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VOLUME 22 ISSUE 4 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP
Part Three: Building Intellective Capacity
provides many concrete teaching techniques to
support students of color. Dr. Hammond discusses
four components of learning as Ignite, capturing
the student’s attention, Chunk, providing specific
amounts of information in segments, Chew, giving
opportunities to process that information in active
ways, and Review, the projects to apply this new
information and connect it to previous learning.
The techniques shared are in the context of culturally
responsive teaching and the brain science
presented in parts one and two.
The final strategy for building intellective
capacity is preparing a classroom environment for
all students to feel a connection and sense of a
community that is socially and intellectually safe.
This includes examining the visual look of the
classroom, the routines, the rituals, but beyond
that ways to provide each student with meaningful
learning in a community of peers.
Ms. Hammond reminds teachers that
“embracing conscious incompetence” is an
important aspect of growth and development.
Being willing to reflect, change behavior, try new
techniques takes time and effort. The goal of
equity for all students is worth the struggle.
This book provides a framework for thinking
about and acting in a more culturally responsive
manner. Developing the knowledge and understanding
of the impact of culture on learning
enriches our role as a teacher of children and
adults. Valuing equity in education is a goal that,
on the surface, is easily shared. The format of
this book encourages a deeper look at that goal
with knowledge, information, and specific tools
and techniques for actual practice as a culturally
sensitive and responsive educator.
Cultivating an attitude, a culturally responsive
mindset, to view a school should be implemented
in practice by leaders, and teachers in a
way that is specific to their school culture. Forming
an alliance with each other, with our students and
with their families, begins with respect, rapport,
and engagement that is specific to each culture.
As Montessori educators, we need to create
classrooms and schools that support all marginalized
groups. The concepts and ideas presented
in this work can be a starting point as we begin
to explore a supportive framework for all diverse
learners- cultural, racial, ethnic, and those who
learn in a unique way. As we develop classrooms
of inclusion for all students we must become
more aware of the impact of relationship, learning
techniques, and the classroom community on
every student in our classrooms.
Hammond, Zaretta. (2015). Culturally
Responsive Teaching and the Brain. Thousand
Oaks, CA: Corwin.
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