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Applying culturally relevant pedagogy in the classroom: a course for secondary, public, urban school educators

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Applying culturally relevant pedagogy in the classroom: a course for secondary, public, urban school educators

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Running head: CULTURALLY RELEV ANT PEDAGOGY

APPLYING CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM: A COURSE
FOR SECONDARY , PUBLIC, URBAN SCHOOL EDUCATORS

by

Wendolyn Nolasco

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Wendolyn Nolasco

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 1
Acknowledgements
“I bring you with reverent hands/ The books of my numberless dreams” W.B Yeats
As I have sought the flame of education throughout my academic journey, I have been
fortunate to have been lead by a handful of extraordinary mentors whom I’ll always admire and
love. Although they have passed on, I want to thank Ms. Ruth for inspiring the reader in me
when she bought me my first book and Mr. Julian for engendering in me a will to never give up
but apply myself more fervently in my educational endeavors. I am sorry I never got the chance
to truly tell you both the impact you had in my life.
“But one man loved the pilgrim Soul in you,/ And loved the sorrows of your changing face” W.B
Yeats
David, I will never forget the day you changed my life. We were just two teenagers sitting
on my grandmother’s couch talking about life when you said, “why shouldn’t you go to
college?” and shifted every belief about myself and pointed me towards my destiny. You have
nurtured me from a seedling to an old vine still climbing towards the light. You have been steady,
patient, and your words are an echoing reminder of my worth and purpose.
Elessar, I gave you life, but you birthed in me an insatiable desire to live! I pray that you
too will seek out the flame and magic of the world. Never give up your dreams of making the
world a better place because you have already begun.
To my students who were, are, and will be, thank you for always giving my life’s work
purpose and joy.
A special appreciation to the two most important women in my life: my mother, Bertha,
and sister, Alicia. Our common strife and life struggles have been instrumental in molding my

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 2
hopes and dreams. You both embolden me to enter the unknown fearlessly and without regret.
Without you both, I would not have written this dissertation.
To all the women who have supported me in my journey, I want to reach out with humble
arms and embrace you with thanks; without you I would have struggled to make meaning of it
all. Laura, I appreciate all the wisdom you have shared with me throughout the years. Dr. Lara, I
love you for the flame you continue to burn in me.
Finally, thank you Dr. Yates for supporting me every step of the way in my dissertation
journey. Thank you Dr. Lundeen and Dr. Hirabayashi for your assistance in improving my work.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 3
Table of Contents
List of Tables 13
Abstract 14
Chapter One: Introduction 15
Statement of the Problem 15
Environmental Problem of Practice 15
Evidence for the Problem of Practice 16
Diversity in California public schools 16
Trends in the teaching force 17
Students of color and their disenfranchisement 17
Importance of Solving the Problem of Practice 19
Benefits and Risks 21
Instructional Needs Assessment 22
Has there been a change in the composition of the learner population? 22
Does this affect significantly change what learners must
understand, know or do? 23
Do these goals conflict with existing goals? 25
Curriculum Description and Purpose 26
Curriculum Goal, Outcomes and Capstone Assessment 26
Definition of Terms 26
Potential Designer Biases 29
Organization of the Designer Blueprint 29

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 4
Chapter Two: Review of the Literature 31
The Curriculum 31
General Theoretical Approaches to the Curriculum 31
Pedagogy of Humanism 31
Critical Pedagogy 32
Social Cognitive Theory 33
Sociocultural Theory 33
Content 34
History of people of color 34
The ‘othering’ of people of color in education 34
Resisting hegemony 35
Culturally Relevant Pedagogy 37
Critical elements of CRP 39
Strategies for teaching CRP 40
Challenges for CRP 42
Prior Attempts 43
Analysis of prior attempts 47
Incomplete approaches: limited focus on educators 47
Strategies alone do not get at the heart of CRP 47
Omissions 48
Bidirectional teaching 48
Critically engaged dialogue 49

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 5

Approaches to the Curriculum Design 50
Theoretical Foundations to the Curriculum Design 50
Social constructivism 50
Pragmatism 50
Information Processing Theory 50
Chapter Three: The Learners and Learning Context 51
Learner Profile 51
Ability 51
Cognitive characteristics 51
Physiological characteristics 52
Self Efficacy 53
Affective characteristics 53
Social characteristics 54
Prior Knowledge 54
General world knowledge 54
Specific prior knowledge 55
Description of the Learning Environment 55
Facilitator Characteristics 56
Existing Curricula/Programs 56
Available Equipment and Technology 57
Classroom Facilities and Learning Climate 57

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 6
Chapter Four: The Curriculum 59
Overall Curriculum Goal, Outcomes, and Summative Assessment 59
Curriculum Goal 59
Curriculum Outcomes 59
Summative Assessment 60
Cognitive Task Analysis (Information Processing Analysis) 60
Objective 61
Cue 61
Condition 61
Standards 61
Equipment 61
Major Steps 61
General Instructional Methods Approach 62
Description of Specific Learning Activities 63
Course Overview 64
Unit 1: Examine Positionality 65
Terminal learning objectives 65
Prerequisite analysis (enabling learning objectives) 66
Learning activities 67
Learning assessment 67
Unit 1 Module 1: Reflective on Positionality 67
Terminal objective 67

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 7
Prerequisite analysis (enabling learning objectives) 67
Learning Activities 67
Learning Assessment 68
Unit 1 Module 2: Creating Positionality Statement 68
Terminal Objective 68
Enabling Objectives 68
Learning Activities 68
Learning Assessment 69
Unit 2: Understand Culturally Relevant Pedagogy 69
Terminal learning objective 69
Prerequisite analysis (enabling learning objectives) 69
Learning activities 70
Learning assessment 70
Unit 2 Module 1 71
Terminal Objective 71
Enabling Objectives 71
Learning activities 71
Learning assessment 72
Unit 2 Module 2 72
Terminal Objective 72
Enabling Objective 72
Learning activities 72

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 8
Learning assessment 73
Unit 3 Examine Cultural Relevance in Education 73
Terminal learning objectives 73
Prerequisite analysis (enabling learning objectives) 73
Learning activities 74
Learning assessments 74
Unit 3 Module 1 75
Terminal objective 75
Enabling Objectives 75
Learning Activities 75
Learning Assessment 76
Unit 3 Module 2 76
Terminal Objective 76
Enabling Objectives 76
Learning Activities 77
Learning Assessment 77
Unit 4: Examine and Evaluate Culturally Relevant Curriculum 77
Terminal learning objective 78
Prerequisite analysis (enabling learning objectives) 78
Learning activities 78
Learning assessment 78
Unit 4 Module 1 78

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 9
Terminal Objective 78
Enabling Objectives 79
Learning Activities 79
Learning Assessment 79
Unit 4 Module 2 80
Terminal Objective 80
Enabling Objectives 80
Learning Activities 80
Learning assessments 80
Unit 4 Module 3 81
Terminal Objective 81
Enabling Objectives 81
Learning activities 81
Learning assessment 82
Unit 5: Develop Culturally Relevant Curriculum 82
Terminal learning objective 82
Prerequisite analysis (enabling learning objectives) 82
Learning activities 83
Learning assessment 83
Prerequisite analysis (enabling learning objectives) 83
Learning activities 83
Learning assessment 83

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 10
Unit 5 Module 1 83
Terminal Objective 83
Enabling Objectives 84
Learning Activities 84
Learning Assessment 84
Unit 5 Module 2 85
Terminal Objective 85
Enabling Objectives 85
Learning Activities 85
Learning Assessment 86
Unit 5 Module 3 86
Terminal Objective 86
Enabling Objectives 86
Learning Activities 86
Learning Assessment 87
Unit 5 Module 4 87
Terminal Objective 87
Enabling Objectives 87
Learning Activities 87
Learning Assessment 88
Delivery Media Selection 90
Key Considerations in Choosing Media 91

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 11
Key Considerations and Curriculum 91
General Instructional Platform Selection 91
Specific Media Choices 92
Chapter Five: Implementation and Evaluation Plan 93
Implementation of the Course 93
Implementation of the Evaluation Plan 94
Curriculum Purpose, Need and Expectations 94
Evaluation Framework 95
Level 4: Results and Learning Indicators 95
Level 3: Behavior 97
Critical behaviors 97
Required drivers 98
Organizational support 99
Level 2: Learning 99
Learning goals 99
Components of learning evaluation   100
Level 1: Reaction 101
Evaluation Tools 101
During program implementation 101
Immediately following the program implementation 102
Delayed for a period after the program implementation 102
Conclusion to the Curriculum Design 102

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 12
References 103
Appendix A: Evaluation Handout 1 (During) 111
Appendix B: Evaluation Handout 2 112
Appendix C: Evaluation Handout 3 114
Appendix D: Lesson Plans 115



CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 13
List of Tables
Table 1: Course Unit Sequence and CTA Steps   65
Table 2: Scope and Sequence   88
Table 3: Course Schedule and Calendar 89
Table 4: Key Considerations and Curriculum 91
Table 5: Specific Media Choices   92
Table 6: Indicators for External and Internal Outcomes   96
Table 7: Critical Behaviors, Metrics, Methods, and Timing for Evaluation   97
Table 8: Required Drives to Support Critical Behaviors 98
Table 9: Evaluation of the Components of Learning for the Program 100
Table 10: Components to Measure Reactions to the Program 101

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 14
Abstract
Achievement data show underserved students of color perform lower than their white
counterparts. As such, there is a need to rethink educator preparation courses for teaching
underserved students of color. The aim of this course is to improve teachers’ knowledge, skills,
and dispositions around culturally relevant pedagogy (CRP) with the intent to close the
achievement gap. Critical pedagogy frames this course as it resists educational hegemony, and
sociocultural and social cognitive theory make the course relevant and meaningful. This
university course for pre service educators is one semester and addresses the following:
positionality, selfreflection, principles of CRP, examination of curriculum, and development of
culturally relevant curriculum. After completing this course learners will be able to analyze and
develop curriculum and instruction for cultural relevance, discuss value of cultural relevance,
and apply culturally relevant pedagogy. The summative evaluation is a portfolio of artifacts,
including lesson plans, selfreflections, and lesson analysis. The course will be implemented in
stages. It will be piloted, monitored, and evaluated before being integrated into the university
teacher preparation program. An evaluation plan will measure external and internal indicators of
success and the drivers required for success. Ultimately, this course may support teachers in
performing their jobs more effectively and contribute to their organization in meaningful ways as
well as support students of color to academically achieve and thrive in our modern world.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 15
CHAPTER ONE: INTRODUCTION

Statement of the Problem

Environmental Problem of Practice

  According to the California Department of Education (CDE, 2017), California schools aim to
offer students opportunities to thrive nationally and internationally in multilingual and multicultural
societies. In addition, California public high schools aim to prepare all students to attain the requisite
skills to be college or career ready as well as be able to flourish in diverse settings. In short, public
school districts suggest that the goal for all students is to have access to quality education that will
prepare them to be effective in a diverse society. Achieving that goal means California public schools
address the growing diversity of learners in ways that make instruction and curriculum culturally
relevant.
Although there are many facets making up cultural relevance, one is the act of resistance to
normative culture in education. According to pedagogical theorist Gloria LadsonBillings (1995),
culturally relevant pedagogy is defined as one of resistance in which students attain critical skills
equipping them with the ability to challenge the status quo. LadsonBillings (1995) lays out three
criteria that make up this pedagogy of resistance: (a) student academic success, (b) students’
development or maintenance of cultural proficiency, and (c) establishment of students’ critical
consciousness that challenges the current status quo. LadsonBillings’ three outcomes of culturally
relevant pedagogy suggests that challenging the status quo is an integral component of cultural
relevance. Although there have been previous efforts to promote culturally responsive teaching,
American schools have yet to adopt culturally relevant approaches and supports for culturally and
linguistically diverse student bodies (Brown, 2007). As a result, there may be ineffective instruction

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 16
and assessment of students’ preparation for diverse societies and an inability to meet the mission of the
CDE, should culturally relevant pedagogy not be explicitly adopted.
Evidence for the Problem of Practice

Although there are ample data points factoring into the educational achievement gap, the
following section will point to data elaborating diversity levels, trends in the teaching force, and
achievement gap highlights so as to show the need to rethink culturally relevant pedagogy in
urban, public high schools.
Diversity in California public schools .   The state of California houses 1,346
middle/junior high schools and 1,339 senior high schools with a total enrollment of about
3,348,551 students (CDE, 2016). Southern California’s two largest urban, public school districts
together house 256 of those high schools (CDE, 2011). According to the CDE this total student
body enrollment is made up of Latino, Alaskan Native or American Indian, Asian, Pacific
Islander, Filipino, African American and White students (CDE, 2011). As of 2016, the larger
populations in both districts are Latinx (gender inclusive term) and White students. 201516
CDE data shows Latinx make up 53.97% of the public high school population while White
students make up 24.10% and Asian and African American at 8.85% and 5.81% (CDE, 2016). In
any amount, the existence of diversity calls for classroom pedagogical approaches that
accommodate any background or community. Gay’s (2015) work on culturally responsive
instruction posits the importance of all ethnic groups and cultures regardless of numerical
majority or minority. In addition, analyzing characteristics essential to learners’ needs is a vital
component of instructional design (Smith & Ragan, 2005). Developing curriculum and
instruction that reflects the various needs of the California, urban public school student body

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 17
may serve to close the achievement gap.
Trends in the teaching force.   Although diversity in public schools has increased,
demographics among the teacher force remains the same. The largest population amongst
teachers in California public high schools is White (NCES, 2015). Julie Kailin (2002) posits that
teaching is a “‘raced’ profession where nearly 90% of its members are white” (p. 25). Although
White individuals have always represented the majority in teacher demographics, Latinx, Asian,
and African American individuals have not always represented the majority in student
demographics as they did in 2016. Moreover, according to NCES (2015) projections, the
enrollment percentage of Latinx students in public schools is estimated to continue rising
through 2025, so the gap between White and Latinx will continue to widen. This gap suggests a
need to rethink how pedagogy is designed and implemented in urban, public high schools.
Students of color and their disenfranchisement. Diverse student bodies envelop histories,
some of which reflect stories of social strife and unrest. These stories point to the need for an
awareness and careful attention to equity in public high schools. Geneva Gay (2010) asserts the
importance of students’ lives as stories vital to overall compendium of American education. In
fact, Gay requests that educators consider their experiences with students of color   as “tales of
important happenings” (p.3). Gay stresses the importance of teachers as meaning makers. When
developing and executing culturally relevant instruction with students of color , teachers engage
in the reworking of stories that can reflect a more equitable approach to education.
Brazilian educator and philosopher of critical pedagogy Paulo Freire (1972) refers to the
disenfranchised as the oppressed. According to Freire, the oppressed are not just marginalized
but dehumanized through systems of oppression. One such system is education’s contribution to

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 18
a pedagogy that disenfranchises students of color. Evidence of such dehumanization is evident by
the consequences of educational inequity. One notable event, documented in 1968 as the Los
Angeles Unified School District Blowouts, originated with inequitable access to courses,
restrooms, and resources. Students of color protested for their right to use their native language
during instructional time, demanded curriculum and instruction focused on college preparation
rather than subpar curricula, and access to teachers vested in the Latinx communities, to name a
few (Jimenez, 1994). Students were dehumanized when schools responded with lockdowns to
keep students from protesting in public. California public schools usually enforce a lockdown,
physically detaining all bodies on campus by locking all exits, which can make students feel
imprisoned and criminalized (Ryoo, Crawford, Moreno & McLaren, 2009) for exercising their
views in a space that claims to prepare students for a diverse society.
Individuals of color have long resisted oppression by responding to various legal
adoptions targeting people of color. One example is the 1994 passage of proposition 187 that
resulted not just in walkouts but city riots as well. In addition, the 2006 antiimmigration
policies, May Day protests, and most recently the 2017 inauguration of a president whose
campaign was fueled by normalizing skepticism of immigrants have all worked in tandem to
cause and bring attention to the unrest and disequilibrium in school settings.
The history of protests against oppression is far reaching. The Mendez vs Westminster
case of 1947 along with the Brown vs Board of Education in 1954 showcase instances when
individuals of color worked to resist the separate but equal rhetoric .   Such court cases show that
there is a shared history of struggle for people of color in the United States. This history is one
that frames the approach to curriculum and design.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 19
According to social cognitive and sociocultural learning theories, the events in a given
environment shape individuals’ understanding, learning, and meaning making (Bandura, 1977;
Vygotsky, 1978). Both theories stress the importance of considering social and cultural dynamics
when developing and amending instruction. What the historical events suggests about America’s
approach to curriculum and instruction for people of color is that separate and unequal is
standard. Today many individuals would like to believe that progress towards a more equitable
society has been made (Macedo & Bartolome, 1999). However, evidence shows that bridging
the achievement gap for African Americans, Latinx, and White students continues to be a
struggle in the United States (NCES, 2015). The continued inadvertent discount of students of
color’s histories can fuel contradictory consciousnesses (Allman, Alper, Apple, Aronowitz,
Baltodano, Bartolome, Darder, & Weterman, 2009) and increase the chasms between students
and success.
Importance of Solving the Problem of Practice

The absence of a systemized approach to developing culturally relevant pedagogy has
led to deep rooted issues in education. A combination of ineffective approaches to growing
teachers is central to the issues. Research suggests that teachers’ beliefs about students of color
promotes marginalization (Kermin, 1972). Teachers who believe students of color face barriers
to learning will often design instruction that reflects lowexpectations of students. In addition,
schools’ professional development programs erroneously place more importance on isolated
practices rather than strategies to contextualize practices in classroom environments (Liberman
& Mace, 2008). Moreover, the authors suggest, teachers need to take responsibility over their
own learning with respect to incorporating and contextualizing pedagogical practices in their

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 20
classroom.
Educational environments that have not promoted reflection and attainment of knowledge
in favor of district approved, scripted curricula have effectively suppressed fertile foundations for
equitable learning experiences in public schools (CochranSmith & Lytle, 1999;
DarlingHammond, 1995; Guskey, 2003). Professional development that focuses on isolated
strategies and improvement on state mandated exams, without promoting reflective practice,
yields ungrounded pedagogy that may neglect social learning theories. Research suggests that
professional development often lacks ties to research (Guskey, 2003) which shows that when
teachers are offered research backed support for their own learning, (DarlingHammond, Wei,
Andree, Richardson, & Orphanos, 2009) they grow professionally.
Furthermore, pedagogy that discounts students’ social and cultural contexts negates
imperative cognitive structures that promote learning. Research underscores the importance of
both context and shared meaning making (Frith & Frith, 2007; Mitchell, 2008; Smith & Ragan,
2005). Frith and Frith demonstrated that shared meaning making may be achieved by negotiating
social cues (2007). In addition, Mitchell’s (2008) work revealed that the cognitive processes
involved in thinking of self are the same as when one thinks of others. Together, these studies
highlight both the importance of social context and the essential role it plays in learning
environments. Smith and Ragan (2005) argue that learning environments are fundamental to the
potential for academic success and suggest that such environments be designed with students’
background and experience in mind. Teaching environments that isolate cultural contexts from
instruction inequitably provide students instruction that fails to acknowledge the essential
undergird of effective pedagogy (LadsonBillings, 1995). Continuing to provide students with

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 21
the same instruction that treats culture as autonomous from instruction continues the cycle of
social disenfranchisement.
Benefits and Risks
Culturally relevant pedagogy envelopes both the disposition toward resistance as well as
tasks involved with challenging the status quo (LadsonBillings, 1995). Research points to a
need for culturally relevant and responsive instruction as a means to improve both learning and
teaching in the United States (LadsonBillings, 2001; Gay, 2000). Teachers who approach
instructional design with a culturally relevant and responsive lenses offer students more
meaningful opportunities for learning and increased motivation that otherwise would not have
been available (Gay, 2000). Research on human agency shows that individuals will face
challenges and failures throughout a lifetime (Bandura, 1989). Resistance or rather the ability to
overcome such obstacles is instrumental to increase achievement performance. Individuals must
believe they will be successful in their resistance so as to achieve success. Because social
cognitive theory posits that individuals influence both themselves and their environment
(Bandura, 1989), it benefits educators serving in urban, public schools to employ research on self
agency to construct learning environments that foster achievement.
Culturally relevant instruction affords students opportunities to thrive academically as
well as sets up an environment where students can explore and challenge social constructs
(LadsonBillings, 1995). Facilitating an individual’s analysis of the American social constructs
that propel disenfranchisement can propel equitable learning experiences (LadsonBillings,
2001). When educators consider cultural in curriculum and instruction, they present students
with environments that offer relevant learning experiences (Gay, 2000).

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 22
In addition, when educators open themselves to the knowledge and experiences students
bring into the classroom and may also be more open to committing themselves to meaningful
learning (Freire, 2005). It is through multiple perspectives that a shared truth can be created
(Smith & Ragan, 1999). Research suggests that learning occurs when there is an exchange of
meaning and the multiple components of the motivational process work together to promote
learning (Schunk & Meece, 2014). In particular, germaine learning occurs when individuals’
intrinsic motivation prompts attention, retention, and recall of learning that weaves into
individuals’ goals (Schunk D. & Meece, 2014). Therefore, learning that is relevant and
meaningful to students create optimal learning opportunities.
Yet, the risks in negating students’ backgrounds and experiences results in sustaining the
status quo that supports inequitable learning experiences (Kailin, 2002). Not linking cognitive
and cultural contexts to instruction means education systems risk linking instruction to other
tenets that may discount both the social and cultural contexts that heavily factor into students’
identities.
Instructional Needs Assessment
An innovationbased model is used to determine instructional needs. It seeks to determine
the need for new learning goals to meet changes in the learning environment (Smith & Ragan,
2015). Therefore, Smith and Ragan’s three questions were utilized to determine the changes and
goals of the learning environment.
Has there been a change in the composition of the learner population? Because student
demographics continue to change in the educational arena, there continues to be a need for new
approaches to educational pedagogy affecting all stakeholders. Therefore, this study will utilize

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 23
Smith and Ragan’s (2005) innovation model to share knowledge about culturally and
developmentally relevant pedagogy for educators in public high schools.
Data show that California public secondary schools have the largest achievement gaps
between White and Latinx students in 2009, which is the most recent data available, for 8th
grade mathematics (NCES, 2015). These data indicate gaps during the last year of middle school
before students transition into high school. In addition, 2011 data show an achievement gap
between White and African American students in public schools whose major student population
is African American, even though there was no achievement gap between White students in
public schools whose majority student body is White and White students in public schools whose
major student body is African American (NCET, 2011). These data suggest that achievement
gaps are present with students of color. California urban, public school districts attempt to
increase achievement for all students through the use of scripted curricula like English Reading
and Writing Curriculum   (ERWC), High Point, English 3D , and SpringBoard . Regardless, data
continue to show gaps in achievement scores for White students and students of color across
urban, public school districts in California (NCES, 2015). The aforementioned data suggest a
persistent learning gap for White students and students of color. Therefore, changes in urban,
public school district development of culturally and developmentally relevant pedagogy would
better assist in preparing students to thrive in multicultural, multilingual and diverse settings.
Does this affect significantly change what learners must understand, know or do?
The change in composition of the learner population means educators must reassess what they
know and do with a larger percentage of enrolled students of color. This means that educators
may have to rethink how they plan, develop, and implement curriculum. Culturally responsive

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 24
and relevant strategies and resources have emerged out of the current need for relevancy in the
classroom. A few examples of such resources include those provided by the Southern Poverty
Law Center and Teaching Tolerance website. Other resources are books like Culturally and
Linguistically Responsive Teaching and Learning   by Sharroky Hollie, Critical Literacy as
Resistance: Teaching for Social Justice Across the Secondary Curriculum edited by Laraine
Wallowitz, Navigating Cultural Competence in grades 612: A Compass for Teachers   by Nancy
P. Gallavan, What is it about me you can’t teach?: Culturally Responsive Instruction in Deeper
Learning Classrooms by Eleanor Renee´ Rodriguez, Culture, Relevance, and Schooling:
Exploring Uncommon Ground   by Lisa Scherff, and Culturally Relevant Pedagogy: Clashes and
Confrontations by Lisa Scherff, to name a few. In addition, universities and colleges offer
students courses in diversity, culture, equity, social and educational justice, intercultural and
multicultural education in secondary settings.
Although culturally relevant instructional approaches like those just mentioned currently
exists, the lack of systemic implementation of a culturally relevant pedagogy risks piecemeal
application of smaller components of a larger critical pedagogy. The goals of culturally relevant
instructional approaches as a form of critical pedagogy do intersect with district and state goals
for education in so much as they both embrace diversity as an integral component of society.
Critical theory, developed in 1937 by Max Horkheimer, is a salient theory framing culturally
relevant pedagogy because it posits a call to action for individual educators to critique the
educational and social systems and move towards changing society. Educators will have to
revisit their beliefs and positionality, their knowledge of what is means to be culturally relevant,
and their ability to create spaces wherein students experience equitable and optimal learning

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 25
experiences.
Do these goals conflict with existing goals? The goals of cultural relevancy as outlined
by LadsonBillings (1995) are to experience academic success, develop and maintain cultural
proficiency, and challenge the status quo. These goals do not seemingly conflict with school
districts encouraging students to engage and partake in society. However, educational
stakeholders may question the need to or value in critiquing or changing systems. Stakeholders’
skepticism of culturally relevant pedagogy may arise from deep rooted beliefs that racism does
not exist in education, that progress has been made, and that calling attention to racism in
education only propels it, placing the onus on culturally relevant pedagogy itself (Macedo &
Bartolome, 1999). Therefore, a systemic rather than localized implementation of culturally
relevant pedagogy in urban, public schools looks like the formation of coalitions
(LadsonBillings, 1995). The purpose of such coalitions is to produce teacher leaders who are
able and willing to implement culturally relevant pedagogy in public, secondary schools.
Advocates of critical pedagogy may suggest that systemic implementation of culturally
relevant pedagogy at the district level falls short of the greater work that needs to be done to shift
educational philosophies and behaviors. However, the work of culturally relevant pedagogy is
too important to sidestep in the face of consistent achievement gaps between White students and
students of color. Antonio Gramsci (1971) asserts that teachers’ thoughts and actions are
fundamental to resisting the engendering of ideological hegemony. Because ideological
hegemony directly violates ideological diversity found in the many cultures forming students’
lives, it is imperative to implement systemic changes in California urban, public schools that are
founded on a diversity that embodies all aspects of students’ cultures. As such, the goals of

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 26
teaching content and standards can sometimes be in conflict with the goals of culturally relevant
pedagogy, which poses challenges to educators as previously noted.
Curriculum Description and Purpose
The objective of the proposed curriculum is to improve teachers’ knowledge, skills, and
dispositions to apply culturally relevant pedagogy in their classrooms with the intended purpose
of closing the achievement gap. This course is designed primarily for preservice teachers but
other educators who seek to maximize the potential education offers in California urban, public
high schools would benefit as well.
Curriculum Goal, Outcomes and Capstone Assessment
Educators who complete this course will be able to reflect on and develop a culturally
relevant pedagogical approach to teaching. Expected learning outcomes include teachers’ ability
to identify inequities in curriculum and instruction and increased understanding of cultural
relevancy and the skills to ensure curriculum and instruction are culturally relevant. The capstone
assessment for this course is a portfolio of reflection and teaching artifacts collected by teachers
that represent the outcomes.
Definition of Terms
Although the CDE’s labels to mark the differences in students’ backgrounds will be
utilized throughout this dissertation, appropriate distinctions will be made when referencing
ideological differences within those backgrounds such as those persons who identify as Chicano,
Black, etc. Many terms are relevant to and referenced in this dissertation. For the purpose of this
curriculum design, these terms are defined as follows:
a. Critical Educator    In McLaren’s Life in Schools: An Introduction to Critical Pedagogy

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 27
in the Foundations of Education, he defines critical educator as those who endorse
“theories that are, first and foremost, dialectical, that is theories that recognize that the
problems of society are more than simply isolated events of individuals of deficiencies in
the social structure” (2014. pg. 131).
b. Critical Pedagogy    posits that the purpose of education is to produce critical thinkers
who will challenge the status quo so as to attain equity (McLaren, 2014).
c. Culture    This dissertation frames its premise with the definitions for culture provided by
two critical pedagogues. According to Gay (2000), culture is multidimensional and ever
changing and so are the ways in which it manifests itself in individuals who make up a
culture. Therefore, expecting a uniform manifestation of one culture will not paint a
realistic picture of culture (2000). In his work on critical theory, McLaren explains that
culture is a gathered set of particular ways people live out their lives which envelopes
practices, ideologies and values used to make sense of the world (2016). McLaren posits
that culture is integral to gender and class as well as age and that it is divided into a
dominant and subordinate culture (2016). Both perspectives on culture provide this
dissertation with a blend supporting the thesis that culture is a social construct that is ever
changing. Therefore, when teacher are culturally relevant, they take into consideration
students’ individual practices, ideologies,values, gender, class and participation in either
the dominant or subordinate culture.
d. Culturally Relevant Pedagogy grounded in critical theory, CRP posits that students
develop or maintain cultural awareness, achieve success, and question the status quo
(LadsonBillings, 1995). CRP envelops both micro and macro level contexts: (a) micro

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 28
level classroom instruction, school decisions, and policy; (b) macro societal contexts that
considers historical contexts. CRP aims to achieve collective empowerment
(LadsonBillings, 1995).
e. Culturally Responsive Teaching Teachers who are culturally responsive are “cultural
mediators” (Gay, 2000) who provide students with opportunities to engage in critical
dialogue about culture, our society, and their role in both.
f. Diversity According to the Oxford English Dictionary the definition of diversity   dates
back as far as the fourteenth century to mean difference, unlikeness, and distinction
( www.oed.com ). Currently, the word diversity continues to mean different, varied, and
heterogeneous. Therefore, this dissertation will use the word diversity   to point to the
state of differences in the all peoples as it relates to language, culture, nationality,
interests, motivation, etc because every person is biologically diverse from every other
person. This is the common vein running through the concept of the word diversity; each
and every person is different.
g. Latinx Gender inclusive term originating from Latino.
h. Race Unlike the word diversity , the definition of   race   has altered from meaning the
common familial lineage of people, plants, and animals to the division of human species
into ranking based on characteristics ( www.oed.com ). Therefore, the word race   will not
be used to refer to similarities in people because it has come to suggest superiority within
groups of people. Instead, the word community or peoples will be used to refer to a
community of people who share a similar background but within that similar background
still remain diverse.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 29
i. White In his book Life in Schools; An Introduction to Critical Pedagogy in the
Foundations of Education   Peter McLaren defines whiteness as “a sociohistorical form of
consciousness, given birth at the nexus of capitalism, colonial rule, and the emergent
relationships among dominant and subordinate groups” (2014; pg. 212).
Potential Designer Biases
The author’s deep rooted interests in education have sprouted from experiences as a
Chicana. She is interested in curriculum design, critical pedagogy, and the potential intersections
between neuroscience and education. In addition, the designer was born in the United States to
working class Mexican immigrants who strove for financial capital so their three children could
seek social and cultural capital and prosperity. She was raised in Los Angeles where she has
devoted her career to creating spaces that empower students. As a firstgeneration college
graduate, the designer has endured struggles for academic attainment which have engendered in
her a deep appreciation for educators whose life work revolves around empowerment and for
organizations that offer meaningful opportunities to individuals who thirst for a higher education
but lack social, cultural and/or financial capital. She has taught English for fourteen years in Los
Angeles, Long Beach public schools, and has been an instructional coach and coordinator. The
designer’s experiences in navigating the education system as a leader has led to her interests in
issues of cultural relevance, the biology of learning, and discrimination.
Organization of the Design Blueprint

This curriculum design blueprint is organized into five chapters. The first chapter focuses
on the context, mission, and vision of education in urban, public schools in
California.Specifically, there is a description of the problem of practice, needs assessment,

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 30
definition of terms, and designer biases. Chapter Two examines relevant literature that guides
and supports the curriculum framework, content, and design. It also establishes the rationale for
the curriculum’s theoretical approach. Chapter Three dives into the intended learners of this
course, learning context, facilitator characteristics, and prerequisites for the course. Chapter Four
addresses the goals, outcomes, and assessments infused in the curriculum. Finally, Chapter Five
will be composed of both a facilitator’s manual and evaluation tools for the curriculum so as to
assess the effectiveness of the curriculum.


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CHAPTER TWO: REVIEW OF THE LITERATURE

The Curriculum

General Theoretical Approaches to the Curriculum
Because the problem of practice necessitates curriculum grounded in humanization, the
following theoretical approaches frame the culturally responsive content to the curriculum.
Serving as the spirit of the curriculum is the pedagogy of humanism which prioritizes altruism
and embeds critical pedagogy to underscore the urgency of resisting educational hegemony. In
addition, both sociocultural and social cognitive theory will serve as the mechanisms moving the
work of cultural relevance forward.
Pedagogy of Humanism. Literature grounded in humanism suggests that the proper
education of a human being consists in engendering in students a desire to critical thinking so as
to liberate oneself. Freire suggests that improving humanity starts by empathetically critical
thinking of humanity’s current state and the struggles of its past (2010). Because student interests
and needs are central to attaining humanism in education, there is a need for curriculum that
highlights these essential components (Ricci & Pritscher, 2015). However, there is currently a
need for liberation from the authorities that currently govern education (Rautins & Ibrahim,
2011).
Humanizing education means educators develop an awareness of how education systems
reinforce subordination by shifting focus away from students’ interests and needs. For example,
historically, education systems in the United States have subordinated people of color by
othering their culture and language.

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Critical Pedagogy. Education systems have disenfranchised students of color. As such
the goal of critical pedagogy is to liberate individuals from systems that enslave them (Freire,
1972). Freire suggests that because oppressors develop consciousnesses within groups of
oppressed individuals who desire privileges privy to oppressors (1972). Such consciousness
dehumanizes humans to objects for possession so that the oppressor is able to attain power and
profit through individuals (1972). In addition, Freire points out that oppressors will engage in
what is termed cultural invasion wherein oppressors convince oppressed of their inferiority and
urge adoption of status quo in order for oppressed to thrive (1972). More recent literature in the
field of critical pedagogy tackles how Freire’s concepts apply to education systems today.
According to critical pedagogues, education promotes systems of power under the guise
of objective views and practices (Allman, 2009). Also, education systems work against interests
of disadvantaged students especially in public schools where systems aim to replicate society
values of the dominant culture (2009). Recent studies in critical pedagogy continue to highlight
how oppression saturates educational systems. The work of McLaren echoes the work or prior
critical pedagogues by pointing out that well meaning people can engage in acts and oppression
by promoting unconscious assumptions that pass as societal norms (2015). McLaren points out
that culture is made up of ways in which social groups develop and live out their beliefs and
values but there is a dominant culture whose social practices, beliefs and values determine the
central values, practices and beliefs of society while other cultures are subordinate (2015). But
such concepts are not new. In fact, the work of Bell Hooks has long advocated for awareness
around how students become oppressed. For example, the advent of cultural diversity in
academia resulted in awareness of a lack of knowledge, shift in authority, and the creation of

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 33
confusion which meant confusion in the classroom (1994). As a result, Hooks argued that
classrooms were not not safe spaces as students and teachers had once believed (1994). She
posits that paradigm shifts require an awareness of social antagonisms and a space where such
awareness is used to discuss specific strategies and approaches to a more inclusive classroom.
  The work in critical pedagogy show that there has been a call to action for learning
environments where students share power with educators. The desired result is that both teachers
and students are able to collaboratively challenge the status quo to engage in liberalization and
selfempowerment. Collaborating in meaning making requires a validation of what individuals
who are not in positions of power contribute.
Social Cognitive Theory. Learning relies on an individual’s motivational processes .
Research suggests that multiple components of motivational processes like goals, expectations,
values, and selfefficacy work in tandem to promote learning (Schunk, 2014; Bandura, 1989).
Personal efficacy is essential to sustain effort so as to attain success. Bandura explains that goals
are necessary to incite effort, consistent feedback is key to determining efforts needed for
success, freedom is not the absence of constraints but rather is the exercise of personal agency,
and that strong selfefficacy results in high standards for self and the motivation to attain those
goals (1989). More importantly, social cognitive theory suggests that individuals influence both
self and environment.
Sociocultural Theory. Individual consciousness is dependant on the social
consciousness.Learning occurs in the exchange of meaning between a more knowledgeable, the
learner and the society (Schunk, 2014). In sum, the promotion of learning means the exchange of
knowledge between individuals twentieth and twentyfirst century teachers in America have

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 34
shown a need in appropriately incorporating culturally relevant pedagogy in classrooms with
underserved, underrepresented and marginalized individuals.
Content

History of people of color. Systems in the United States have continually marginalized
and subverted people of color. Historically, the solidification of a civilized society in the United
States required White Europeans to enslave those thought uncivilized (Zinn, 1980). This meant
the importation of African individuals torn away from their advanced civilization and rich
culture to be subverted for profit. Racism, under the guise of class discrimination propelled the
othering of people of color (1980). Because racist ideologies are deep rooted in the American
history and continue to be manifested in media, pop culture, and politics, educators must prime
students to be critical citizens able to critically think about media, pop culture, and politics fully
understanding that racist ideologies have and will continue to saturate all three tenets of
American society
Racist ideologies are ingrained in many facets of American society, but one way to
combat racism is through educating the youth to be critical thinkers and consumers of such
society. People of color, in particular, have experienced burden from the constancy of racist
ideologies in America.
The ‘othering’ of people of color in education. Students of color have been othered by
being consistently left out of the traditional educational paradigm. While multicultural education
seemingly welcomes multiple cultures, its delivery in English further others the native language
of people of color. In her work, Darder explain that linguistic inequalities work in tandem with
cultural, political and economic inequalities that further other students of color as well as

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 35
homogenize education. In addition, passed as objective, intelligence testing in the 1920s aimed to
prove the mediocrity of people of color (Kailin, 2002). Currently this objectivity and neutrality is
still wielded in education settings as an equalizer; however, it is specifically through this
objectivity that racism becomes covert in the everyday dealings students of color experience
(Kailin, 2002). Color Blindness became the new manifestation of racism and with it a change in
the lexicon of the American people and equality became a buzzword in public discourse (Kailin,
2002). However, evidence of inequality continue to permeate American society. Status ideologies
about class and race have led white uppermiddle class parents to purchase homes in areas where
school’ demographics mirror their own (Holme, 2002). White uppermiddle class parents seek
out these schools via word of mouth creating a socially constructed view of what quality
education looks like and as a result schools have regressed to a more segregated state (Holme,
2002).
Racist ideologies continue to other people of color by eliminating them from the socially
constructed definition of quality education. One way to dismantling racist ideologies is with
resistance.
Resisting hegemony.   People of color have engaged in various forms of resistance against
education systems that lack inclusion. Teachers are not encouraged to participate politically, so
there is a need for educators to become aware of their political identity and opportunities to enact
change (Liston, 1991). Students may resist engagement or performance if they have not been
allowed the space to tell their stories and question their experiences (McLaren, 2016). Teachers
more than often feel compelled to present theory not the process by which theories are deduced
which does not give students room to engender their own ideas and theory building (McLaren,

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 36
2016). Education systems marginalize students of color by stereotyping them as not caring about
their education; however, often their refusal to perform in the classroom is an act of resistance
against oppressive educators (Valenzuela, 1999). Caring is an important component of affirming
students’ diverse backgrounds because it nurtures trusting relationships between teachers and
students (Valenzuela, 1999). Research shows that multicultural education is rooted in equity and
not equality and shows resistance against educational hegemony via curriculum reform, society
equity, multicultural competence, and equity pedagogy   (Bennet, 2001). Curriculum reform
suggests a move away from eurocentric curriculum toward historical inquiry in content areas
(Bennet, 2001). Curriculum reform means detecting bias in instructional materials, so a clear
focus on knowledge construction in such classes helps students and teachers explore how culture,
assumptions, and perspectives shape understandings (Bennet, 2001).
Furthermore, pedagogy of equity suggests that multicultural schools and classes center
themselves around the shortcomings students of color have faced due to the education system
that has failed to serve them equitably (Bennet, 2001). Bennet suggests that school and
classroom climates are key to nurturing conditions where students each have equal status,
opportunities for intergroup collaboration to achieve a common goal and authority figures that
promote comfortable interactions (2001). Student achievement can be attained only through
cultural competence of both teachers and students, so multicultural competence must be a basic
skill teachers possess in order to teach that multiculturality can be attained (2001).
Ethnic identity development is key for both students and teachers as a starting point for
multicultural education and culturally relevant pedagogy (Bennet, 2001; LadsonBillings, 1995).
Teachers need to have a clear ethnic identity before they engage with students in the classroom

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 37
because ethnic group cultures means the teaching and learning for both students and teacher of a
variety of cultures to as to inform an awareness of one’s cultural identity (Bennet, 2001). Bennet
calls this process cultural therapy as one way to attain a disequilibrium that helps unveil one’s
own cultural biases and assumptions about students of color (2001). Bennett argues that social
action should be the cornerstone of all multicultural education wherein students’ attain political
efficacy (2001).
Culturally relevant pedagogy is an approach to better serve students who have been
underserved in American public schools; it is a pedagogy of opposition (LadsonBillings, 1995).
The difference between critical pedagogy and pedagogy of opposition is the commitment to
empower the collective rather than the individual. Because both teachers and student play an
important role in dismantling racism in education, the development of political awareness and
identity, bolstering of multicultural education, introduction of cultural relevance are all acts of
resistance against racist ideologies that continue to shape our environment.
Culturally Relevant Pedagogy (CRP). Teachers who engage in shared meaning making
with students of color embrace a collective consciousness. LadsonBillings argues that pedagogy
that is culturally relevant is central to the academic success of African American children who
have not been well served by our nation's public schools (1995). She adds that cultural relevancy
encompases both the micro and micro contextual levels: (a) micro level classroom instruction,
school decisions, and policy; (b) macro societal context that takes into consideration historical
context (1995).
One of the reasons Indian children experience difficulty in schools is that educators
traditionally have attempted to insert culture into the education, instead of inserting education

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 38
into the culture (LadsonBillings, 1995). Billings suggests that this notion is, in all probability,
true for many students who are not a part of the White, middle class mainstream (1995). For
almost fifteen years, anthropologists have looked at ways to develop a closer fit between
students' home culture and the school. This work has had a variety of labels including "culturally
appropriate" (Au & Jordan, 1981), "culturally congruent" (Mohatt & Erickson, 1981), "culturally
responsive" (Cazden & Leggett, 1981; Erickson & Mohatt, 1982), and "culturally compatible"
(Jordan, 1985; V ogt, Jordan, & Tharp, 1987). LadsonBillings points out that culturally relevant
teaching is different as it is defined as a pedagogy of opposition (1995) not unlike critical
pedagogy but specifically committed to collective, not merely individual, empowerment.
Culturally relevant pedagogy rests on three criteria or propositions: (a) Students must experience
academic success; (b) students must develop and/or maintain cultural competence; and (c)
students must develop a critical consciousness through which they challenge the status quo of the
current social order (1995).
U.S. schools will continue to become learning spaces where an increasingly
homogeneous teaching population (mostly White, female, and middle class) will come into
contact with an increasingly heterogeneous student population (primarily students of color, and
from lowincome backgrounds) (Howard, 2003). The racial and cultural disparity between
students and teachers may be another factor that explains academic failure for students of color.
Teacher practice and thought must be reconceptualized in a manner that recognizes and respects
the intricacies of cultural and racial difference. Teachers must construct pedagogical practices in
ways that are culturally relevant, racially affirming, and socially meaningful for their students.
Culturally relevant pedagogy uses the cultural knowledge, prior experiences, frames of reference,

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 39
and performance styles of ethnically diverse students to make learning more relevant to and
effective for students (Howard, 2003).
Culture is multidimensional and ever changing and so are the ways in which it manifests
itself in individuals who make up a culture (Gay, 2000). Therefore, expecting a uniform
manifestation of one culture will not paint a realistic picture of culture. Academic programs
targeting ‘at risk’ students are founded on deficit assumptions about students of color. More often
than not, students of color must distance themselves from their language and culture to
academically thrive. This means that the educational status quo does not validate a foundational
component of students’ culture whose primary language is not English (Gay, 2000). Teachers
who are culturally responsive are cultural mediators who provide students opportunities to
engage in critical dialogue about culture, society, and their role in both.
Teachers become cultural mediators who empower all students through their recognition
and respect of the multidimensionality in the diversity of students they serve. Empowering
students requires teachers to solidify foundational supports in both curriculum and instruction.
Critical elements of CRP . Research on culturally responsive Pedagogy and teaching
shows the need for foundational pillars (LadsonBillings, 1995; Gay, 2000; Freire, 2006) .
LadsonBillings suggests that three tenets that make up culturally responsive pedagogy: (a)
students must experience academic success, (b) students must develop and/or maintain cultural
competence, and (c) students must develop a critical consciousness through which they challenge
the status quo of the current social order (1995). In addition, approaching cultural at the micro
level means that c ulturally responsive teaching validates what students bring from their home
and world experiences and that the classroom serves as the space wherein pedagogy will help

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 40
bridge school and home (Gay, 2000).
Comprehensiveness in CRP means teachers engage with the whole child so as to ensure students
retain their identity in the classroom. Multidimensionality in CRP means encouraging
socialization of students’ values and heritage while also correcting misconceptions (Gay, 2000).
Additionally, caring is a multidimensional component of CRP wherein teachers and
students engage in a partnership anchored in trust, respect, integrity and the promise of liberation
for both (Gay, 2000). Empowerment is an objective of CRP whereby students feel competent,
capable and willing to critically engage in navigating and negotiating meaning in their society
(Gay, 2000). In addition, Gay suggests the transformative component of CRP rests on explicit
respect of students’ cultures and experiences. Emancipation is the culmination and goal of CRP.
It is a form of liberation that allows students of color to more freely focus on academics without
the burden of being othered, marginalized, and disenfranchised in the classroom. When teachers
engage in a constant reflection of practice, they open themselves to learning from their students
(Freire, 2006). As a result, a teacher must embrace students as this is a crucial component of
teaching and learning.
Culturally responsive teaching challenges current academic cultures by pushing toward
students’ attainment of academic success through both teachers’ and students’ cultural validation
and competence, critical and transformative consciousness, multidimensionality, empowerment,
reflection and awareness as well as love. Traditional approaches to teacher education and
development have avoided supporting the advancement of some of the pillars of culturally
responsive teaching and education.
Strategies for teaching CRP . Research shows that a teacher’s approach to curriculum and

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 41
instruction has a powerful impact on students’ academic success (LadsonBillings, 2009;
Burnette, 1999; Sleeter, 2001; Murray & Malmgren, 2005; Muller, 2001; Brown, 2004). One
myth about fostering cultural relevance in the classroom is that all that is needed is a set of
strategies to teach students of color (LadsonBillings, 2009). Effective culturally relevant
educators ensure that all students’ cultures are respected by focusing on building relationships
with students, considering students’ cultures and languages when developing learning goals and
activities, help students develop personally, clearly communicate their expectations and offer
students rationales for objectives, use graphic organizers, frequently review content, promote
independence as well as provide feedback and require mastery (Burnette, 1999). In a similar
vein, educators who demand that students meet high expectations but focus on building
relationships with students by show consistent respect for them, promote academic achievement
(Brown, 2004).
Instructional strategies that improve students overall grade point average and academic
achievement is caring for students. One study suggested that consistent meetings between
teacher and student, goal setting, praise, and communication with parental figures improve
students’ grade point average (Murray & Malmgren, 2005). Students who are at risk of failing
courses or dropping out had high academic gains when they felt teachers cared about them
(Muller, 2001).
Teacher preparation and induction programs can strategically promote strategies that
prepare teachers for culturally relevant pedagogy. One study suggests that universities recruit and
prepare students of color and select students of color who bring experiences, knowledge and
dispositions that will foster culturally diverse environments (Sleeter, 2001). In this way teachers

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 42
will be able to critically think about how applicable cultural relevance is in today’s classrooms
(Young, 2010).
Challenges for CRP . Teachers may not accommodate CRP but rather support the political
and social status quo for different and various reasons, such as disruption of classroom
equilibrium and maintaining a tensefree environment (Gramsci, 1999; Hooks, 1994;
LadsonBillings, 1995; McLaren, 2016; Gay, 2002; Scherff & Spector, 2011; Kailin, 2002;
Macedo & Bartolome, 1999).
Since teachers reinforce what is accepted as truth, they usher students into a consensus
via daily lessons that socialize students to accept and support the norm regardless of the
consequences students will face in support of those norms (Gramsci, 1999). In addition,
educators aim at maintaining a tensefree environment, but critical conversations about equity
and democratizing education interrupts that environment (Hooks, 1994). The disruption of
equilibrium in a classroom is rather difficult on a teacher and requires that a teacher have support
and focus (Hooks, 1994). Moreover, teachers have approached cultural relevance as a way to
make students feel good and have not engaged critically to help develop students’ critical
consciousness (LadsonBillings, 1995). McLaren (2016) states that teachers “frequently
unintentionally devalue student experience despite the best political and ethical intentions. As a
consequence, any sense of equality in the exchange between teacher and student is lost” (79).
Furthermore, school systems using language like “atrisk” orient efforts around student deficits
and devalue students (Gay, 2000).
One of the pitfalls of promoting culture is teachers end up pushing cultural plurality in
the classroom f urther perpetuating racial ideologies (Scherff & Spector, 2011). While there is

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 43
nothing inherent in white teachers that disable them from teaching in the spirit of cultural
relevance, many white teachers have been “socialized in segregated white contexts” making
them incapable of teaching something they cannot understand (Kailin, 2002). However, teachers
who have had transformative experiences are best capable of understanding and teaching in a
relevant manner (Kailin, 2002). White teachers must engage in critical discussions about race
and how its social construction has identified them as the standard, dominant group. Many
educators and other stakeholders believe and assert the American society has progressed to a less
racist state and that it is sufficient (Macedo & Bartolome, 1999). Therefore, analyzing one’s own
racial identity is key for White teachers to approach achieve culturally relevant pedagogy
(Kailin, 2002).
Educators usher students into subordination by avoiding critical thinking and critical
conversations about the ideologies that frame American education and society for the sake of
avoiding tension in in the classroom. In particular empathy is a required for white teachers to be
able to engage in the work of cultural relevance. Prior attempts at the development of teachers to
incorporate culturally relevant pedagogy in their classrooms preparation have set down
requirements for CRP that may not effectively maximize opportunities for cultural relevance.
Prior Attempts

Prior attempts at implementing culturally relevant pedagogy at the high school setting
reveal imperative findings for future implementation. In addition, current attempts in higher
education courses, aimed at equity and diversity in schools show that tenets of developing
culturally relevant educators, reveal which learning components are implemented or omitted.
There is a wealth of resources available to teachers at the secondary level to nurture a

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 44
more culturally relevant approach to instruction. Such sources for these resources include but are
not limited to: resources provided by the Southern Poverty Law Center, Teaching Tolerance
website, Culturally and Linguistically Responsive Teaching and Learning   by Sharroky Hollie,
Critical Literacy as Resistance: Teaching for Social Justice Across the Secondary Curriculum
edited by Laraine Wolowitz, Navigating Cultural Competence in grades 612: A Compass for
Teachers   by Nancy P. Gallavan, What is it about me you can’t teach?: Culturally Responsive
Instruction in Deeper Learning Classrooms by Eleanor Renee´ Rodriguez, Culture, Relevance,
and Schooling: Exploring Uncommon Ground   by Lisa Scherff, and Culturally Relevant
Pedagogy: Clashes and Confrontations by Lisa Scherff. In addition, universities and colleges
offer students courses in diversity, culture, equity, social and educational justice, intercultural and
multicultural education in secondary settings for preservice teachers. Sample syllabi from
southern California universities show similarities in courses’ content and approach. The common
threads are: offering educators opportunities to understand, describe, explain, analyze,
implement, relate and reflect on issues of inequity and culture in education. The other common
thread visible in the resources available to educators are similar, requesting that teachers learn
about their students and take an active interest in weaving their students’ backgrounds into their
instruction.
However, there are omissions evident in both higher education courses and resources
available to educators attempting to implement culturally relevant pedagogy in the secondary
school setting. Paulo Freire (2005) describes one of these omissions in his book, Teachers as
Cultural Workers: Letters to Those Who Dare to Teach . Freire explains that fear is the innate
obstacle standing in the way of the courage needed to join the academic journey with students.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 45
He argues that it is “impossible to teach without the courage to love [...]” (p.5). Love manifests
itself in the courage to face one’s fears as one enters into a dialogue with students to cocreate
meaning in the classroom. Love also manifests itself in the choices teachers make when
developing curriculum and instruction that fosters relationships.
To further support this point, Angela Valenzuela’s(1999) work with U.S Mexican youth
reveals that studentteacher relationships are key to learning. The uncaring teacher yields to
oppression, manifesting itself in the belief in myths about students of color: they do not care
about learning, they cannot and will not learn, they do not want to succeed. In her interviews
with teachers she described as caring, they explained that fostering relationships with students
had to be based on “sincerity and love” (113). This knowledge was not something teachers
stumble across or gain through the sheer act of teaching. Understanding the importance of
student teacher relationships grounded in love is wisdom attained by critically thinking about
how one can more effectively foster learning.
According to Freire (2005) it is the awareness of one’s lack of knowledge that helps
guide educators in how they approach instruction, and metacognition becomes essential when
developing curriculum. When educators critically thinking about their own content and
pedagogy, they may engage in the transformative process essential for liberation (Freire, 1972).
According to Swartz (2008), critical thinking is a “[...]transformative process of developing
independence of thought and continued reflection[...]” (p.101). This transformation is a process
essential to the culturally relevant pedagogy but is not an explicit topic of instruction in the
aforementioned list of teacher resources. The end product of culturally relevant pedagogy is
engaging students in a transformation that achieves independence of thought and reflection.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 46
Not directly linking critical thinking to culturally relevant pedagogy may serve as a
roadblock to developing and implementing effective culturally relevant pedagogy. As Scherff’s
(2011) work reveals, when teachers side step critically thinking about the creation of curriculum
content, inappropriately assess students prior knowledge and perspectives as well as beliefs
about the content, then educators miss opportunities to be culturally relevant. When educators
consume prepared curriculum without critically thinking about the implications of its use in their
given context, they risk transforming current culturally relevant strategies and curriculum into
acts of oppression that support stereotypes. As the examples in the work of Scherff shows,
students may reject and resist culturally relevant curriculum and instruction when they believe
the educator does not relate, understand, nor care for the students. In this way, critically thinking
can be an act of love (Freire, 2005; Scherff, 2011).
In fact, Hooks’ (2010) work on critical thinking suggests that students’ relationship with
thinking is one saturated with fear since thinking is done for students and thus students’
engagement with thinking is a convoluted process. Freire’s (1968) discussion on banking
education   speaks to Hooks’ (2010) concept in ways that show that thinking for students is an
oppressor’s way of asserting dominance. Hooks continues to argue that educators begin to
engage in liberation when they develop the types of relationships with students that allow for
spaces to critically think.
Current culturally relevant resources omit explicit link between critical thinking and
cultural relevance. Preservice and inservice teachers need spaces where they can engage in the
critical thinking essential to the development of culturally relevant pedagogy.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 47
Analysis of prior attempts. Prior attempts at culturally relevant pedagogy have
underscored the importance of self awareness and professional ownership as well as the creation
of professional learning environments that steers clear of superficial professional development.
Incomplete approaches: limited focus on educators. Education programs’ foci has not
fully engaged teachers in processes by which they are able to personally and professionally grow
(CochranSmith & Lytle, 2009;Lieberman & Miller, 2011). Educators can be encouraged to take
responsibility over their own professional lives and reflect on their skills and techniques if they
engage in professional learning rather than development (CochranSmith & Lytle, 2009).
Furthermore, learning rather than development democratizes knowledge attainment where
teachers take ownership of their growth and promote that ownership with students in their
classrooms (2009). In addition, because educational foci do not encourage dialogue about
practice, its absence may hinder teachers being able to share their funds of knowledge.
Fostering responsibility over one’s own learning and growth as well as engaging
educators’ funds of knowledge may unhinge potential growth opportunities for educators.
Education programs for individuals lack the reflection opportunities needed to responsibility and
growth.
Strategies alone do not get at the heart of CRP . Current educator preparation and
development programs focus on piecemeal approaches to more effective teaching. Teacher
preparatory programs focus on strategies as opposed to encouraging educators to focus on
ongoing improvement of practice. While many academic environments focus on methods or
rather strategies that promise to improve learning, educators aware of the historical oppression of
their students are better able to a) become aware of their own political identity b) growth

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 48
relationships with students c) strategically teach wherein teachers also actively learns and grows
professionally (Bartolome, 1994).
Although the preparation and facilitation of culturally responsive teaching requires
professional ownership of one’s own growth and development of professional learning
communities, the overall CRP approach bypasses three important facets of CRP: bidirectional
nature of teaching, love and spirituality, and explicit approach to develop both teachers’ and
students’ critical thinking. A more robust approach to culturally responsive pedagogy lies in
training educators to think critically about their approach to teaching and its preparation.
Omissions. Bidirectional teaching, love and wisdom as well as explicitly teaching
critical thinking to both teachers and students are curriculum design components that have been
overlooked in previous culturally relevant curriculum.
Bidirectional teaching. Bidirectional teaching is the act of embracing the learner as
coconstructor of knowledge and vital component of the learning experience (Rodriguez &
Fitzpatrick, 2014). Teaching requires experiences and knowledge from both teacher and students
so as to engage in and attain learning for both (Goldberg & Rueda, 2006). In addition, because
students’ social and emotional experiences shape their learning, pedagogy design should reflect
an awareness of what a learner brings to the learning experience (ImmordinoYang, 2015).
Curricular design that reflects an awareness and consideration of learner’s
socioemotional experiences and knowledge takes one step closer to engaging both teacher and
learner in a bidirectional experience. Educators’ authentic consideration of students’ experiences
requires educators to make a space where they can consider the role love and wisdom play in
effective teaching.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 49
Critically engaged dialogue . Research suggests well prepared educators who engage in
conversations about race and engage others in conversations about race are engaging in
continuous reflection of positionality and improve racial and cultural competence. Prepared
teachers are not only able to engage with students in the classroom but with individuals in
general. Race reflection is imperative to discover one’s biases and beliefs about race; it
encourages preservice teachers to continually think about their racial identities (Milner, 2003).
Authentic reflection means consistently focus on understanding self and others which helps keep
pedagogy relevant to students’ life experiences (Milner, 2003). Milner (2003) suggests that
teachers reflect on the role of power in the classroom, participate in tasks required of students,
and encourage students to critically think so they challenge the status quo. Engaging in critical
dialogue requires preservice teachers to become aware of their life experiences and how they
may differ from others through structured conversations (Milner, 2003). Ultimately, teachers
need to be comfortable with their positionality but still able to challenge the status quo. This
means that education settings provide a safe environment which is salient to critically engaged
dialogue and provide opportunities for Race reflective journaling as a strategy allowing critical
conversations to take place in a safe space (Milner, 2003).
Common practices for preparing one’s self and others to engage in critical conversations
include strategies like: reflecting, taking issues off students, fostering understanding, the five
minute rule and the fishbowl exercise (V ogelsang, 2017). The use of such strategies may help
foster empathy for alternative viewpoints. Gay (2015) argues that because diversity is
everywhere, the abundance of cultures and backgrounds often mean educational structures focus
on specific cultures; however, culturally responsive teaching means all cultures are taken into

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 50
consideration. Preparing students to consider alternative viewpoints from various cultures and
backgrounds is key but must also be relevant since cultural nuances exist. Current work in
teaching tolerance suggests that one must welcome discomfort, respond to strong emotions, be
vulnerable and model vulnerability, and have strategies to help students to navigate strong
emotions (Let’s Talk, 2017). Because the research suggests the importance of selfreflection and
dialogue, it is key that educators have access to programs and courses that best prepare for the
work they will engage in with students of diverse backgrounds.
Approaches to the Curriculum Design

Theoretical Foundations to the Curriculum Design

Social constructivism. Learning is a collaborative process of multiple viewpoints. Smith
and Ragan (1999) suggest that multiple perspectives work together to achieve a truth among
many truths.
Pragmatism. In addition, knowledge is ever evolving. Since there is no one fixed reality
or truth, knowledge is also ever changing according to the negotiation of drops of expertise in a
pool of meaning (Smith & Ragan, 1999).
Information Processing Theory . Human cognitive processes are integral to retention of
information and its recall. The three systems of information processing (sensory memory,
working memory, and long term memory) must be considered when creating opportunities for
learning (Schraw & McCrudden, 2010).



CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 51
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT

Learner Profile

The purpose of this section is to describe the plausible learners for the proposed course.
The intent of the course is to provide learning opportunities for individuals educating secondary
students in California,urban public schools. reservice educators are the target audience. The
following chapter will outline the learners’ existing ability, selfefficacy, and priorknowledge. In
addition, the following description will explain how each element will be determined.
Accordingly, because preservice teachers will have less experience and their abilities,
selfefficacy and prior knowledge may differ from inservice teachers, the activities in chapter
four will accommodate their needs.
Ability
This course is designed for learners in emerging to middle adulthood. This means that the
course is appropriate for those roughly between the ages of twenty and older. In addition, the
course will require that such individuals have a general understanding of educational settings and
curriculum planning and design. Finally, this course will assist participants in growing their
critical thinking abilities.
Cognitive characteristics. Before entering this course, participants should have a
baccalaureate degree and therefore it will be assumed that participants have basic collegelevel
reading and writing skills, and extensive prior knowledge on the specific area(s) for which they
have attained a degree. Participants will be able to engage in postformal thought, reflect and
contextualize solutions to problems, and are also able to be pragmatic, provisional, and validate
their own affective responses to situations (Santrock, 2013).

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 52
Memory, expertise, and problem solving capabilities will also be considered. Because
memory begins to decline, expertise peeks, and practical problem solving improves in middle
adults, it is important to consider how these factors may bolster or hinder participants’
engagement in the course. Adults in the later stage of adulthood may experience decline in
attention and memory, so instructors may need to assess their needs and make accommodations
accordingly.
In addition, information processing theory suggests that individuals, regardless of age,
process information sensorially (Mayer & Alexander, 2017). Both visual and auditory senses
serve as the primary intake of information and must be balanced so as to retain attention.
Furthermore, because novice learners are unable to retain more than three to seven new units of
new information (Mayer, 2011), this course will assess participants’ prior knowledge before
engaging in knowledge acquisition. Doing so will help the facilitator avoid cognitive overload.
In other words, assessing participants’ prior knowledge will help the facilitator determine what
knowledge is new to participants.
Physiological characteristics. The physiological advantages that adults have during this
developmental period will span from relatively good general health to a period where generative
and diseases brought on by lifestyle choices begin to emerge. It is expected that participants’ will
be able to engage visually and auditorily. If students have special needs, those will be
accommodated per the Americans with Disabilities Act.
A gap in age is expected as the course welcomes educators from emerging to late
adulthood. This means that there may be significant differences in age and health. The course
will offer participants opportunities to reflect on their mental and physical wellbeing.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 53
SelfEfficacy
Participants for this course are educators whose reasons for joining the education field
vary. However, there are some similar characteristics. Participants for this course believe they
can contribute to someone’s learning, they value the attainment of knowledge and believe that
knowledge improves both self and environment. Adults in middle and late adulthood begin to
explore and subjectively define the meaning of life (Erikson, 1998). This developmental stage
takes into consideration one’s need for values, sense of self efficacy, selfworth, and purpose.
These factors will play a role in how participants in the course best align themselves with the
philosophy and purpose of the course. Participants will be given many opportunities to reflect on
how the course helps them fulfill their life goals. Educators participating in this course vary in
confidence levels since some will be preservice teachers and others will have experience in the
field. In addition, participants will vary in their attitudes toward learning, their motivation,
interests, and selfefficacy, anxiety levels, and attribution of success. The following sections
below will outline the affective and social characteristics of participants as both are imperative to
Culturally Relevant Pedagogy.
Affective characteristics. The study of culturally relevant pedagogy is a sensitive topic
that often requires instructors to be confident in their engagement with sensitive topics and
critical conversations (Hooks, 1994). This suggests that participants who engage in the study of
culturally relevant pedagogy may experience levels of discomfort as they are engaging in
reframing their approach to education. This level of discomfort may affect participants’
motivation and attitude toward learning.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 54
Social characteristics. Participants’ social characteristics play a vital role in the learning
process. It will be essential for the instructor to monitor students’ peer relationships, feelings
toward authority, tendency towards cooperation or competition in different settings as well as
take into account students’ socioeconomic background and experiences and affiliation. Ways in
which this curriculum will address participants’ social characteristics is by incorporating
metacognitive opportunities where learners are asked to reflect on ways in which their
experiences and interests work toward shaping their identity and perspectives. Participants will
engage in activities in which they will have opportunities to grow their ability to critically think
by juxtaposing, evaluating, and synthesizing perspectives. Social characteristics play an
important role in how learners interact. As such,participants will be encouraged to explore, share,
and utilize those social characteristics to professionally grow as culturally relevant pedagogues.
Prior Knowledge

Engaging in culturally responsive pedagogy requires participants to have both general
and specific prior knowledge. In order to avoid cognitive overload, participants will be required
to have knowledge of the content area in which they teach. The following sections describe in
detail the types of prior knowledge participants should have in order to properly engage with
peers and the activities.
General world knowledge. Knowledge is the key to being able to critically think (Mayer
& Alexander, 2017). For example, the wealth of knowledge middle aged participants bring with
them can contribute to the development of germane processing and therefore make it possible for
the transfer of knowledge and skills in novice settings (Bonney & Sternberg, 2017). In addition,
participants are expected to have earned a baccalaureate degree in a specific content area for

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 55
which they intend to teach. Participants will be asked to review and conduct research.
Therefore,they should have general critical reading and writing skills. Finally, general
knowledge about race, equity and the history of racism in the United States will enhance the
learning experience and foster motivation to engage in promoting equity in urban, public
schools.
Specific prior knowledge. Specific prior knowledge that will support the acquisition of
skills necessary to plan, develop and evaluate culturally relevant pedagogy are knowledge of
pedagogy and content specific knowledge. Because the course will be designed for preservice
teachers, it is recommended that learners have a general understanding of the factors that go into
the planning and designing of curriculum. Background knowledge on designing lessons
grounded in learning, motivation, and instructional design theories is imperative to meet learning
outcomes. Students should have had previous exposure creating clear and measurable learning
objectives and aligning assessments to lesson goals and outcomes. The course instructor may
have to provide assistance at the onset of this course to fill gaps in knowledge and skill around
standards, objectives, and assessment alignment. Because this course is not an introduction to
curriculum and pedagogy course, it is not expected that there will be a wide variation in
background knowledge about curriculum and instruction.
Description of the Learning Environment
The learning system for this course will consider the importance of a facilitator specific
to the work done in culturally responsive pedagogy development and evaluation. In addition, the
learning system will align itself with philosophies and missions of education programs in
California. In addition, consideration of the learning environment and facilities will also be

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 56
discussed in the descriptions below.
Facilitator Characteristics
Facilitator for the course should have background knowledge of both critical pedagogy
and humanism. In addition, the educator should have knowledge of culturally relevant pedagogy.
The facilitator should be an educator who has experience teaching courses to students from
diverse backgrounds and experiences at the high school level. The facilitator is one who should
see him/herself as a guide and catalyst for others’ learning experiences. He/she should embrace
the tenets of humanism, placing love of other as the foundation of his/her instruction. The
instructor should also be versed in nontraditional methods of teaching (i.e online course
platforms, flipped classroom models, etc). The instructor should have general knowledge of how
to communicate via email as well as how to set up online classrooms to facilitate out of class
discussions and a platform for collaboration. The instructor should hold a doctoral degree in
education,and should have extensive knowledge of the planning, development, execution, and
assessment of pedagogy grounded in cultural relevance and humanism.
Existing Curricula/Programs
Currently, universities in California offer education courses for graduate students pursuing
or advancing their careers in education. These courses fall under programs with philosophies
revolving around bolstering teacher preparation to engage in settings with diverse learners.
Programs’ mission statements may differ slightly in their approach to equity in teaching in
diverse settings, but overall, California graduate teaching programs revolve their missions around
excellence and equity.
Generally, California education programs in public and private universities are those

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 57
offered at both the Masters and credential level. All certification programs’ mission it is to equip
individuals with the knowledge and skills necessary to teach either in the primary or secondary
setting. Most programs offer courses in pedagogy, instruction in multicultural settings,
technology, child development, effective strategies, and instruction for special needs. In addition,
teachers pursuing certificates are able to take additional, more specific courses in the area of
interest.
This course is an application of pedagogical principles for diverse settings in urban public
schools. It identifies love and critical thinking as tenets of effective pedagogical development and
application. The course aligns with the many, current California education program philosophies
and missions. Offering this course will serve to synthesize equity and curriculum development. In
addition, the course explicitly engages in growing critical thinking skills in one’s content area to
bolster equitable instructional practices and approaches to learning.
Available Equipment and Technology
This course will be offered on campus in classrooms where there is access to a projector,
screen and internet, as well as an online forum where the instructor can post documents, videos,
powerpoints, and be able to engage in discussions or hold online office hours. Some technology
that will be used are: Adobe Connect, Blackboard, and Google Drive. Students should have
access to a personal computer. Finally, participants will have access to research via library
services offered inperson or online.
Classroom Facilities and Learning Climate
The course will be held in a classroom where furniture may be easily moved around to
support small group discussions. It is expected that the school system and/or organization that

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 58
provides the course underscores a mission and vision supporting advancements in the field of
education. The organization will have partnerships with secondary schools that will welcome
course participants for observations and lesson implementation. In addition, the organization will
offer participants access to professionals in the education and in research to support participants’
development and implementation of innovative approaches. The organization should have access
to tools necessary so as to be able to provide a facilitator who best fits the facilitator description
and/or the resources to identify and evaluate individuals who may be plausible candidates to
teach the course. The organization housing the course should also be able to offer support
services to all students. Ethnicity, race, culture, identity and its role in secondary classrooms has
been an essential course in all education programs in higher education. However, the history of
racial inequalities can cause tension as it has been a point of contention in the United States.
Therefore, it is important that participants have access to therapy support services that may meet
participants’ needs.


CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 59
CHAPTER FOUR: THE CURRICULUM

Overall Curriculum Goal, Outcomes, and Summative Assessment

Curriculum Goal

The goal of Applying Culturally Relevant Pedagogy in the Classroom: A Course for
Secondary, Public, Urban School Educators   is to provide educators with the knowledge, skills
and dispositions to reflect on and develop a culturally relevant lesson plan. When faced with the
desire, interest, opportunity in educating students in public schools, educators will be able to
demonstrate a heightened cultural awareness that enables them to identify inequities in existing
curriculum and instruction, have meaningful conversations around equity in education and apply
solutions that weave current research in their curriculum to demonstrate their positionality as
social justice educators.
Curriculum Outcomes

Participants will demonstrate the attitude and the ability to
● identify, promote and improve academic equity to be noted in participants’
heightened awareness and meaningful conversations about positionality to
relevant issues as demonstrated by writing a statement of their positionality as
revised throughout the course as well as compose various reflection journal
entries.
● analyze curriculum for cultural relevance; the final paper (evaluation of
curriculum) serves to critically consider how approaches and strategies are key to
offer equitable opportunities for mastery.
● develop a toolbox of CRP strategies.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 60
● analyze, reflect on and develop culturally relevant curriculum with strategies from
the created CRP strategies toolbox.
Summative Assessment

The capstone assessment for this course is a portfolio that includes artifacts collected by
teachers that represent achievement of outcomes such as:
● Reflections on positionality in a reflection journal,
● Identification and analysis of inequities in existing curriculum via a group essay,
● Observations of critical conversations around equity in education demonstrated by
participation in classroom discourse, discussions boards and blogs,
● Reflections of curriculum and instruction in a reflection journal.
● Development of toolbox with culturally relevant strategies
● Development of culturally relevant lesson plan specific to learner’s subject area and
grade level.
Cognitive Task Analysis (Information Processing Analysis)

In order to analyze how experts process and execute information to achieve cultural
relevance, Smith and Ragan’s (2005) information processing analysis was conducted. The
purpose of conducting an information processing analysis which, here, will be called a cognitive
task analysis (CTA) is to identify areas of difficulty in executing culturally relevant curriculum
and instruction . The cognitive task analysis was conducted by: (a) identifying samples of existing
course syllabi grounded in diversity and equity in education as well as multiculturalism; (b)
interviewing experts in developing and implementing culturally relevant curriculum and
instruction; (c) reviewing the literature on diversity and equity in education.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 61
  Review of university course syllabi showed extensive analysis of existing issues in
education. Interviews with two expert teachers who revealed that the most decisive component of
culturally relevant courses, as well as the most difficult for both students and teachers, are
conversations around equity. The relevant results of the CTA are as follows.
● Objective
Participants will be able to engage in critical conversations about equity and its
achievement.
● Cue
Educators have created a safe space. Participants will know they are able to engage in
achieving the goal after each participant perceives the goal to be desirable and achievable.
Participants will show motivation to engage in discussion by expressing their ability to embrace
discomfort and respect group created norms.
● Condition

The task will be performed in a classroom setting.

● Standards
Participants have four months to complete the course and demonstrate their success of
critical conversations, which can be measured by participant emotive, cognitive responses in
their reflection journals and portfolios.
● Equipment

Available discussion board technology.

● Major Steps

The six major steps below outline the process to achieve cultural relevance. These seven

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 62
major steps have been ordered in this way so as to promote a safe space to engage in sensitive
conversations. In addition, analyses of existing exemplar course syllabi, interview with field
experts, as well as review of the literature suggests that the order of required tasks will support
the achievement of cultural relevancy and thus the overall course goals:
1. Examine positionality (CTA; LIT)
2. Develop a safe space for critical conversations (CTA; LIT)
3. Understand cultural relevance (LIT)
4. Analyze cultural relevance (LIT)
5. Analyze and evaluate curriculum (CTA; LIT)
6. Develop culturally relevant curriculum (CTA; LIT)
General Instructional Methods Approach

Smith and Ragan (2005) suggest there are steps essential to establishing an optimal
learning experience. Activating interest and purpose, cognitive scaffolding to recall, process, and
employ knowledge, focused practice opportunities with timely feedback, and opportunities to
transfer and assess attained knowledge and skills. Similarly, information processing system was
referenced as a framework when developing learning activities since respect to human cognitive
processes are integral to retention of information and its recall. Schraw and McCrudden (2010)
show that sensory memory, working memory, and long term memory must be considered when
creating opportunities for learning. In addition, social cognitive theory, which frames instruction,
promotes personal efficacy essential to sustaining effort and attaining success. In addition, the
aforementioned theory also places goals at the forefront to incite effort and urges consistent
feedback to determine efforts needed for success. Exercise of personal agency (Bandura, 1989)

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 63
and strong perception of selfefficacy will result in high standards for self and the motivation to
attain those goals. As a result, individuals will influence both self and environment.
Finally, because individual consciousness is dependant on the social consciousness,
learning opportunities will afforded to participants so they have access to a more knowledgeable
other. Schunk (2014) present Vygotsky’s principle that learning occurs in the exchange of
meaning between a more knowledgeable, the learner, and the society that envelops them.
Furthermore, in their research on media and learning , Clark, Yates, Early, and Moulton (2009)
explain that because discovery based learning instruction fosters cognitive overload, it does not
yield germane learning. In order to design instruction aligned appropriately to cognitive
architecture, multiple guided experiential learning opportunities will be offered for participants
(Clark, et al., 2009).
Description of Specific Learning Activities

The goal of Applying Culturally Relevant Pedagogy in the Classroom: A Course for
Secondary, Public, Urban School Educators   is to provide educators with the knowledge, skills
and dispositions to reflect on and develop a culturally relevant pedagogical approach to teaching.
The following units incorporate learning activities that illustrate theories optimal for fostering
germane load and transfer.
Smith and Ragan (2005) suggest there are instructional events essential to establishing an
optimal learning experience. These will be utilized to approach instruction, and include:
1. Introduction
2. Activate attention
3. Establish purpose

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 64
4. Arouse interest and motivation
5. Provide overview
6. Recall/assess prior knowledge
7. Process information and examples
8. Focus attention
9. Employ learning strategies
10. Practice
11. Provide feedback
12. Consolidate
13. Transfer
14. Remotivate
15. Assess
16. Provide feedback.
Course Overview
The   Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary
Public, Urban School Educators   course is designed as five units that are delivered using a
flexible approach over several weeks for each unit.
Based on the results of the task analysis, the units are as follows:
● Unit 1: Examine positionality. (Modules 1,2)
● Unit 2: Understand components of cultural relevance. (Modules 1,2)
● Unit 3: Examine cultural relevance in education. (Modules 1,2)
● Unit 4: Examine culturally relevant curriculum. (Modules 1,2,3)

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 65
● Unit 5: Develop culturally relevant curriculum. (Modules 1,2,3)
Table 1 shows the course unit sequence visually (p. 49).
Table 1

Course Unit Sequence and CTA Steps

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Examine
Positionality

CTA steps 1 and
2
Understand
Components of
Cultural
Relevance

CTA steps 2 and
3
Examine
Cultural
Relevance in
Education

CTA step 3 and
4
Examine and
Evaluate
Culturally
Relevant
Curriculum (CRC)

CTA steps 5
Develop
Culturally
Relevant
Curriculum
(CRC)

CTA step 6
Module 1:
Positionality

Module 2:
Examining
Positionality
Module 1:
Principles of
CRP

Module 2:
Examining
Principles
Module 1 & 2:
:Examine
Curriculum

Module 1, 2 & 3:
Examine and
Evaluate CRC
Module 1, 2 & 3:
Finalize and
Present CRC

Unit 1: Examine Positionality
In this unit participants will examine self identity and positionality. The unit represents
the CTA Steps 1 and 2.
Terminal learning objectives.
1. Given the each learner’s beliefs and assumptions about their role in education,
each learner will write a positionality statement per the rubric.
2. Given each learner’s beliefs and assumptions about himself and his role in
education, each learner will contribute to a reflection journal with various entries.
To achieve the first terminal objective   the follow enabling objectives, activities and

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 66
assessment will be used.
Prerequisite analysis (enabling learning objectives):
1. Know what belief and assumption mean.
2. Know the role beliefs and assumptions play in education.
3. Know what positionality means.
4. Know what is a positionality statement.
5. Know what a reflection means.
6. Be able to develop a positionality statement by deconstructing beliefs and
assumptions.
7. Be able to write entries in a reflection journal.
Learning activities.
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for conducting selfexamination by deconstructing beliefs
and assumptions about selfidentity and positionality to create a selfperception
assessment.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 67
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning assessment.
Each learner will write a positionality statement as well as various reflection entries in a
reflection journal. Learners will use feedback and the rubric to determine the quality of work.
Unit 1 consists of two modules.
Unit 1 Module 1: Reflecting on Positionality
Terminal objective: Given each learner’s beliefs and assumptions about himself and his
purpose in education, each learner will contribute to a self reflection journal with various
entries.
Prerequisite analysis (enabling learning objectives):
1. Know what belief and assumption mean.
2. Know the role beliefs and assumptions play in education.
3. Know what self reflection means.
4. Be able to write a journal entry reflecting on one’s beliefs and assumptions about
one’s self and his purpose in education.
Learning Activities:
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 68
nonexamples
4. Model the procedure for conducting selfreflection by deconstructing beliefs and
assumptions about self.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning Assessment.
Each learner will write various reflection entries in a reflection journal using feedback
and the rubric to determine the quality of work.
Unit 1 Module 2: Creating Positionality Statement
Terminal Objective. Given the each learner’s beliefs and assumptions about himself and
his role in education, each learner will write a positionality statement per the rubric.
Enabling Objectives.
1. Be able to develop a positionality statement by deconstructing beliefs and
assumptions.
2. Be able to write entries in a reflection journal.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 69
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for conducting selfexamination by deconstructing beliefs
and assumptions about selfidentity and positionality to create a selfperception
assessment.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning Assessment.
Each learner will write a positionality statement using feedback and the rubric to
determine the quality of work.
Unit 2: Understand Culturally Relevant Pedagogy
In this unit participants will understand principles of culturally relevant pedagogy that
foster collective empowerment. The unit represents CTA steps 2 and 3.
Terminal learning objectives.   Given the context of each learner’s classroom, the learner
will examine principles that foster culturally relevant pedagogy to achieve collective
empowerment through the development of an essay per the rubric.
To achieve the first terminal objective the following enabling objectives, activities and
assessment will be used.
Prerequisite analysis (enabling learning objectives):
1. Know what are principles.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 70
2. Know what is pedagogy
3. Know what is culturally relevant pedagogy.
4. Know what is collective empowerment.
5. Be able to examine principles of culturally relevant pedagogy to construct an
essay that discusses which principles foster collective empowerment.
Learning activities.
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to
construct an essay that discusses which principles foster collective empowerment.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning assessment. Each group will submit a group paper that examines the principles
that foster and hinder collective empowerment. Students will use feedback and rubric to
determine quality of paper.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 71
Unit 2 Module 1
Terminal Objective.   Given the context of each learner’s classroom, the learner will
examine principles that foster culturally relevant pedagogy to achieve collective empowerment
through the development of an essay per the rubric.
Enabling Objectives:
1. Know what are principles.
2. Know what is culture
3. Know what is pedagogy
4. Know what is culturally relevant pedagogy.
5. Know what is collective empowerment.
Learning activities.
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to
construct an essay that discusses which principles foster collective empowerment.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 72
context.
Learning assessment.
Each group will submit a rough draft for the group paper that examines the principles that
foster and hinder collective empowerment. Students will use feedback and rubric to
determine quality of paper.
Unit 2 Module 2
Terminal Objective. Given the context of each learner’s classroom, the learner will
examine principles that foster culturally relevant pedagogy to achieve collective empowerment
through the development of an essay per the rubric.
Enabling Objective.
1. Be able to examine principles of culturally relevant pedagogy to construct an
essay that discusses which principles foster collective empowerment.
Learning activities.
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to
construct an essay that discusses which principles foster collective empowerment.
5. Provide practice and feedback opportunities for the procedure using simple to

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 73
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning assessment.
Each group will submit a final draft of the group paper that examines the principles that
foster and hinder collective empowerment. Students will use feedback and rubric to
determine quality of paper.
Unit 3 Examine Cultural Relevance in Education
In this unit participants will examine current research based practices and approaches to
cultural relevance in public education. The unit represents CTA steps 3 and 4.
Terminal learning objectives.   Given the context of each learner’s classroom, the learner
will examine strategies and approaches that foster culturally relevant pedagogy to achieve
collective empowerment and equity and create a culturally relevant toolbox per the
rubric.
To achieve the first terminal objective the following enabling objectives, activities and
assessment will be used.
Prerequisite analysis (enabling learning objectives):
1. Know what is an approach.
2. Know what is a strategy.
3. Know what is culturally relevant pedagogy.
4. Know what is collective empowerment.
5. Know what is equity.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 74
6. Be able to examine culturally relevant pedagogy by constructing a personalized
toolbox of culturally relevant strategies that foster collective empowerment and
equity.
Learning activities.
7. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
8. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
9. Provide opportunities for learners to generate their own examples and
nonexamples
10. Model the procedure for examine principles of culturally relevant pedagogy to
construct a toolbox of culturally relevant strategies that foster collective
empowerment and equity.
11. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
12. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning assessment. Each participant will submit a personalized toolbox of culturally
relevant strategies that foster collective empowerment and equity. Students will use feedback
and rubric to determine quality of toolbox strategies.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 75
Unit 3 Module 1
Terminal objective. Given the context of each learner’s classroom, the learner will
examine strategies and approaches that foster culturally relevant pedagogy to achieve collective
empowerment and equity and create a culturally relevant toolbox per the rubric.
Enabling Objectives
1. Know what is an approach.
2. Know what is a strategy.
3. Know what is culturally relevant pedagogy.
4. Know what is collective empowerment.
5. Know what is equity.
6. Be able to examine culturally relevant pedagogy by constructing a personalized
toolbox of culturally relevant strategies that foster collective empowerment and
equity.
Learning Activities
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to
construct a toolbox of culturally relevant strategies that foster collective

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 76
empowerment and equity.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning Assessment
Each participant will submit a rough draft of a personalized toolbox of culturally relevant
strategies that foster collective empowerment and equity. Students will use feedback and
rubric to determine quality of toolbox strategies.
Unit 3 Module 2
Terminal Objective
Given the context of each learner’s classroom, the learner will examine strategies and
approaches that foster culturally relevant pedagogy to achieve collective empowerment
and equity and create a culturally relevant toolbox per the rubric.
Enabling Objectives
1. Know what is an approach.
2. Know what is a strategy.
3. Know what is culturally relevant pedagogy.
4. Know what is collective empowerment.
5. Know what is equity.
6. Be able to examine culturally relevant pedagogy by constructing a personalized
toolbox of culturally relevant strategies that foster collective empowerment and

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 77
equity.
Learning Activities
1. After introductions and attention activities, assess prior knowledge of the
prerequisite knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
3. Provide opportunities for learners to generate their own examples and
nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to
construct a toolbox of culturally relevant strategies that foster collective
empowerment and equity.
5. Provide practice and feedback opportunities for the procedure using simple to
more complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own
context.
Learning Assessment
Each participant will submit a final draft of a personalized toolbox of culturally relevant
strategies that foster collective empowerment and equity. Students will use feedback and
rubric to determine quality of toolbox strategies.
Unit 4: Examine and Evaluate Culturally Relevant Curriculum
In this unit participants will examine and evaluate culturally relevant curriculum and
produce an individual essay on effective culturally relevant instruction per the rubric. This unit

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 78
represents CTA step 5.
Terminal learning objective.   The terminal learning objective for this unit is:
● Given the context of each learner’s classroom, the learner will examine existing
lessons’ cultural relevance for each learner’s respective subject area and grade
level per the rubric.
To achieve the first terminal objective t he following enabling objectives, activities and
assessment will be used.
Prerequisite analysis (enabling learning objectives):
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to write an essay on existing curriculum pertinent to teachers’
subject and grade level.
Learning activities.   The learning activities for this terminal objective will be similar to
the conceptual and procedural knowledge activities in the previous section and adapted for the
prerequisite knowledge for this section.
Learning assessment.   Use peer and instructor feedback along with models and rubric to
write an essay on effective culturally relevant instruction pertinent to teacher’s subject and grade
level.
Unit 4 Module 1
Terminal Objective.   The terminal learning objective for this unit is:
Given the context of each learner’s classroom, the learner will examine existing lessons’

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 79
cultural relevance for each learner’s respective subject area and grade level per the rubric.
Enabling Objectives:
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to write an essay on existing curriculum pertinent to teachers’ subject and grade
level.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to construct a
reflection on lessons to determine cultural relevance.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.
Learning Assessment.
Use peer and instructor feedback along with models and rubric to write a reflection on
lessons’ alignment with culturally relevant principles.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 80
Unit 4 Module 2
Terminal Objective.   The terminal learning objective for this unit is:
Given the context of each learner’s classroom, the learner will examine existing lessons’
cultural relevance for each learner’s respective subject area and grade level per the rubric.
Enabling Objectives.
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to write an essay on existing curriculum pertinent to teachers’ subject and grade
level.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to construct
an analysis on lessons to determine cultural relevance.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.
Learning assessment.   Use peer and instructor feedback along with models and rubric to

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 81
write an analysis on effectiveness elements in available curriculum pertinent to teacher’s subject
and grade level.
Unit 4 Module 3
Terminal Objective.   The terminal learning objective for this unit is:
Given the context of each learner’s classroom, the learner will examine existing lessons’
cultural relevance for each learner’s respective subject area and grade level per the rubric.
Enabling Objectives:
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to write an essay on existing curriculum pertinent to teachers’ subject and grade
level.
Learning activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to construct
an evaluation on lessons to determine cultural relevance.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 82
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.
Learning assessment.
Use peer and instructor feedback along with models and rubric to write an essay on
effective culturally relevant instruction pertinent to teacher’s subject and grade level.
Unit 5: Develop Culturally Relevant Curriculum
In this unit participants will develop culturally relevant curriculum per the rubric. This unit
represents CTA step 5 and 6.
Terminal learning objective.   The terminal learning objective for this unit is:
● Given the context of each learner’s classroom, the learner will develop culturally
relevant curriculum respective of each learner’s subject area and grade level per
the rubric.
● Given the context of each learner’s classroom, the learner will create a portfolio
that includes all assessments developed throughout the course.
To achieve the first terminal objective t he following enabling objectives, activities and
assessment will be used.
Prerequisite analysis (enabling learning objectives):
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’
subject and grade level.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 83
Learning activities.   The learning activities for this terminal objective will be similar to
the conceptual and procedural knowledge activities in the previous section and adapted for the
prerequisite knowledge for this section.
Learning assessment.   Using peer and instructor feedback along with models and rubric,
learners will develop a culturally relevant lesson pertinent to teacher’s subject and grade level.
To achieve the   second the second terminal   objective, the following enabling objectives,
activities and assessment will be used.
Prerequisite analysis (enabling learning objectives):
1. Know what it means to develop.
2. Know what is a portfolio.
3. Know what a well developed portfolio looks like.
4. Be able to develop a portfolio that includes all assignments developed
throughout the course.
Learning activities. The learning activities for this terminal objective will be similar to
the conceptual and procedural knowledge activities in the previous section and adapted for the
prerequisite knowledge for this section.
Learning assessment.   Using peer and instruction feedback along with a model and
rubric, learners will put together a portfolio that includes all assignments developed throughout
the course.
Unit 5 Module 1
Terminal Objective.   The terminal learning objective for this unit is:
1. Given the context of each learner’s classroom, the learner will develop culturally relevant

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 84
curriculum respective of each learner’s subject area and grade level per the rubric.
Enabling Objectives:
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’ subject and grade
level.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to construct a
conceptual framework on culturally relevant lessons specific to learner’s subject and
grade level.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.
Learning Assessment.   Using peer and instructor feedback along with models and rubric,
learners will develop a conceptual framework on culturally relevant lessons specific to learner’s
subject and grade level.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 85
Unit 5 Module 2
Terminal Objective.   The terminal learning objective for this unit is:
Given the context of each learner’s classroom, the learner will develop culturally relevant
curriculum respective of each learner’s subject area and grade level per the rubric.
Enabling Objectives:
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’ subject and grade
level.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to construct a
scope and sequence chart for their conceptual framework on culturally relevant lessons
specific to learner’s subject and grade level and respective lesson outlines.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 86
Learning Assessment.   Using peer and instructor feedback along with models and rubric,
learners will develop a scope and sequence chart with respective lesson outlines for their
conceptual framework on culturally relevant lessons specific to learner’s subject and grade level.
Unit 5 Module 3
Terminal Objective.   The terminal learning objective for this unit is:
Given the context of each learner’s classroom, the learner will develop culturally relevant
curriculum respective of each learner’s subject area and grade level per the rubric.
Enabling Objectives:
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’ subject and grade
level.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples
4. Model the procedure for examine principles of culturally relevant pedagogy to construct a
reflection on areas of strength and improvement for completed scope and sequence chart
for their conceptual framework on culturally relevant lessons specific to learner’s subject

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 87
and grade level.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.
Learning Assessment.
Using peer and instructor feedback along with models and rubric, learners will develop a
reflection on areas of improvement and strength for completed scope and sequence chart
with respective lesson for their conceptual framework on culturally relevant lessons
specific to learner’s subject and grade level.
Unit 5 Module 4
Terminal Objective.
Given the context of each learner’s classroom, the learner will create a portfolio that includes all
assessments developed throughout the course.
Enabling Objectives.
1. Know what it means to create.
2. Know what a portfolio looks like.
Learning Activities.
1. After introductions and attention activities, assess prior knowledge of the prerequisite
knowledge items.
2. Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
3. Provide opportunities for learners to generate their own examples and nonexamples

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 88
4. Model the procedure for examine principles of culturally relevant pedagogy to construct a
portfolio of all course assessments.
5. Provide practice and feedback opportunities for the procedure using simple to more
complex scenarios and formatively assessed by the rubric.
6. Provide opportunities to transfer the procedural knowledge to the learner’s own context.
Learning Assessment.
Using peer and instructor feedback along with models and rubric, learners will develop a
portfolio of all course assessments.
Participants will demonstrate the attitude and the ability to:
● Identify, promote and improve academic equity to be noted in participants’
heightened awareness and meaningful conversations about positionality to
relevant issues as demonstrated by writing a statement of their positionality as
revised throughout the course as well as compose various reflection journal
entries.
● analyze curriculum for cultural relevance
● develop a toolbox of CRP strategies.
● analyze, reflect on and develop culturally relevant curriculum with strategies from
the created CRP strategies toolbox.
Scope and Sequence
Table 2
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 89
Relevant Pedagogy
Md Module(s)
Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

Course Schedule and Calendar
Table 3
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum
September SeptemberOctober October OctoberNovember NovemberDecember
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 90
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Delivery Media Selection
The goal of this section is to both examine the role of media in this curriculum and
describe the framework that will guide curriculum delivery development. According to Mayer’s
(2009) multimedia instruction hypothesis, learning happens best when words are coupled with
visuals; this is known as the multimedia principle . In addition, studies suggest that when the
multimedia principle   is applied to a classroom setting, transfer of of learning is successful
(Moreno & OrteganoLayne, 2008; Moreno & Valdez, 2007). In that same vein, the
dualchannels principle   (Baddeley, 1999; Paivio, 1986, 2001) posits that while people have two
separate processing channels for words and visuals, there is a limited processing capacity. What
this means is that there needs to be a clear connection between visuals and words and that both
must be well organized. In addition to relevancy and organization, the presentation of both words
and visuals needs to follow the coherence principle   if it is to avoid extraneous processing; this
means, that multimedia lessons should not include pictures and words not necessary to the
message (Mayer & Fiorella, 2014). Similarly, the redundancy principle   also aims at reducing
extraneous load by including narration with on screen visuals and avoiding on screen text
(Mayer, Heiser, & Lonn, 2001) as well as presenting the visual and narration simultaneously
(Mayer & Anderson, 1991). The aforementioned principles describe the framework for the
instruction in this curriculum. Principles will be applied so as to avoid extraneous processing but

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 91
rather forster successful transfer.
Key Considerations in Choosing Media
The selection of media is key in determining transfer. According to Clark, Yates, Early,
and Moulton (2010), the three key factors are vital to determining media selection: conceptual
authenticity (media’s adequate depiction of necessary conditions to apply new learning),
immediate feedback (immediate corrective feedback) and special sensory requirements (sensory
requirements besides visual and auditory). Table 2 shows the correlation between key
considerations and this curriculum:
Key Considerations and Curriculum
Table 4
Key Media Considerations for the Culturally Relevant Pedagogy in the Classroom Curriculum

Key Considerations Curriculum
Conceptual Authenticity Conditions for practice can be met online or
in person.
Immediate Feedback The course does require immediate feedback.

Special Sensory Requirements The course does not have any specific sensory
requirement.

General Instructional Platform Selection
The central platform selected for this curriculum is inperson instruction (see Table 3)
Although adobe connect and google drive will be used to meet with and provide feedback to
students, the central platform will include mandatory meeting times where in person discussions
and workshops can take place. The facetoface interaction with individuals will provide an

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 92
authentic environment which participants will have to replicate when they teach in school
settings.
Specific Media Choices
Table 5
Media Selection for the Culturally Relevant Pedagogy in the Classroom Curriculum

Media Purpose and Benefits
Delivery Platform:   in person Live instruction offers opportunities to give
immediate feedback. This is also the most
cost effective media selection.
Technology:   asynchronous and access to
Google Drive.
The purpose of Google Drive is to share
documents. The benefit of using this media
platform, is it allows for immediate feedback.



CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 93
CHAPTER FIVE: IMPLEMENTATION AND EV ALUATION PLAN
Implementation of the Course
The implementation of Applying Culturally Relevant Pedagogy in the Classroom   will
follow Smith and Ragan’s (2005) phased approach to build buy in and support from all
stakeholders by first building awareness, interest, evaluation of a pilot course, wider adoption
and adaptation as well as eventual integration of the course in the university’s teacher credential
program. To avoid implementation issues inherent in innovative programs (Smith & Ragan,
2005), The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) will be used to
evaluate the pilot course as it is adopted and implemented throughout the semester. The principal
focus in the pilot will be to work with one or more understudy teachers who will eventually serve
as the facilitators for the course. This apprenticeship will ensure fidelity to the implementation of
the course. These facilitators will understand and have the appropriate skills necessary to carry
out the evaluation model so as to continue evaluating the effectiveness and sustainability of the
course.
Developing a relationship with facilitators will be key to implementing Applying
Culturally Relevant Pedagogy in the Classroom. Because positionality is a key component of the
course, spending time discussing how the course content correlates with the facilitator’s views,
values, and beliefs as well as the university’s mission and vision statement will help grow buy in
and interest. Facilitators will observe this designer’s teaching the course for the first two
modules. Both designer and facilitators will review notes and familiarize facilitators with course
materials and activities. The goal of these weekly meetings will be to answer any questions and
plan how facilitators will gradually become involved in teaching portions of the course.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 94
Designer and facilitators will work in tandem with the university’s education department.
Department heads will be invited to observe the course being taught so they have a first hand
experience of participant engagement. They will receive weekly meeting minutes of developer
and facilitator meetings as well as receive bimonthly reports on adaptations to the course based
on evaluation data. See evaluation tools, Handouts 1 and 2, locate in the appendices. Developer
and facilitators will use the aforementioned tools to meet students’ needs accordingly.
The overall goal of using the stages of adoption (Smith & Ragan, 2005) is to provide a
model for wider adoption and integration of Applying Culturally Relevant Pedagogy in the
Classroom in teacher credential programs across California.
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
Diversity in California public schools is growing, yet trends in the teaching force stay the
same. Student enrollment in public schools shows a growing need for awareness and
implementation of culturally responsive pedagogy. The objective of the proposed curriculum is
to improve teachers’ knowledge, skills, and dispositions to apply culturally relevant pedagogy in
their classrooms with the intended purpose of closing the achievement gap. Educators who
complete this course will be able to reflect on and develop a culturally relevant pedagogical
approach to teaching. Expected learning outcomes include teachers’ ability to identify inequities
in curriculum and instruction and increased understanding of cultural relevancy and the skills to
ensure curriculum and instruction are culturally relevant.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 95
Evaluation Framework
The Kirkpatrick New World Model (Kirkpatrick & Kirkpatrick, 2016) will be used as the
evaluation framework. The New World Kirkpatrick Model, includes four levels. Level 1 is
participants’ overall satisfaction with the program or training; Level 2 measures the extent to
which participants acquire the knowledge, skills, and attitude required to implement what is
learned in the course; Level 3 measures the level of application of what is learned from the
course; and Level 4 evaluates the outcomes and their correlation to the training. The New World
Kirkpatrick Model incorporates new elements to help institutions personalize the four levels as
well as clarifies some misconceptions of the model. For example, institutions tend to overvalue
Levels 1 and 2 and often believe Levels 3 and 4 are too costly (Kirkpatrick & Kirkpatrick, 2016).
However, the new model suggests institutions plan the four levels in reverse. This means that
desired outcomes (Level 4) remain the focus of the evaluation process while the monitoring and
adjusting (Level 3) will help determine next steps to meet the desired outcomes.
Level 4: Results and Leading Indicators
The World Kirkpatrick Model (2016) recommends approaching any evaluation plan with
the degree in which outcomes are related to the training and support of the program (Level 4).
One important rationale for beginning an evaluation program with level four is to avoid
misalignment in an institution. Such misalignment could result in ineffective use of limited fiscal
resources and inability to meet institution’s mission and vision. Instead, starting with level four
allows an institution to keep a focus on outcomes and the leading indicators required to reach
those results. The World Kirkpatrick Model (2016) encourages the use of leading indicators as
important benchmarks to reach an institution’s desired results/outcomes. Accordingly, both

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 96
external and internal indicators are crucial to consider for any institution. External indicators are
those that exist outside of processes of the institution like brand perception and press
(Kirkpatrick & Kirkpatrick, 2016). Internal indicators are those the institution can regulate like
compliance and quality of products (Kirkpatrick & Kirkpatrick, 2016). It is important to note that
the desired results for Applying Culturally Relevant Pedagogy in the Classroom are to inspire
educators to think through their pedagogy with a focus on equity, apply CRP strategies in their
teaching, and close the achievement gap in California public schools. In order to achieve these
desired results both external and internal indicators are needed. Table 4 shows both types of
indicators.
Table 6
Indicators for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased University,
department, and course
reputation
State and national program
ratings. and rankings
Reporting organizations, such
as US News & World Report
Increased press coverage
of increased academic
achievement of
underserved populations
with use of this course.
Number of positive media hits

Reported by University
administration/external affairs

Increased awards to and
Recognition of teachers
using Culturally Relevant
Pedagogy.
Number of applications or
nominations to organizations
that recognize high achievement
in teaching.
School administration and
departmental data

Increased perception
scores on School Core
Survey
Likert scale 1 5 on curriculum,
instruction, and socioemotional
learning indicators
Administered to parents and
students twice a year.
Increased Academic
achievement of
underserved populations
Academic achievement and
graduation rates
District and state data.

Internal Outcomes
Increased number of
students enrolling in the
course.
Registrar data and interest polls University records.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 97
Increase in self efficacy Likert scale data collected
monthly during the duration of
the course
Course participants will be
surveyed by instructors.

Level 3: Behavior
Critical behaviors. The New World Model (Kirkpatrick & Kirkpatrick, 2016) considers
Level three to be the most critical component of the four Levels because it promotes monitoring
and improvement of a program based on constant evaluation of critical behaviors that the
stakeholder, in this curriculum, teachers, must demonstrate. However important, many
institutions have difficulty taking this necessary steps (Kirkpatrick & Kirkpatrick, 2016). For this
reason, Table 5 outlines the critical behaviors necessary to ensure that proper monitoring and
improvement of this course is well supported.
Table 7
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1 Teach each lesson using
Culturally Relevant Pedagogy.
Lesson design
rubric
Observation of
teachers by
mentoring or peer
teachers.
Weekly
2 Engage in selfreflection after
teaching each lesson.
Number of times
teacher expresses
selfreflective
thought process.
Mentoring teachers
who meet with
teachers using
Culturally Relevant
Pedagogy
Weekly
3 Express high levels of efficacy
around Culturally Relevant
Pedagogy on a daily basis.
Number of times
teacher expresses
efficacy around
using Culturally
Relevant
Pedagogy.
Mentoring teachers
who meet with
teachers using
Culturally Relevant
Pedagogy.
Weekly

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 98
Required drivers. Reinforcing, encouraging, rewarding, and monitoring participants
will serve as a key to foster achievement of critical behaviors. Table 6 outlines the methods,
timing, and supported critical behaviors. Participants working with diverse student bodies will
receive ongoing refresher professional development and opportunities to share experiences and
strategies with other teachers in creation of professional development for teachers in their school
or district. Administration will monitor improvement in academic achievement of students of
color and reward culturally relevant pedagogy by acknowledging participants’ efforts and
achievement. Participants can serve as teacher mentors to other teachers on campus. In addition,
participants can be observed by administration and other teachers so as to form a critical friends
group who offer each other feedback on culturally relevant curriculum and instruction.
Table 8
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Participate in refresher workshops ongoing 1,2,3
Peer Support Groups ongoing 1,2,3
Selfdirected learning through
professional reading, development
courses, and peer lesson studies.
ongoing 1,2,3
Encouraging
Teachers engage in creating professional
development
ongoing 1,2,3
Teacher mentor ongoing 1,2,3
Rewarding
Administrators recognize teachers with
teacher of the year award
ongoing 1,2,3
Universities recognize teacher impact
through newsletters, blogs, and emails to
university community.
ongoing 1,2,3
Monitoring

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 99
Teacher observations and feedback from
mentor teachers, peers, and administration
ongoing 1,2,3

Organizational support . District and schools with populations of diverse student bodies
will support teachers’ critical behaviors by first taking stock of available resources. Doing so will
help schools and districts determine the level of buyin for the aforementioned drivers. Districts
will require the use of department and faculty time, allocated to every public school at least once
a month for departments and once a month for faculty meetings, for the fostering of cultural
relevance in pedagogy. Administration will offer teachers coverage so they can observe other
teachers during instructional time. In addition, departments will be encouraged to develop
curriculum and instruction that will foster cultural relevance by assigning teacher mentors to
develop and lead professional development on site as well as guide teachers in the development
and implementation of culturally relevant curriculum and instruction. Administration can also
offer teachers planning dates where teachers are given time and support to develop curriculum
and instruction that is culturally relevant.
Level 2: Learning
Learning goals.   This semester long university course is four months long and is
comprised of five units. It is designed to improve teachers’ knowledge, skills, and disposition in
culturally relevant pedagogy so as to close the achievement gap for students of color. The course
incorporates structures so that participants are offered developmentally appropriate opportunities
to reflect on their positionality, their knowledge around culture and relevancy as well as
pedagogy and its purpose. Participants will be able to critically approach the study and the

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 100
development of culturally relevant pedagogy. The course will equip participants with the
necessary skills to approach lesson studies as well as the ability to selfreflect.
Components of learning evaluation .   The purpose of learning is to perform a job with
greater efficiency and to contribute to an organization in ways that were not available before a
course or training (Kirkpatrick & Kirkpatrick, 2016). Therefore, course assessments cannot be
the only measure of learning. Table 7 below outlines the methods that will will used so as to
evaluate learning under each category.
Table 9
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Whole class and small group discussions Weekly
Procedural Skills “I can do it right now.”
Lesson development skills Unit 5
Lesson critique and analysis skills Units 24
SelfReflection write up Weekly
Following discussion protocols Weekly
Attitude “I believe this is worthwhile.”
Participant engagement in activities,
assignments, and discussions.
Weekly
One on one discussions with participants about
their attitudes toward activities, assignments,
and discussions.
As needed
Confidence “I think I can do it on the job.”
Discussions about relevance of culturally
relevant pedagogy at our school sites.
Ongoing
One on one discussions about barriers that will
impede implementation of knowledge, skills,
and attitudes on site.
Ongoing
Commitment “I will do it on the job.”
Conversations about efficacy and ability with
whole class and individual students.
Ongoing

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 101
Level 1: Reaction
The New World Kirkpatrick Model (2016) incorporates the evaluation of learners’
perceptions of and reactions to the course. These reaction will be monitored quantitatively as
well as qualitatively throughout the semester. Results will be used to make the necessary changes
to the course as it progresses. Table 8 below indicates the time of evaluation and which tools will
be used to measure student reactions to the course.
Table 10
Components to Measure Reactions to the Program.
Methods or Tools) Timing
Engagement
Facilitator’s observations Weekly
Participants’ selfreflection journals Weekly
Relevance
Facilitator observations of participant
discussions.
Weekly
Participant Satisfaction
Survey Mid Course
Survey End of Course

Evaluation Tools
This section offers descriptions of evaluation tools that are to be used for this course. The
evaluation tools are provided in the Evaluation Instruments in the Appendices.
During program implementation. The first Level 1 evaluation tool is to be used by the
facilitator weekly. The purpose of this evaluation tool is to gather qualitative data on the
relevancy of discussions, assignments, and engagement as it pertains to the participants’
experiences and lives. See Evaluation Handout (see Appendix A)b. The next evaluation tools to
be used for Level 2 are the assignment rubrics. Students are to be given rubrics before guided

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 102
learning takes place. Facilitators are to offer clarity and examples for participants to use for
mastery. All rubrics are provided under Unit Materials in the Appendices.
Immediately following the program implementation. The evaluation tool is to be
used the last week of the course to determine participant satisfaction. This tool will help
facilitators and course developers determine necessary changes for the next semester course. See
Evaluation Handout 2 (see Appendix B).
Delayed for a period after the program implementation. One year after the course,
the Education Department will use Evaluation Handout 3 (see Appendix C) when reaching out to
participants who chose to partake in this portion of the course evaluation. Participants will be
interviewed via email, telephone, or person.
Conclusion to the Curriculum Design
Culturally relevant pedagogy is a key component to closing the achievement gap for
students of color. Data noted throughout this dissertation show the need for educators to engage
self reflection, critical conversations with other educators, and critical thinking about the purpose
of curriculum and instruction. This course aims to foster efficacy needed to make curriculum and
instruction relevant to students’ needs. The hope of this course is that it approaches adult
learning in a developmentally appropriate manner that acknowledges educators’ lives and
experiences as foundations for exploring their positionality and disposition towards cultural
relevance in the classroom. Educators who complete this course will feel efficacious enough to
foster fertile environments that will promote empowerment.



CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 103
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Appendix A
Evaluation Handout 1(During)
Engagement Discussions Journals/Assignments
Very Relevant

All students relate the
activities to their
context and
experiences.
All students vocalize
how the topic relates
to their context and
experiences.
All students show
through their work
that the course is
helping them become
culturally relevant in
their context.
Mostly Relevant

Most students relate
the activities to their
context and
experiences.
Most students
vocalize how the
topic relates to their
context and
experiences.
Most students show
through their work
that the course is
helping them become
culturally relevant in
their context.
Somewhat Relevant Some students relate
the activities to their
context and
experiences.
Some students
vocalize how the
topic relates to their
context and
experiences.
Some students show
through their work
that the course is
helping them become
culturally relevant in
their context.
Not Relevant Most students are not
relating the activities
to their context and
experiences.
Most students are not
vocalizing how the
topic relates to their
context and
experiences.
Most students show
through their work
that the course is not
helping them become
culturally relevant in
their context.

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 112
Appendix B
Evaluation Handout 2
Immediately Following the Course (Levels 1 and 2)
Facilitator Name
_________________________

The facilitator was clear about course expectations.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

The facilitator’s knowledge, skills, and experiences made for a robust learning experience.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I gained knowledge about what is culturally relevant pedagogy.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I feel confident about the skills I acquired to critique and develop culturally relevant curriculum
and instruction.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I believe I will develop and implement culturally relevant curriculum and instruction in my
classroom.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I would take another course with this facilitator

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 113

I would take another course on Culturally Relevant Pedagogy

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I would like to be contacted in one year to discuss how I have implemented what I have learned
in this course.

Yes__ No___

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 114
Appendix C
Evaluation Handout 3
Delayed Survey on the Course (Levels 1 and 2)
Course Name
_________________________

Do you still feel this course is relevant?

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I use what I learned on a daily basis.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

What I learned has helped me do my job better.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I still feel confident about the skills I acquired to critique and develop culturally relevant
curriculum and instruction.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

I would take another course on Culturally Relevant Pedagogy.

1strongly
disagree
2 disagree 3 neutral 4 agree 5 strongly agree

CULTURALLY RELEV ANT PEDAGOGY IN THE CLASSROOM 115
Appendix D
Lesson Plans

Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor's Guide
Unit 1
Module 1: Positionality

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M
116

Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Course Overview
Plan and Instructor’s Guide

Duration: 30 minutes

Lesson Materials
Presentation tools: images, slides, handouts

Learner Characteristic Accommodations
Learners are adults who are motivated to teach secondary public urban schools, but they may not
have the confidence, knowledge, or skills to achieve cultural relevance in the classroom. The
course overview will serve to emphasize the importance of cultural relevance to achieve equity
in public secondary urban schools.

Facilitator’s Notes
To informally assess their prior knowledge, skills and confidence, informally talk to students
about their experiences with culture in their classrooms as a teacher or learner and their
knowledge or experience with cultural relevance as a teacher or learner.
117

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 15 Motivate learners by drawing
their attention to the
problems involved in
curriculum and instruction
that is not culturally relevant.
The overall purpose of the
course will be shared which
is to achieve equity by
providing culturally relevant
curriculum and instruction to
students in public, urban
secondary schools.
Introduce the purpose
of course and its
goals by illustrating
students’ struggles in
classrooms that are
not equitable. This
will be done with
students’ voices via
videos and student
stories.

Ask learners to
reflect on the student
voices and list some
of the challenges
students have in such
courses. Ask learners
to suggest solutions
to those challenges.
Learners
write a list of
challenges
students
present based
on their
reflection as
well as list
their possible
solutions to
those
challenges.
Course Goal 10 Introduce the course goal and
outcomes.
Present the course
goal and outcomes.
Learners
reflect on the
course goal
and outcomes
and answer
the following
question:
“What might
I gain from
this course
goal? How
will it benefit
me,
personally
and
professionall
y?
”
118
Learners list
their answers.
Purpose for
the Course

15 Motivate learners by listing
the benefits of being a
culturally relevant
pedagogue and that the risks
will be avoided if learners
attain the knowledge, skills,
and appropriate disposition.
Share excerpts from
Paulo Freire, Peter
McLaren, Bell
Hooks, Geneva Gay,
Angela Valenzuela,
and Lisa Schaffer
with learners.
Learners
reflect on
and write
their personal
or
professional
goal for
themselves to
achieve in
their setting
by the time
the course is
done. Have
learners
specifically
list how the
course
outcomes
will assist
them in
achieving
their personal
goal.
Course
Overview

15 Show all course units to
provide a mental model and
assist learners in organizing
their learning.

Explain the activities learners
will engage in and what tools
will be used as well as the
artifacts that will be created
after each unit.
Use a visual model
showing units and
offer rationale for
unit sequence. Ask
learners to make
notes of how units
connect with
learners’ personal or
professional goals.
Learners
follow the
model and
make notes
of how units
connect with
their personal
or
professional
goals.
Total Time 55
minutes

119
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary, Public,
Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 1; Module 1
Positionality

Unit/Module Duration: 185 min (3 hrs, 5 min)

Introduction: This is the first unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing. The purpose of this
unit is to frame the course by supporting learners in establishing their positionality on issues
surrounding educational equity.

Learning Objective(s)
Terminal Objective:
Given each learner’s beliefs and assumptions about himself and his role in education, each
learner will contribute to a self reflection journal with various entries.

Enabling Objective(s):
● Know what belief and assumption mean.
● Know the role beliefs and assumptions play in education.
● Know what self reflection means
● Be able to write a journal entry reflecting on one’s beliefs and assumptions about
himself and his purpose in education.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Document Reader for Think Aloud
PowerPoint Slides on Google Slides
Kahoot Quiz “Assessing Prior Knowledge” & Kahoot Quiz “Self Reflection”
Sample and Non-Samples A & B-handout
Self-Reflection Rubric for Journal Entries- handout
Email Readings to Students: Bondy, E., & Ross, D. D. (2008). The teacher as a warm demander.
Educational Leadership,
66(1), 54-58.
Sample and Non-Sample of Self-Reflections-handout
Pre-Self Reflection Assessment-handout
“Assessing my Own Self-Reflection” Checklist-handout

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via
Blackboard.

Facilitator’s Notes
120
This unit requires learners to engage in critical conversations about learners’ positionality to hot
topics in education like gender, race, ethnicity. The instructor needs to use the job aid so as to
provide a safe space for learners to engage in discussion. It is important that facilitator makes
clear that all readings for each unit must be completed before class dates.

Instructional Activities
Instruction
al
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15 Learners are asked to reflect on
what are some challenges in
education and possible causes to
those challenges?
Facilitator should
reflect on the same
question and be able
to keep an open mind
to learners’
responses. Instructor
should utilize the job
aid to create a safe
space for learners to
discuss their
responses. Facilitator
uses strategies for
small groups for
learners to share
responses. Facilitator
should engage in
group discussions but
not dominate them.
Learners
think about
the
question/pro
mpt and write
their
response.
The learners
share their
ideas with
other learners
in the class.
Learning
Objectives
5 Lesson objective is presented in
a slide
Given each learner’s beliefs and
assumptions about himself and
his purpose in education, each
learner will contribute to a
self-reflection journal with
various entries.
Facilitator asks
learners to read the
objective.
Instructor explains
learning objective
and asks learners if
they have clarifying
questions.
Learners read
objective and
ask any
clarifying
questions, if
any.
Reasons
for
Learning
- Benefits
- Risks
5 Benefits:
1. Know what belief and
assumption mean.
2. Know the role beliefs
and assumptions play in
education.
3. Know the difference
between a reflection and
Facilitator shows the
benefits for engaging
in this lesson and the
risks avoided in not
engaging.
Learners read
the benefits
and risks.
121
a self-reflection.
4. Be able to write a
journal entry reflecting
on one’s beliefs and
assumptions about
himself and his role in
education.

Risks Avoided:
1. Allowing assumptions to
govern beliefs and
perceptions about
students and learning.
2. Inability to reflect.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)
20 Show where class in on the
Scope and Sequence as well as
calendar.

Prior Knowledge:
Facilitator assesses prior
knowledge with questions on
concepts related to the
following keywords: belief,
assumptions, and purpose in
education, reflection and
self-reflection using the kahoot
platform.

New Knowledge:
Readings on importance of
teachers self-reflecting.

Learning Strategies:
Think-Pair-Share
Whole Class discussions

Feedback strategy: facilitator
provides immediate verbal
feedback.

Discussion strategy: Small and
expert groups (jigsaw) and
whole class discussions.
Show Scope and
Sequence as well as
calendar.

1. Facilitator
Uses the Kahoot
platform to assess
learners’ prior
knowledge of
keywords for module.

2. Facilitator fills
gaps in understanding
offering definitions of
words, allowing
students to engage in
dialogue in pairs over
their meaning.

3. Facilitator
transitions by inviting
learners into an
opportunity to
determine the
difference between a
sample and
non-sample
self-reflection and
asks learners to
Review
Scope and
Sequence and
calendar.

1-2.Learners
take the
Kahoot quiz
and engage in
conversations
regarding the
definitions of
words, if
necessary.

3. Learners
are given 3-5
minutes to
read the
sample and
non-sample.
samples . .

122

Reflection: learners complete
individually.
identify the sample
and non-sample and
be ready to explain
their rationale. S

4. Facilitator invites
students into
conversation by
asking: “How many
of you selected A as
the sample?” “ How
many of you selected
B as the sample?” “I
invite you to explain
your selection.”

5. Facilitator
handouts Rubric to
Self-Reflection, and
asks students to
allows learners
opportunities to take
some time to read it.
develop model
self-reflections per
the rubric.

6. Facilitator explains
how the learning
strategies will support
gaining new
knowledge.

4. Learners
participate by
raising their
hand to show
their
selection.
Then,
learners
engage in a
conversation
with the
class.

5. Learners
read the
rubric
individually.
Then return
to the sample
and
non-sample,
note the
differences.

6.Learners
then gather
into small
groups to
discuss the
reading on
importance
of teachers
self-reflectin
g and
practice
123

7.Facilitator offers
students opportunities
to practice writing
self-reflections on the
reading and receive
immediate feedback
per the rubric.
writing a
self-reflectio
n on the
reading.
Prerequisit
e
Knowledge
25 Key Words:
Journal = a daily record of news
and events of a personal nature;
a diary.
( www.google.com definitions)

Reflection= serious thought or
consideration
( www.google.com definitions)

self-reflection= meditation or
serious thought about one's
character, actions, and motives.
( www.google.com definitions)

Belief= “ an acceptance that a
statement is true or that
something exists.”
( www.google.com definition)

Assumptions= “ a thing that is
accepted as true or as certain to
happen, without proof.”
( www.google.com definition)

Purpose= “ the reason for which
something is done or created or
for which something exists. ”
( www.google.com definition)

Pre-Self-Reflection Questions:
1. What are your beliefs
about education?
1. Facilitator speaks
to whole class
regarding results of
quiz and if necessary,
facilitator asks
students to review the
key words and
definitions.

2. Facilitator
transitions by inviting
learners into an
opportunity to
determine the
difference between a
sample and
non-sample of
self-reflection and
asks learners to
identify the sample
and non-sample and
be ready to explain
their rationale.

3. Facilitator invites
students into
conversation by
asking: “How many
of you selected A as
the sample?” “ How
many of you selected
B as the sample?” “I
1. If
necessary,
learners
review the
key words
and
definitions.

2. Learners
are given 3-5
minutes to
read and
identify the
sample and
non-sample.

3. Learners
participate by
raising their
hand to show
their
selection.
Then,
learners
124
2. What are your beliefs
about learning?
3. What are your
assumptions about
education?
4. What are your
assumptions about
learning?
5. What is the purpose of
education?
6. What role do you play in
achieving the purpose of
education?
7. What was your
secondary school
experience?
8. Do you believe students
in the public secondary
school setting have
similar or dissimilar
educational experiences
than yours? Why?

invite you to explain
your selection.”

4. Facilitator hands
out the Rubric for
Self-Reflection/Journ
al entries and prompts
students to develop
any clarifying
questions, if any.

5. Facilitator
transitions by putting
learners into groups
and asking them to
answer the following
question on the
assigned reading:
“What are the
benefits of
self-reflection and the
risks of its omission
for teachers? Offer
evidence from the
reading”
Facilitator monitors
conversations to
gauge learners’
understanding of the
reading. Facilitator
fills gaps in
understanding.

6. Facilitator
transitions by asking
students to share their
answers with the
whole class.
Facilitator takes the
opportunity to clarify
engage in a
conversation
with the
class.

4.Learner
reviews the
Rubric and
develops any
clarifying
questions, if
any.

5. Learners
pair up into
groups of 3
and discuss
responses to
questions.

6. Learners
share their
responses
with the
class.

125

Small Group Discussion:
Learners get into groups of
threes to share some of their
thoughts with their peers.

Whole Group Discussion:
Learners will share their
responses aloud.
any misconceptions
about self-reflection.

7. Facilitator hands
out the Rubric and
asks learners to read
silently and make
annotations about the
requirements for
self-reflections.
Facilitator asks
students to prepare
any clarifying
questions.

8. Facilitator hands
out the Pre-Self-
Reflection Questions,
tells learners that
shortly, they will
complete these
questions
individually. Allow
learners time to read
the questions but not
answer them.

9. Facilitator shows
two examples (A
Sample and Non
Sample) of responses
to the first question.
Facilitator asks
students to speak with
a shoulder partner to
determine which
response is a
self-reflection and
which is not a
self-reflection per the
rubric.

7. Learners
read the
rubric,
prepare, and
ask any
clarifying
questions.

8. Learners
read the
questions but
do not
answer yet.

9.Learners
discuss with
a shoulder
partner which
of the two
examples is a
self-reflectio
n and which
one is not a
self-reflectio
n per the
rubric.

126

10. Facilitator
prompts students to
share their thoughts.

11. Facilitator
navigates class
discussion to
determine why one is
a self-reflection and
not the other.

10. Learners
share their
thoughts with
the class
about which
is
self-reflectio
n and which
is not per the
rubric.

11. Students
contribute to
the
conversation
as needed.

Learning
Guidance
- Lecture
- Demo.
10

1. Facilitator uses a
document reader to
model writing a
Self-Reflection using
the Think-Aloud
strategy. In this Think
Aloud strategy, the
facilitator ensures to
voice his thoughts in
the process of
self-reflection and the
inner monologue
reflecting a check-in
to check if what he is
writing is in fact a
self-reflection.

2. Facilitator
prompts students to
share and answers
1. Learners
watch and
listen.

2. Learners
share whole
class on their
127
any questions if
needed.

3. Facilitator
transitions to students
practicing by asking
students to complete
the
Pre-Self-Reflection
Questions
individually.

r

thoughts of
whether
facilitator’s
response is a
reflection or
self-reflectio
n.

3. Learners
answer all
Pre-Self-Refl
ection
Questions
individually.

Practice
and
Feedback
30 Practice occurs when learners
identify elements per the rubric
that make their responses a
reflection or self-reflection. .
Learners practice by supporting
their response with evidence
from their pre-self reflection
answers onto a handout.

Learners will receive immediate
verbal feedback from facilitator
as they determine whether their
answers are self-reflective or
simply a reflection and support
it with evidence.
1. Once learners have
completed the Pre
Self-Reflection
Questions, facilitator
primes students to
reflect on their own
answers by handing
out the Assessing my
Own Self-Reflection
Checklist handout
and asking them to
review the rubric
again, if needed,
because now each
learner will determine
whether their answers
mirror a
self-reflection or a
reflection.
Facilitator monitors
students as they work
and provides
feedback to students
as they work on their
checklist handout.
1. Learners
use Checklist
to determine
whether their
answers are
self
reflections
and use
evidence
from their
answers to
support their
claim.

128
The facilitator
provides feedback
according to areas of
concern but also
praises students for
areas of strength.
Authentic
Assessment
25 Kahoot Quiz: Self Reflection
Learners will take a quiz to
determine their understanding
of reflection vs self-reflection.

Facilitator transitions
by asking learners to
log into the Kahoot
platform and take the
Self-Reflection Quiz.

Learners take
the Kahoot
Self-Reflecti
on Quiz.

Retention
and
Transfer
20 Homework:
Journal Entry #1 on Pre-Self
Reflection Assessment:
Learners are given the prompt
for Journal Entry #1.

Journal Entry #1 Prompt:
Describe what you experienced
during the pre-self assessment
and what it revealed or
validated.

Journal Entry #2 Prompt :

Prompt: As you go about your
week in both your professional
and personal life, describe what
facets reflect your beliefs,
assumptions, and purpose.
1.Facilitator explains
the purpose of the
reflection journal as a
way to measure
retention and
potential for transfer
to all aspects of the
work done for the
course.

2.Facilitator offers
assistance to those
learners who feel they
still need support by
meeting with them
and offering targeted
practice depending on
specific learner
needs.
1.Learners
complete
Reflection
Journal
Entries for #1
and #2.
Learners
complete this
portion
individually
and submit
via
Blackboard.

2.Learners
who feel they
still need
support
should set up
a meeting
time with
facilitator to
attain
additional
support with
areas of need.
Big Ideas

30 Review and re-motivate:
1. Importance of beliefs,
assumptions, and
purpose in education.
2. Importance of
self-reflection.
Facilitator asks
learners to develop a
list of key
learnings/findings in
this unit. This could
be based on the
Self-Reflection
Learners
generate a list
of key
learnings/find
ings.

129
3. Importance of engaging
in conversations.

Conversation:
Learners get into small groups
to share their learnings/findings.

Learners have an opportunity to
share with the whole class.
Journal, reflection
journal prompt,
conversations and/or
notes of readings.

Facilitator should end
conversations with
the most important
big idea: beliefs,
assumptions, purpose,
self reflection, and
dialogue are key in
education.

Learners
share in small
groups and as
a whole
class.
Advance
Organizer
for the
Next Unit
5 Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between unit one’s
learnings/findings
and unit two’s
culturally relevant
pedagogy.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs, 5
min
(185
mins)

130

Self-Reflection Rubric

● This rubric describes the criteria necessary in for all self-reflections including journal entries.

Belief Assumption Purpose
Met Self-reflection includes
a connection between
individual’s belief
about the topic or
those related to the
issue and the current
situation.
Self-reflection includes
awareness individual’s
assumptions about the
topic or those related
to the issue and the
current situation.

Self-reflection reflects
the purpose of the
related topic and
purpose of the
individual’s role
students’ learning
process.

Emerging Touches on one’s
beliefs but does not
make a connection to
current situation.
Touches on
individual’s
assumptions but does
not make a connection
between them and the
current situation.
Touches on one’s
purpose in education
but does not make a
connection between
that purpose and the
current situation.
Not Met May or may not
include one’s belief(s)
about the topic or
those related to the
issue.
May or may not
include one’s
assumptions about the
topic or those related
to the issue.
May or may not
include one’s purpose
about the topic or
those related to the
issue.

131

Pre-Self Reflection Checklist

Beliefs : Self-reflection includes a connection between individual’s belief about the topic or those
related to the issue and the current situation.

____ Not Met _____ Emerging _____ Met

Evidence:

Assumptions: Self-reflection includes awareness individual’s assumptions about the topic or those
related to the issue and the current situation.

____ Not Met _____ Emerging _____ Met

Evidence:

Purpose: Self-reflection reflects the purpose of the related topic and purpose of the individual’s role
students’ learning process.

____ Not Met _____ Emerging _____ Met

Evidence:

132
Note to Facilitator:
1. Print and make copies of samples and non-samples.
2. A and B are the first set to be used before sharing the Rubric (Answer: A is the NON-
Sample and B is the Sample)
3. C and D are the second set to be used after sharing the Rubric (Answer: C is the
Sample and D is the NON-sample)

SAMPLE A.
Today I used the writing checklist Ms.Coach helped me develop for
this writing lesson. I thought it went well. All the students understood what
they needed to include in their rough draft. I was happy when students
asked clarifying questions. I do feel I should have done this before, but I’m
glad that I’m getting help from the instructional coach. I plan on reaching
out more often. I think pairing up will help me feel more efficacious in my
classroom.

SAMPLE B.
Today I used the writing checklist Ms. Coach helped me develop for
this writing lesson. I was a bit apprehensive in using it because I feel kids in
high school should already have learned how to write rough drafts from
prompts. I feel like I’m spoon feeding them. But I know that not all kids had
the same teachers as I did, so I’m going to take it to the next level and have
them learn how to create their own checklists from writing prompts for the
future.

SAMPLE C.
Last week I met with Joel’s mom. I was pretty upset that she doesn’t
bother to help him with his math homework. I am a parent and I’d do
anything to help my child achieve. I know that this attitude will affect how I
interact with Joel and the resources I offer him. I have to make the effort to
set aside some time in class to help students one on one with the
homework before they take it home.

133
SAMPLE D.
I’ve had some time to think about the conversation I had with Joel’s
mom who said that it’s my job as his Math teacher to help him with
homework. I was pretty upset. I followed up with Joel to see how he was
doing on his homework. He said he didn’t do it. I know that right now I don’t
have time during the instructional time to help Joel with homework. I will
have to refer Joel to after school tutoring to help him with his homework.

134
Reflection #1
What are some of the challenges in education and possible causes to those challenges?

Reflect on Reading Prompt
After reading Bondy & Ross (2008), determine what are the benefits of self-reflection and the
risks of its omission for teachers. Be ready to support your answers with textual evidence.
135
Pre-Self Reflection Assessment Questions

1. What are your beliefs about education?

2. What are your beliefs about learning?

3. What are your assumptions about education?

4. What are your assumptions about learning?

5. What is the purpose of education?

6. What role do you play in achieving the purpose of education?

7. How does the public school system help or hinder students in achieving the purpose of
education?

8. What was your secondary school experience?

9. Do you believe students in the public secondary school setting have similar or dissimilar
experiences than yours? Why?
136
Question #1: What is the BEST description of a belief?
a. An individual’s viewpoint
b. The reason for doing something, creating something, or why something exists.
c. An acceptance that a statement is true or that something exists.
d. A thing that is accepted as true or as certain to happen, without proof.
Answer: C

Question #2: What is an assumption?
a. An individual’s viewpoint
b. The reason for doing something, creating something, or why something exists.
c. An acceptance that a statement is true or that something exists.
d. A thing that is accepted as true or as certain to happen, without proof.
Answer: D

Question #3: Which is the definition of purpose?
a. An individual’s viewpoint.
b. The reason for doing something, creating something, or why something exists.
c. One’s intentions
d. An acceptance that a statement is true or that something exists.
Answer: B

Question #4: What is a reflection?
a. Serious thought or consideration
b. Thinking about others
c. Reflecting on daily happenings
d. Meditation or serious thought about one’s character, actions, and motives.
Answer: A

Question #5: What is a self-reflection?
a. Serious thought or consideration
b. Thinking about others
c. Reflecting on daily happenings
d. Meditation or serious thought about one’s character, actions, and motives.
Answer: D

137
Kahoot Quiz: Reflections and Self-Reflections

1. The following sentence is an example of a reflection: I think parents should engage in
dialogue with their kids.
A. True
B. False
Answer: False

2. A Self- Reflection should always include...
A. One’s opinion and feelings
B. One’s assumptions about the topic
C. Other people’s viewpoints
Answer: B

3. Which of the following BEST describes a self-reflection?
A. A reflection that seriously considers many aspects of the topic or issue.
B. A reflection that is honest with one’s self about causes and potentially plausible solutions
for situations.
C. A reflection in which one looks within to determine reasons for viewpoints and actions to
better understand one’s self.
Answer: C

138
Journal Entries #1 & #2

Due: Before the start of class Meeting #2
Where: Blackboard

Journal Entry #1 Prompt : In a self-reflection describe what you experienced during the
pre-self assessment and what it revealed or validated. Use the Rubric as a tool to determine
the quality of the self-assessment.

Journal Entry #2 Prompt : To be written in a self-reflection format. As you go about your
week in both your professional and personal life, describe what actions reflect your beliefs,
assumptions, and purpose. Use the Rubric as a tool to determine the quality of the
self-assessment.

139
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Unit 1 Module 2
Examine Positionality

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

140
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 1; Module 2
Examining Positionality

Unit Duration:

Introduction: This is the first unit in the five unit course on how to apply culturally relevant pedagogy in the
classroom. Closing the achievement gap means approaching, developing and implementing pedagogy that is
relevant to students’ needs and wellbeing. The purpose of this unit is to frame the course by supporting
learners in establishing their positionality on issues surrounding educational equity.

Learning Objective(s)
Terminal Objective:
Given the each learner’s beliefs and assumptions about one’s self and role in education,
each learner will write a positionality statement per the rubric.
Enabling Objective(s):
141
● Know what belief and assumption mean.
● Know the role beliefs and assumptions play in education.
● Know what is a positionality statement.
● Know what positionality means.
● Be able to develop a positionality statement by deconstructing beliefs and
assumptions.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Unit 2; Module 2 Readings:
“Power and Positionality” Merriam, (2001)
“Reflected Identities” Martin & Gurten, (2002).
“Tales from the Science Education Crypt: A Critical Reflection of Positionality, Subjectivity,
and Reflexivity in Research” St. Louis & Barton, (2002).
http://www.qualitative-research.net/index.php/fqs/article/viewArticle/832/1808
“The Role of Positionality in Teaching for Critical Consciousness: Implications for Adult
Education” (Taylor, Tisdell & Hanley, 2000)
Positionality Statement Rubric handout
Positionality Map handout

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes
This unit requires learners to engage in critical conversations about learners’ positionality to hot
topics in education like gender, race, ethnicity. The instructor needs to use the job aid so as to
provide a safe space for learners to engage in discussion. It is important that facilitator makes
clear that all readings for each unit must be completed before class dates.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15 Facilitator will post quotes around
the room and have the following
prompts and directions on the
board: “How do your experiences
connect with one of the posted
quotes? What do you know or want
to know about ‘positionality’?”
Directions;
1. Answer both question on a
white sheet of paper.
Facilitator should reflect
on the same questions
and be able to keep an
open mind to learners’
responses.

Facilitator offers
students 5-8 minutes to
write. Facilitator
introduces herself
(shares, name, school,
Learners think
about the
question/prom
pt and write
their response.

142
2. Include your name, school,
and role.
3. Be ready to share.
role, and a bit about
herself as a facilitator)

Facilitator invites
learners to participate in
class discussions by
collaboratively
developing
conversational
norms/guidelines that
welcome differing
viewpoints and a safe
space. Facilitators
should offer examples:
1. Agreeing to
disagree
2. Developing a
list of gender
appropriate
pronouns
3. Respect the
choice not to
answer specific
questions or
share
responses.
4. Allow people
the space and
time to share.
5. Thank someone
for sharing.
Facilitator should invite
the group to consider
appropriate facilitator
and learner responses
when norms/guidelines
are broken.

Once norms/guidelines
as well as responses are
set up, facilitator asks
learners to meet 3 new
people by sharing the
responses to prompts.

Learners
participate in
contributing to
conversation
norms/guideli
nes

The learners
share their
answers to
prompts with 3
new learners in
the class.
Learning
Objectives
5
Lesson objective is presented in
writing.
Facilitator asks learners
to read the objective.
Instructor asks if there
are clarifying questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
5 Benefits:
1. Know what belief and
assumption mean.
Facilitator asks learners
to read the benefits for
engaging in this lesson
Learners read
benefits and
risks and ask
143
- Risks 2. Know the role beliefs and
assumptions play in
education..
3. Know what positionality
means.
4. Be able to write a
positionality statement by
deconstructing beliefs and
assumptions.

Risks Avoided:
1. Allowing assumptions to
govern beliefs and
perceptions about students
and learning.
and the risks avoided in
not engaging. Facilitator
answers any clarifying
questions.
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Review where students are on the
Scope and Sequence and the
calendar.

Prior Knowledge:
Facilitator will have assessed
learners prior knowledge by having
asked students to take the online
assessment titled “Unit 1, Module 2
Pre-Assessment” using the quiz
format on Blackboard.

New Knowledge:
Readings on importance of knowing
one’s positionality.

Learning Strategies: online quiz,
Reading Guide, conversations,
reflection

Feedback strategy: facilitator
provides immediate verbal
feedback.

Discussion strategy: Small and
expert groups (jigsaw) and whole
class discussions.

Reflection: learners complete
individually.

Show Scope and
Sequence and Calendar

Facilitator reviews “Unit
1, Module 2
Pre-Assessment” and the
correct answers with the
learners and answers
any clarifying questions.
Facilitator asks learners
to jot down correct
answers and prepare
any clarifying questions.

Facilitator walks
students through the
‘Positionality Map’ to
facilitate the process of
examining one’s
positionality.

Facilitator then
completes an
‘Positionality Map’ to
show the thinking
process. Can use Guiding
Questions (found in the
Positionality Map) to
assist. Facilitator asks
students to complete a
‘Positionality Map’ for
one of the samples

Review Scope
and Sequence
and Calendar

Learners will
have
completed the
“Module 2
Pre-Assessmen
t” online.
Learners take
notes on
correct
answers and
ask any
clarifying
questions, if
any.

Learners
review
readings and
recall the
definition of
positionality.
They review
the sample
positionality
statements and
deconstruct
them using a
“Positionality
Map” for one of
the samples (A,
B,C) in the
reading.

144
(A,B,C) positionality
statements provided in
the reading.

Facilitator navigates
conversation about why
the selected
‘Positionality Map’
components were
essential to each
author’s identity, using
evidence from the
reading as support.

Facilitator prompts
learners to complete
their own ‘Positionality
Map’ and reminds them
that these essential
components will be part
of their positionality
statement.

Facilitator reviews the
rubric for the
“Positionality
Statement” assignment.

Facilitator reminds
students of sample
positionality statements
from the reading and
prompts students to
write.

Facilitator pairs
students so they can
offer each other
feedback.

Facilitator requests an
updated draft due in 24
hours so as to provide
timely feedback per the
rubric for their final
draft due on the day of
Unit 2, Module 1.

Learners then
complete a
‘Positionality
Map’ as a way
to draft the
essential
components of
their
positionality
statement.

Learners
reviews the
rubric for the
‘Positionality
Statement’ and
sample
statements.
Learners write.

Learners offer
each other
feedback.

Learners
complete an
updated draft
within 24
hours so they
are able to
write their
final
145
‘Positionality
Statement’ due
on the day of
Unit 2, Module
1.
Prerequisite
Knowledge
25 Learners will develop an
“Positionality Map” to identify
essential components of their
identity by identifying beliefs and
assumptions about the world in
which they were raised and their
current work/school context.
Facilitator explains that
the next activity is
designed so that
learners identify
essential components
that make them who
they are. Facilitator
walks students through
the ‘Positionality Map’ to
facilitate the process of
examining one’s
positionality.

Facilitator then
completes a
‘Positionality Map’ for
herself to show the
thinking process as well.

Facilitator asks students
to complete a
‘Positionality Map’ for
one of the samples
(A,B,C) provided in the
Taylor, Tisdell, and
Hanley reading on
Positionality. Students
are to identifying
elements they feel are
important to the
author’s identity as well
as other beliefs and
assumptions that make
up the author’s position.

Learners
review
readings and
recall the
definition of
positionality.
They review
the sample
positionality
statements and
deconstruct
them using a
“Positionality
Map” for one of
the samples (A,
B,C) in the
reading by
identifying
elements they
feel are
important to
the author’s
identity as well
as other beliefs
and
assumptions
that make up
the author’s
position.
Learning
Guidance
- Lecture
- Demo.
10 Evidence Based Conversation:
The purpose of the evidence based
conversation is to establish what is
positionality and what a
positionality statement looks like.
Students use guiding questions on
handout, students will work in
groups of two to determine answers
and then engage in a class
conversation to determine each
author’s positionality for one of the
Facilitator explains the
purpose of having the
evidence based
conversation. Facilitator
begins by presenting
students with the
handout “Guiding
Questions for Readings”
and asks learners why
each of them selected
‘Positionality Map’
components for samples
Before learners
share aloud,
they discuss in
pairs and
complete the
guiding
questions for
one of the
three
positionality
samples
(A,B.C).
146
readings and support responses
with evidence.
The

(A, B, C) as essential to
each author’s identity ?
Prompts them to use
guiding questions as
well as evidence from
the reading as support
for their responses.

Facilitator pairs
students and prompts
them to answer the
guiding questions and
be ready to share aloud.

Facilitator facilitates the
conversation with the
whole class.

Pairs then
present their
work with
groups who
completed
handout for
reading two
and reading
three. Learners
will be
prompted to
share the
completed
handout with
other groups
via Blackboard.
Practice and
Feedback
30 Practice occurs when learners
identify essential components for
their own positionality.
Learners will complete a
Positionality Map as a way of
drafting their positionality
statement.
Learners will receive immediate
verbal feedback from facilitator as
they collaboratively identify
positionality and support it with
evidence. Learners will receive
feedback/guidance from each other
as they attempt to complete the
handout in the given time. .
Facilitator tells learners
that completing a
“Positionality Map” will
help them draft their
Positionality Statement.

Facilitator handouts the
Rubric for the
Positionality Statement
and asks students to
review it and prepare
any clarifying questions.

Facilitator prompts
learners to complete
their own ‘Positionality
Map’ and reminds them
that these essential
components will be part
of their positionality
statement. Facilitator
reminds students to use
her sample or those that
Learners listen

Learners read
the
Positionality
Statement
Rubric prepare
clarifying
questions to
ask the
facilitator.

Learners
complete the
Positionality
Map
individually.

147
they developed if
needed.

Facilitator reviews the
rubric for the
“Positionality
Statement” assignment.

Facilitator pairs
students so they can
offer each other
feedback. Facilitator
monitors and offers
feedback as well per the
rubric.

Facilitator requests an
updated draft due in 24
hours so as to provide
timely feedback per the
rubric for their final
draft due on the day of
Unit 2, Module 1 and
reminds learners of the
samples in the reading
and the teacher’s sample
that achieve mastery.

Facilitator gives learners
write time for their
Positionality Statement
and allows students to
continue to ask her
questions during this
time.

Learners pair
up to review
each other’s
work and offer
each other
feedback per
the rubric.

Learners who
feel they still
need support
should set up a
meeting time
with facilitator
to attain
additional
support with
areas of need.
Authentic
Assessment
25 Positionality Statement- Final Draft
within 24 hours of Unit 1; Module 2
ending.

Learners are given the prompt to
answer in their Journal #3: What
beliefs, assumptions, and attitudes
contribute toward your positionality
on issues in education?

The reflection will suffice as an
authentic assessment as it
re-enforces reflection on concepts of
self as self relates to context of
his/her profession.
Facilitator shows
learners the Journal
Prompt #3, shows the
Rubric for Journal
Entries from Unit 1
Module 1, and give them
write time. Journal due
during this time frame.
Learners read
prompt and
answer it in
class.

148

Retention
and Transfer
20 Reflection Journal #3: Conversation

Facilitator explains the
purpose of the
conversation about our
journal entry is a way to
measure retention and
potential for transfer
positionality to all
aspects of the work done
for the course.
Facilitator will remind
students of
Conversational
Norms/Guidelines from
Unit 1; Module 1. .

Facilitator offers
assistance to those
learners who feel they
still need support by
meeting with them and
offering targeted
practice depending on
specific learner needs.
Learners
engage in
conversation
while abiding
by
Conversation
Guidelines/Nor
ms.
Big Ideas

30 Review and re-motivate:
1. Importance of positionality
in education.
2. Importance of
self-reflection.
3. Importance of engaging in
conversations.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks learners
to develop a list of key
learnings/findings in
this unit. This could be
based on the Reflection
Journal, Positionality
Map, conversations
and/or notes of
readings.

Facilitator should end
conversations with the
most important big idea:
positionality, attitude,
self reflection, and
dialogue are key in
education.
Learners
generate a list
of key
learnings/findi
ngs.

Learners share

as a whole
class.
Advance
Organizer
for the Next
Unit
5 Connection made to the next unit in
the course.
Facilitator shows the
visual (scope and
sequence chart) to make
connections between
unit one’s
learnings/findings and
unit two’s culturally
relevant pedagogy.
Learners have
access to the
scope and
sequence chart
on Blackboard
and jot and
pose questions
to facilitator.
Total Time 3 hrs,
10 min

149
(190
mins)

150
Guiding Questions for Readings
!
1. What is this author’s background?
2. How has this background contributed to this author’s position on the topic?
3. Why do you believe the author chose to share this part of his/her identity?
4. How has this background shaped this author’s purpose/contributions in the field?
5. How are the other authors similar or different in their background and position?
151
Terminal Objective
Given the each learner’s beliefs and assumptions about himself and both’s role in education,
each learner will write a positionality statement per the rubric.

Benefits:
1. Know what belief and assumption mean.
2. Know the role beliefs and assumptions play in education..
3. Know what positionality means.
4. Be able to write a positionality statement by deconstructing beliefs and assumptions.

Risks Avoided:
1. Allowing assumptions to govern beliefs and perceptions about students and learning.
152
Quotes
● These quotes are meant to be used in the ‘gaining attention’
section

Quotes are from Age, Race, Sex and Class: Women Redefining Difference; Audre Lorde. Paper
delivered at the Copeland Colloquium, Amherst College, April 1980; Reproduced in: Sister
Outsider Crossing Press, California 1984

“Certainly there are very real differences between us of race, age, and sex.
But it is not those differences between us that are separating us. It is rather
our refusal to recognize those differences, and to examine the distortions,
which result from our misnaming them and their effects upon human
behavior and expectation. ” - Audre Lorde

“Too often, we pour the energy needed for recognizing and exploring
difference into pretending those differences are insurmountable barriers, or
that they do not exist at all. This results in a voluntary isolation, or false and
treacherous connections.” - Audre Lorde
153
Positionality Statement Rubric

Beliefs and
Assumptions
Authenticity Clarity
4 Statement explains,
in detail, all
components studies
in the module as they
relate to al the items
in positionality map.
There is an
authenticity in the
statement that shows
awareness of one’s
positionality that goes
beyond explaining
the items on the
positionality map.
Statement is free of
errors, is clear,
cohesive.
3 Statement explains
all components
studied in the
module.
The statement shows
authentic awareness
of one’s positionality.
Statement is free of
errors, is clear, and
cohesive.
2 Statement does not
yet explain all
components studied
in the module.
The statement may
show awareness of
one’s positionality.
Statement needs
further revision.
1 Statement does not
explain components
studied in module.
May not show
awareness of
positionality.
Statement needs
further revisions.

154
Positionally Map
Name
Ethnicity Race
Education
Gender
Religion
Language
Heritage/History
Immigration Status Occupation
Geographic Location
Guiding Questions!
The questions are to assist in the development of answers or explanation for each
box.
1. What factors have contributed to this response?
2. How have others reacted to this part of you?
3. What are the feelings attached to this part of you?
4. How does/do this/these answer(s) contribute to who you are today and what you
value for others?
155
*This quiz is meant to be assigned at the end of Unit 1 Module 1 using the Blackboard platform.
* This quiz should be titled “Unit 1, Module 2 Pre-Assessment”
* Remind students of the need to take the quiz 24 hours before the next class so as to give the
instructor time to analyze data and prepare lesson strategies accordingly.

Unit 1; Module #2 Pre-Assessment Quiz

1. Which option is NOT an acceptable definition of ‘belief’ ?
a. A thing that is accepted as true or certain to happen, without proof.
b. Trust, faith, confidence in someone or something.
c. The acceptance that a statement is true or that something exists.
Answer: B
2. Which of the following is an ‘assumption’?
a. A thing that is accepted as true or certain to happen, without proof.
b. Trust, faith, confidence in someone or something.
c. The acceptance that a statement is true or that something exists.
Answer: C
3. After completing the week’s readings identify which statements BEST describes
‘positionality’ CHOOSE TWO?
a. One’s position is always determined by its relation to others.
b. Contexts govern one’s subjectivity.
c. Positionality is fixed.
Answer: A and B
156
Journal #3

What beliefs, assumptions, and attitudes contribute toward your positionality on issues in

education?
157
1
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 2; Module 1
Principles of Culturally Relevant Pedagogy

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

158
2
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 2; Module 1
Principles of Culturally Relevant Pedagogy

Introduction: This is the second unit in the five unit course on how to apply culturally relevant pedagogy in
the classroom. Closing the achievement gap means approaching, developing and implementing pedagogy that
is relevant to students’ needs and wellbeing. The purpose of this unit is to frame the course by supporting
learners in establishing their positionality on issues surrounding educational equity.

Learning Objective(s)
Terminal Objective:
Each group will submit a rough draft for the group paper that examines the principles that foster
and hinder culturally relevant pedagogy to collective empowerment. Students will use feedback
and rubric to determine quality of paper.
Enabling Objective(s):
1. Know what are principles.
2. Know what is culture
3. Know what is pedagogy
159
3
4. Know what is culturally relevant pedagogy.
5. Know what is collective empowerment.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Readings:
1.Ladson -Billings, G. (1995). But that's just good teaching! The case for culturally relevant
pedagogy. Theory into practice , 34(3), 159-165.
2. F. Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and
confrontations . Lanham, MD: Rowman & Littlefield Education.
3. Young, E. (2010). Challenges to Conceptualizing and Actualizing Culturally Relevant
Pedagogy: How Viable Is the Theory in Classroom Practice?. Journal of Teacher Education
61(3) 248–260.
4. Ayers, W. (2008). City kids, city schools: more reports from the front row . New York: New
Press.
5. Rubric for Essay
6. Evidence Based Writing Handout
7. Rough Draft Template

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
Facilitator presents a quotes
from one of the readings on the
board.
Quote:
“ I have laid out an argument
for why ‘doing’ is less
important than ‘being.’ I have
argued that practicing culturally
relevant pedagogy is one of the
ways of ‘being’ that will inform
ways of ‘doing’”- Gloria
Ladson-Billings from “Yes, but

.

160
4
how do we do it?: practicing
culturally relevant pedagogy”
Learning
Objectives
5 Lesson objective is presented in
writing.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Students will be able to
understand what culture,
pedagogy, principles,
collective empowerment
and culturally relevant
pedagogy mean.
2. Students will be able to
understand how to
examine principles that
foster culturally relevant
pedagogy to achieve
collective empowerment
through the development
of an essay per the
rubric.
Risks Avoided:
1. Avoid selecting
strategies that are
comfortable for the
teacher but not effective
with students.
Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Show where the unit/module fits
in the overall course and
describe the relationship

Prior Knowledge:
Facilitator will assess prior
knowledge by asking students to
form a pair and provide a
definition for ‘culturally
relevant pedagogy’ they learned
from the readings.

New Knowledge:
Readings and writing around
culturally relevant pedagogy
Show the overview.

Facilitator reminds
learners that the
following task is to
assess the level of
understanding around
culturally relevant
pedagogy after
students read the
articles.
Review
overview

Learners get
into pairs
and on a
sheet of
paper
provide a
definition of
culturally
relevant
pedagogy.

161
5
and its effectiveness in
curriculum and instruction.

Learning Strategies:
Evidence based writing, silent
conversations, and small group
and whole class discussions.

Feedback strategy: facilitator
provides immediate verbal and
written feedback.

Discussion strategy: Small and
expert groups (jigsaw) and
whole class discussions.

Reflection: Learners will write
in their self-reflection journal.
Facilitator writes the
following prompt on
the board:
What is culturally
relevant pedagogy?
What is culture?
What is a principle?
What is collective
empowerment? Use
evidence from the
readings to support
your definition.
Facilitator monitors
class and makes a
mental tally of the
level of
understanding around
culturally relevant
pedagogy.

Facilitator provides
learners rubric for
the essay and walks
students through
the evidence based
writing task which
is designed to help
students identify the
meaning, principles,
and purpose of
culturally relevant
pedagogy and
collective efficacy as
well as factors that
hinder culturally
relevant pedagogy.
Facilitator shows
students samples of
the task that are
done correctly and
one that is not and
asks students why
the non-model
doesn’t help the
learner meet the

Learners will
complete an
evidence
based
handout that
will outline
the principles
of culturally
relevant
pedagogy.
This
document
will assist
learners in
writing their
rough draft.

Learners use
the outline
format. They
work
together to
identify
essential
principles to
culturally
relevant
pedagogy,
162
6
rubric requirements
for the essay.

Facilitator prompts
students to get into
groups of three to
compare their
completed evidence
based writing
handout and asks
students to begin
drafting an outline
of their rough draft
for the following
prompt:
Discuss the
principles that make
up culturally
relevant pedagogy
and provide evidence
from the readings for
their effectiveness.
Provide rationale for
why these principles
foster collective
empowerment. In
addition, explain
factors that hinder
culturally relevant
pedagogy and
provide evidence
proving such. Finally,
include a
positionality
statement in which
each individual in
your group describes
what culturally
relevant pedagogy
would look like in
their work or
learning setting.
factors that
hinder it,
evidence for
both as well
as make an
outline of
their
positionality
statements.

Learners
engage in a
silent
conversation.

163
7
Facilitator provides
an outline format
for students to use
for their essay.

Facilitator explains
that a silent
conversation is
when one group or
individual student
visits the work of
another learner and
reads their work
with rubric in mind
and offers
suggestions for how
the work can better
meet the rubric
requirements or
offers praise.
Facilitator prompts
groups to leave their
outline at their desk
and asks groups to
visit each other’s
papers. Facilitator
asks students to
take the essay rubric
with them to help
them determine if
the group’s outline
is being completed
correctly.

Facilitator prompts
students to
complete a journal
entry in class.

Learners
complete a
journal entry
in class.
Prerequisite
Knowledge
25
Purpose is to show students
what their rough draft will look
like and the rubric for the
principles of Culturally
Facilitator goes over
the initial quote by
Gloria
Ladson-Billings and
explains that

164
8
Relevant Pedagogy to use in
their rough draft.
culturally relevant
pedagogy is more
than a set of
strategies for teachers
to use in their
classrooms and that
culturally relevant
pedagogy is a
mindset, an attitude,
and an approach.

Facilitator should
point out that while
there are many
strategies that can
be used in
instruction, the
focus of this course
is to show how we
“can not do it” which
suggests what
strategies educators
might employ so
that high
expectations are
held and critical
thinking is espoused
in classrooms.

Facilitator provides
learners rubric for
the essay and asks
students to write
down any clarifying
questions they may
have. Facilitator
answers any
clarifying questions.

Facilitator presents
the evidence based
writing handout.
Facilitator explains
that this tool will
help students

Learners
read the
rubric for
the essay
and prepare
and ask any
clarifying
questions .

Learners
receive a
copy of the
evidence
based writing
handout to
165
9
outline their rough
draft and that the
task is designed to
help students
identify the
meaning, principles,
and purpose of
culturally relevant
pedagogy and
collective
empowerment as
well as factors that
hinder culturally
relevant pedagogy.

complete in
class.
Learning
Guidance
- Lecture
- Demo.
10
Facilitator will navigate student
learning via the readings and
writing around culturally
relevant pedagogy and its
effectiveness in curriculum and
instruction.

Facilitator shows
students samples A
and B (found on the
handout) of the task
that are done
correctly and one
that is not and asks
students why the
non-model doesn’t
help the learner
meet the rubric
requirements while
the model response
does meet the
requirements for
the essay.

Facilitator prompts
students to use their
readings to
complete their
handout. Facilitator
provides verbal
feedback on the
spot.

Facilitator takes a few
student samples to

Learners use
the rubric to
166
10
show as models and
asks learners to
determine why these
are strong models.

analyze both
samples and
explain why
the model
and
non-model
does and
doesn’t meet
the rubric
requirements.

Learners
individually
complete
their
handouts and
receive
feedback
from the
facilitator.

Some
learners offer
their handout
as a sample
for facilitator
to use.
Learners
share why the
student
samples are
strong
models.
Practice and
Feedback
30
Learners have an opportunity to
work individually and
collaboratively to design an
outline for their rough draft.
Facilitator provides immediate
feedback to offer support for the
learner’s understanding of the
principles of culturally relevant
pedagogy.
Facilitator prompts
students to get into
groups of two or
three to compare
their completed
evidence based
writing handout.

Facilitator offers
students a Rough
Learners get
into groups
of three to
draft their
outline for
their rough
draft.

167
11
Draft Template to
organize their rough
draft.

Facilitator shows a
model of a past
paper. ( If none are
available, facilitator
encourages students
to begin drafting
without a sample,
and offers plenty of
feedback as students
collaboratively
complete it)

Facilitator prompts
learners to begin
drafting an outline
of their rough draft
for the following
prompt: (Prompt is
included in the
Rubric)

Facilitator monitors
and offers
immediate feedback.

Authentic
Assessment

25
Learners engage in a silent
conversation so that they assess
each other’s progress towards
meeting the rubric requirements
as well as offer feedback.
Facilitator explains
that a silent
conversation is
when one group or
individual student
visits the work of
another learner and
reads their work
with rubric in mind
and offers
suggestions for how
the work can better
meet the rubric
requirements or
offers praise.
Learners
engage in a
silent
conversation
by offering
suggestions
and praise for
their peers’
work.

168
12
Facilitator prompts
groups to leave their
outline at their desk
and asks groups to
visit each other’s
papers. Facilitator
asks students to
take the essay rubric
with them to help
them determine if
the group’s outline
is being completed
correctly.

Retention
and Transfer
20
Self-Reflection Journal #4
Prompt:
What is your position on
Culturally Relevant Pedagogy?
What factors allow or don’t
allow your position to align
with the concept of culturally
relevant pedagogy. How does
your current place or work or
learning promote or hinder
culturally relevant pedagogy?

Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
1. Importance of cultural
relevance in education
2. Importance of
self-reflection.
3. Importance of collective
empowerment.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks
learners to develop a
list of key
learnings/findings in
this unit.

Facilitator should end
conversations with
the most important
big idea:
positionality, attitude,
self reflection, and
dialogue are key in
education.
Learners
generate a list
of key
learnings/find
ings.

Learners
share
as a whole
class.
Advance
Organizer
for the Next
Unit
5 Connection made to the next unit in
the course.
Facilitator shows the
visual (scope and
sequence chart available
at the beginning of this
lesson) to make
connections between
Learners have
access to the
scope and
sequence chart
on Blackboard
and jot and
169
13
unit one’s
learnings/findings and
unit two’s culturally
relevant pedagogy.
pose questions
to facilitator.
Total Time 3 hrs,
10 min
(190
mins)

170
Rough Draft Template

Introductory Paragraph: What is culturally relevant pedagogy (CRP). What are its origins.
Discuss the research done behind CRP. Explain what is meant by ‘culture’ and ‘relevant.’
Outline the principles of CRP.

Body Paragraph #1: List a CRP principle. Explain what it is. Explain what change it is supposed
to espouse. Offer research to support your claims.

Body Paragraph #2: List a CRP principle. Explain what it is. Explain what change it is supposed
to espouse. Offer research to support your claims.

Body Paragraph #3: List a CRP principle. Explain what it is. Explain what change it is supposed
to espouse. Offer research to support your claims.

Body Paragraph #4: List a CRP principle. Explain what it is. Explain what change it is supposed
to espouse. Offer research to support your claims.
*add body paragraphs as you see fit.

Conclusion: Describe the importance of CRP in schools today. Describe some of the work that
there is still a need for according to the literature on CRP.

171
Quote
“ I have laid out an argument for why ‘doing’ is less important than ‘being.’ I have argued that
practicing culturally relevant pedagogy is one of the ways of ‘being’ that will inform ways of
‘doing’”- Gloria Ladson-Billings from “Yes, but how do we do it?: practicing culturally relevant
pedagogy”

172
Principles of Culturally Relevant Pedagogy Essay Rubric
Prompt: Write an essay in which you explain what is culturally relevant pedagogy (CRP). What
are its origins. Explain what is meant by ‘culture’ and ‘relevant.’ Discuss the research done
behind CRP. Outline and explain the principles of CRP. Offer research to support your claims.
Explain what change it is supposed to espouse and any further work that needs to be done in the
field. Provide rationale for why these principles foster collective empowerment. In
addition, explain factors that hinder culturally relevant pedagogy and provide evidence
proving such. Finally, include a positionality statement in which each individual in your
group describes what culturally relevant pedagogy would look like in their work or
learning setting.

Score CRP Collective
Empowerment
Clarity
Exceeded Learning
Target
4
Essay shows students
not only understand
all the principles of
culturally relevant
pedagogy and the
importance and
impact of culture but
they also have
conceptualization of
their application in
the real world setting.
Essay also shows not
only an
understanding of
collective
empowerment but an
awareness of
fostering it in the
education field.

Essay is free of
errors, clear, and
concise.
Met Learning Target
3
Essay shows students
understand all the
principles of
culturally relevant
pedagogy and the
importance and
impact of culture.

Essay also shows
understanding of
collective
empowerment.
Essay is free of
errors, clear, and
concise.
Nearly Met Learning
Target
2
Essay shows
student’s limited
understand all the
principles of
culturally relevant
pedagogy and the
importance and
impact of culture.
Essay shows a basic
understanding of
collective
empowerment,
Still requires
revisions and editing.
173
Not Met Learning
Target
1
Essay was either not
submitted or shows a
lack of understanding
the principles of
culturally relevant
pedagogy and the
importance of culture.
Essay may also lack a
basic understanding
of collective
empowerment.
Needs numerous
revisions and editing
before being
submitted.

174
Self-Reflection
Journal #4
Prompt:
What is your position on Culturally Relevant Pedagogy? What factors allow or don’t your
position align with the concept of culturally relevant pedagogy. How does your current place or
work or learning promote or hinder culturally relevant pedagogy?

175
Evidence Based Writing for Principles of Culturally Relevant Pedagogy

Identify the principles of Culturally Relevant Pedagogy (CRP) and use the graph below to insert
information and evidence for each column.

Text Title Principle of CRP Factors that Hinder CRP
#1

#2

#3

#4

#5

Sample A
Collective empowerment is a principle of CRP. It means helping all students feel good in their
academic success. “Students must experience academic success” (Ladson-Billings, 1995).

Sample B
Developing a critical consciousness is a CRP cornerstone. It means students “develop a
broader socio-political consciousness that allows them to critique the cultural norm, values, and
institutions that produce and maintain social inequities” (Ladson-Billings, 1995).

176
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 3; Module 1
Developing a Personalized Toolbox for Culturally Relevant Pedagogy

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

177
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 3; Module 1
Developing a Personalized Toolbox for Culturally Relevant Pedagogy

Introduction: This is the third unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will examine strategies and approaches
that foster culturally relevant pedagogy to achieve collective empowerment and equity and create
a culturally relevant toolbox per the rubric.

Enabling Objective(s):
1. Know what is an approach.
2. Know what is a strategy.
3. Know what is culturally relevant pedagogy.
178
4. Know what is collective empowerment.
5. Know what is equity.
6. Be able to examine culturally relevant pedagogy by constructing a personalized toolbox
of culturally relevant strategies that foster collective empowerment and equity.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Readings:
*Most of the readings below are chapters from books.
1.Valenzuela, A.(1999). Subtractive schooling: U.S.-Mexican and the politics of
caring. New York: SUNY.
2. Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing
pedagogy. Harvard Educational Review, 64 (2).
3. Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practical research
for the next generation. New York: Teachers College Press.
4. F. Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and
confrontations .Lanham, MD: Rowman & Littlefield Education. Pgs 15-34.

5. Gay, G. (2000). Culturally responsive teaching; Theory, research, & practice .
New York: Teachers College Press.

6. Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based
strategies for increasing student achievement . Boston, MA: Pearson Education.

7. Toolbox Template and Rubric handouts

8. Scenario Samples A and B
9. Culturally Relevant Strategies Handout

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
What is the difference between
an approach and a strategy?
Why is it important for teachers
to know the difference?
Facilitator prompts
students to think, pair
and share aloud with
the entire class.
.

Learners
answer the
question on a
sheet of
paper and
179
then pair up
with another
learner and
share before
sharing with
the whole
class.
Learning
Objectives
5
Lesson objective is presented in
writing.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know the difference
between a strategy and
an approach.
2. Further solidify
understanding of the
principles of culturally
relevant pedagogy and
collective
empowerment.
3. Understand how to
engender equity in the
classroom.

Risks Avoided:
1. Avoid selecting
strategies that are
comfortable for the
teacher but not effective
with students.
2. Avoid promoting
equality vs equity.
Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
20
Show where class is on the
Scope and Sequence chart and
calendar.

Prior Knowledge:
“Assess Your Prior Knowledge;
Unit 3” Handout
Show scope and
sequence and
calendar.

Facilitator gives
learners the “Assess
Your Prior
Knowledge; Unit 3”
Review
Scope and
Sequence
and
calendar.

Learners
complete the
handout
individually.
180
know...what
you are going
to learn...and
how you are
going to learn
it.)
Provide students with a list of
statements. Students have to
determine which are strategies,
approaches, culturally relevant
principles, and which are
examples of equity.

New Knowledge:
New knowledge will be
introduced and practiced
through discussion and toolbox
template.

Learning Strategies:
Group/class Discussion and
Toolbox template.

Feedback strategy: facilitator
provides immediate verbal and
written feedback.

Discussion strategy: Small and
whole class discussions.

Reflection: Learners will write
in their self-reflection journal.
Once learners are
done, facilitator
reviews the answers
and points out the
readings that explain
the concepts being
assessed.

Facilitator
introduces new
knowledge via a
group and class
discussion along
with the completion
of a toolbox
template.

Facilitator shows
learners samples of
toolbox approaches
and strategies and
students discuss
their effectiveness.

Facilitator prompts
learners to complete
the toolbox
template.

Facilitator prompts
students to
complete journal
entry #6 in class.

Learners
engage in
conversation
and complete
a toolbox
template.

Learners
discuss the
effectiveness
of samples of
strategies and
approaches.

Learners
complete
their toolbox
individually.

Learners
finish the
lesson with
journal entry
#6.

Prerequisite
Knowledge
25
Facilitator will show students
what a correctly completed
Toolbox Template looks like so
that students are able to
complete their own.
Facilitator
introduces the
toolbox template
along with the
rubric.

Facilitator answers
clarifying questions
about the toolbox
Learners
listen and
take note of
clarifying
questions to
ask the
facilitator.

181
template or/and the
rubric.

Facilitator conducts
a Think Aloud and
completes the
Toolbox template
for his/her current
body or students
and the context.

Learners ask
clarifying
questions.

Learning
Guidance
- Lecture
- Demo.
10
The Toolbox Template is an
organizer that allows students to
best determine which
approaches and strategies will
best work with their existing
group of students or the
demographic of students in the
community in which they aim to
work.
Facilitator prompts
students to look at
two Scenario
Samples and asks
learners to work in
pairs to determine
whether the
scenario
underscores an
approach or a
strategy and asks
learners if the
approach or
strategy aligns with
culturally relevant
pedagogy.

Facilitator monitors,
offers feedback, and
solicits students to
share aloud in a
class conversation.
Facilitator brings
conversation back to
the readings as
support for the
correct answer
(Scenario A best
promotes CRP)

Facilitator asks
learners, in pairs, to
review each reading
and pull out
Learners get
in pairs and
discuss the
samples to
determine
whether each
is a strategy
or approach
and then
determine if
the strategy
and approach
align with
culturally
relevant
pedagogy.

Learners
listen and
take notes.

In pairs,
students
review each
reading
182
approaches and
strategies that
promote culturally
relevant pedagogy.

assigned this
week or in
weeks prior
and pull out
approaches
or strategies
that align
with
culturally
relevant
pedagogy.
Practice and
Feedback
30
Learners work on completing
their individual toolbox
template. The purpose of the
toolbox template is to gather a
set of tools each teacher will use
to develop their curriculum and
instruction.
Facilitator prompts
learners to now
complete the toolbox
template individually.
And reminds learners
of the purpose of the
toolbox template and
its usefulness when
learners create their
lesson plan.

Facilitator monitors
and offers feedback.
Learners
complete
their toolbox
template
individually.

Authentic
Assessment
25
Learners will submit their
individualized toolbox template
before the start of the next
session.
Facilitator prompts
learners to keep
working on their
toolbox template and
offers assistance via
office hours for
feedback.
Learners will
continue to
work and
complete
their toolbox
template
before the
beginning of
the next
class.
Retention
and Transfer
20
Self-Reflection Journal #6
Prompt:
What are some of the challenges
to implementing the tools you’ve
collected and how do you think
you might be able to address
these challenges?

Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
1. Importance of cultural
relevance in education
Facilitator asks
learners to develop a
list of key
Learners
generate a list
of key
183
2. Importance of
self-reflection.
3. Importance of carefully
selecting teaching
strategies and
approaches.

Conversation:
Learners have an opportunity to
share with the whole class.
learnings/findings in
this unit.
Facilitator should end
conversations with
the most important
big idea: careful
selection of teaching
strategies and
approaches will help
teachers be critical
consumers of ‘best
practices’ and help
promote equity.
learnings/find
ings.
Learners
share
as a whole
class.
Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between unit one’s
learnings/findings
and unit two’s
culturally relevant
pedagogy.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min
(190
mins)

184
Toolbox Template
Name:_________________
Positionality Statement (Brief):

School: ______________________
Description of Community Surrounding School:

Description of School Culture:

Description of School goals/ Department goals:

Description of Required Curriculum and/or Textbooks, Materials and Strategies: Do these work
well for your students? How do you know?

Description of Student Culture:

Description of special needs, student interests, attitudes and mindsets of your students:

Explain how you usually go about lesson planning/ Does this usually work or describe what
changes get made along the way.

Strategies that usually work well with your students and rationale behind why you think that
might be: (add more rows as you see fit)
Strategy Rationale

185
Explain how the strategies above help achieve or hinder achieving culturally relevant pedagogy
principles:

Strategies that don’t work well with your student and rationale behind why you think that might
be: (add more rows as you see fit)

Strategy Rationale

Explain how the strategies above help achieve or hinder achieving culturally relevant pedagogy
principles:

*Culturally Relevant Strategies Handout is available upon request.
186
Toolbox Rubric

Score Analysis Examples School and
Student
Culture
Positionality Relevance to
CRP
4 Exceeds Student
provides a
thorough and
careful
analysis for
each
component.
Offers
examples for
each
component
when
appropriate.
Carefully
considers the
school and
student
culture
Carefully
considers
one’s
positionality
when
providing
rationale for
use or
non-use of
strategies.
Carefully
considers
whether
strategies and
approaches
foster or
hinder CRP.
3 Meets Needs revision in or ore more of the areas above. See facilitator’s notes for
which areas need revision and read feedback on how you can improve this
area.
2 Almost
Meets
Student
provides
limited
analyses.
Can offer
more
examples
where
appropriate.
May need to
consider the
student and
school
culture
May need to
consider
positionality
when
providing
rationale for
use or
non-use of
strategies.
May not
consider
whether
strategies and
approaches
foster or
hinder CRP.
1 Does not
Meet Yet
Student may not have completed the template. May not have provided
thorough and thoughtful responses. Needs careful revision.

187
Self-Reflection Journal #6 Prompt:

What are some of the challenges to implementing the tools you’ve collected and how do you
think you might be able to address these challenges?
188
Scenario Samples

Sample A:
Mike believes he’s been thoughtful about how he lesson plans for his advanced placement
eleventh graders. His English department likes to use SOAPST (Speaker, Occasion, Audience,
Purpose, Subject, Tone) for every text students read. Although Mike has noticed his students are
struggling to use SOAPST, Mike has been reassured that students are better able to answer AP
questions when they are familiar with SOAPST. Mike knows that students have struggled with
the difference between author and speaker and often mistaken both, they confuse occasion with
purpose, and more often than not believe the audience is them. Mike makes the decision to no
longer use SOAPST, but rather decides to focus on reading comprehension first and the skill of
inference before he uses SOAPST. He explains to his students his rationale and asks them to
voice their thoughts in an exit slip. He offers students a time frame to achieve this goal and asks
them what will it take to achieve it. Groups of students construct a timeline with benchmark
goals and ideas of texts from and outside of the textbook.

Sample B
Mike believes he’s been thoughtful about how he lesson plans for his advanced placement
eleventh graders. His English department likes to use SOAPST (Speaker, Occasion, Audience,
Purpose, Subject, Tone) for every text students read. Although Mike has noticed his students are
struggling to use SOAPST, Mike has been reassured that students are better able to answer AP
questions when they are familiar with SOAPST. He agrees. Mike was raised in the area wherein
he works and understands the power of education to attain a successful career. He’s determined
to get at least a 90% pass rate for the AP exam this year. Mike knows that students have
struggled with the difference between author and speaker and often mistaken both, they confuse
occasion with purpose, and more often than not believe the audience is them. Because passing
the AP exam is the top goal, Mike sets up tutoring times where his students can come to get help
from him and other English teachers. Mike presents students with a variety of examples to learn
from. He knows that those students who seek help will improve.
189
Access Your Prior Knowledge
Unit 3 ; Module 1

Directions: Identify whether the statements and examples below are:
1. Strategy
2. Approach
3. Culturally relevant principle
4. Example of equity
Offer a rationale for each.

1. Students think about an answer, they write it down, and then they share it with another
student.
2. Students are improving on their academic growth
3. Students monitor their academic growth on a personalized chart.
4. Students engage in small group discussions wherein each has a role.
5. Students are examining how others perceive a specific topic/subject/situation.
6. Teacher prompts students to examine how they each have contributed to achieve the
learning goal.
7. Teacher considers areas where students struggle before selecting texts for the class to
read.
8. Teacher asks students about their day to day.

190
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 3; Module 2
Personalized Toolbox for Culturally Relevant Pedagogy

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

Course Schedule and Calendar
191
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 3; Module 2
Personalized Toolbox for Culturally Relevant Pedagogy

Introduction: This is the third unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will examine strategies and
approaches that foster culturally relevant pedagogy to achieve collective empowerment
and equity and create a culturally relevant toolbox per the rubric.

Enabling Objective(s):
1. Know what is an approach.
2. Know what is a strategy.
3. Know what is culturally relevant pedagogy.
4. Know what is collective empowerment.
192
5. Know what is equity.
6. Be able to examine culturally relevant pedagogy by constructing a personalized toolbox
of culturally relevant strategies that foster collective empowerment and equity.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Readings:
1. Valenzuela, A.(1999). Subtractive schooling: U.S.-Mexican and the politics of
caring. New York: SUNY.
2. Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing
pedagogy. Harvard Educational Review, 64 (2).
3. Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practical research
for the next generation. New York: Teachers College Press.
4. F. Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and
confrontations .Lanham, MD: Rowman & Littlefield Education. Pgs 15-34.
5. Gay, G. (2000). Culturally responsive teaching; Theory, research, & practice .
New York: Teachers College Press.
6. Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based
strategies for increasing student achievement . Boston, MA: Pearson Education.
7. Culturally Relevant Strategies Handout

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
The purpose of the quote is to
get students to think about the
purpose of strategies and
approaches in education.
Prompt: Reflect on what these
quotes mean in light of what
we’ve read about approaches
and strategies and developing
our individualized toolbox
template.

Facilitator asks
students to reflect on
what these quotes
mean in the context
of developing the
toolbox template.
Learners
reflect on the
prompt.
193
“education was about the
practice of freedom.”
― bell hooks , Teaching To
Transgress: Education as the
Practice of Freedom

“The classroom remains the
most radical space of
possibility in the academy”
― bell hooks , Teaching to
Transgress: Education as the
Practice of Freedom

Learning
Objectives
5 Lesson objective is presented in
writing.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know the difference
between a strategy and
an approach.
2. Further solidify
understanding of the
principles of culturally
relevant pedagogy and
collective
empowerment.
3. Understand how to
engender equity in the
classroom.

Risks Avoided:
1. Avoid selecting
strategies that are
comfortable for the
teacher but not effective
with students.
Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
194
2. Avoid promoting
equality vs equity.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Review Scope and sequence and
calendar

Prior Knowledge:
With permission gained ahead
of time, facilitator will show a
learner’s sample of the toolbox
template and asks the learners
the following question:
Per the rubric for the toolbox
template, what score does this
template merit? Offer a
rationale.

New Knowledge:
New knowledge will be
introduced and practiced
through discussion and Revised
Toolbox

Learning Strategies:
Group/class feedback and
discussion on the toolbox
template.

Feedback strategy: facilitator
provides immediate verbal and
written feedback.

Discussion strategy: Small and
whole class discussions.

Reflection: Learners will write
in their self-reflection journal.
reviews scope and
sequence

Facilitator prompts
the students to answer
the question: Per the
rubric for the toolbox
template, what score
does this template
merit? Offer a
rationale.

Facilitator shows
learners a sample of a
toolbox template
entry from a
classmate.

Facilitator
introduces new
knowledge via a
group and class
discussion on the
toolbox template
and with the
completion of a
Revised Toolbox
Final Draft format
and rubric..
Facilitator shows
learners samples of
Final Draft of the
Revised Toolbox
approaches and
strategies and
students discuss
their effectiveness.

Review
scope and
sequence

Learners use
their rubric to
determine the
score for the
toolbox
template
sample.

Learners
engage in
conversation
and complete
a toolbox
template.

Learners
discuss the
effectiveness
of samples of
strategies and
approaches.

195
Facilitator prompts
learners to engage
in peer feedback.

Facilitator prompts
students to
complete journal
entry #7 in class.

Learners pair
up and offer
each other
peer
feedback.

Learners
finish the
lesson with
journal entry
#7.

Prerequisite
Knowledge
25
With permission gained ahead
of time, facilitator will show a
learner’s sample of the toolbox
template and asks the learners
the following question:
Per the rubric for the toolbox
template, what score does this
template merit? Offer a
rationale.

This is a form of assessing
learner's’ knowledge of the
content and what is expected
per the rubric.
Facilitator prompts
the students to answer
the question: Per the
rubric for the toolbox
template, what score
does this template
merit? Offer a
rationale.

Facilitator shows
learners a sample of a
toolbox template
entry from a
classmate.
Facilitator puts
students in groups of
three for this portion
of the class and
requests that they use
the rubric to
determine the grade
for this student.
Facilitator reminds
students that they will
select a spokesperson
to share the grade and
rationale aloud.

Learners get
in groups of
three. Using
the rubric,
learners
determine
the grade of
this student
along with a
rationale.

Learners
select a
member of
the group to
share their
answer
aloud.

Learning
Guidance
- Lecture
- Demo.
10
Facilitator shows
students how they
will take their
toolbox template
Learners
listen and
take note of
clarifying
196
and convert it into a
Revised Toolbox to
serve as their Final
Draft format per the
rubric.

Facilitator requests
that students take
note of their
clarifying questions
and gives students
time to ask
questions.
Facilitator answers
any clarifying
questions.

Facilitator shows
learners samples of
Final Draft of the
Toolbox. (it is
recommended that
the facilitator uses a
sample that is
current and relevant
to his/her students,
their contexts, and
their needs. It may be
helpful to develop a
few)

Facilitator asks
learners the
following question:
1. which sample
meets the rubric
requirements?
2. In what ways is
the Revised final
draft different than
the toolbox
template?

questions to
ask the
facilitator.
Learners ask
clarifying
questions.

Learners get
in pairs, read
the samples,
and discuss
the answers
to the
questions
with their
partner.

In pairs,
learners
review the
samples and
answer the
questions as
well as
develop any
clarifying
questions to
as the
facilitator as
she monitors.
197
Facilitator gives
learners 20-25
minutes to answer
the questions and
develop any
clarifying questions
in pairs for the
facilitator to answer
as she monitors.

Practice and
Feedback
30
Learners work on completing
their Final Draft for their
Toolbox. The purpose of the
toolbox final draft is to prepare
a living document that teachers
will utilize to remain culturally
relevant in their respective
classrooms.
Facilitator prompts
learners to now
complete the final
draft for their
toolbox, individually.
Facilitator hands out
the “Culturally
Relevant Strategies”
handout as a way to
assist.
Facilitator reminds
learners of the
purpose of the
toolbox template and
its usefulness when
learners create not
only their lesson plan
for this class but their
future lessons as well.

Facilitator monitors
and offers feedback
individually with
learners.
Learners
complete
their Final
Draft
toolbox,
individually.

Authentic
Assessment
25
Learners will submit their Final
Draft of their Toolbox before
the start of the next session.
Facilitator prompts
learners to keep
working on their
Final Draft toolbox
and offers assistance
via office hours for
feedback.
Learners will
continue to
work and
complete
their toolbox
template
before the
beginning of
the next
class.
198
Retention
and Transfer
20
Self-Reflection Journal #7
Prompt:
How might this toolbox support
your work in your current work
setting or your workplace in the
future?

Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
1. Importance of cultural
relevance in education
2. Importance of
self-reflection.
3. Importance of carefully
selecting teaching
strategies and
approaches.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks
learners to develop a
list of key
learnings/findings in
this unit.
Facilitator should end
conversations with
the most important
big idea: careful
selection of teaching
strategies and
approaches will help
teachers be critical
consumers of ‘best
practices’ and help
promote equity.
Learners
generate a list
of key
learnings/find
ings.
Learners
share
as a whole
class.
Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between unit one’s
learnings/findings
and unit two’s
culturally relevant
pedagogy.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min
(190
mins)

199
Self-Reflection Journal #7 Prompt:
How might this toolbox support your work in your current work setting or your workplace in the
future?
200
Quotes to Gain Attention

Prompt: Reflect on what these quotes mean in light of what we’ve read about approaches and
strategies and developing our individualized toolbox template.

“education was about the practice of freedom”
― bell hooks , Teaching To Transgress: Education as the Practice of Freedom

“The classroom remains the most radical space of possibility in the academy”
― bell hooks , Teaching to Transgress: Education as the Practice of Freedom

201
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 4; Module 1
Examining Lessons for Cultural Relevance

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

202
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 4; Module 1
Examining Lessons for Cultural Relevance

Introduction: This is the fourth unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will examine existing lessons’
cultural relevance for each learner’s respective subject area and grade level per the rubric.

Enabling Objective(s):
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to write an essay on existing curriculum pertinent to teachers’ subject and grade
203
level.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Readings:
1. F. Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and
confrontations .
Lanham, MD: Rowman & Littlefield Education. Pgs 15-34.
2. Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based
strategies for increasing student achievement . Boston, MA: Pearson Education.
3. www.edutopia.org
4. www.tolerance.org
5. www.teachingchannel.org
6. www.discoveryeducation.com
7. Teacher’s district/school curriculum respective of his/her subject and grade level.
8. Smith and Ragan, Chapter 2
9. Lesson Design and CRP Analysis Checklist
10. 7th Grade ELA Evaluation Lesson
11. Azul Terronez TED Talk Video “What makes a good teacher great?”

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
What makes a good teacher
great? by Azul Terronez TED
Talk at Santo Domingo VIDEO

Facilitator primes
students for the video
by asking them to
write down an answer
to this question
before they watch the
video and while they
watch the video, take
notes on the answers
Azul presents from
his research.
Learners
answer the
question
before they
watch the
video. As
they watch
the video
they take
notes on the
responses
students
provide.
204
Learning
Objectives
5 Lesson objective is presented in
writing.
Given the context of each
learner’s classroom, the learner
will examine existing lessons’
cultural relevance for each
learner’s respective subject area
and grade level per the rubric.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know how to examine
lessons for their cultural
relevance.
2. Know what cultural
relevance looks like in
learner’s context.
3. Understand how to
engender equity via
curriculum and
instruction.

Risks Avoided:
1. Avoid passively utilizing
lessons that are not
culturally relevant.
2. Avoid not knowing what
a culturally relevant
approach looks like.
Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Show scope and sequence chart
along with the calendar.

Prior Knowledge:
The purpose of these questions
is to gather and vocalize the
pool of knowledge in the class
about the basics of lesson
design as well as the principles
of culturally relevant pedagogy
in lesson design.

New Knowledge:
Learners will analyze lesson
plans by taking them apart so as
to study each component’s
cultural relevance.

Reviews Scope and
Sequence and
Calenda r

Facilitator asks
learners to answer
the two questions in
groups of three.
What basic elements
must a lesson plan
include?
What does a
culturally responsive
lesson looks like?
Facilitator will
prompt students to
share.

Review
Scope and
Sequence
and
Calendar.

Learners
will think
about the
questions as
a group of
three.
Learners
generate
their
responses
and write
them on a
205
Learning Strategies: Think
Alouds, Mixed Ability
Grouping

Feedback strategy: Peers offer
each other feedback. Facilitator
offers immediate feedback as
groups collaborate.

Discussion strategy: Small and
whole class discussions.

Reflection: Learners will write
in their self-reflection journal.
Facilitator will
conduct a Think
Aloud with a lesson
in order to walk
students through
the thought process
when analyzing a
lesson for its
cultural relevance or
lack of.
The facilitator then
has a whole class
discussion asking
students, “What
should we be
looking for in our
lesson plans?”

Facilitator writes
down learner’s
answers on a list and
asks them to copy it
but in the form of a
checklist. This will
serve as the checklist
for components they
will be analyzing for
cultural relevance.

Facilitator places
students. The
purpose of this task
is to get learners to
take a lesson apart
and begin to
critically think about
its pieces as they
pertain to cultural
relevance.

poster and
present to
the class.

Learners
listen to
facilitator
and take
notes on
facilitator’s
approach to
analyzing a
lesson plan.
Learners
then, make a
checklist of
what they’ll
be looking
for when
analyzing
lesson plans.

Learners
analyze the
provided
lesson’s parts
(according to
the checklist
students
created with
the
facilitator)
for their
cultural
relevance.

206
Discussion:
Facilitator requests
that students report
their findings to a
different group and
compare their
answers.

Whole Class
Discussion:
Facilitator asks
learners to share
aloud, reminding
students about the
norms of
conversation set
initially in this
course.
This is the
facilitator’s
opportunity to guide,
redirect, correct, and
praise students’
critical thinking about
what cultural
relevance looks like
in lesson plans.

Learners
report their
findings with
another
group and
compare their
answers.

Learners
share with
the whole
class and take
notes on
facilitator’s
comments on
learners’
analysis.
Prerequisite
Knowledge
25
Review of key lesson plan
components is essential to
lesson design and evaluation.
Facilitator hands out
the Lesson Design
and CRP Analysis
Checklist handout to
each student and
reviews what is each
component.

Facilitator solicits
questions and/or
comments from
students.

Facilitator reminds
students that they
Learners
listen, take
notes, and
ask questions
or make
comments.

207
will see what each
component look like
in a few minutes
when they look at a
lesson plan.
Learning
Guidance
- Lecture
- Demo.
10
Think Alouds are a good way of
sharing how one approaches
lesson analyses. Since cultural
relevance is an approach rather
than a set of lesson plan
strategies; a Think Aloud will
assist students in looking at
what cultural relevance looks
like before a lesson is
implemented.

Facilitator will
conduct a Think
Aloud with a sample
7th Grade ELA
lesson in order to
walk students through
the thought process
when analyzing a
lesson for its cultural
relevance or lack of.
Facilitator will use
the Lesson Design
and CRP Checklist.

Facilitator explains
each component in
the checklist as
he/she reviews the
lesson.

The facilitator then
has a whole class
discussion asking
students, “How can
we improve this
lesson so that it
incorporates
important lesson
components as well
as fosters CRP?”

Learners
follow along
by looking at
the lesson
plan and the
checklist.

Learners
listen to
facilitator
and take
notes on
facilitator’s
approach to
analyzing a
lesson plan.

Learners then
think,
discuss, and
share aloud.
Practice and
Feedback
30
All students will receive the
same lesson plan so that all
students are conducting analysis
on the same topic. The focus in
on analysis and how teachers
approach their analysis.
Facilitator asks
them to analyze a
lesson provided by
the facilitator (it is
recommended that
facilitator provides,
for this lesson, a
lesson that is
Learners
analyze the
provided
lesson’s parts
(according to
the checklist
students
created with
208
relevant to the
culture of his/her
classroom and
context).

The purpose of this
task is to get
learners to take a
lesson apart and
begin to critically
think about its
pieces as they
pertain to cultural
relevance.

Facilitator reminds
learners to use the
checklist and
reminds them that
this checklist can be
used in the future as
they analyze other
lessons.

Facilitator monitors
groups and offers
suggestions.

Discussion:
Facilitator requests
that students report
their findings to a
different group and
compare their
answers.

Facilitator introduces
Homework #1 to the
Students in the form
of a handout.
Due Date: 3 days
before class so
facilitator is able to
review and offer
the
facilitator)
for their
cultural
relevance.

Learners
report their
findings with
another
group and
compare their
answers.

Students
review
Homework
#1 and ask
any pertinent
questions.
209
feedback to each
student.
(highly suggested that
the facilitator use a
lesson plan that is
current and relevant
to students’ needs)

Authentic
Assessment
25
The whole class discussion is an
opportunity for learners to
vocalize their analyses. It gives
the facilitator an opportunity to
assess how well learners are
able to analyze.
Whole Class
Discussion:
Facilitator asks
learners to share their
findings aloud,
reminding students
about the norms of
conversation set
initially in this
course.
This is the
facilitator’s
opportunity to guide,
redirect, correct, and
praise students’
critical thinking about
what cultural
relevance looks like
in lesson plans.
Learners
share with
the whole
class and take
notes on
facilitator’s
comments on
learners’
analysis.
Retention
and Transfer
20
Revise: this portion of the
course is meant to allow
students to revise a portion of
the lesson to reflect cultural
relevance.

Self-Reflection Journal #8
Prompt:
Facilitator requests
that students
individually revise a
section of the lesson
plan so that it reflects
one or more tenets of
cultural relevance.
Due: 24 after the
class is over via
email.

Facilitator hands out
the reflection
question and asks
Learners
identify an
area of
concern that
emerged
from the
conversation
or their own
analysis and
revise this
section.

Learners
write their
210
How efficacious do you feel in
analyzing lessons for their
cultural relevance? What has
contributed to that sense of
self-efficacy?

students to write a
reflection per the
self-reflection rubric.
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
1. Importance of cultural
relevance in education
2. Importance of
self-reflection.
3. Importance of analyzing
lesson before their use.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks
students to honestly
gauge their sense of
ability to analyze as
part of their critically
thinking about their
ability to analyze.
Then, reminds
students to reach out
during office hours to
discuss how to help
student reach an
acceptable level of
self efficacy.

Facilitator should end
conversations with
the most important
big idea:
Culturally relevant
pedagogy begins with
questioning the
lessons we are given
to teach or the basics
of lesson design.

Learners
listen and
share any of
their thoughts
with the
whole class.
Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between unit one’s
learnings/findings
and unit two’s
culturally relevant
pedagogy.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min

211
(190
mins)

212
Self-Reflection Journal #8
Prompt:
How efficacious do you feel in analyzing lessons for their cultural relevance?
What has contributed to that sense of self-efficacy?
213

Lesson Design and CRP Analysis Checklist

Lesson Design (according to Smith and Ragan):

Lesson Components Evidence Check
Gain Attention
Learning Objective
Reasons for Learning
Overview
Prerequisite Knowledge
Learning guidance
Practice and Feedback
Authentic Assessment
Retention and Transfer
Big Ideas
Next Steps

Principles of CRP:

Academic Achievement
Retain or Gain Cultural
Competence

Critical Consciousness
Collective Empowerment

214
Lesson Plan Analysis
Homework #1
Unit 4 Module 1
Prompt: Utilize the lesson plan to analyze its components for cultural relevance. Use the
template below when analyzing the lesson.

Due: 3 days before class
Lesson Design and CRP Analysis Checklist

Lesson Design (according to Smith and Ragan):

Lesson Components Evidence Check
Gain Attention
Learning Objective
Reasons for Learning
Overview
Prerequisite Knowledge
Learning guidance
Practice and Feedback
Authentic Assessment
Retention and Transfer
Big Ideas
Next Steps

Principles of CRP:

Academic Achievement
Retain or Gain Cultural
Competence

Critical Consciousness
Collective Empowerment
215
Washington Middle School
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!
!
Lesson Plan and Reflection
Bring this form completed to your pre-observation and post-observation conferences
!
!
Teacher !
Wendolyn Nolasco
Date of Lesson December 6, 2017
Grade/Subject 7/English
Standard Claim 1: Students can read closely and analytically to understand a
complex text.
Target 11; Make an inference and provide evidence to justify the
author’s reasoning.
Personal Goals
!
!
!
!
!
!
!
Adapted from the New Teacher Institute “Planning for Effective Lessons”
216
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!
!
!
(U1) Essential Question
!
!
Creating and Maintaining an Effective
Environment for Student Learning
Rules, incentives, discipline plan, routines,
procedures, and norms
Adapted from the New Teacher Institute “Planning for Effective Lessons”
217
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Through academic excellence and perseverance, we achieve our destiny.
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!
!
(U1) Learning Target
What (will they learn):
Students will be able to read closely by
making inferences and supporting inferences
with evidence.
!
!
How (will they show they have learned it):
!
Students will know they have achieved the
target when they complete the Quadrant
Analysis for “Pass On” by Michael Lee &
“This is how I Remember it” by Betsy
Kemper and have received a stamp for its
quality.
!
!
!
Why (is this lesson/information relevant to
them):
This lesson is relevant to them because it will
help them attain a higher score on their SBAC
test.
!
!
!
(U4) Evidence of Learning
Formative assessment by the end of the lesson
(Bring samples of student work to the post-
observation conference)
!
By the end of the lesson, they should have
successfully completed the Quadrant Analysis
for “This is how I Remember it” by Betsy
Kemper.
Adapted from the New Teacher Institute “Planning for Effective Lessons”
218
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!
!
!
Teaching Sequence and Instructional Strategies
What do I expect the students to be able to do? How will I check for understanding?
1. Direct Instruction: I will ask questions and cold call.
2. I will monitor students as they discuss the notice and wonder as well as the 4 quadrant
questions.
3. I will monitor students and their answers as they complete the “This is How I Remember It”
4 quadrant answers.
4. Teacher will also have students complete exit tickets for effort.
(U2) Complex Text/Complex Task
!
“Pass On” by Michael Lee &
“This is how I remember it” by Betsy Kemper
!
Students will:
1. infer the central theme of the poem.
2. support them central theme with evidence.
3. infer author’s point of view
4. support author’s point of view with
evidence.
!
!
(U3) Plan for Collaborative Conversation
!
Students will have collaborative
conversations:
a. when they are completing the ‘Notice and
Wonder’ portion of the lesson.
b. when they are determining the central
theme and the lines that best reveal the
central theme.
Data Analysis
What is your goal outcome for the
assessment? (I.e. 80% of students will score a
3 or 4 on the assessment rubric)
!
30 of 35 students will successfully complete
all 4 quadrants for “Pass On” and 33/35 for
“This is How I Remember It.”
!
*What was the outcome? (I.e. 75% of students
scored a 3 or 4 on the assessment rubric)
!
95% of students will score higher on the
Synergy Assessment in January.
!
!
*What are your next steps?
I just gave students an assessment on making
a basic inference on the central theme. I aim to
grade all assessments by Wednesday. Then, I
hope to better gauge how successful they are
at inferring the central theme. This lesson aims
at encouraging students to support their
inferences with evidence. I hope to give
students an assessment on Thursday or Friday
on supporting their inferences. After grading
those assessments, I’ll have a better idea of
what I still need to support students with.
!
!
Adapted from the New Teacher Institute “Planning for Effective Lessons”
219
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!
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Opening
Communicate the learning target
and essential question; connect to
prior knowledge; warm-up task
Teacher:
Good morning students, this week our goal is to continue
the hard work we’ve all done at improving our inference
skills. The purpose of this week’s lesson is to get each and
every one of you to make inferences and support them
with evidence.

In this warm up, I want to see how much you each
remember about what we learned last week. Take out your
journals and answer the question on the board alone
without talking to those around you. You can choose A or
B or both. Do not copy the question.
!
Warm Up #1:
A. Let’s see how many of the items you can remember
from below:
Suggestion:
Central Theme:
Inference:
!
B. What did you think was the central theme of the poem
“Do not weep for me, I do not sleep”?
!
Timer: 3 minutes
Teacher prompts students to share with a partner
Teacher solicits responses from students.
Teacher fills in knowledge gaps.
!
Student:
!
Students choose their warm up question and answer it.
Students share with a partner
Students share aloud.
!
Adapted from the New Teacher Institute “Planning for Effective Lessons”
220
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!
!
Direct Instruction
Explain, demonstrate, and model
Teacher:
1. Explains that students will take their inferencing skills
to the next level by supporting their inferences with
evidence.
2. Teacher show the poem “The Purple Cow” by Gelett
Burgess
3. Teacher then conducts a notice and wonder with the
entire class on the board.
4. Then, teacher shows the Quandrant Analysis and
completes it with the help of the class.
5. Teacher tells students that this is what they are going
to complete for the poem “Pass On” by Michael Lee.
!
Students:
1. Students listen as teacher explains that students will
take their inferencing skills to the next level by
supporting their inferences with evidence
2. Students read the poem “The Purple Cow” by Gelett
Burgess
3. Students listen as teacher conducts a notice and
wonder with the entire class on the board.
4. Then, students watch as teacher shows the Quadrant
Analysis and completes it with their help.
5. Students listen as teacher tells students that this is
what they are going to complete for the poem “Pass
On” by Michael Lee.
!
!
Adapted from the New Teacher Institute “Planning for Effective Lessons”
221
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!
!
Guided Practice
Work with students to make
progress toward/reach the
learning target
Teacher:
1. Teacher prompts students to look find the partner that
matches their letter.
2. Teacher prompts students to chunk the poem.
3. Teacher prompts students to conduct a Notice and
Wonder with their partner for chunk #1. Teacher times
this for each chunk so students are moving at a similar
pace.
4. Teacher stops students once they are done with the
notice and wonder and asks students to share their
Biggest Notices and Biggest Wonders. Teacher writes
answers.
5. Teacher then articulates that students are ready to
begin to question what is the central theme/teaching of
this poem.
6. Teacher tells students that they will submit only one
paper for both of them. ONE student is the writer.
ONE pushes the conversation with the following
questions:
7. a. What do you think the central theme is of this poem?
b. I agree/ disagree with you because….
c. I think we should write….
d.Which two lines do you think best reveal the central
theme?
e. I agree/disagree with you because…
f. I think what the author most likely meant by using the
word “P ASS” is…… What do you think?
g. What do you think we should write down?
h. I think the author’ s point of view on death is….
i. Why do you agree/disagree?
7. Teacher monitors conversations and hands out post it
feedback notes.
8. Teacher stamps work that is done correctly.
!
Students:
1. Students look for the other student who has the same
letter.
2. Students chunk the poem and do Notice and Wonder.
3. Students share their Notice and Wonder
4. Students have conversations and complete work.
5. Students bring up work to be stamped.
!
Adapted from the New Teacher Institute “Planning for Effective Lessons”
222
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!
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Independent Practice
Student work independently to
make progress toward/reach the
learning target
Teacher:
1. Tells students that once they are done, they will do the
notice and wonder and the 4 quadrants individually for
the text “This is how I remember it” by Betsy Kemper.
2. Teacher monitors students’ Notice and Wonder as well
as answers.
3. Teacher stamps work done correctly.
!
Students:
Complete the following individually:
1. Read “This is How I remember It” by Betsy Kemper.
2. Complete a Notice and Wonder
3. Complete the 4 quadrant on a midsize poster.
!
Closure
Review the learning target;
students articulate or demonstrate
their learning
!
Teacher:
Teacher points out the progress they’ve made from “The
Purple Cow” to “Pass On” to “This is How I Remember
It” and reminds students that they have successfully gotten
closer to making better inferences and supporting their
inferences with evidence from the text.
Teacher gives students a quiz on a short poem with the
following questions:
What is the central theme?
What line best reveals the central theme?
What does the author most likely mean by the word
____?
What is the author’ s point of view on the subject?
!
Students:
Take Quiz #2
Adaptions and accommodations
Spanish speaking students will get the poems in Spanish.
Students with IEP accommodations will receive extra time
or modified assignment.
Additional materials and
resources
Adapted from the New Teacher Institute “Planning for Effective Lessons”
223
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!
!
*denotes items that will be completed immediately after the lesson has been delivered and
before the post-observation conference
Adapted from the New Teacher Institute “Planning for Effective Lessons”
224
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 4; Module 2
Examining Lessons for Cultural Relevance

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M
225

Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 4; Module 2
Examining Lessons for Cultural Relevance

Introduction: This is the fourth unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will examine existing lessons’
cultural relevance for each learner’s respective subject area and grade level per the rubric.

Enabling Objective(s):
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
226
4. Be able to write an essay on existing curriculum pertinent to teachers’ subject and grade
level.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Readings:
1. Jensen, E. (1998). Teaching with the brain in mind . Alexandria, VA: Association for
Supervision and Curriculum Development. Chapt. 3.
2. McLaren, P. (2016). Life in schools: an introduction to critical pedagogy in the foundations of
education . London: Routledge. Chapt. 8.
2. F. Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and
confrontations .
Lanham, MD: Rowman & Littlefield Education. Pgs 15-34.
2. Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based
strategies for increasing student achievement . Boston, MA: Pearson Education.
3. www.edutopia.org
4. www.tolerance.org
5. www.teachingchannel.org
6. www.discoveryeducation.com
7. Teacher’s district/school curriculum respective of his/her subject and grade level.

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
Class watches video titled
“Introduction to Culturally
relevant pedagogy” and Gloria
Ladson-Billings Video in order
to capture their attention about
the principles of the course and
primarily the essay they’ll be
preparing in class.

Class watches “Gloria Ladson
Billings” video and focus on
three tenets of Culturally
Responsive Pedagogy:
Facilitator ask
learners to watch the
two videos on
Culturally Relevant
Pedagogy. Facilitator
writes the following
questions on the
board:
1. What is
Culturally
Relevant
Pedagogy?
Learners
watch and
answer the
questions
individually
and then
share with a
partner
before
sharing out
loud.
227
Academic Achievement
Cultural competence
Critical Consciousness

2. What are the
principles of
Culturally
Relevant
Pedagogy?
Facilitator prompts
students to share with
each other before
sharing aloud.

Facilitator reminds
learners that today
will be a day of
further critical
thinking about
Cultural Relevance in
Lessons and
instruction.

Facilitator reminds
learners that today
they will begin their
rough draft for their
essay on Curriculum
Analysis for Cultural
Relevance.
Learning
Objectives
5 Lesson objective is presented in
writing.
The terminal learning objective
for this unit is:
Given the context of
each learner’s
classroom, the learner
will examine existing
lessons’ cultural
relevance for each
learner’s respective
subject area and grade
level per the rubric.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know how to examine
lessons for their cultural
relevance.
Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
228
2. Know what cultural
relevance looks like in
learner’s context.
3. Understand how to
engender equity via
curriculum and
instruction.

Risks Avoided:
1. Avoid passively utilizing
lessons that are not
culturally relevant.
2. Avoid not knowing what
a culturally relevant
approach looks like.
answers any
clarifying questions.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Review Scope and Sequence
chart as well as calendar

Prior Knowledge:
After readings the texts assigned
for this week as well as
watching the video, facilitator
asks the questions.

The purpose of these questions
is to gather and vocalize the
pool of knowledge in the class
about the basics of lesson
design as well as the principles
of culturally relevant pedagogy
in lesson design.

New Knowledge:
Learners will examine what the
three tenets of culturally
relevant pedagogy (academic
achievement, cultural
competency, and critical
consciousness) look like a
lesson plan.

Learning Strategies: Essay
Template, small groups, and
whole class.
Review Scope and
Sequence chart and
calendar.

Facilitator returns to a
version questions
asked before:
1. What does
planning for
academic
success look
like?
2. What do
lesson plans
that aim to
achieve
cultural
competency
look like?
3. What do
lesson plans
that aim to
achieve
critical
consciousness
look like?
Facilitator prompts
students to consider
their readings.

Review
scope and
sequence
chart and
calendar.
Learners will
think about
the questions,
discuss with
teachers of
different
experiences
and
background
and then be
ready to
share aloud.

229

Feedback strategy: Peers offer
each other feedback. Facilitator
offers immediate feedback as
groups collaborate.

Discussion strategy: Small and
whole class discussions.

Reflection: Learners will write
in their self-reflection journal.
Facilitator pairs
students based on
their background and
level of experience
asks students to
identify other
components to add to
the Lesson Design
and CRP checklist
from unit 3 along
with rationale as well
as be ready to share
with the class.

Facilitator monitors
students work to
gauge learners’
understanding of
culturally relevant
tenets.

Discussion:
Facilitator asks
learners to share
aloud, reminding
students about the
norms of
conversation set
initially in this
course.
This is the
facilitator’s
opportunity to guide,
redirect, correct, and
praise students’
critical thinking about
what cultural
relevance looks like
in lesson plans.

Learners take
notes from
the
conversation
and alter their
checklist to
include the
three tenets
of cultural
relevance:
academic
achievement,
cultural
competency,
and critical
consciousnes
s.

230

Prerequisite
Knowledge
25
Reviewing the essay
requirements and scoring rubric
along with offering a sample
and Think Aloud for feedback,
students will be better able to
gauge how much effort and time
they will need to apply to
complete the CRP Lesson
Analysis Essay.
Facilitator hands out
the rubric for the
CRP Lesson Analysis
Essay.

Facilitator asks that
learners review the
rubric and ask any
clarifying questions.

With permission, the
facilitator uses a
group’s findings from
the second lesson
sample from Module
1 that was completed
as a group.

The facilitator reads
the groups’ analysis
of the lesson and asks
the class what score
the analysis would
attain per the rubric
for the essay.

Facilitator solicits
responses and
rationale.

Learners
receive the
rubric and
ask any
clarifying
questions.

Learners pair
up and
discuss the
group’s
findings in
terms of it
meeting
rubric
requirements
and share
aloud.
Learning
Guidance
- Lecture
- Demo.
10
Reviewing the second lesson
sample from Module 1 and
conducting a think aloud as if to
offer feedback to the teacher for
the ways in which he/she can
make the lesson culturally
relevant is appropriate so that
Facilitator conducts
a Think Aloud so
that he/she shows
students the thought
process when
offering feedback so
that lessons can be
Students
listen and
take notes on
the feedback
facilitator
offers for the
teacher who
231
students witness how the
analysis and feedback per
culturally relevant pedagogy
should look like.

Students practice writing
feedback to a lesson that has
discrepancies in CRP.
revised to be be
more culturally
relevant and achieve
the three principles
of cultural
relevance: academic
success, cultural
competency, and
critical
consciousness.

*Facilitator reminds
students that this is
the usefulness of the
Toolbox and the
Culturally Relevant
Strategies handout
from prior units by
using them as
resources in this
Think Aloud.

Teacher then gives
learners a sample
introduction to a
lesson and ask
students to analyze
it and then offer
feedback the teacher
can use immediately
to make the lesson
more CRP.
(*Facilitator should
use a lesson that is
relevant to students
interests and needs)

Facilitator prompts
groups to share
their feedback with
other pairs and then
with the entire class.
authored the
lesson
sample from
Unit 4;
module 1.

Learners
work in pairs
to revise the
lesson intro
and write
feedback for
how to make
the lesson
more
culturally
relevant.

Learners
share their
response with
other pairs
and then with
the entire
class.
232
Practice and
Feedback
30
All students will have the
opportunity to use a lesson plan
that pertains to his/her current
or desired grade level and
subject. The purpose of this
task is to get learners to take
a lesson apart and begin to
critically think about its pieces
as they pertain to cultural
relevance.
Facilitator offers
students the
opportunity to work
in pairs if their
subject and grade
level align.

Facilitator reminds
learners to use the
checklist and
reminds them that
this Lesson Design
and CRP checklist
can be used in the
future as they
analyze other
lessons for their
cultural relevance.

Facilitator monitors
groups and offers
suggestions and
praise.
Learners pair
up, if they
wish. They
then work on
analyzing a
lesson plan
for cultural
relevance.

Authentic
Assessment
25
Workshop: Since this is the last
class before their essay is due,
the facilitator allows learners
time to begin their rough draft
which will be due at the
beginning of the next class. This
will be a time to meet with the
facilitator for feedback.
Facilitator monitors
learners’ work for
accuracy. Facilitator
allows students to
sign up to meet with
her during class time
as well as during
office hours, but
ensures that all
learners check in with
facilitator. Facilitator
feedback.
Learners
work on the
essay rough
draft.
Learners
make an
appointment
to speak to
facilitator
about their
progress,
their
questions,
and to
receive
feedback.
Retention
and Transfer
20
Self-Reflection Journal #9
Prompt:
How might education systems
hinder the work culturally
relevant lesson plans aim to
fulfill?
Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
233
How might lesson plans be
designed so that they can foster
the three tenets of CRP?
What culturally relevant tenets
do you feel
comfortable/uncomfortable
with? Why?
How might your positionality
contribute to these feelings of
comfortability/uncomfortability
?

their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
1. Importance of cultural
relevance in education
2. Importance of
self-reflection.
3. Importance of analyzing
lesson before their use.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks
students to honestly
gauge their sense of
ability to analyze.
Then, reminds
students to reach out
during office hours to
discuss how to help
student reach an
acceptable level of
self efficacy.

Facilitator should end
conversations with
the most important
big idea:
Culturally relevant
pedagogy begins with
questioning the
lessons we are given
to teach or the basics
of lesson design.
Cultural relevance
becomes a reality
when teacher
approach their lesson
study and design in
ways that foster the
three tenets of CRP.

Learners
listen and
share any of
their thoughts
with the
whole class.
234
Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between unit one’s
learnings/findings
and unit two’s
culturally relevant
pedagogy.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min
(190
mins)

235
Self-Reflection Journal #9
Prompt:
How might education systems hinder the work culturally relevant lesson plans aim to fulfill?
How might lesson plans be designed so that they can foster the three tenets of CRP?
What culturally relevant tenets do you feel comfortable/uncomfortable with? Why?
How might your positionality contribute to these feelings of comfortability/uncomfortability?
236
Culturally Relevant Pedagogy
Lesson Analysis Essay Rubric

Mastery Level Analysis of a lesson’s
strengths.
Analysis of a
lesson’s cultural
relevance
Clarity and
Coherence
4 Essay clearly outlines
and warrants a
lesson’s areas of
strength and
improvement in the
three tenets of
culturally relevant
pedagogy.
Describes how the
lesson meets or falls
short of fostering
academic success,
cultural competency,
and critical
consciousness via
curriculum and
instruction.
Essay is well written
with little to no
errors.
3 Essay attempts to
outline and warrant
the lesson’s areas of
strength and
improvements in the
three tenets of
culturally relevant
pedagogy.
Essay has yet to
describe how lesson
meets or falls short of
fostering one or more
of the following:
fostering academic
success, cultural
competency, and
critical consciousness
via curriculum and
instruction.
Essay has errors that
impede clear
communication.
2/1 Essay has yet to
clearly describe how
the lesson fosters the
tenets.
Essay has yet to
outline and warrant
all three tenets of
cultural relevance in
pedagogy.
Essay has yet to
revise and clear errors
that impede clear
communication.

237
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 4; Module 3
Examining Lessons for Culturally Relevance

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

238
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 4; Module 3
Examining Lessons for Culturally Relevance

Introduction: This is the fourth unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will examine existing lessons’
cultural relevance for each learner’s respective subject area and grade level per the rubric.

Enabling Objective(s):
1. Know what it means to examine.
2. Know what culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to write an essay on existing curriculum pertinent to teachers’ subject and grade
level.

239
Lesson Materials
Access to computer with internet for access to blackboard for readings.
Rough Draft are Due at the beginning of this module

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
Class watches video titled
“Culturally Relevant Pedagogy
in Mathematics: A critical
Need” by Shelly Jones
“The task is not culturally
relevant in itself; it depends on
the students”

Facilitator ask
learners to watch the
video on Culturally
Relevant Pedagogy.
Facilitator writes the
following questions
on the board:
1. What
strategies and
approaches
does Shelly
Jones
showcase as
culturally
relevant.
2. What does
Shelly Jones
mean when
she says, “the
task is not
culturally
relevant in
itself, it
depends on
the students”
3. How does this
video validate
or challenge
your
critique/analy
sis of your
Learners
watch and
answer the
questions
individually
and then
share with a
partner
before
sharing out
loud.
240
grade and
subject
specific
lesson.
Facilitator prompts
students to share with
each other before
sharing aloud.

Facilitator reminds
learners that today
will be a workshop
for revisions on their
rough draft.
Learning
Objectives
5 Lesson objective is presented in
writing.
The terminal learning objective
for this unit is:
Given the context of
each learner’s
classroom, the learner
will examine existing
lessons’ cultural
relevance for each
learner’s respective
subject area and grade
level per the rubric.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know how to examine
lessons for their cultural
relevance.
2. Know what cultural
relevance looks like in
learner’s context.
3. Understand how to
engender equity via
curriculum and
instruction.

Risks Avoided:
1. Avoid passively utilizing
lessons that are not
culturally relevant.
Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
241
2. Avoid not knowing what
a culturally relevant
approach looks like.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Review the Scope and Sequence
Chart and calendar

Prior Knowledge:
Learners will review each
other’s work per the rubric
requirements to assess
understanding. They will then
use an anonymous Kahoot
survey to indicate what grade
their partner’s grade would be
would they have submitted the
grade.

New Knowledge: with
permission, facilitator utilizes a
part of a learner’s rough draft
for review with the whole class
per the rubric requirements.

Learning Strategies: Peer
Review and discussion.

Feedback strategy: Peers offer
each other feedback. Facilitator
offers immediate feedback.

Discussion strategy: Paired
discussions and one-on-one
discussion with the facilitator.

Reviews the Scope
and Sequence Chart
and Calendar

Facilitator allows
students to pair
themselves with a
classmate of their
choice.
Facilitator prompts
learners to review
each other’s essay per
the rubric
requirements.

Facilitator prompts
learners to take an
anonymous Kahoot
survey to determine
what grade learners
would attain if they
submitted their rough
drafts.

Facilitator shows the
class a part of a
learner’s essay and
writes the following
question on the
board: What rubric
criteria does this
student successfully
fulfill in her analysis?
What elements of the
rubric could this
student bolster?
Why?

Facilitator facilitates
a conversation about
the learner’s areas of
Review the
Scope and
Sequence
Chart and
Calendar.
Learners pair
up and
review each
other’s essay
per the rubric
requirements.

Learners take
anonymous
kahoot quiz.

Learners
review their
peer’s essay
portion, share
their thoughts
with other
peers, and
prepare to
respond to
the questions.

Learners
participate in
242
Reflection: Learners will write
in their self-reflection journal.

strength and areas of
improvement.

Facilitator prompts
learners to continue
their work on their
essays and requests
that each student sign
up to meet and
discuss each learner’s
progress with the
facilitator.
whole class
discussion.

Learners
meet
one-on-one
with
facilitator to
discuss
essay’s
progress.

Prerequisite
Knowledge
25
Peer review is important for
learners to attain feedback
pertinent to their revisions.
When students have the
opportunity to obtain feedback
from other peers as well as the
facilitator, peers attain various
points of revision he/she can
work on. In addition, this
practice allows peers to
capitalize from the pool of
knowledge and experiences in
the classroom. Peers may have
suggestions about peer’s
analysis of culturally relevant
pedagogy that the writer may
not have thought of.
Facilitator allows
students to pair
themselves with a
classmate of their
choice. Facilitator can
prompt learners to
pair themselves with
peers who share a
similar subject area or
grade level.
Facilitator prompts
learners to review
each other’s essay per
the rubric
requirements.

Facilitator prompts
learners to take an
anonymous Kahoot
survey to determine
what grade learners
would attain at this
point?

Facilitator then shows
the grade the essay
merits if submitted at
this point.

Facilitator requests
the students use the
Learners
provide
feedback per
the rubric
requirements.

Learners take
anonymous
kahoot quiz.

Learners
write their
243
rubric to offer their
peer feedback.
peer
feedback on
how to
improve
rubric score.
Learning
Guidance
- Lecture
- Demo.
10
The purpose of this activity is to
engage students in revisiting
work and offering feedback for
revisions to better gauge their
own work.
Facilitator shows the
class a part of a
learner’s essay and
writes the following
question on the
board: What rubric
elements does this
student successfully
fulfill in her analysis?
What elements of the
rubric could this
student bolster?
Why?

Facilitator facilitates
a conversation about
the learner’s areas of
strength and areas of
improvement as an
explanation for the
grade given at the
beginning of class.

Facilitator requests
that each learner
write a reflection on
areas where they are
strong and areas
where improvement
is key for their own
essay and offer what
revisions they would
make.

Facilitator then meets
with each student to
review the reflection
and areas for
improvement as well
Learners
review their
peer’s essay
portion, share
their thoughts
with other
peers, and
prepare to
respond to
the questions.

Learners
participate in
whole class
discussion.

Learners
write
reflection.

Learners
meet with
facilitator for
feedback.
244
as the learner’s
plausible revisions.
Practice and
Feedback
30
The purpose of the workshop
time is to continue to revise and
finalize their essay. Meeting
with the facilitator provides
learners with specific feedback
that will help the learner meet
the rubric requirements.
Facilitator prompts
learners to continue
their work on their
essays and requests
that each student sign
up to meet and
discuss each learner’s
progress with the
facilitator.
Learners
meet
one-on-one
with
facilitator to
discuss
essay’s
progress.

Authentic
Assessment
25
The purpose of allowing
students a week to complete the
essay is to give them an
opportunity to meet with the
facilitator outside of class time
for further review of his/her
work.
Facilitator reminds
learners that the essay
is due a day before
the next class at
midnight.
Facilitator reminds
students of office
hours available for
students who need
further support in
meeting rubric
requirements.
Learners
continue to
work on their
essays and
meet with the
facilitator as
needed.
Retention
and Transfer
20
Self-Reflection Journal #10
Prompt:
How might your own lesson
plans reflect or differ from the
one you’ve examined in your
analysis essay. Explain.

Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
1. Importance of cultural
relevance in education
2. Importance of
self-reflection.
3. Importance of analyzing
lesson before their use.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks
students to honestly
gauge their sense of
ability to analyze.
Then, reminds
students to reach out
during office hours to
discuss how to help
student reach an
acceptable level of
self efficacy.

Facilitator should end
conversations with
Learners
listen and
share any of
their thoughts
with the
whole class.
245
the most important
big idea:
Culturally relevant
pedagogy begins with
questioning the
lessons we are given
to teach or the basics
of lesson design.

Cultural relevance
becomes a reality
when teacher
approach their lesson
study and design in
ways that foster the
three tenets of CRP.

Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between unit one’s
learnings/findings
and unit two’s
culturally relevant
pedagogy.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min
(190
mins)

246
Self-Reflection Journal #10
Prompt:
How might your own lesson plans reflect or differ from the one you’ve examined in your
analysis essay. Explain.
247
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 5; Module 1
Culturally Relevant Unit Development

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

Course Schedule and Calendar
248
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 5; Module 1
Culturally Relevant Unit Development

Introduction: This is the fifth unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will develop culturally relevant
curriculum respective to each learner’s subject area and grade level per the rubric.

Enabling Objective(s):
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’ subject and grade
level.

249

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Smith, P., & Ragan, T. (1999). Foundations of instructional design in, Instructional design
(17-37). New York: Wiley.( Chapter 1,5,6)

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via
Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
“Sometimes the thing your
students need most, right now,
has nothing to do with what’s
on your lesson
plan”-anonymous.

“You never want to get on a
plane where the pilot learned to
fly from worksheets”-
anonymous

“Educating the mind without
educating the heart is no
education at all”-aristotle

“Education was about the
practice of freedom”-bell hooks

“The task of the modern
educator is not to cut down
jungles, but to irrigate deserts”
C.S. Lewis.

Facilitator invites
learners to read the
quotes and asks
learners the following
question:
How will your unit
of study capture the
essence of one of
these quotes?

Facilitator invites
learners to share their
answer with the
whole class.

Learners
write; then
they share
aloud
250
Learning
Objectives
5
Lesson objective is presented in
writing.
Given the context of each
learner’s classroom, the learner
will develop culturally relevant
curriculum respective of each
learner’s subject area and grade
level per the rubric.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know what it means to
develop.
2. Know what development
of culturally relevant
instruction looks like.
3. Know what effective
culturally relevant
instruction looks like.
4. Be able to develop
culturally relevant
curriculum pertinent to
teachers’ subject and
grade level.
Risks Avoided:
1. Avoid not knowing what
it means to develop
culturally relevant
lessons.

Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Prior Knowledge:
Kahoot Quiz on Lesson Plan
basics based on Smith and
Ragan.

New Knowledge:
“Curriculum Goals, Outcomes,
and Summative Assessment”
based on Smith and Ragan’s
work on instructional Design.

Learning Strategies:
Learners receive samples of
new knowledge concepts.

Learners receive rubric to guide
efforts and gauge quality.
Facilitator gives
learners a Kahoot
Quiz on the basics of
instructional design
to assess their prior
knowledge on the
concepts necessary to
develop a unit of
study.

Facilitator hands out
rubric to the
“Curriculum Goals,
Outcomes, and
Summative
Assessment”learners
and requests that they
Learners take
Kahoot quiz
and gauge
their
understandin
g of
instructional
design.

Learners ask
any
clarifying
questions.

251

Feedback strategy:
Facilitator provides feedback at
the between Module 1 and
Module 2 (for their lesson
framework) and between
Module 2 and Module 3 (for
their unit scope and sequence
chart) and after Module 3 for
their Lesson Plan feedback.

Discussion strategy:
Learners will work with peers to
review each other’s work, to work
collaboratively, and to discuss with
the whole class.

Reflection:
Reflection #11
What do you hope to achieve
with this lesson and on what
might you still need clarity?
review it and ask any
clarifying questions.

Facilitator reviews a
sample of the
“Curriculum Goals,
Outcomes, and
Summative
Assessment” based
on Smith and Ragan’s
work on Instructional
Design. Facilitator
informs students of
what each component
is supposed to include
based on Smith and
Ragan. Facilitator
then, shows learners
how their unit of
study Summative
Assessment products
are written into
terminal objectives.

Facilitator uses the
“Developing
Terminal Objectives
and Sample Terminal
Objectives” handout.

Then, facilitator has
teachers meet by
subject and grade
level and asks the
following question:

How might a unit of
study in our subject
area and grade level
look like when it
incorporates the
three tenets of CRP.

Learners
listen and
take notes.
Learners
receive a
handout for
the
“Curriculum
Goals,
Outcomes,
and
Summative
Assessment”
along with
the
“Developing
Terminal
Objectives
and Sample
Terminal
Objectives”
handout.

Learners with
with teachers
in their
subject area
and discuss
their
responses to
the questions.

252
What are some viable
curriculum goals for
a unit in our subject
area?

Facilitator prompts
learners to generate
ideas and present
them on posters.

Groups share aloud.
Then, facilitator
requests that each
learner reflect on
what he/she can take
away from other
teachers’
presentations.

Facilitator prompts
students to begin
drafting their
“Curriculum Goals,
Outcomes, and
Summative
Assessment” and
“Terminal
Objectives” using the
rubric and the
samples provided.

Learners
present their
ideas and
take notes on
presentations.

Learners
work on their
Curriculum
Goals,
Outcomes,
and
Summative
Assessment”
along with
their
“Terminal
Objectives”
Prerequisite
Knowledge
25
New Learning is supported with
learners are given a Rubric, Unit
Template and Samples of Unit
learning targets.
Facilitator hands out
rubric: “Curriculum
Goals, Outcomes, and
Summative
Assessment”
Facilitator requests
that learners review it
and ask any clarifying
questions.

Facilitator reviews a
sample of the
“Curriculum Goals,
Learners ask
any
clarifying
questions.

Learners
listen and
take notes.
253
Outcomes, and
Summative
Assessment” based
on Smith and Ragan’s
work on Instructional
Design. [samples are
provided in the
‘Template’
document]

Facilitator informs
students of what each
component is
supposed to include
based on Smith and
Ragan. Facilitator
then, shows learners
how their unit of
study Summative
Assessment products
are written into
terminal objectives.

Learners
receive a
handout for
the
“Curriculum
Goals,
Outcomes,
and
Summative
Assessment”
along with
the
“Developing
Terminal
Objectives
and Sample
Terminal
Objectives”
handout.

Learning
Guidance
- Lecture
- Demo.
10
Learners will have opportunities
to learn via guided practice so
as to master developing terminal
objectives.
Facilitator uses the
“Developing
Terminal Objectives
and Sample Terminal
Objectives” handout.

Then, facilitator has
teachers meet by
subject and grade
level and asks the
following question:

How might a unit of
study in our subject
area and grade level
look like when it
incorporates the
three tenets of CRP.

What are some viable
curriculum goals for

Learners with
with teachers
in their
subject area
and discuss
their
responses to
the questions.

254
a unit in our subject
area?

Facilitator prompts
learners to generate
ideas and present
them on posters.

Groups share aloud.
Then, facilitator
requests that each
learner reflect on
what he/she can take
away from other
teachers’
presentations.

Facilitator prompts
students to begin
drafting their
“Curriculum Goals,
Outcomes, and
Summative
Assessment” and
“Terminal
Objectives” using the
rubric and the
samples provided.

Facilitator monitors
and offers feedback
to each student.
Facilitator refers to
samples, if
necessary.

Learners
present their
ideas and
take notes on
presentations.

Learners
work on their
Curriculum
Goals,
Outcomes,
and
Summative
Assessment”
along with
their
“Terminal
Objectives”

Learners
each receive
feedback
from the
facilitator.
Practice and
Feedback
30
The purpose of this activity is to
give learners opportunity to
practice developing their unit
learning targets with the support
and feedback of the facilitator
and peers.

Facilitator prompts
learners to share
learning targets with
a peer who teaches or
aims to teach in the
same subject area for
feedback. Facilitator
prompts the peer to
Learners
share with a
peer, and
received
feedback
from peer
and
facilitator.
255

The “Curriculum Goals,
Outcomes, Summative
Assessment” and “Terminal
Objectives” are due within 48
hours from the end of the class.
This way facilitator is able to
give feedback.

Final draft is due before the
beginning of the next class.

write his/her
feedback on his/her
peer’s paper.

Facilitator monitors
and offers feedback
for terminal
objectives.

Homework #2
Facilitator explains
that students will
complete their
template and
objectives within 48
hours of class ending.
The goal is for the
professor to offer
pointed feedback for
their work.

Facilitator reminds
students of office
hours and e-mail.

Learners
complete
their template
and
objectives.
Authentic
Assessment
25
Revision: purposeful reflection
and feedback on areas where
essay can improve will serve as
another opportunity for students
to practice and receive
feedback.

Facilitator asks
students to highlight
/identify areas of
need and ideas on
how to improve this
section.

Facilitator meets
individually with
students to review
those areas of need
and offer feedback.
Learners
reflect and
meet with
facilitator for
feedback.
Retention
and Transfer
20
Self-Reflection Journal #11
Prompt: What do you hope to
achieve with this lesson and on
what might you still need
clarity?
Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate: Facilitator asks
students to honestly
Learners
listen and
256

Cultural relevance becomes a
reality when teacher approach
their lesson study and design in
ways that foster the three tenets
of CRP.

Conversation:
Learners have an opportunity to
share with the whole class.
gauge their sense of
ability to develop
their unit.
Then, reminds
students to reach out
during office hours to
discuss how to help
student reach an
acceptable level of
self efficacy.

Facilitator should end
conversations with
the most important
big idea:
Culturally relevant
pedagogy begins with
questioning
approaching lesson
development with
how can I promote
cultural competency,
academic success,
and critical
consciousness.
share any of
their thoughts
with the
whole class.
Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between this and the
next module.
Learners
have access
to the scope
and sequence
chart on
Blackboard
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min
(190
mins)

257
TEMPLATE

Overall Curriculum Goal, Outcomes, and Summative Assessment

Curriculum Goal: Learning goals are statements of purpose or intention, what
learners should be able to do at the conclusion of instruction. These can be lesson goals, unit
goals, or course goals.We are intent on developing clear descriptions of what capabilities
learners will come to possess, what they should know or be able to do, after instruction.

Curriculum Outcomes: A learning objective is a statement that tells what learners should be
able to do when they have completed a segment of instruction.

Summative Assessment: The pre-assessment and the post-assessment may include only the
most critical subordinate objectives, such as the objectives that reflect the major
information-processing steps in the task and the terminal objective.

SAMPLE

Overall Curriculum Goal, Outcomes, and Summative Assessment

Curriculum Goal

The goal of Applying Culturally Relevant Pedagogy in the Classroom: A Course for
Secondary, Public, Urban School Educators is to provide educators with the knowledge, skills
and dispositions to reflect on and develop a culturally relevant lesson plan. When faced with the
desire, interest, opportunity in educating students in public schools, educators will be able to
demonstrate a heightened cultural awareness that enables them to identify inequities in existing
curriculum and instruction, have meaningful conversations around equity in education and apply
solutions that weave current research in their curriculum to demonstrate their positionality as
social justice educators.

Curriculum Outcomes

Participants will demonstrate the attitude and the ability to
● Identify, promote and improve academic equity to be noted in participants’
heightened awareness and meaningful conversations about positionality to
relevant issues as demonstrated by writing a statement of their positionality as
revised throughout the course as well as compose various reflection journal
entries.
● analyze curriculum for cultural relevance
● develop a toolbox of CRP strategies.
● analyze, reflect on and develop culturally relevant curriculum with strategies from
the created CRP strategies toolbox.
258

Summative Assessment

The capstone assessment for this course is a portfolio that includes artifacts collected by
teachers that represent achievement of outcomes such as:
● Reflections on positionality in a reflection journal,
● Identification and analysis of inequities in existing curriculum via a group essay,
● Observations of critical conversations around equity in education demonstrated by
participation in classroom discourse, discussions boards and blogs,
● Reflections of curriculum and instruction in a reflection journal.
● Development of toolbox with culturally relevant strategies
● Development of culturally relevant lesson plan specific to learner’s subject area and
grade level.

Developing Terminal Objectives
● Terminal Objectives are the goals extracted from the Course Goals. The instructional
designer will analyze what the learners need to be able to do in order to reach the desired
goal. Learning objectives are subparts of goals (more detailed than goals).
● Terminal objectives are the more precise statements of learning goals.
● Terminal objectives are the skills and knowledge we expect learners to achieve as a
result of instruction.
● Goal : “When given four options, learners will select the best student loan for their
context”.
● Objective: “Learners can outline three key differences between a parent plus loan and a
Stafford loan in their own words.”

SAMPLE TERMINAL OBJECTIVES

Given the each learner’s beliefs and assumptions about learner’s role in education, each learner
will write a positionality statement per the rubric.

Given each learner’s beliefs and assumptions about himself and his role in education, each
learner will contribute to a reflection journal with various entries.

259
Self-Reflection Journal #11
Prompt: What do you hope to achieve with this lesson and on what might you still need clarity?”
260
Curriculum Goals, Outcomes, Summative Assessment and Terminal Objectives Rubric

● This rubric describes the criteria necessary for your curriculum goals, outcomes,
summative assessment and terminal objectives as written in Smith and Ragan’s
Instructional Design text.

Criteria Curriculum
Goals
Outcomes Summative
Assessment
Terminal
Objectives
Description of
Criteria
Learning
goals are
statements of
purpose or
intention, what
learners should
be able to do at
the conclusion of
instruction.
These can be
lesson goals,
unit goals, or
course goals.We
are
intent on
developing clear
descriptions of
what capabilities
learners will
come to
possess, what
they should
know or be able
to do, after
instruction.
A learning
objective is a
statement that
tells what
learners should
be able to do
when they have
completed
a segment of
instruction.

The
pre-assessment
and the
post-assessmen
t may include
only the most
critical
subordinate
objectives, such
as the objectives
that reflect the
major
information-proc
essing steps in
the
task and the
terminal
objective.

Terminal
objectives are
the more precise
statements of
learning goals.
Terminal
objectives are
the skills and
knowledge we
expect learners
to achieve as a
result of
instruction.

4 Learning goals
meet the
requirements set
by Smith and
Ragan.
Outcomes meet
the requirements
set by Smith and
Ragan.
Summative
Assessment(s)
meet the
requirements set
by Smith and
Ragan.
Terminal
Objectives meet
the requirements
set by Smith and
Ragan.
3 Learning goals
need revision as
indicated by
facilitator
Outcomes
needs revision
as indicated by
facilitator
Summative
assessment
does not yet
meet the
Terminal
objectives do not
yet meet the
requirements but
261
requirements but
needs revisions
as indicated by
facilitator.
need revisions
as indicated by
facilitator.
2/1 Learning goals
do not meet the
definition
requirements to
be considered
learning goals.
Outcomes do
not meet the
definition
requirements to
be considered
outcomes.
Summative
assessment
does not meet
the definition
requirements to
be considered
summative
assessments.
Terminal
objectives do not
meet the
definition
requirements to
be considered
terminal
objectives.

262
Quotes for Gaining Attention
How will your unit of study capture the essence of one of these quotes?

“Sometimes the thing your students need most, right now, has nothing to do with what’s on your
lesson plan”-anonymous.

“You never want to get on a plane where the pilot learned to fly from worksheets”- anonymous

“Educating the mind without educating the heart is no education at all”-aristotle

“Education was about the practice of freedom”-bell hooks

“The task of the modern educator is not to cut down jungles, but to irrigate deserts” C.S. Lewis.
263
Assessing Prior Knowledge

Kahoot Quiz
1. Log into Kahoot it.com and develop the quiz with the following questions:
a. What is a curriculum goal?
i. Describe the purpose of the activities.
ii. Describe what the learners should know.
iii. Describe the purpose of the program.
Correct Answer: iii
b. What are course outcomes?
i. Describe what the learners should know and do at the end of the program.
ii. Explain the purpose of the activities
iii. Develop the scope of the program.
Correct Answer: i
c. What is a summative assessment?
i. An assessment that guides instruction.
ii. An assessment that focuses on the desired outcome of a program.
iii. A test that shows the teacher what the learners know.
Correct Answer: ii
d. The following is an example of a course outcome.
i. Analyze curriculum for cultural relevancy
ii. The desire, interest, opportunity in educating students in public schools.
iii. Committed to student achievement
Correct Answer: i
e. Is the following statement a curriculum goal? The purpose of this unit of study is
to provide educators with the knowledge, skills and dispositions to reflect on and
develop a culturally relevant lesson plan.
i. Yes
ii. No
Correct Answer: i
264
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 5; Module 2
Culturally Relevant Unit Development

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

265
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 5; Module 2
Culturally Relevant Unit Development

Introduction: This is the fifth unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will develop culturally relevant
curriculum respective to each learner’s subject area and grade level per the rubric.

Enabling Objective(s):
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’ subject and grade
266
level.

Lesson Materials
Access to computer with internet for access to blackboard for readings.
Smith, P., & Ragan, T. (1999). Foundations of instructional design in, Instructional design
(17-37). New York: Wiley.(Chapter 7, 8, 9, 10, 11)

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes
Remind learners that their rough draft is due to the last class along with all their artifacts.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
Give teachers three post its and
tell them to walk around the
room, reading all the quotes.
When they find a quote that
resonates with them, they
describe why on the post it and
stick it under the quote.

Post quotes around the room.
Have teachers walk around and
read them all.

Then they write and post their
post-it.

Posts the quotes
around the room.
Give learners post-its
and explain the
activity

Once learners are
done, solicit
volunteers to explain
why their selected
quote(s).

Read quotes,
write on
post-its and
engage in
conversation.
Learning
Objectives
5
Lesson objective is presented in
writing.
Given the context of each
learner’s classroom, the learner
will develop culturally relevant
curriculum respective of each
learner’s subject area and grade
level per the rubric.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
267
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know what it means to
develop.
2. Know what development
of culturally relevant
instruction looks like.
3. Know what effective
culturally relevant
instruction looks like.
4. Be able to develop
culturally relevant
curriculum pertinent to
teachers’ subject and
grade level.
Risks Avoided:
1. Avoid not knowing what
it means to develop
culturally relevant
lessons.

Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Prior Knowledge:
Purpose of assessing prior
knowledge is to determine if
students understand the concept
and ability to create a scope and
sequence chart as well as know
the components of a lesson plan
per Smith and Ragan’s
Instructional Design.

New Knowledge:
The purpose of developing the
scope and sequence before the
lesson plan is to deductively
approach lesson design.

Learning Strategies:
Facilitator will explain, offer
opportunities for discussion and
offer a sample.

Feedback strategy: Both peers
and facilitator will offer
feedback.

Prior Knowledge:
Facilitator will assess
learners prior
knowledge by asking
students to get into
pairs of three. Then,
the facilitator
prompts them to
develop a scope and
sequence chart for the
following items:

1. Identify
central ideas
in two texts.
2. Examine
textual
evidence to
determine
author’s
perspective on
the subject.
3. Author's Point
of View
Learners get
into groups
of three and
illustrate a
scope and
sequence
using the
items
provided by
the
facilitator.

268
Discussion strategy: peer
discussion and whole class
discussion.

Reflection: Self-Reflection #12

4. Compare and
Contrast
Facilitator requests
that each group
illustrate their scope
and sequence chart on
a sheet of paper.
Facilitator monitors
and gauges learners’
understanding of
scope and sequence.

Prerequisite
Knowledge
25
New Learning is supported with
learners review of the Lesson
Plan Rubric and Samples of
Scope and Sequence Chart .
Facilitator reviews
the purpose and
structure of a scope
and sequence chart.
Facilitator uses the
Smith and Ragan
excerpt (provided as a
handout in the unit 5
module 2 folder) to
guide students.
Facilitator provides
think time for
students to answer the
following question:
What is the purpose
of a scope and
sequence chart, when
would a teacher
prepare this? How do
you imagine teachers
reconcile developing
a scope and sequence
chart while still
covering curriculum
their school requires?

Facilitator then asks
students to write their
answers, pair up,
share, and then have a
whole class
discussion.

Learners take
notes and
read Smith
and Ragan
excerpt.

Students
think, write
their
response, and
then share
with a
partner.
Finally, they
engage in a
class
discussion.

269
Then the facilitator
praises learners who
successfully showed
they were able to
develop a mini-scope
and sequence chart
with the items
provided.
Learning
Guidance
- Lecture
- Demo.
10
Lecture and demonstration is
provided so that students have
opportunities for mastery.
Facilitator hands out
the ‘sample scope and
sequence chart’
provided in this unit
and model folder.

Facilitator explains
that for the sake of
unit 5’s assignment
(development of a
lesson), each learner
will develop one
“Unit” or “Grade
Level” scope and
sequence chart that
includes multiple
learning objectives.

Facilitator explains
how they will pluck
one learning
objective and develop
a lesson that is
culturally relevant.

Facilitator then shows
the lesson plan
template, rubric, and
a sample (this lesson
plan can be used to
illustrate a lesson
plan).

Learners
review
sample and
ask any
clarifying
questions as
needed.

Learners ask
any
clarifying
questions.

Learners
review
rubric, lesson
plan template
and sample.
270
Facilitator reminds
learners to use their
personalized toolbox
for strategies that
they can use so as to
meet cultural
relevance.

Practice and
Feedback
30
The purpose of this activity is to
give learners opportunity to
practice developing their unit
with the support and feedback
of the facilitator and peers.
Facilitator prompts
learners to organize
their terminal
objectives in
sequence that makes
sense per subject
area. Facilitator
monitors and offers
verbal feedback.

Facilitator then asks
learners to pick one
learning objective for
which they will
produce a lesson
plan. Then, they pair
up with someone in a
similar or same
subject area and tease
out what each of their
lesson might look
like, using the rubric
and template.

Facilitator monitors,
guides, and redirects
learners in the
selection of activities
and resources with a
focus on cultural
relevance.
Learners
organize
terminal
objectives/lea
rning
objectives.

Learners
select a
terminal/lear
ning
objective.
Pair up with
a peer and
using the
rubric and
template,
make an
outline of
their lesson.

Learners
begin
creating a
lesson plan
rough draft
and receive
feedback
from the
facilitator as
needed.

271
Authentic
Assessment
25
Facilitator prompts
students to begin their
the lesson plan rough
draft. Facilitator
offers feedback.
Learners
complete
their lesson
plan rough
draft.
Retention
and Transfer
20
Self-Reflection Journal #12
Prompt:
How does your positionality
come through in the lesson?
How does this lesson validate or
challenge what you believe
about your learners? In what
ways does this lesson promote
one or more of the three tenets
of CRP?

Facilitator hands out
the reflection
question and asks
students to write a
reflection per the
self-reflection rubric.
Learners
write their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
Cultural relevance becomes a
reality when teacher approach
their lesson study and design in
ways that foster the three tenets
of CRP.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator asks
students to honestly
gauge their sense of
ability to finalize
their lesson plan.

Then, reminds
students to reach out
during office hours to
discuss how to help
student reach an
acceptable level of
self efficacy.

Facilitator should end
conversations with
the most important
big idea:
Self-Reflection is key
when determining the
cultural relevance of
a lesson plan.
Learners
listen and
share any of
their thoughts
with the
whole class.
Advance
Organizer
for the Next
Unit
5
Connection made to the next
unit in the course.
Facilitator shows the
visual (scope and
sequence chart) to
make connections
between this and the
next module.
Learners
have access
to the scope
and sequence
chart on
Blackboard
272
and jot and
pose
questions to
facilitator.
Total Time 3 hrs,
10 min
(190
mins)

273
Self-Reflection Journal #12
How does your positionality come through in the lesson? How does this lesson validate or
challenge what you believe about your learners? In what ways does this lesson promote one or
more of the three tenets of CRP?
274

Scope and Sequence

* This excerpt is taken from Smith and Ragan’s book titled, Instructional Design.

A fundamental curriculum tool is the scope and sequence chart. Scope and sequence have
relevance regardless of the approach taken to learning: subject-based or experiential, pragmatist
or constructivist. The scope of a curriculum, typically displayed on a chart on the horizontal axis,
describes the “what.” A large-scale curriculum scope, such as that for a technical training course,
for work at a grade level, or for an entire school, will obviously reflect more than one topic
or experience. Although curriculum designers traditionally organize scope in terms of subject
matter or topics, it is equally feasible and often quite appropriate to organize scope on the bases
of experience units, problems, or other bases. The term strand is often used to indicate individual
elements of content in a scope that is neutral with regard to the basis of organization. Thus, a
curriculum will reflect the relationship between multiple strands. The sequence is typically
displayed on the vertical axis, indicating what is planned for each strand. The sequence may be
merely ordered, or, more often, related to a schedule such as an academic year, semester, or
course calendar. An example of a scope and sequence chart is presented in Figure 16.1.

*Smith, P., Ragan, T.J. (2005). Instructional design. New Jersey: John Wiley & Sons, Inc.

275

SAMPLES of SCOPE AND SEQUENCE CHARTS

Smith, P., Ragan, T.J. (2005). Instructional design. New Jersey: John Wiley & Sons, Inc.

276

Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators

Scope and Sequence Table

I =Introduced
R =Reinforced
M =Mastered

Learning Outcomes
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Examine positionality I R R M M
Understand principles of cultural
relevance that foster collective
empowerment.
I R R M M
Examine strategies and approaches that
foster culturally relevant pedagogy to
achieve collective empowerment and
equity.
I R R M M
Examine culturally relevant curriculum
specific to learner’s respective subject
area and grade level.

I R R M M
Develop a culturally relevant lesson
plan specific to learner’s subject area
and grade level.
I R R M
*Developed by Dr. Nolasco, W. (2018).

277
Quotes to Inspire Teachers

“What we want is to see the child in pursuit of knowledge, and not the knowledge in pursuit of
the child”-George Bernard Shaw

“A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the
pupils” -Ever Garrison

“Before any great things are accomplished, a memorable change must be made in the system of
education...to raise the lower ranks of society nearer to the higher” -John Adams

“If you want to build a ship, don’t drum up the men to gather wood, divide the work, and give
orders. Instead, teach them to yearn for the vast and endless sea” -Antoine de Saint-Exupery

“Education is not filling of a pail but the lighting of a fire” -William Butler Yeats

“The function of education is to teach one to think intensively and to think critically. Intelligence
plus character- that is the goal of true education” - Martin Luther King Jr.

“Children must be taught how to think, not what to think” -Margaret Mead

“The principal goal of education in the schools should be creating men and women who are
capable of doing new things, not simply repeating what other generations have done” Jean Piaget
278
Lesson Plan Template

[Course Title]
Lesson Plan and Instructor’s Guide
[Unit/Lesson Number: Unit/Module Title]

Unit Duration:

Introduction:

Learning Objective(s)
Terminal Objective:

Enabling Objective(s):
●

Lesson Materials

Learner Characteristic Accommodations

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention

Learning
Objectives

Reasons for
Learning
- Benefits
- Risks

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and

279
how you are
going to learn
it.)
Prerequisite
Knowledge

Learning
Guidance
- Lecture
- Demo.

Practice and
Feedback

Authentic
Assessment

Retention
and Transfer

Big Ideas

Advance
Organizer
for the Next
Unit

Total Time

LESSON PLAN RUBRIC
● This rubric describes the criteria necessary for each lesson within your unit of study.
● You are only required to complete one lesson plan in your unit of study.
Criteria Lesson Plan
Fundamentals
Clarity and
Cohesion
Tenets of Cultural
Relevance
4 All fundamentals are
carefully thought out and
included in the lesson.
● Gain Attention
● Learning Objectives
● Reasons for
Learning
● Overview
● Prerequisite
Knowledge
● Learning Guidance
● Practice and
Feedback
● Authentic
Assessment
● Retention and
Transfer
Lesson is written
clearly.

Expanded learning
activities match the
learning objectives.
The lesson plan...

Promotes academic
success.

Promotes critical
thinking.

Promotes retention or
development of
cultural awareness.
280
● Big Ideas
● Advance Organizer
for the Next Unit

3 All fundamentals are
thought out and included in
the lesson but need
revision.
● Gain Attention
● Learning Objectives
● Reasons for
Learning
● Overview
● Prerequisite
Knowledge
● Learning Guidance
● Practice and
Feedback
● Authentic
Assessment
● Retention and
Transfer
● Big Ideas
● Advance Organizer
for the Next Unit

Lesson may not be
written clearly.

Expanded learning
activities may not
match the learning
objectives.
The lesson plan may
show struggle in
promoting the
following….

academic success,
critical thinking, and
retention or
development of
cultural awareness
2/1 Fundamentals need more
thought. Needs revision.
● Gain Attention
● Learning Objectives
● Reasons for
Learning
● Overview
● Prerequisite
Knowledge
● Learning Guidance
● Practice and
Feedback
● Authentic
Assessment
● Retention and
Transfer
● Big Ideas
● Advance Organizer
for the Next Unit
Lesson is not written
clearly.

Expanded learning
activities do not
match the learning
objectives.
The lesson plan
shows struggle in
promoting the
following….

academic success,
critical thinking, and
retention or
development of
cultural awareness
281
Applying Culturally Relevant Pedagogy in the Classroom: A Course for Secondary,
Public, Urban School Educators
Lesson Plan and Instructor’s Guide
Unit 5; Module 3
Culturally Relevant Unit Development

Scope and Sequence
Table 1.1
Scope and Sequence Table for the Culturally Relevant Pedagogy in the Classroom Curriculum

Legend
I =Introduced
R =Reinforced
M =Mastered
CRP = Culturally
Relevant Pedagogy
Md -Module(s)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Learning
Outcomes
Md
1
Md
2
M
1
Md
2
Md
1
Md
2
Md
1
Md
2
Md
3
Md
1
Md
3
Md
3
Examine
positionality

I R R R R R R R R R R M
Understand
principles of
cultural
relevance.
I R R R R R R R R M
Examine
strategies/
approaches to
CRP.
I R R R R R R R R M
Examine
curriculum for
cultural
relevance.

I R R R R R R M
Develop a
culturally
relevant lesson.
I R R R R M

282
Course Schedule and Calendar
Table 1.2
Course Schedule and Calendar for the Culturally Relevant Pedagogy in the Classroom
Curriculum

September September-October October October-November November-December
Unit 1
Week 1
Module 1:
Positionality
Unit 2
Week 3
Module 1:
Principles of CRP

Unit 3,
Week 5
Module 1:
Examine
Curriculum
Unit 4
Week 7
Module 1: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 10
Module 1: Create
Culturally Relevant
Curriculum.
Unit 1
Week 2
Module 2:
Examining
Positionality
Unit 2
Week 4
Module 2:
Examine Principles of
CRP
Unit 3
Week 6
Module 2:
Examine
Curriculum
Unit 4
Week 8
Module 2: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 11
Module 2: Create
Culturally Relevant
Curriculum.
Unit 4
Week 9
Module 3: Examine
Culturally Relevant
Curriculum
Unit 5,
Week 12
Module 3: Finalize
Culturally Relevant
Curriculum.
7 Hours 7 Hours 7 Hours 10.5 Hours 10.5 Hours =42 Hours

Lesson Plan and Instructor’s Guide
Unit 5; Module 3
Culturally Relevant Unit Development

Introduction: This is the fifth unit in the five unit course on how to apply culturally relevant
pedagogy in the classroom. Closing the achievement gap means approaching, developing and
implementing pedagogy that is relevant to students’ needs and wellbeing.

Learning Objective(s)
Terminal Objective:
Given the context of each learner’s classroom, the learner will develop culturally relevant
curriculum respective to each learner’s subject area and grade level per the rubric.

Enabling Objective(s):
1. Know what it means to develop.
2. Know what development of culturally relevant instruction looks like.
3. Know what effective culturally relevant instruction looks like.
4. Be able to develop culturally relevant curriculum pertinent to teachers’ subject and grade
level.

283

Lesson Materials
Access to computer with internet for access to blackboard for readings.
No Readings
All artifacts:
● Statement of Positionality
● Self-Reflections and Journal Entries 1-12
● Personalized Toolbox
● Essay of Curriculum Evaluation
● Scope and Sequence Chart for Unit of Study
● Lesson Plan Rough Draft

Learner Characteristic Accommodations
Learners will take course in a classroom with a facilitator. Readings will be provided via Blackboard.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15
Reflection #13
Learners will be asked to review
their positionality statement and
asked what they’d like to add or
alter. The purpose of this
assignment is to conduct a
self-reflection that allows the
learner to reflect on his/her
progress for the duration of the
course.

Facilitator prompts
learners to reflect on
their positionality
statement and asks
the following
questions:
What would you add
or alter? Explain
why.

Learners read
their
positionality
statement
with the
facilitator’s
question in
mind and
answer the
prompt as
Reflection
#13.
Learning
Objectives
5 Lesson objective is presented in
writing.
Given the context of each
learner’s classroom, the learner
will develop culturally relevant
curriculum respective of each
learner’s subject area and grade
level per the rubric.
Facilitator asks
learners to read the
objective.
Instructor asks if
there are clarifying
questions.
Learner reads
objective and
ask clarifying
questions, if
any.
284
Reasons for
Learning
- Benefits
- Risks
5
Benefits:
1. Know what it means to
develop.
2. Know what development
of culturally relevant
instruction looks like.
3. Know what effective
culturally relevant
instruction looks like.
4. Be able to develop
culturally relevant
curriculum pertinent to
teachers’ subject and
grade level.
Risks Avoided:
1. Avoid not knowing what
it means to develop
culturally relevant
lessons.

Facilitator asks
learners to read the
benefits for engaging
in this lesson and the
risks avoided in not
engaging. Facilitator
answers any
clarifying questions.
Learners read
benefits and
risks and ask
clarifying
questions, if
any.
Overview
- Prior
Knowledge

- New
Knowledge

- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
20
Prior Knowledge:
The purpose of assessing
students understanding of lesson
planning is to determine if
students need intervention
opportunities before the
portfolio is due.

New Knowledge:
There will be no new
knowledge to learn in this last
unit, but rather reinforced.
Learners will peer review each
other’s lesson plans.

Learning Strategies:
Learners will peer review each
other’s lesson plan as well as
meet with the facilitator.

Prior Knowledge:
What should your
portfolio include?
What components of
the lesson plan are
you struggling with?
What might you need
to assist you in
successfully
completing it?

New Knowledge:
Facilitator gives
students the rubric for
the portfolio and
takes any clarifying
questions.

Learning Strategies:
Facilitator prompts
learners to meet with
a peer in to review
each other’s lesson
Learners
answer the
questions in
order to
gauge their
understandin
g of what is
due at the
end of the
week.

Learners
review the
Portfolio
rubric and
ask any
clarifying
questions.

Learners pair
up with an
learner who
has created a
lesson plan
285
Feedback strategy: Both peers
and facilitator will offer
feedback.

Discussion strategy:
Learners will discuss with their
peers.

plan for accuracy per
the rubric.

Feedback Strategy:
Learners will offer
each other peer
feedback on the
lesson plans
Facilitator will meet
with each learner to
discuss the quality of
the lesson plan per
the rubric.
for the same
or similar
subject area
and offer
each other
feedback per
the rubric.

Facilitator
meets with
learners
individually
to discuss the
quality of the
rough draft
and the
portfolio per
the rubric.
Prerequisite
Knowledge
25
The prerequisite knowledge for
success in this module is the
rubric for the portfolio. The
purpose of the portfolio is to
have an archive of artifacts for
their journey through the
culturally relevant course.
Facilitator hands out
Portfolio rubric to
learners, reviews the
information, and
answers any
clarifying questions.

Facilitator addresses
the issue of late
assignments
according to the
university/college
policy.

Learners
listen and
ask any
clarifying
questions.

Learning
Guidance
- Lecture
- Demo.
10
Learning guidance will be
provided by peers and facilitator
who will present a sample
portfolio.
Facilitator shows
learners how to
organize their
documents and
answers any
clarifying questions
pertaining to its
contents.

Learners ask
any
clarifying
questions.

Learners
begin to
organizer
their
documents.

286
Next, facilitator
reviews the
importance of self-
reflection throughout
this course, and
prompts students to
write a reflection that
answers the following
prompt:

Self-Reflection
Journal #14 Prompt:
What some big
takeaways that you
will carry into your
practice?

Facilitator shows
his/her own reflection
to students as a
model.

Learners
spend about
10 minutes
writing their
reflections.
Practice and
Feedback
30
The purpose of this activity is to
give learners opportunity to
practice developing their lesson
plan with the support and
feedback of the facilitator and
peers.
Facilitator prompts
learners to pair up
with a learner in the
same subject area or
similar. Facilitator
requests that learners
review each other’s
portfolio silently and
offer any suggestions
per the rubric
requirements.

Facilitator prompts
learners to sign up to
meet for feedback.
Learners pair
up with a
peer and
offer
suggestions
and feedback
per the
rubric.

Learners
meet with the
facilitator for
feedback.
Authentic
Assessment
25
Final Draft of Lesson Plan and
Portfolio is due one week from
the last class.
Facilitator explains
the due date and
offers special office
hours to answer any
questions and meet
with students.
Learners
write down
any pertinent
information
and meet
with the
287

Facilitator offers time
for learners to work
on lesson plan in
class and meets with
students one-on-one
for feedback
purposes.
professor as
their needs
require.

Learners
work on their
lesson plan
and meet
with the
facilitator
one-on-one
to review
lesson and
receive
feedback.
Retention
and Transfer
20
Self-Reflection Journal #13
Prompt:
earners will be asked to review
their positionality statement and
asked what they’d like to add or
alter. The purpose of this
assignment is to conduct a
self-reflection that allows the
learner to reflect on his/her
progress for the duration of the
course.

Facilitator asks
students to review
each other’s
positionality
statements and share
their growth with
each other.
Learners
share their
reflection.
Learners can
look back at
their rubric,
if necessary.
Big Ideas

30
Review and re-motivate:
The purpose of the review is to
praise students on their progress
as the course developed.

Conversation:
Learners have an opportunity to
share with the whole class.
Facilitator praises
learners for their
progress throughout
the course. Facilitator
reviews the
assignments that were
completed and the
concepts that were
covered.

Then, reminds
students to reach out
during office hours to
discuss how to help
student reach an
acceptable level of
self efficacy.
Learners
listen and
share any of
their thoughts
with the
whole class.
288

Facilitator should end
conversations with
the most important
big idea:
Self-Reflection is key
is remaining
culturally relevant in
your classroom.
Advance
Organizer
for the Next
Unit
5
No course is next.
Total Time 3 hrs,
10 min
(190
mins)

289
Self-Reflection Journal #14
Prompt:
What some big takeaways that you will carry into your practice?

290
Reflection #13
Learners will be asked to review their positionality statement and asked what they’d like to add
or alter. The purpose of this assignment is to conduct a self-reflection that allows the learner to
reflect on his/her progress for the duration of the course.
291
Rubric for Portfolio

Document 1 Document 2 Document 3 Document 4 Document 5
Quality Statement of
Positionality
Self-Reflectio
ns and
Journal
Entries 1-14
Personalized
Toolbox
Essay of
Curriculum
Evaluation
Scope and
Sequence
Chart for
Unit of Study
Culturally
Relevant
Lesson Plan
Final Draft
4 All documents are included in portfolio. They are clearly written, free of
errors, all documents include facilitator comments and grade. Documents are
organized from 1-5
3 May be missing documents in portfolio, may not be written clearly or include
grade and comments. Portfolio may not be in order.
2/1 Documents are missing, not written clearly or graded with comments and may
not be in order.

292

Abstract (if available)

Abstract Achievement data show underserved students of color perform lower than their white counterparts. As such, there is a need to rethink educator preparation courses for teaching underserved students of color. The aim of this course is to improve teachers’ knowledge, skills, and dispositions around culturally relevant pedagogy (CRP) with the intent to close the achievement gap. Critical pedagogy frames this course as it resists educational hegemony, and sociocultural and social cognitive theory make the course relevant and meaningful. This university course for pre service educators is one semester and addresses the following: positionality, self-reflection, principles of CRP, examination of curriculum, and development of culturally relevant curriculum. After completing this course learners will be able to analyze and develop curriculum and instruction for cultural relevance, discuss value of cultural relevance, and apply culturally relevant pedagogy. The summative evaluation is a portfolio of artifacts, including lesson plans, self-reflections, and lesson analysis. The course will be implemented in stages. It will be piloted, monitored, and evaluated before being integrated into the university teacher preparation program. An evaluation plan will measure external and internal indicators of success and the drivers required for success. Ultimately, this course may support teachers in performing their jobs more effectively and contribute to their organization in meaningful ways as well as support students of color to academically achieve and thrive in our modern world.

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Nolasco, Wendolyn (author)

Core Title Applying culturally relevant pedagogy in the classroom: a course for secondary, public, urban school educators

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 08/03/2018

Defense Date 08/02/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag critical pedagogy,culturally relevant,culturally relevant pedagogy,educator preparation course,OAI-PMH Harvest,Public school,relevant curriculum,relevant pedagogy,Secondary,secondary educators,students of color,underserved students of color,urban school

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth A. (committee chair), Hirabayashi, Kimberly (committee member), Lundeen, Rebecca J. (committee member)

Creator Email wendolyn.nolasco@gmail.com,wnolasco@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-49912

Unique identifier UC11672499

Identifier etd-NolascoWen-6621.pdf (filename),usctheses-c89-49912 (legacy record id)

Legacy Identifier etd-NolascoWen-6621.pdf

Dmrecord 49912

Document Type Dissertation

Format application/pdf (imt)

Rights Nolasco, Wendolyn

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA