Culturally Responsive Teaching and the Brain Teacher Professional Development
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- Not Year Specific
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- Preparation
- Print ready
- Subject
- Resources for Teachers
- Topic
- Culturally Responsive Teaching and the Brain Book Study, Brain
- Resource types
- Teacher Tools
- Preparation
- Print ready
From the author
About this resource
Has your school been studying the Zaretta Hammond book Culturally Responsive Teaching and the Brain?
Are you looking to give a 15-20 minute professional development training to your staff using the book as a reference?
Check out this ready-to-use Information Gap activity to guide your participants through a short training session.
The documents in this activity will allow you to lead a 15-20 minute activity using the sheltered instructional strategy called Information Gap.
Information Gap is a collaborative activity that will get your students or participants up and moving, talking to one another, and using targeted academic vocabulary and concepts. The activity has people working in pairs and each person has a different piece of missing information. Participants must listen and talk to each other in order to fill in the information gap.
Documents included in this PDF:
Page 2: Facilitator Guide and Instructions
Page 3: Information Gap Instructions to Provide to Participants
Page 4: Master Copy of Information Gap (to be used as an answer key)
Page 5: Version A: Information Gap for Ignite, Chunk, Chew, Review
Page 6: Version B: Information Gap for Ignite, Chunk, Chew, Review
Page 7: Participant Reflection Sheet to Use After the Activity
Background Needed:
Although it would be helpful for your participants to be familiar with the information from the book, it is not essential. This activity could serve as an introduction to the content, an activity to review the content, a refresher activity for those who have studied the book in the past, an activity for book studies, or for other reasons that you deem appropriate.
Materials & Prep:
Print 1-2 copies of the Master Copy. Cut the number of participants in half and print one stack each of Version A and one stack of Version B using that number. For example, if you have 20 participants, print 10 copies of Version A and 10 copies of Version B. Print one copy of the instructions and one copy of the reflection sheet for each participant.
Instructions: (plan for 15-20 minutes)
1.(2 min) Review the Information Gap Instructions with your participants, using the instructions on page 3.
2.The facilitator uses the Master Copy from page 4 as an answer key.
3.(10 min) Participants work in pairs, one person using Version A and other other Version B. It is ok to cut this short if not done if needed for time.
4.(3 min) Debrief the activity afterwards using the reflection sheet from page 7.
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In the classroom
Teaching tips & learning objectives
Learning objectives
Explain the purpose and instructional goal of each phase in the Ignite, Chunk, Chew, Review framework.
Practice the Information Gap collaborative structure as a model for classroom use.
Reflect on how the strategy could be adapted to one's own classroom, content area, or age groups.
Teaching tips
Print one Master Copy for the facilitator, and split remaining participants evenly between Version A and Version B.
Budget about 15-20 minutes total: a few minutes reviewing instructions, most of the time for paired information-gap work, and a few minutes to debrief.
Use the Master Copy as an answer key to verify pairs completed their matrices correctly.
Skills covered
Collaborative information-gap facilitation — teachers pair participants with complementary partially blank matrices so each must verbally supply missing information to complete the chart.
Culturally responsive teaching framework review — participants apply the Ignite, Chunk, Chew, Review model to their own instructional planning.
Reflective discussion facilitation — teachers use the reflection sheet to debrief benefits and classroom adaptations after the activity ends.
Good to know
Questions teachers ask about this resource
How do Version A and Version B differ from each other?
Each is the same four-phase chart with a different set of blanks removed, so a pair of participants -- one with Version A, one with Version B -- must ask and answer questions to reconstruct the full chart together.
Do participants need to have read the book beforehand to take part?
It's helpful but not essential -- the guide notes the activity can serve as an introduction to the book's content, a review, or a refresher for those who studied it previously.
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Resource details
Concepts & topics
Core concepts
Core concepts
Culturally Responsive Teaching and the Brain
Ignite Chunk Chew Review
Professional development
Information gap activity
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