (physical) teaching space?
Is the learning re-shared by your student? How?

Discussion Questions
Chapter 6:
1.
2.
3.

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

How important is it for teachers and students to share the same cultures? Is overlapping cultures a strength
or weakness?
What do you do to develop good relationships with your students? How does this correlate with both
parties cultures?

Chapter 7:
1.
2.
3.
4.
5.
6.

How can we help other teachers understand how to use culturally relevant philosophies in the classroom
without stepping on their toes?
What are some of the ways we can incorporate some of the changes we read about in the previous chapters,
before Chapter 7?
How do you envision this in your classroom?
Shouldnt we consider having more discussion with our students more regularly to get their feedback?
How can we challenge our students with insisting on excellence and still maintain and support their cultural
identities?
Isnt ok to give them a break when they need it? Use more flexibility? Spend more time building
relationships?