Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

Hammond reminds the reader that culturally responsive teaching practices exist primarily to help dependent learners learn how to acquire knowledge independently. To move toward this goal, teachers must find ways to build students’ intellective capacity, which relies on an understanding of how the brain processes information. Hammond explains that the brain processes information in three stages: input, elaboration, and application. During the input stage, the brain filters information according to perceived importance. During elaboration, the brain “makes material memorable and meaningful” (125). Finally, in the application stage, the brain creates neural pathways when an idea is reviewed or a skill practiced.

Hammond explains four culturally responsive techniques. These are filtered through four macro-level instructional strategies: ignite (a strategic attention-getter), chunk (giving students a limited amount of content at one time), and chew (providing students with dedicated time to actively process new information). Hammond emphasizes the importance of implementing cognitive routines in the classroom, which allow them to move toward independent learning. Hammond identifies two factors in determining whether or not a cognitive routine is effective: first, a strong cue—often sensory—that indicates the start of the activity, and second, the routine’s steps must be passed on to the students, so that they can eventually engage with them independently.