Author:
Elicia Bennett, shopto rahman
Subject:
Education
Material Type:
Module
Level:
College / Upper Division
Tags:
  • Culturally Responsive Literacy
  • Faculty Development
  • Instructional Activity Design
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Audio, Downloadable docs, eBook, Graphics/Photos, Interactive, Video, Other

    Professional Learning Course : Culturally Responsive Practices to Improve the Online Teaching and Learning Experiences

    Professional Learning Course : Culturally Responsive Practices to Improve the Online Teaching and Learning Experiences

    Overview

    Module home primarily starts with introduction and pronunciation of individual names cultivating scopes for interaction and sharing views. Breaker room discussions  generate initial thoughts, prior experiences and storytelling among learners from all walks of life. Each section of the module has relevant scholarly readings along with educational YouTube videos to facilitate the learners. Besides, discussion assignments, interactive sessions, in every module one homogenous group learner get the chance to present intercultural sessions with another homogenous group. For the final project requirement learners will design 5 online modules embedded with CRT online learning to demonstrate their application of knowledge. Finally, assessment questions provided for interactive interview and certification. 

     

    Course Introduction

                                             

                                                  Course Introduction 

     

    The objective of this professional development program is to deeply understand and examine the significance of Culturally Responsive Teaching (CRT) theories and practices to improve online learning techniques for diverse students in U.S. Higher Education. Particular emphasizes is given to the pertinent challenges and issues those the undergraduate and graduate level faculty members encounter in their day-to-day teaching as well as designing/delivering online learning to ensure that the learning design and instructional practices are culturally responsive. The guiding philosophy of this professional learning course is that intended readings, discussions, videos, reflections and activities will raise awareness, perspectives and sensitivity in terms of components, language and cultural differences establishing inclusive environment for online learning. Furthermore, after completing this course learners will be able:

    1. To ensure best practices for designing multicultural curriculum
    2.  Build a rapport with diverse students and accommodating their expectations with fidelity
    3. Ensure mutual respect, cultural integrity in teaching, and opportunities for enhanced performance
    4. Interpret few vague terms related to CRT (e.g. International Students, Internationalization, Cultural Intelligences, Indigenization and so on )
    5. Assess and facilitate online learning aligning CRT with comfort.  

     

    The notion of  Culturally Responsive Teaching in online learning views cultural and language differences are the key factors for designing multicultural curriculum and diverse teaching practices for faculty members from all walks of life. Designed modules emphasizes on Theories and best practices of CRT aligned with designing LMS for all leaners. If a faculty understands the barriers, norms and cultural better he or she can efficiency interact with students better. The module aims to establish a CRT focused perspective and inclusive online environment, where the role of our learners as faculty members is to facilitate the process of acquiring necessary knowledge and skills in U.S. higher education system. 

    Module home primarily starts with introduction and pronunciation of individual names cultivating scopes for interaction and sharing views. Breaker room discussions  generate initial thoughts, prior experiences and storytelling among learners from all walks of life. Each section of the module has relevant scholarly readings along with educational YouTube videos to facilitate the learners. Besides, discussion assignments, interactive sessions, in every module one homogenous group learner get the chance to present intercultural sessions with another homogenous group.

    For the final project requirement learners will design 5 online modules embedded with CRT online learning to demonstrate their application of knowledge. Finally, for assessment purpose, at the end of the modules leaners will ponder over few questions of high importance in designing a CRT focused online learning system in order to be interviewed by their facilitators. Upon successful completion of all the milestones our leaners will apply for their professional development course completion certificates.

    To sum up with, after completing the entire resources and discussions, learners will be able to describe- how a teacher’s own culture can influence his or her teaching and what it means to provide culturally responsive instruction recognizing how linguistic diversity may influence e-learning outcomes for students. Last but not the least, this professional development course will generate an understanding of the cultural identity and family involvement in education through emotional intelligence in Culturally Responsive Teaching (CRT) theories and practice.

    Module Home

    Four Keys to Creating Culturally Responsive Online Classrooms

     

    Required Text books

    (CRT book)
    Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116. 

    (E-CRT book)

    McLoughlin, C. (2007). Adapting e-learning across cultural boundaries: A framework for quality  learning, pedagogy, and interaction. In Globalized e-learning cultural challenges (pp. 223-238). IGI Global.
     

    Additional Book

    Milner IV, H. R., & Lomotey, K. (Eds.). (2013). Handbook of urban education. Routledge

     

    Breaker Room activities

    Introduction Session, and virtual coffee chat: The Art of Asking Questions?

     

    Team's Corner  

    Syllabus

    Module 1 Introduction to CRT theories in practice and other related terms

    Emotional Intelligence for Educators in Nurturing CRT

     

    Seven Principles of Culturally Responsive Teaching Practice

    Reading 

    Reading from text books

    CRT Book
    Chapter 1 : Challenges and Perspectives

    Chapter 2:  Pedagogical Potential of Cultural Responsiveness

     

    E-CRT Book

    Chapter 1The Meaning of Culture in Online Education: Implications for Teaching, Learning and Design

     

    Scholarly Article 

    Mette, I. M., Nieuwenhuizen, L., & Hvidston, D. J. (2016). Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for future reform efforts. International Journal of Educational Leadership Preparation11(1), n1.

     

    Additional articles

     Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education An overview. PAACE journal of lifelong learning, 7, 1-14.

    ** Please download attached articles in the resources section of the module

     

    Tasks

    From the provided readings and videos please elaborate the below stated terms in your own words and understandings (examples are required, please don’t exceed 750 words)

     

    Cultural, Culturally responsive pedagogy, Multiculturalism, International students, internationalization, Indigenization, Cultural Congruity, Linguistic Diversity, Sociocultural Consciousness, Emotional Intelligence for CRT, CRT cohesive Instructional Design

               

    Module 2 : Sharing Diverse experiences, Challenges and Initial thoughts

                      Reading form Text books
                       
    CRT book
                      Chapter 3   The Power of Culturally Responsive Caring

                      Chapter 4:  Culture and Communication in the Classroom

                       E-CRT Book

                         Chapter 2Challenges to Implementing E-Learning in Lesser Developed Countries

     

     

    Bringing Cultural Context and Self-Identity into Education: Brian Lozenski

    E-Tasks

    1. Story Telling  :  Homogenous Group  A Share personal CRT stories with another Homogenous Group B .  Now write a reflection paper (400 words maximum) describing the experience and what you learned from their stories.  

     

    1. Watch the attached video and answer the following questions: Q. As mentioned in the video, James, an African American student, criticized the existing educational system for his intellectual development.

    A. Do you think students’ overall intellectual development is based on his or her cultural aspects or family background?

    1. As mentioned in the video, James (an African American student) criticized the educational system
    2. To what extent Interaction mechanism or contents can facilitate fair participation of ALL student?
    3. How can you delineate knowledge and skill acquisition in the context of this video with its relationship with cultural identity and inclusive teaching environment?

     

    Your Perceptions

    1. Can an educator have high expectations from ESL (English Second Language) students in the class? Please justify your views on that. 

     

      Breaker room Activities:  Informal coffee chat :  Guess the language I am speaking ?

    Use of Technology in Culturally Responsive Teaching Design

    Best Practices for Exploring Culturally Responsive Teaching and Design in the Online Environment

     

    Readings from Scholarly Articles
    (Please Download from the Resources Section of this module)

     

    Morong, G., & DesBiens, D. (2016). Culturally responsive online design learning at

             intercultural intersections. Intercultural Education, 27(5), 474-492.

     

    Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference Best

               practices in culturally responsive teaching online. TechTrends, 61(5), 470-478.

     

    Adams, M., Rodriguez, S., & Zimmer, K. (2018). Studying Cultural Relevance in Online

                  Courses A Thematic Inquiry. Online Learning, 22(4), 361-381.

     

    Book Reading

    E- CRT Book 

    Chapter 3 : Designing Quality Online Education to Promote Cross-Cultural Understanding 

    Chapter 5: Intercultural Dimensions in the Information Society: Reflection on Designing and Developing Culturally Oriented Learning (p

    Chapter 14:  Universal Design for Culturally-Diverse Online Learning 

     

    Tasks

    E-Quiz Session

      1. What do you understand by Multicultural model and framework in instructional design?
      2. Please Define 3 Interconnected Design Frameworks with relevant examples:

    QM: Quality Matters in Rubric, UDL: Universal Design for Learning, IMID: Integrated Multicultural ID

     

    Discussion Assignment from the readings:

      1. How can you interpret cultural relevance in online learning for yielding significant benefits for the learners and instructors?

     

    Intercultural Presentation: 

    Homogenous group A with Homogenous group B

     

    Braker Room Activitiesa: Intercultural Session

    Q. How do you celebrate new years/any cultural events with your family?               

    Gaps in Language and Communication, Differentiation for Learners’ Support

    To become responsive to linguistic diversity , teachers should familiarize themselves with students’ styles of communication, always remembering how challenging education can be for those students whose communication happens to differ from that of the university culture.

    (For example, English as Second Language (ESL) students in the online class)

     

    Objectives of this module:

    • Understand how a teacher’s own culture can influence his or her teaching online
    • Describe what it means to provide culturally responsive instruction
    • Recognize how linguistic diversity may influence the outcomes/expectations for diverse students
    • Understand the importance of family involvement even in e-learning set up.

     

    Standards

    Relevant standards and topic areas stated below. Click the arrows below to learn more standard practices for teaching a linguistically diverse class.

     

    Council for the Accreditation of Educator Preparation (CAEP)

    Interstate Teacher Assessment and Support Consortium (InTASC)

    National Council for Accreditation of Teacher Education (NCATE)

     

    Please Keep in Mind

    According to IRIS Center Model

    • Teachers who do not recognize that communicative styles differ might consider interactive styles of communication to be rude and disruptive, requiring disciplinary action.
    • Teachers who judge their way of speaking English to be more correct than the way their students speak (e.g., due to their dialect) might hold inaccurate beliefs about their intelligence and abilities.

    Text book Reading from E-CRT book 

    Chapter 16 : The Cultural Adaptation Process (CAP) Model: Designing E-Learning for Another Culture

    Chapter 17 : Communication Barriers and Conflicts in Cross-Cultural E-Learnin

    Chapter 18:Multi-Cultural E-Learning Teamwork: Social and Cultural Characteristics and Influence

     

     

    Scholarly Article of the module

    Wang, M. (2007). Designing online courses that effectively engage learners from diverse

           cultural backgrounds. British Journal of Educational Technology38(2), 294-311.

     

    Tasks

    1. Discussion Assignment

    From the article please reflect on below statement

     “ In Designing online courses for multicultural diversity, designers must both implement instructional design best practices, but also pay special attention to designing course structure, components, and interaction opportunities that attend to the cultural diversity of students by promoting presence and interaction and reducing transactional distance”       

                                                                             (Simunich & Grincewicz, 2018; Wang, 2007)

     

    Intercultural Presentation: 

    Homogenous group C with Homogenous group D

    Application of Learning : Designing a Module (Prototype)

    Text book Reading from E-CRT book 

    Chapter 9 : How to Globalize Online Course Content 

    Chapter 19 : Modern Technology and Mass Education: A Case Study of a Global Virtual Learning System 

     

    Article of the module (attached below)

    Rogers, P. C., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional 

    design: Exploration research into the delivery of online instruction cross- culturally. Educational

     Technology Research and Development55(2), 197-217.

     

    Task

    Final Project Instruction: Develop 5 Modules (Prototype) Plan for Linguistically Diverse Class using OER Commons

    Now design 5 modules (LSD Prototype) for both ESL learners and native learners in order to deliver the interactive knowledge most effective in online learning system.

     

    Intercultural Presentation: 

    Homogenous group E with Homogenous group F

    E-learning Contents and Rubrics Development for CRT

    Teaching-Learning Modules as Blueprints -- Angela Lee-Smith. (This e-learning module is CRT embedded)
    Four Keys to Creating Culturally Responsive Online Classrooms

     

    Reading for the Module (download from the resouce section

     

    Rubric for eLearning Tool Evaluation by Lauren M. Anstey  Gavan P.L. Watson, copyright 2018 Centre for 

             Teaching and Learning, Western University 

     

    Draft Submission week Develop 5 Modules (Prototype) Plan for Linguistically Diverse Class using OER Commons

    Now design 5 modules (LSD Prototype) for both ESL learners and native learners in order to deliver the interactive knowledge most effective in online learning system.

     

    Breaker room discussion: My preferred Rubrics and Criteria for evaluation

     

    Intercultural Presentation: 

    Homogenous group G with Homogenous group H

    Wrap Up and Assessment : Peer Review and Feedback on LSP module

    APMP Training on Project Context - SWOT Analysis

     

    Tasks

    1. Submit revised version of LSD module for instructors’ and peer reviews  

    2. Respond (at least 2) to Prior Discussion Assignments 

     

     

     

    Interactive Interview: Questions for Assessment

    Based on what you have learned please take some time to prepare yourself for the following questions:

    1. Why is it important for faculties to reflect on cultural and linguistic diversity for teaching both undergraduate and graduate level students online?
    2. Why is it necessary for faculties to understand the distinction between traditional curriculum and multicultural curriculum?
    3. What other options might you recommend to those students who avoid online participation or communication / negotiation?
    4. If you realize that because of cultural differences few homogenous students in your online class may not relate to your style of teaching or to the stories and examples you use in the online class, what can you do to become more culturally responsive and meet the diverse needs of these students?
    5. For developing your Culturally Responsive Teaching (CRT) modules: Learning System Prototype (LSP) what are challenges that you encountered, and how many people got involved thorugh this process? 

     

    Final Submissions of LSD module, submit here.

     

    APPLY for your completion CERTIFICATE, click here.
    (Attached is the Survery Form for your feedback and measuring the success of the program)