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Fostering and cultivating culturally empathetic early childhood educators: A curriculum for pre-service educators

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Fostering and cultivating culturally empathetic early childhood educators: A curriculum for pre-service educators

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Content Running head: CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS
FOSTERING AND CULTIVATING CULTURALLY EMPATHETIC
EARLY CHILDHOOD EDUCATORS:
A CURRICULUM FOR PRE-SERVICE EDUCATORS
by
Darjené D. Graham
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 Darjené D. Graham
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 2
Table of Contents
Abstract 4
CHAPTER ONE: INTRODUCTION 5
Statement of the Problem 5
The Problem of Practice 6
Evidence for the Problem of Practice 7
Importance of Solving the Problem of Practice 8
Instructional Needs Assessment 9
Curriculum Description and Purpose 11
Potential Designer Biases 14
Organization of the Design Blueprint 15
CHAPTER TWO: REVIEW OF THE LITERATURE 16
General Theoretical Approaches to the Curriculum 16
Content and Curriculum Structure 29
Prior Attempts 36
Approaches to the Curriculum Design 38
Theoretical Foundations to the Curriculum Design 38
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT 41
Learner Profile 41
Prior Knowledge 44
Description of the Learning Environment 44
Existing Curricula/Programs 45
CHAPTER FOUR: THE CURRICULUM 48
Curriculum Goal, Outcomes, and Summative Capstone Assessment 48
Curriculum Goal 48
Curriculum Outcomes 48
Summative Assessment 49
Cognitive Task Analysis (Information Processing Analysis) 49
General Instructional Methods Approach 51
Description of Specific Learning Activities 52
Overview of the Units 55
55 Unit 1: Who Am I as an Early Childhood Educator? (CTA Step 1)
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 3
56
Unit 3: My Role as an Educator (CTA Step 2 part 2) 57
Unit 4: Being a Critically Reflective and Critically-Conscious Educator
(CTA Step 3) 57
59
Unit 5: Culturally Relevant Pedagogy and Culturally Responsive Teaching
(CTA Step 4)
Unit 6: Identify Student Population (CTA Step 5)
60
Unit 7: Developmentally and Culturally Appropriate Lesson Plans (CTA Step 6) 60
Delivery Media Selection 61
General Instructional Platform Selection 62
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN 64
Implementation of the Course 64
Implementation of the Evaluation Plan 66
Curriculum Purpose, Need, and Expectations 66
Evaluation Framework 66
Level 4: Results and Leading Indicators 67
Level 3: Behavior 68
Level 2: Learning 70
Level 1: Reaction 72
Evaluation Tools 72
Conclusion to the Curriculum Design 73
References 74
Appendices 80
80
81
Appendix A: Course Evaluation
Appendix B: Post Course Questionnaire
Appendix C: Course Lesson Plans, Power Points, Worksheets & Rubrics 83
Unit 2: Identify Principles of Social Justice in Education (SJE)
(CTA Step 2 part 1)
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 4
Abstract
There has been increase of ethnically and culturally diverse learners in the nation, in our schools,
and our early childhood classrooms. Due to this increase, pre-service teacher education
programs, specifically future early childhood educators, need to work with ethnically and
culturally diverse learners. While there are studies that address how K-12 teachers can develop
and incorporate culturally relevant pedagogy in the classroom have increased, few of these
include preschool teachers (Gichuru, Riley, Robertson, & Park, 2015). The purpose of this
curriculum is for early childhood educators to become culturally empathetic in working with
culturally diverse learners and use developmentally and culturally appropriate teaching and
learning in their classroom. Using the social constructivism theory, sociocultural theory, and the
cognitive learning theory, the curriculum will be a total of seven units to be implemented in a
preservice teacher education program. Upon successful completion of this course, learners will
be able to identify their positionality, critically reflect on their teaching practices, use culturally
relevant teaching strategies, and create a classroom climate to bring about social justice. The
summative assessment is a culminating portfolio of exemplars of their work such as, reflective
journal entries, developmentally and culturally appropriate lesson plans, and a multimodal
project. To effectively teach to ethnically and culturally diverse learners, early childhood
educators, must be equipped with the knowledge, skills, and dispositions to create a climate to be
change agents and become culturally empathetic for those learners in their classrooms.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 5
CHAPTER ONE: INTRODUCTION
Statement of the Problem
Context
Community colleges are training the highest number of future early childhood educators
nationwide (American Association of Community Colleges, 2009; National Association for
Education of Young Children, 2009). Pre-service teaching programs at the community college
level are preparing early childhood educators for the classroom at a high rate and with the ability
to transfer to four-year institutions (Mira Costa, 2017; Palomar College, 2017; San Bernardino
Valley College, 2017). According to the National Association of Education of Young Children
and the National Association of Early Childhood Specialists in State Departments of Education
curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate,
culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes
impact young children and specifically with issues of race and equity for the culturally diverse
learners in the classrooms. There is a strong need for teachers to be innovative, and the need for
teaching programs to equip their teachers with the knowledge, skills, and dispositions to bring
about a change and to become change agents for social justice.
Goal. The goal is to create a curriculum for early childhood educators to become
culturally empathetic in working with culturally diverse learners. This curriculum will equip and
empower early childhood educators in becoming change agents using Social Justice Education
framework and being exposed to culturally relevant pedagogies while utilizing high-leverage
teaching practices (Adams, Bell, Goodman, & Joshi, 2016; Howard, 2003; Lynn & Smith-
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 6

Maddox, 2007). The aim is to bring awareness to the importance of student perspective, equity,
race, and power so that future early childhood educators can become culturally empathetic of
their students and families in their classrooms. This can be achieved through implementing this
introductory course in pre-service teacher preparation programs and in-service professional
development trainings to allow for a shift towards the Social Justice perspective by using
culturally relevant pedagogy and teaching practices.
The Problem of Practice
Across the nation, there has been a significant increase of diverse learners (Castro et al.,
2011; Freedberg, Frey & Tully, 2016; Navqi et al, 2013). UC Berkeley published a report in
2015, identifying institutions of higher education inadequately preparing teachers to work with
populations of culturally and linguistically diverse learners due to the lack of training from the
faculty (Freedberg, Frey, & Tully, 2016). The problem of practice is looking at pre-service
teacher education programs, that are preparing future early childhood educators, to work with
pre-service teacher education programs in community college programs that offer courses,
es to novice teachers who will be in the classrooms working
with children ages birth to five years old.
Currently, pre-service institutions offering Associate's or certificate programs for early
childhood educators only offer one or two classes that cover the topic of diversity to help novice
teachers working with diverse learners, and those particular classes are electives in their
respective programs. Furthermore, studies show that teachers who believe that celebrating
cultural holidays, such as Cinco de Mayo or who observe Martin Luther King Jr. Day are being
culturally sensitive to those students versus engaging in a culturally responsive teaching practices
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 7

(Banks, 1988; Gay, 2002; Irvine, 2010). Lastly, not addressing the problem impacts the
achievement of community colleges that may not meet the needs of all culturally diverse learners
these novice teachers will be interacting and engaging with in their future or current classrooms.
Evidence for the Problem of Practice
According to the Migration Policy Institute from the U.S. Census Bureau, the population
of children from ethnically and culturally diverse backgrounds has increased to 88 percent in
2015 (Migration Policy Institute, 2016). With such an increase in that population, early
childhood educators need to be prepared in working with the culturally diverse learners coming
into their child care centers and classrooms with culturally relevant pedagogies and teaching
ors need to
understand and meet the children where they are developmentally and be respectful of the
diverse needs of the children and families. The mission very clearly outlines the support of
core values and beliefs (NAEYC,
2009).
California is experiencing a surge in the population of culturally diverse learners (Castro
et al., 2011; Navqi et al, 2013; Freedberg, Frey & Tully, 2016). Greenfader and Miller (2014)
assert that one in four students in U.S. elementary schools come from a Spanish-speaking homes.
While there are studies that address how K-12 teachers can develop and incorporate culturally
relevant pedagogy in the classroom have increased, few of these include preschool teachers
(Gichuru, Riley, Robertson, & Park, 2015). In an article referring to K-12 educators, Howard
are prepared, and provide them with the skills and knowledge that will be best suited for
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 8
dissertation, this same concept has been applied to teacher educators in early childhood
education. Howard (2003) also insists that teachers develop cultural pedagogical practices that
increase their academic success (p. 195).
Furthermore, the Department of Social Services - Community Care Licensing entity in
California, mandates that any person working in any licensed child care facility must meet the
licensing requirements and adhere to Title 22 Manual of Policies and Procedures. In Chapter 1,
Article 6, Section 101216.1 Teacher Qualifications and Duties i
completed, with passing grades, at least six postsecondary semester or equivalent quarter units
of the education requirement specified in (c)(1) below; or shall have obtained a Child
Development Assistant Permit issued by th
(p. 91). The above minimum requirements of having six post-secondary units, are well below the
pass teacher certification tests, based on the California Commission on Teacher Credentialing.
Importance of Solving the Problem of Practice
With community colleges being a leading source of producing early childhood educators
who represent the underrepresented population for culturally and linguistically diverse students
and children, they need to also be prepared to teach their student population using culturally
relevant teaching strategies to make learning meaningful. However, these institutions may only
offer one or two elective courses working with diverse learners such as Diversity or Special
Population courses. Studies show that the hegemony of the teaching workforce is still dominated
by white, middle-class, females in the teaching profession who are not being adequately trained
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 9

to work with diverse learners (Adams, Bell, Goodman, & Joshi, 2016; Brown, 2004; Howard,
2003; Irvine, 2010).
When discussing the achievement gap between Black and Hispanic students not excelling
at the rate of the White and Asian students in schools, due to various institutional barriers, the
need for an instructional curriculum that places an emphasis of bringing about equity and social
justice is imperative (Adams et al., 2016; Howard, 2003; Irvine, 2010; Ladson-Billings, 1995).
On the other hand, by promoting awareness of the culturally diverse learner population and
implementing culturally relevant pedagogy and teaching practices, this curriculum will help in
closing the opportunity gap that currently exist between the races. However, if nothing is done,
the achievement gap will continue to widen (Brown, 2004; Ladson-Billings, 1995).
Instructional Needs Assessment
Many researchers and organizations are calling for an overhaul in the educational system
(Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009; Mehta, 2013). These
organizations are urging teacher preparation programs to begin training towards more innovative
teaching and learning models (Ball & Forzani, 2009; Grossman, Hammerness, & McDonald,
2009). Thus, the use of the Smith and Ragan (2005) innovation model is an appropriate
approach to the design of this course. According to these researchers, the Innovation Model can
be used when there is a change in the composition of the learner population. By using this
Innovation Model, the learning goals for novice teachers to implement the use of Social Justice
Education, Culturally Relevant Pedagogy and teaching practices aligns with meeting the needs of
culturally diverse learners (Adams et al., 2016; Howard, 2003; Irvine, 2010). This model can be
incorporated into current programs and will not be any significant change to the tools, policies,
organization or the educational philosophies (Mehta, 2013; Smith & Ragan, 2005). This
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 10

innovation will help advance the mission of the NAEYC and local community college's child
development programs in producing early childhood educators for gainful employment into their
early childhood education careers and by propelling change agents for social justice.
This innovative curriculum is for early childhood educators to become culturally
empathetic in working with culturally diverse learners. This curriculum will equip and empower
early childhood educators in becoming change agents using Social Justice Education framework
and being exposed to culturally relevant pedagogies while utilizing high-leverage teaching
practices (Adams, Bell, Goodman, & Joshi, 2016; Howard, 2003; Lynn & Smith-Maddox, 2007).
culturally diverse learners in their classroom. It will boost the achievement of the culturally
diverse population of children birth to five, by having novice teachers exposed in using culturally
relevant teaching practices and Social Justice education so that the needs of the children in their
classrooms are being met. The effect of being exposed to and using this pedagogy will allow
early childhood educators to be more cognizant of what is needed by being understanding of:
their race, how oppression works, the power hierarchy of social groups, being critically
conscious, and their understanding of the demographic change and its implications for their
Adams et al., 2016; Brown, 2004; Capper, Theoharis, & Sebastian, 2006).
There are resources and research studies that support this new type of framework, such as
participatory action research studies conducted internationally- using the social justice education
framework in an early childhood classroom (Hawkins, 2014), as well as using critical reflection
for teachers and students in this setting (Howard, 2003; Boutte, 2008). Being that research
supports this type of framework in the classroom, this curriculum should not conflict with
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 11

current goals and missions of child development departments training novice early childhood
educators (Adams et al., 2016; Howard, 2003; Irvine, 2010; Ladson-Billings, 1995).
Using Culturally Relevant Pedagogy with current teacher educators may be a shift from
their current pedagogical practices (Howard, 2003; Irvine, 2010). By providing a course that
from what is currently used in early childhood settings. Additionally, despite its proven
effectiveness, literature shows that Culturally Relevant Pedagogy is not being used in teacher
preparation programs (Howard, 2003; Irvine, 2010; Ladson-Billings, 1995). Therefore, to
address the knowledge and skills gap in the classroom setting, teacher educators should begin
shifting towards Culturally Relevant Pedagogy in community college child development
programs.
Curriculum Description and Purpose
The purpose of this curriculum is for early childhood educators to become culturally
empathetic in working with culturally diverse learners. This curriculum will equip and empower
early childhood educators in becoming change agents using Social Justice Education framework
and being exposed to culturally relevant pedagogies while utilizing high-leverage teaching
practices (Adams, Bell, Goodman, & Joshi, 2016; Howard, 2003; Lynn & Smith-Maddox, 2007).
The course will include teaching strategies such as Reflection/ Cycle of Reflection (Gay &
Kirkland, 2003; Howard, 2003; Jay & Johnson, 2002; Mezirow, 1991; Rodgers, 2002; Yost,
Sentner, & Forlenza-Bailey, 2000), Rehearsals (Lampert et. al., 2013), and Modeling (Loughran
& Berry, 2005) as well as other forms of high leverage teaching practices (Grossman,
Hammerness, McDonald, 2009). This course is designed to meet the needs of the increasingly
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 12

culturally diverse population of young children in early childhood classrooms by allowing novice
teachers to address their own personal biases and assumptions they have about culturally diverse
learners with the aim to bring about social justice.
Curriculum Goal, Outcomes and Capstone Assessment

The goal of this course is for early childhood educators to be culturally empathetic to the
students in their classroom by being understanding and aware of the different backgrounds the
children are coming from, to be able to understand those differences, and celebrate them with
more inclusiveness through developmentally and culturally appropriate pedagogies and practices.
The expected outcomes of this course, is that novice teachers will be able to identify their
positionality, ability to critically reflect on their teaching practices, become knowledgeable about
what these students will be faced with, and create a space to bring about social justice to move
them towards being culturally empathetic. Lastly, the capstone assessment will be a multimodal
portfolio that will include exemplars from the semester such as reflection entries, individual and
group projects, designing of developmentally and culturally appropriate lessons and experiences
and creation of multimodal projects from the semester.
Definitions
The following section defines uncommon terms that are research based and relevant to
this dissertation.
Culturally diverse learners. Learners whose racial backgrounds is other than the
dominant or majority White race. These learners come from other races and cultures and are
considered minorities. These backgrounds and races include but not limited to African-
American, Hispanic, Asian/ Pacific Islander, Native-American, etc. (Sleeter, 2001).
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 13
Culturally Relevant Pedagogy. Culturally relevant pedagogy must provide a way for
-Billings,
1995, p. 476).
Developmentally and Culturally Appropriate Practice.
for education that is multicultural (i.e. for all individuals). DCAP is pertinent not only to ethnic
groups, but also for all young children who are experiencing new cultures as they proceed
Early Childhood Education. Early childhood education is a broad term used to describe
any type of educational program that serves children in their preschool years, before they are old
enough to enter kindergarten. Early childhood education may consist of any number of activities
and experiences designed to aid in the cognitive and social development of preschoolers before
they enter elementary school (The Preschool Teacher, 2017).
Early childhood educator. Any professional working in Early Learning and
Development Programs, including but not limited to center-based and family child care
providers, infant and toddler specialists, early intervention specialists and early childhood special
educators, home visitors, related service providers, administrators, Head Start teachers, Early
Head Start teachers, preschool and other teachers, teacher assistants, family service staff, and
health coordinators (U.S. Department of Education, 2017).
High-Leverage teaching practices.
teaching; that novices can enact in classrooms across different curricula or instructional
approaches; novices can actually begin to master; allow novices to learn more about students and
about teaching; preserve the integrity and complexity of teaching; and are research-based and
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 14
p. 277).
Novice teacher. Preservice teachers who participate in courses, fieldwork, seminars,
and practicums. Activities that attempt to ground the student teachers in the knowledge and skills
required to bring about meaningful changes in teaching and learning include conducting case
studies and participatin -Maddox, 2017, p. 96).
Positionality.
value-laden, biased, and shaped by the worldviews, perspectives, and subjectivities of
. The assumptions that one carries about other races and ethnic backgrounds
other than their own (Cochran-Smith & Dudley-Marling, 2012).
Social Justice Education. Social Justice Education is a framework and pedagogical
approach to provide tools to examine how oppression works in both the social system and the
Adams et al., 2016, p. 4).
Potential Designer Biases
curriculum. She is a Black woman, married to a Puerto Rican man and a mother to a daughter
who is Black and Puerto Rican, and she is an early childhood educator. The designer of the
curriculum is a Black woman in today's society; she is faced with racism, social injustices, and
institutional oppression. She is a wife in an interracial marriage and a mother to her bi-racial
ower her throughout her educational career.
Lastly, the designer is an early childhood educator, it is her mission and passion that people
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 15

entering the teaching profession understand the importance in cultivating a classroom
environment that is sensitive and empathetic to the needs of culturally diverse learners.
Organization of the Design Blueprint
The design of this course is organized in five chapters. The first chapter describes the
context and the need for this curriculum to be created and the overall goal; followed by the
description and the importance of the problem, and the use of an Innovation Model as the needs
o use this curriculum. In Chapter Three, the learner's
profile is described, elements such as their ability, self-efficacy, and prior knowledge and what
will be needed to support the learner. Next, Chapter Four is the expansion of the curriculum itself
and a walk through of what the learner will be doing as a participant in this course. Lastly,
Chapter Five is the summative chapter and the description of the assessment and evaluation
process.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 16
CHAPTER TWO: REVIEW OF THE LITERATURE
The Curriculum
This literature review is organized in three parts. The first part is the general theoretical
approach as the overarching umbrella covering the content that situates the curriculum. The
focus of this section is Social Justice Education, the differences of the cultural pedagogies, the
importance of using critical reflection, that ultimately will lead to transformative learning of the
novice teachers. The content section will focus on what novice teachers will be expected to learn,
the prior attempts of such curriculum, and the overall instructional design approach that will be
used in the curriculum. The third part, focuses on the theoretical foundations for the design of
the curriculum.
General Theoretical Approaches to the Curriculum
In the section below, the problem of practice is situated within the social justice
education framework. Using the social justice education framework, will give context for pre-
service education programs and teachers a lens to look through. Additionally, this section will
discuss the different cultural pedagogies and finally rest upon the use of culturally relevant
pedagogy to give teachers contextual background knowledge. Thirdly, the importance of critical
reflection will be discussed which through this process the learner will begin to transition
towards transformative learning.
Social justice education framework. Social Justice Education is a framework that helps
individuals develop awareness, gain knowledge, and provide a process for examining issues of
justice/injustices in our own micro environmental level as well as the macro environmental level.
This framework will be applied in the context for pre-service teacher preparation programs,
specifically, in early childhood education. Adams, Bell, Goodman, and Joshi (2016) wrote
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 17
Teaching for Diversity and Social Justice which is a book designed to teach social justice in
preservice programs. This framework and pedagogical approach is to provide tools to examine
how oppression works in both the social system and the personal lives of persons from diverse
bring equity for learners. These authors defined Soci
conceptual framework for analyzing multiple forms of oppression and their intersections, as well
The aim for using this framework is to have pre- service early childhood educators
develop critical analytical tools that are necessary in understanding the structural features of
oppression and their own positionality within oppressive systems (Adams et al., 2016). In order
to do that, the pre- service teachers must first understand oppression and the power hierarchy
s on the forms of classism, racism,
sexism, heterosexism, transgender oppression, religious oppression, and ableism. For the purpose
of this dissertation, it will focus on the oppressions of racism, classism, and sexism. For novice
teachers to work towards creating a socially just climate in their classrooms, Adams et al. (2016)
suggest that one must understand how oppression operates on a personal level and institutional
level. Once novice teachers understand oppression, they will be better equipped to address the
needs of the culturally diverse learners in the classroom and begin to create change within the
organization.
In addition to understanding oppression, novice teachers must address the various social
groups that have dominance over others. Adams et al. (2016), refers to this as the power
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 18

hierarchy, there are four different social groups where individuals can be placed. They can either
be positioned as dominant or advantaged in relation to others or subordinate and disadvantage
based on social group membership (Adams et al., 2016). This is relevant to this course in that
pre- service teachers must understand that social groups with dominance hold the power and
authority towards their own interests and institutions in society. They make determinations on
how resources are allocated, and this social group defines all things good, natural, and true
(Adams et al., 2016).
Lastly, Adams et al. (2016), describes principles of Social Justice Education (SJE) so that
e authors have outlined three commonalities of practice and scholarship
(principles) of Social Justice Education pedagogy. The first principle is consciousness-raising,
which Adams et al., (2016) describe as the social liberation movement that builds on the work of
Paulo Freire and using literacy as way to empower self to help raise consciousness. The second
principle Adams et al. (2016) use is the social learning processes. The experiential and active
processes using the social-psychological framework, educational reform, and anti-discrimination
education frameworks (Adams et al., 2016). The last principle for SJE that Adams et al. (2016)
describes, is the use of social identity, lifespan, and cognitive development theories and models.
These models and theories allows the instructors or teacher educators to anticipate and facilitate
in helping the pre- service teachers make meaning and become aware of self and of others within
the contexts of oppression (Adams et al., 2016).
These next two pieces of literature reference school leaders and their role in creating
change and promoting social justice. For the purpose of this dissertation, this work is used to
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 19

show that creating change starts at the top with the educational administration and trickles down
into the teacher preparation programs. When looking at social justice and equity within the larger
context of schools and school leadership, researcher Kathleen Brown (2004), uses three
theoretical frameworks to prepare educational leaders to be equipped with the challenges of
being committed to social justice and equity. Brown (2004) uses the Adult Learning Theory,
Transformative Learning Theory, and Critical Social Theory and intertwined them with three
pedagogical strategies of critical reflection, rational discourse, and policy praxis. The use of this
article is to bring awareness, acknowledgment, and action within teacher preparation programs
(Brown, 2004).
This article supports the assertion that there is a need to implement and promote social
justice in teacher preparation programs to bring about equitable and socially responsible learning
and accountability for all students. Brown (2004) highlights the need for redesigning course
offering, knowledge bases, and foundational purposes for teacher preparation programs and
education leaders to make a change. She also highlights that several national conferences have
). Additionally, Brown (2004) asserts that if
real change is to occur in preparing leaders (educators), then the current model of how teachers
and leaders are prepared is ineffective.
Capper, Theoharis, and Sebastian (2006), also provide evidence to support the assertion
that school leaders must be prepped and trained in leadership for social justice. These authors
attend to critical consciousness, knowledge, and practical skills focused on social justice with
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 20
students experience a sense of emotional safety that will help them take risks toward social
need to incorporate a social justice consciousness within their belief systems and or values. For
pedagogies.
Lastly, Capper, Theoharis, and Sebastian (2006), call for leaders and preparation
programs to know about evidence-based practices to create equitable schools. Eliminate practices
such as tracking and pull outs and understand the positive and equitable effects that it will have
by eliminating those practices. These researchers also looked at how the curriculum for these
programs needs to be realigned in content area, raising critical consciousness and pedagogical
practices revamped to provide more cohesion between practice and theory. By using Social
Justice education in pre-service teaching programs allows for the educator to understand how
race, in/equity, marginalization, and power have an impact on the culturally diverse learner
population in the classroom. A major component of Social Justice education is examining the
importance to becoming critically-conscious of inequities in society.
Critical consciousness. Novice teachers need to develop a critical-conscious to
understand the power relations and social constructions in society. One of the leading
philosophers of critical consciousness is Paulo Freire who authored the book, Pedagogy of the
form of liberation to those from oppressed social groups. Before discussing critical
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 21

the Banking System, in which the students were the depositories and the teacher is the depositor
(Freire, 1970). The scope of this type of education only allowed students to receive, fill, and
store information and while the teachers were the knowledge holders. Within the banking
knowledgeable upo
the oppressors were projecting ignorance onto others and therefore nullifies the process for
allowing inquiry (Freire, 1970).
Moving towards liberation, Paulo Freire discusses how authentic liberation is not a
committed to the cause of liberation, by rejecting the banking concept entirely. To move forward
and to begin to understand the concept of critical consciousness, people must adopt to the
concept as conscious beings and consciousness of the world (Freire, 1970). By rejecting the
banking system model -
-
critical consciousness is about exploring questions related to human dignity, freedom, authority,
social responsibility and personal purpose (Freire, 1970).
Next, when using the social justice framework, Adams et al. (2016), also supported Paulo
ork about being active participant in raising consciousness within the educational
-raising, subordinated peoples became aware of
daily inequities and were led by these insights towards analysis that theorized and directed action
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 22

that participants who engage together with awareness, critical information, and understanding of
these social inequities can take corrective action. In doing so, it is important to educators to be
aware of the conscious and unconscious projections students are using in pre-service programs.
Educators need to be aware of these projections by not re-affirming those prejudices onto their
students.
Lastly, Capper, Theoharis, and Sebastian (2006), describe critical consciousness as
example, white racism, heterosexism, and the ways that schools are typically structured
the need for educational leaders and educators to be aware of their consciousness to continue to
move towards social justice. They argue that school leaders need to develop a social justice
consciousness within their own personal beliefs systems and values and that evidence based
practices need to be used to create and equitable school climate (Capper, Theoharis, & Sebastian,
2006). Critical Consciousness is a necessary component of Social Justice Education framework
and is absolutely necessary for teachers to understand the elements of raising awareness as it
relates to the diverse learners in the classrooms. Upon using Social Justice framework as the
theoretical approach to this curriculum, there is also the need to discuss the various forms of
cultural pedagogies for teachers.
Cultural Pedagogies

Culturally relevant pedagogy and responsive teaching. Teachers working with
culturally diverse learners need to use pedagogies and teaching strategies that connect with the
culturally diverse learners in the classrooms. In looking at teacher preparation programs, Gloria
Ladson-Billings (1995), was the leading researcher in developing a pedagogy to train teachers to
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 23
work with culturally diverse students. In her article, she studied the relationship between
successfully teach students of color. Ladson-Billings (1995), coined the term Culturally Relevant
accept and affirm their cultural identity while developing critical perspectives that challenge
inequities that -Billings, p. 479, 1995).
academically, a willingness to nurture and support cultural competence, and the development of
-Billings, p. 483, 1995). This is relevant to the
current study, because teachers need to be cognizant of what the students bring to the classrooms
and use that to inform instruction to help encourage academic success and cultural empathy.
Additionally, teachers must recognize, understand, and critique the social inequities that students
face.
Another researcher who studied Culturally Relevant Pedagogy (CRP) is Jacqueline Irvine
(2010), she defined C
are using teaching techniques and tools that should engage and motivate students and help close
the cultural gap. n that learning is
survival strategy that is passed down from one generation to another through enculturalization
and socialization, a type of road map that guides and shapes behavior. If new information is not
58, 2010). It is important to note that mainstream assumptions are based on the cultural norms
and behaviors of school (Irvine, 2010). She asserts that when there is a cultural mismatch or
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 24
incompatibility with the school and student, there may be negative outcomes such as
confrontations among students, teachers, and the home; miscommunication; alienation, etc.
Teachers need to be able to use what students already know and bridge that gap with the what
they need to know based off what they bring from their home life (cultural background). This
type of teaching needs to be motivating and meaningful to maximize student learning, not just a
superficial acknowledgement of holidays and heroes.
Additionally, Irvine (2010) discusses the need for teachers to be able to design culturally
responsive lessons that are culturally relevant and transformative in subject areas coupled with
content standards. Culturally Responsive Teaching (CRT) uses a cultural lens to support
Lastly, Irvine (2010) asserts that teachers must also be reflective in their practice to help them
n, it helps
teachers address their own prejudices, beliefs, misunderstandings that may delay the
tical
preservice teachers critically analyze important issues such as race, ethnicity, and culture, and
recognize how these important concepts shape the learning experience for many students and
more importantly construct pedagogical practices that have relevance and meaning to students'
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 25

using CRP and CRT; this will be discussed later this chapter. In the next section, it examines the
concept of culturally sustaining pedagogy and resource teaching and how this is different from
culturally relevant pedagogy and responsive teaching.
Culturally sustaining pedagogy and resource teaching. Researcher Paris expands on
Gloria Ladson-Billings (1995) CRP theory and uses terms Culturally Sustaining Pedagogy and
foster to sustain linguistic, literate, and cultural pluralism as part of the democratic project of
throughout the 1970s and 1980s, repositioned the linguistic, cultural, and literate practices of
poor communities particularly poor communities of color as resources to honor, explore, and
extend in accessing Dominant American English (DAE) language and literacy skills and other
White, middle-class dominant cultural norms of acting and
(p. 94). Paris argues that Gloria Ladson-Billings (1995) was a starting point when discussing a
pedagogy to teach culturally diverse students, but that more is needed to address the needs of
those students. He goes onto say that by using Culturally Sustaining Pedagogy is an upgrade to
CRP and should support the value of multiethnic and multilingual present and future students.
c
cultural and linguistic competence of their communities while simultaneously offering access to
s that educators must consider
the cultural difference and linguistic differences when looking at the needs of a pluralistic society
(Paris, 2012).
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 26

Lastly, Paris and Alim (2014), built on the previous work of Paris (2012) and provided a
on the conceptualization of Culturally Sustaining Pedagogy (CSP). The focus
was to maintain the stance that CSP is very much an asset pedagogy and wants to continue to
change the narrative from the deficit mindset pedagogies. Paris and Alim (2014) redefine CSP as
supporting multilingualism and multiculturalism in practice and perspective for students and
luralism through education to
challenges of social justice and change in ways that previous iterations of asset pedagogies did
Whether one uses culturally relevant pedagogy theory or culturally
sustaining pedagogy theory, the importance for educators to use either theory to work with the
culturally diverse learners is needed to maximize the learning capabilities for those students. One
critical feature of using these cultural pedagogies is the need for teacher educators and teachers
to be critical thinkers. This dissertation will use Gloria Ladson-Billings (1995) theory and
concept of Culturally Relevant Pedagogy and Responsive Teaching.
Critical Reflection
For understand their
own positionality to better inform their teaching practices. To maximize students learning,
Howard (2003) argues for the need to incorporate critical reflection into preservice programs.
Teachers need to practice in the reflection process to address their own personal biases regarding
race, power, culture, etc. Howard (2003) defined critical reflection as an attempt to reflect on the
moral, political, and ethical contexts of teaching. This process is critical to the concept of CRP
and more
when becoming culturally relevant, one must critically reflect on their positionality and how that
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 27

can influence student behavior positively or negatively. Critical reflection needs to examine how
social class, race, and culture shape epistemology and learning (Howard, 2003; Irvine,
2010).
Furthermore, critical reflection helps teachers acknowledge that culturally diverse
students are still experiencing deficit-based practices in traditional school settings. One tenet of
critical reflection requires teachers to have a deeper understanding of self-knowledge by
acknowledging their own worldview and how that can shape the conceptions of
themselves (Howard, 2003). This process of reflection, helps teachers identify if they
consciously or unconsciously use the deficit mindset when working with the culturally diverse
learners (Howard, 2003; Irvine, 2010). Critical reflection is a vital asset in becoming culturally
relevant because it involves a rigorous and often painful period of reflecting on the students who
are culturally and racially different from the teachers own and measures their level of concern
and empathy for their students (Howard, 2003). Teachers need to practice reflection to
continually address their own personal biases, and inform their teaching practice to make
instruction meaningful for culturally diverse learners in their classrooms. Having preservice
teachers use critical reflection, will help foster and transition their learning to towards
transformative learning.
Transformative Learning Theory

Pre-service ECE preparation programs should guide teachers through critical reflection to
ultimately transform their learning. The use of Transformative Learning Theory is to fulfill the
process of communicative learning. Mezirow argues that current teacher education programs
operate in the behavioral realm, this has shown not to be effective. Adult education should
and solving problems, to become more critically self-
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 28

reflective, to participate more fully and freely in rational discourse and action, and to move

To achieve Transformative Learning (TL), Mezirow list several components to assists
programs. All of the components are relevant, but to support Social Justice education, teacher
codes, reaction patterns, perceptual filters), and consequences of their beliefs; become more
reflective and critical in their assessment of both the content and the process of problem solving
and of their own ways of participating in this process; be more open to the perspectives of others;
rely less on psychological defense mechanisms and be more willing to accept the authority of
other previously mentioned research and body of work, in that teachers need to be in charge of
their own learning, they should think critically about social goals and the need to consider others
perspectives (Mezirow, 1991; Howard, 2003; Irvine 2010).
Additionally, TL calls for learners to use language as both redefinition through reflection
and building of new layers of meaning to continuously seek to be understood and to understand
others in dialogue. TL examines the gains that have been made in context awareness, reflectivity,
openness to the perspectives of others, democratic participation in reflective discourse, and the
taking of more effective reflective action. (Mezirow, 1991). Transformative Learning theory is
needed to guide educators towards a communicative learning process, to allow for teachers to
reflect on their own thoughts, assumptions, and biases and how they can be imposed on others.
Next, content of the curriculum will be addressed.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 29
Content and Curriculum Structure
This section of the literature review is the content of what teachers will be learning in this
course. One of the main components of this curriculum is to move towards critical reflection and
learn about culturally relevant teaching practices for preservice early childhood educators. It is
imperative that teacher preparation programs and teacher educators begin to operate using the
Social Justice Education framework to help deliver the course content to the teachers. Keeping
that in perspective, this course is designed to assist to bridge the gap between theory and practice
(Lynn & Smith-Maddox, 2007) for preservice teachers.
Teaching for social justice. Adopting a Social Justice framework will assist novice
teachers in working with culturally diverse learners by using an asset minded teaching practice.
Most recently there has been a push for change in preservice teaching programs in training
novice teachers. To help combat that change, many researchers have been turning to Social
Justice Education pedagogies to bring awareness of the issues that affect culturally diverse
students in the classrooms. In 2015, Sleeter wrote an article synthesizing research that was
previously done on social justice and found four common themes among the research. First,
social justice means rejecting the notion that problems of people of color and/or from low-
income communities is their fault (personal failures) but rather, their problems are a result of
unfair policies and systems (Sleeter, 2015). Second, becoming socially just requires building
relationships with students and families, especially those from marginalized backgrounds
(Sleeter, 2015). Third, teaching for social justice rejects the traditional institutionalized
educational practices that have prevented the academic engagement and achievement of students
from culturally diverse backgrounds (Sleeter, 2015; Hawkins, 2014; Adams et al., 2016). Fourth,
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 30

analyze and challenge forms of discrimination that they, their families, and others face, on behalf
about the broad
views of education, this dissertation focuses on training preservice early childhood educators
teaching for social justice in their classrooms. Ha
agents of change to combat the cycles of oppression, by identifying oppression and its many
forms and take action in the classroom to challenge those cycles of oppression.
The preschool years are critical years in shaping the cultural and racial understandings
and attitudes toward diversity and difference. A research study conducted in Australia,
demonstrated that teaching social justice in an early childhood classroom is possible and
beneficial. By using probing questions and choosing appropriate literature for the classroom,
preschoolers have the ability to comprehend social justice concepts (Hawkins, 2015). Hawkins
(2015), encourages early childhood educators to take on the challenge to teach preschoolers
abou
participatory action research projects. Keeping in perspective that the target population of the
preservice teachers are early childhood educators, the content is situated around social justice
teaching and teaching strategies to use for young children is still at the forefront. Preservice
teachers must understand how their positionality affects their teaching and interactions with their
students. To bring about change, a teacher must understand their position and the position of
their students as well.
Positionality. Teachers need to be aware of their positionality and understand the
intersections of race, culture, and language. The bulk of this course relies on the novice teachers
understanding their positionality and epistemology. The novice teachers need to understand how
this plays a role in how they teach culturally diverse students. By asking preservice teachers to
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 31

learn to think for themselves, understanding themselves, they will begin to foster habits of
analysis and open communication skills (Takacs, 2003). Cochran-Smith and Dudley-Marling,
political, value-laden, biased, and shaped by the worldviews, perspectives, and subjectivities of
other than their own (Cochran-Smith & Dudley-Marling, 2012).
By having students reflect on h biases
p. 28-29, 2003). It is important for teachers to know who they are when using culturally relevant
pedagogies and teaching practices so that they can then address, challenge, and engage in
appropriate discourse. When teachers begin to engage in discourse, using reflection assists them
to interrogate issues they have and will experience. Another component of social justice
education is critical consciousness.
Critical consciousness. Much has been previously discussed about the relevance of
critical consciousness for this study already. This section will briefly examine Gay and
-reflection in
Preservice Education, and the purpose of it in this curriculum. Self-reflection and cultural critical
consciousness are imperative to improving the educational opportunities and outcomes for
students of color. They involve thoroughly analyzing and carefully monitoring both personal
beliefs and instructional behaviors about the value of cultural diversity, and the best ways to
teach ethnically different students for maximum positive effects (Gay & Kirkland, 2003). To
engage in these continuous critiques and efforts to make teaching more relevant to diverse
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 32

students, teachers need to have a thorough understanding of their own cultures and the cultures
of different ethnic groups, as well as how this affects teaching and learning behaviors (Gay &
Kirkland, 2003).
Critical reflection. There are several forms of critical reflection that teachers can engage
in; this section will discuss the various forms of critical reflection that novice teachers will be
(1997) Transformative Learning Theory. The first is the component is critical reflection to work
through the stages to transform one's learning. Transformative learning involves critical
reflection of assumptions that may occur either in group interaction or independently. The
second component is the process that will be coupled with the learner being responsible for their
own learning, known as co-construction, followed by the role of the teacher educator to help the
learners work through the learning objectives of the units. Using this philosophy, many of the
units are d -
objectives and group discussions to allow the novice teachers take control of their own learning.
The next form of critical reflection the novice teachers will examine is Carol
Cycle of Reflection (2002). Novice teachers will analyze the four stages of the Cycle of
Reflection: Experience, Description of Experience, Analysis of Experience, and
Experimentation. The first stage of the cycle is Experience (Learning to See); for student
the more she can perceive; the more she perceives, the greater the potential for an intelligent
the cycle is Description (Learning to
interpretation and the need to the solve problem before viewing the different perspectives of the
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 33

moment. The third phase of the cycle is Analysis of Experience (Learning to Think Critically and
Create Theory); this phase is when teachers generate a number of difference explanations for
what happened during the description phase and settle on a hypothesis or theory to test out. The
final phase of the cycle is Experimentation (Learning to Take Intelligent Action) is also
considered the initial phases as it doubles as the next experience. It takes time to get to this phase
because after the well thought out description and analysis phases, groups finally decide on a
theory (Rodgers, 2002). The power of the reflective cycle seems to rest in its ability first to slow
and then to shift
The last and most used type of critical reflection strategies this course will use are the Jay
and Johnson Typology of Reflection: Dimensions and Guiding Questions (2002). Using the Jay
and Johnson reflection typologies of descriptive, capable, and critical, allows for teachers to see
the difference and various levels of reflection. The guiding questions will help the novice
teachers focus their reflections and assist them in gaining a deeper understanding and purpose in
their teaching practice. These typologies make it easier for novice teachers to grapple with what
is expected of them when going through the process of critical reflection.
The process of critical reflection is needed for the learner to be metacognitive about their
purpose of teaching others. This process is to allow for teachers and teacher educators to create a
safe learning environment and to get to a place of understanding and work towards building
empathy for culturally diverse students. Critical reflection is a major component of Culturally
responsive teaching. This is also a component in which novice teachers will shift and focus on
this course.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 34
Culturally responsive teaching. Novice teachers need to understand culturally
responsive teaching and how it is applied in ECE classrooms. In addition to Ladson-Billings
(1995) description to CRP and CRT, there are other researchers who added to Ladson-Billings
(1995) original work on CRT. Brown-Jeffy and Copper (2011) compiled various studies of CRP
into a conceptual framework that captures five components of CRP. The five themes are Identity
and Achievement, Equity and Excellence, Developmental Appropriateness, Teaching Whole
Child, and Student-Teacher Relationships. This is an example that will be used for novice
teachers to discuss and conceptualize for culturally responsive teaching.
Next, Varvus (1997) helps lay a foundation of the historical and theoretical contexts of
CRP and CRT followed by describing multicultural foundations. This is relevant in that it gives
novice teachers context and what can be done in the classroom. The authors discuss knowledge,
skills, and dispositions teachers must possess to be effective in CRT as well as what is needed for
CRT to be applicable in whatever curriculum is being used (Varvus, 1997).
Lastly, Grossman, Hammerness, and McDonald (2009) identifies and defines high-
leverage teaching practices. The use of this study is to conceptualize how using CRT can be seen
as a high-leverage teaching practice. High-
occur with high frequency in teaching; that novices can enact in classrooms across different
curricula or instructional approaches; novices can actually begin to master; allow novices to
learn more about students and about teaching; preserve the integrity and complexity of teaching;
and are research-
Hammerness, & McDonald, p. 277, 2009). CRT is a teaching practice outlined by CRP, and
teachers need to know what it is, so that is can later be identified in a classroom setting. Novice
teachers need to understand what is being asked of them, so for the connection to be meaningful,
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 35
it needs to be relatable to their current needs. Laying the foundation for CRT is one thing, but
connecting it to how they can use it their classroom is another thing (Lynn & Smith-Maddox,
2007). Using Culturally Relevant Pedagogy and responsive teaching has been proven to work in
classrooms, so connecting practice with novice early childhood educators and the impact this
instruction will have in early childhood education is next.
Impact on early childhood education. This next section is to allow novice teachers to
see the impact of how using the social justice framework can work with young children and
assist novice early childhood educators in making connections between theory and practice.
Boutte, Lopez-Robinson, and Powers-
activities for children, it is useful for teachers to self-reflect on their views regarding race and
racism. When we take a moment to reflect on our own childhoods, we begin to see how beliefs
about different races are formed and informed. This article address
affirms the notion of ignorance by not addressing the issues of race and racism and why not
acknowledging race and equity can reaffirm its place (Boutte, Lopez-Robinson, & Powers-
Costello, 2011). However, this article was chosen because it spoke to the importance of teacher
self-reflection
classroom setting.
In early childhood programs and in preschool and primary classrooms' it is critical for
teachers to address injustice and develop equity-based pedagogies because children form ideas
(2010) article reinforces the argument of the need for early childhood educators to practice using
culturally responsive pedagogies, including equity building pedagogies and critical pedagogies in
the early childhood setting. Boutte (2008) speaks to the need for teacher programs to step up
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 36

when training early childhood ed
practicing and prospective early childhood teachers that addressing the aforementioned issues
requires more than being nice to others and adding a few multicultural books, pictures, resources,
know because it speaks to the importance of their training to promote an equitable society even
for their young learners in the ECE classroom. Connecting the Social Justice framework and its
impact in an early childhood setting will allow for a theory to practice connection for novice
early childhood educators. After discussing the theoretical approach and content of the
curriculum, we now look at prior attempts to address the problem of practice.
Prior Attempts
There is ample research and literature that supports the need for preservice teaching
programs to incorporate social justice and culturally relevant pedagogy into higher education
programs. However, the argument is for more incorporation at the community college level for
early childhood educators. By looking at the current National Association of Education of Young
Children and American Association of Community College mission and position statements,
there is a collective call for CRP in ECE curriculum (NAEYC, 2009; AACC, 2009).
Analysis of prior attempts. Programs designed to train teachers to successfully enter
the field of education are still grappling with ways to incorporate reflective processes that
include analysis of cultural, racial and societal issues that affect teaching and learning. While
every facet of teacher education in the United States is undergoing serious transformation, many
scholars contend that the numerous efforts are sometimes seen as an end in themselves,
disconnected from any broader issues such as social justice and equity (Lynn & Smith-Maddox,
2007). The complex and difficult process of learning how to effectively teach so that schools can
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 37

move students toward world-class standards and achievement is not a settled matter (Lynn &
Smith-Maddox, 2007).
While the knowledge gained in courses, seminars, directed readings, clinical
capacity to
develop the skills needed to move their students toward higher levels of understanding and more
proficient performance, it is unlikely that these experiences alone are sufficient to build ways of
good teaching that are attentive to issues of social justice and equity (Lynn & Smith-Maddox,
2007). Those concerned with preparing teachers for culturally diverse classrooms are required to
challenge traditional teacher preparation practices and consider ways to cultivate the
multicultural sensitivity of preservice teachers (Lynn & Smith-Maddox, 2007).
A Participatory Action Research study in Australia was conducted to show that children
are capable learning and understanding about social justice, race, ethnicity through critical
reflection and child
the standpoint of teaching for social justice was found to be successful in the preschool
classroom. However, this article does not emphasize that learning about social justice and equity
started with the teacher in a teacher preparation program. A research team came in and worked
with the early childhood educators, who was currently in the classroom, and gave that educator
the knowledge and skills needed to successfully teach for the PAR.

society, those responsible for preparing them must first articulate a vision of teaching and
learning in a diverse society. They represent the conceptual strands to be woven throughout the
learning experiences of preservice teachers in coursework and fieldwork so that, collectively,
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 38

these researchers argue that CRT should be woven throughout the teacher education curriculum
and developing the local capacity to implement that curriculum are ongoing and collaborative
processes (Villegas & Lucas, 2002). And lastly, the assumption that CRP is used in four-year
institutions or higher, not community colleges, which produce the highest number of early
childhood educators. These three studies argue that more needs to be done in the teacher
preparation programs, more specifically early childhood, training teachers in working with
culturally diverse learners.
Approaches to the Curriculum Design
The final section of the literature review consists of the approach to the curriculum
design. This section is the theoretical foundations of this curriculum, which was informed by
social constructivism, cognitive learning theories, and sociocultural development theory.
Theoretical Foundations to the Curriculum Design
The use of social constructivism in the curriculum design is because the nature in which
learning occurs to be socially constructed from different viewpoints from others. Given that a
social justice framework and CRP is a collaborative ongoing learning experience, social
sociocultural development will be used due to the nature in which young children learn and
develop. Many early childhood educators and school settings operate and practice within this
current theory and it falls in line with using CRT and SJE. Lastly, a major component in CRP
and CRT is critical consciousness and critical reflection, so the use of cognitive learning theory
will be used for teachers to be metacognitive thinkers about issues of social justice and its impact
in their classrooms.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 39

Social constructivism. Social Constructivism philosophy will help lay an instructional
foundation to design for the preservice classroom context. Social construction is when learners
work in collaborative learning groups to allow individuals to gain knowledge from the
perspectives of others. Learners use multiple perspectives to work together to achieve a truth
among many truths. This can also happen when a learner interacts individually with a video or
to their own
(Smith & Ragan, 2005).
Sociocultural developmental theory. As learners operate in these stages of
development, their sociocultural context influences their cognition, thus the use of this theory
will help guide the novice teachers. Vygotsky (1978) developed this learning theory and
proposes that learners and their sociocultural contexts interact, assisting learners to develop
) is a cognitive problem-solving mechanism that allows learners to
generate solutions with the help of scaffolding by a teacher or peer (Smith & Ragan, 2005).
Cognitive Learning Theory. In moving the teachers towards transformative learning
and learning to think metacognitively, the use of the Cognitive Learning theory will apply to this
curriculum. This theory is compatible with the central tenets of constructivism. The emphasis of
this theory is more focused on the learner than factors from the environment. The learner is
viewed as constructing meaning from instruction and is active in the learning process, it possess
a high-level of process learning.
In closing, this chapter has covered the theoretical approach to the curriculum of the
Social Justice Education framework, Culturally Relevant Pedagogy, Critical Reflection and
Critical-Consciousness. The content section of this curriculum was a description and layout of
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 40

what was to be learned in this course to essential lead the novice early childhood educators into
transformative learning and what theoretical approach would be used for implementation.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 41

CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT

Learner Profile
The Learner Profile is used to determine what the needs are by addressing:
Ability (Cognitive and Physiological characteristics), Self-Efficacy (Affective and Social
characteristics), and the learners Prior Knowledge (General World and Specific Prior
knowledge).
Ability
For learners to be successful in this course, two perspectives of ability will be assessed:
cognitive characteristics and physiological characteristics.
Cognitive characteristics. Learners should possess a level of cognitive abilities to be
able to process the information in this course.
General aptitudes. For learners to reach transformative learning, they need to have a
general idea of how to process and comprehend information. Learners must have the ability to
think critically about issues of race and power in ways to challenge social norms while remaining
developmentally and culturally appropriate for young children. Additionally, learners will be
learning new material and be presented with a worldview different from their own worldview.
With the new information, learners must have the ability to know how to use this information
within their own contexts and classroom settings appropriately.
Developmental level. Learners at this stage should be operating in the formal operational
stage of development that was identified by Jean Piaget (1958). Learners should be able to think
abstractly without assistance from symbols or support. For learners to transform their own
learning, being able to think metacognitively and operate in this stage is ideal.
Physiological characteristics. The learners taking this course will be adults ages 21 and
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 42
up and from all different backgrounds and cultures. Learners may be visually and auditorily
impaired with having glasses for vision needs or need translators for the dual language needs. An
advantage to having various learners in the classroom will be the personal levels of experience
and expertise they bring to the course from the early childhood classrooms. Learners should
generally be in good health to take this course.
Self-Efficacy
udes toward learning will be addressed by their
affective and social characteristics.
Affective characteristics. The affective characteristics will be assessed by
determining their interests, attitude, and academic self-concepts to be successful in completing
this course.
Interests. When working with students of culturally diverse populations, early childhood
educators must already show an interest in what is developmentally and culturally appropriate
teaching practices to use in the classrooms. Taking this course will give learners exposure in
using Culturally Responsive teaching practices to use with the culturally diverse student
population in their classroom. Learners that take this course should be interested in effecting
social justice and creating spaces for their students to be academically successful even at their
young age.
Attitude. In the beginning of the course, learners will probably have a negative attitude
about learning about race and privilege because it can make people feel uncomfortable.
However, throughout the course, their attitudes should begin to shift towards a more positive
mindset. Early childhood educators possess some level of awareness regarding social justice
issues that are in current news and that their students may be dealing with their home life.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 43

Learners will be challenged with how to handle these issues in their classrooms, so their attitudes
towards learning about social justice education framework, becoming critically conscious, and
learning about culturally relevant teaching practices should lead them towards a positive attitude.
Academic self-concept. Majority of students taking this course would have graduated
from high school and would likely have good academic self-concept to continue their education
in this field at this level. Additionally, these learners would have successfully completed other
child development courses and with these positive past experiences, they should lead to positive
self-efficacy.
Social characteristics. teristics will be assessed by their
racial/ethnic background and affiliations as well as their relationship with their peers.
Racial/ethnic background and affiliations. As previously mentioned, many early
childhood educators come from culturally diverse backgrounds. These learners may have
experienced their own prejudices and biases in their own academic experiences. Taking this
course will help foster their understanding of their own position in society and raise and foster
their own consciousness within themselves.
Relationship to peers. Learners taking this course will rely on others cultural experiences
as they may be reflective of their students. Learners level of connection to their peers depends on
how they are using the reflective cycle and typologies in their own learning and lesson designs.
They should be motivated to create lessons around social justice issues and incorporate culturally
relevant teaching practices. Working with peers in group settings will allow for this type of
learning to occur. The teacher educator must also be aware and sensitive to all the learners in the
classroom and be able to create a safe space for all learners.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 44

Prior Knowledge
Lastly, this section is to determine what prerequisite knowledge the learner needs to fully
engage with the curriculum.
General world knowledge. Overall the learners taking this course have already
encountered culturally diverse students in their classrooms. They should have some experience
and background with working with cultures other than their own and in some capacity, have
knowledge around various ways in which young children learn to know that harnessing young
children's culture in the classroom is an asset.
Specific prior knowledge. Prior to taking this course, learners need to have general
background knowledge of child development theories and theorist, some level of how children
develop and learn, some understanding of developmentally appropriate teaching practices, and
previously taken a diversity class. This course will be building on all the principles previously
learned from the lower level child development courses, as this course leads to higher level
thinking and cognition. The teacher educator leading the class may need to refresh some of the
learning theorist and what is developmentally appropriate when teaching the new course
material. The teacher educator needs to consider the various ages, levels of the students in the
classroom, and various levels of prior knowledge because those experiences will have an impact
on the conversations regarding social justice, positionality, biases, power, etc.
Description of the Learning Environment
Facilitator Characteristics
Facilitator that is implementing this curriculum, must first and foremost be passionate
about creating change agents in the learners (novice teachers) and have them become critically
conscious of social justice issues in current news and ultimately leave the learners with a sense of
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 45

creating culturally empathetic teachers for young children.
Other characteristics the facilitator should possess are:
Interests in social justice issues and awareness of culturally relevant pedagogies and
relevant teaching practices
Should be proficient in operating computers, laptops, accessing the internet, awareness of
smartphone capabilities and technologies, and not be partial to one form of possessing
system over another (Mac or PC)
Being open to use multimedia to reach all the needs of the learners in the classroom, and
being knowledgeable of the ages of students and gauge their ability to operate certain
technologies
The facilitator should have enough background knowledge regarding the major
components of the curriculum to answer and facilitate conversations and gauge the
climate and tone of the direction of conversations as well
The facilitator should be knowledgeable in the different high-leverage teaching practices
such as modelling, rehearsals, and reflection to effectively foster transformative learning
experiences.
Existing Curricula/Programs
This curriculum can be adaptable, but not ideal. If it needs to be incorporated into an
existing program or curriculum, the teacher educator can incorporate various components such
the critical reflections into homework assignments, ask questions regarding current social
injustices happening in today's society as classroom discussions and what can be done in their
individual contexts, assign extra credit assignments around culturally relevant pedagogies and use
videos to demonstrate what that may look like. Use supplemental materials around topics of
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 46

concern that will be used in addition to what is already prescribed and mandated.
Available Equipment and Technology
This class can be delivered in three different methods: In-person, Online, and a hybrid of
both in-person and online. In this section only
discussing the various uses of technology.
When the class is delivered in-person, the equipment and technology that needs to be
available are: projectors to project any projects operating from a computer (Mac or PC
accessible), access to working internet (user must be connected to the internet, preferably
wireless access), laptop or computer must be able to display videos and have the ability to record
videos, user must be proficient in accessing google docs and classroom. There needs to an option
to control the lights to see the projections and preferably a working sound system to hear what is
being displayed on the screen.
When the class is offered on-line only, the user must have access to reliable internet,
needs to have a working headset (something similar to VoIP headset), use some sort of online
classroom platform with similar features such as Adobe classroom technology, and if feasible,
have a technology team available to fix any issues beyond the comprehension of the instructor.
If this class is delivered in a hybrid method, having the components from both the in-
person and online mechanism is necessary and essential. The hybrid option allows for students to
be online at the same time there are students physically present in the classroom. The user should
be comfortable to operate in both settings simultaneously. Having practice in both in-person and
online will give the user the practice needed to perform this class in a hybrid option for students.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 47

Classroom Facilities and Learning Climate
This course is better suited in a smaller room with max occupancy of 30. The nature of
the conversations need to be in a more intimate setting with a small class size of no more than 15-
20 students. The learning climate needs to be established with a small classroom size to build
trust amongst the teacher educator and the learners. In a community college setting, considering
the various ages of the learners, the teacher educator needs to consider the placement of where the
students will sit. In an ideal classroom setting, using tables with a setting of four chairs at each
table will help foster that community with the students and create the space for the conversations
and group work. If tables are not available, desks to allow enough space for laptops and mobility
will be acceptable.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 48
CHAPTER FOUR: THE CURRICULUM
Curriculum Goal, Outcomes, and Summative Capstone Assessment
The aim of this curriculum is for early childhood educators to become culturally
empathetic in working with culturally diverse learners. This curriculum will equip and empower
early childhood educators in becoming change agents using Social Justice Education framework
and being exposed to culturally relevant pedagogies while utilizing high-leverage teaching
practices (Adams, Bell, Goodman, & Joshi, 2016; Howard, 2003; Lynn & Smith-Maddox, 2007).
The overall course goal describes the expected learning that should take place by the end of the
course. It is formulated to address the knowledge and skills gaps identified in the instructional
needs assessment of the innovation model. The curriculum outcomes take the course goal and
lays out identifiable behaviors and actions the learners should exhibit by the end of the course.
These o
culturally diverse learners in their classrooms. Finally, the summative assessment section will
consist of a culminating portfolio of exemplars to demonstrate their learning of this curriculum,
and that the overall course goals were met.
Curriculum Goal
The goal of this curriculum is for early childhood educators to be culturally empathetic to
backgrounds, to
be able to understand those differences, and celebrate them with more inclusiveness through
developmentally and culturally appropriate pedagogies and teaching practices.
Curriculum Outcomes
By the end of this course, learners will be able to:
Identify their positionality
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 49

Critically reflect on their teaching practices
Use culturally relevant teaching practices
Create a classroom climate to bring about social justice and become change agents
Summative Assessment
The summative assessment will be a culminating portfolio of exemplars of their work
throughout their time in this class. They will produce various reflection entries, lessons plans,
individual and group multimodal projects, identify their positionality and create their teaching
philosophy, learners will co-construct concepts and definitions and take charge of their own
learning. These exemplars will showcase the teachers understanding and ability to apply the
course material in their classrooms and teaching practices.
Cognitive Task Analysis (Information Processing Analysis)
For novice teachers to achieve the curriculum goal, a cognitive task analysis (CTA) must
be performed. The CTA was conducted by interviewing two subject matter experts (SMEs), who
have designed curriculums in preservice preparation programs for novice teachers using
Culturally Relevant Pedagogies and Culturally Responsive Teaching practices. They are
considered SMEs because of their extensive pedagogical knowledge in teaching pre- service
teachers in higher education, and having the content knowledge of Culturally Relevant Pedagogy
and Social Justice Education framework. These experts were asked a number of questions about
how to teach this content and their feedback was considered when creating the course objectives
and goals.
The overall goal for this course is for novice early childhood educators to become
culturally empathetic and respond accordingly with appropriate pedagogies towards students of
culturally diverse populations that they will have in the classrooms. Novice early childhood
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 50

educators should be able to use some form of Culturally Responsive Teaching practices when
working with their students to achieve academic success.
They will begin by addressing their current beliefs and values (i.e., positionality), and
unpack them to begin to understand their students. They will be assessed on their ability to
articulate their teaching philosophy and understanding of how that has an impact on their
teaching practices with culturally diverse learners. They will be expected to demonstrate their
knowledge of CRP by using the Social Justice Education framework in a multimodal portfolio by
the end of the semester. There will be a variety of materials and equipment to use for the novice
teachers to complete the task. For the novice teacher to achieve the task of understanding what
Culturally Relevant Pedagogy is and being able to articulate it, several steps must be completed.
The steps are listed in order of performance.
Major Tasks
Learners (pre-service teachers) must do the following:
1. Identify their own positionality and epistemology and its relation to their own teacher
philosophy. (CTA & Lit)
2. Identify the relationship between their own positionality and the principles of SJE. (CTA)
3. Develop critical consciousness by self-reflecting on how their positionality and the
principles of SJE impact their teaching practices. (CTA & Lit)
4. Identify high-leverage teaching practices to use in the classroom, to include CRP and
CRT. (CTA)
5. Create a classroom profile of students including gender, ethnic, cultural/linguistic
backgrounds, and family socioeconomic status. (CTA)
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 51
6. Create learning experiences (plans) that reflect high leverage teaching practices that are
developmentally and culturally appropriate for the early childhood classroom setting.
(CTA)
General Instructional Methods Approach
The overall general instructional methods approach to this course uses a variety of
learning components and instructional activities such as: supplantive and generative strategies,
cognitive load theory, and incorporated learner characteristics and prior knowledge (Smith &
Ragan, 2005).
Generative Strategies
The learning activities in many of the units consist of learners generating their own
definitions, concepts, goals, elaborations, scenarios, and abilities to transfer their knowledge to
other contexts. This instructional design was intentionally used to allow learners to take control
of their own learning and to help transform their learning (Mezirow, 1991; Smith & Ragan,
2005).
Supplantive Strategies
Not all learning activities are generative in this course. The use of supplantive strategies
will help the novice teachers in this course by providing additional structure to the learning
activities. This form of instruction will be more successful for those novice teachers that may
have limited prior knowledge (Smith & Ragan, 2005).
Cognitive Load Theory
Smith and Ragan (2005) have compiled a list of strategy suggestions to manage cognitive
load. Not all of these strategies were implemented in the design of this course. For example, the
instructor will use segmenting and pause during instruction to allow for learners to process the
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 52

information given. Giving the opportunity to allow for pre- training of prerequisite skills and
weeding out material to reduce the processing of it. The instructor may also provide signals
which are advanced cues for how to process the material and the instructor will eliminate
redundancy based on certain topics and materials that may have been previously discussed.
Lastly, the instructor should be able to provide individualization to match the aptitudes of the
learners (Smith & Ragan, 2005).
Learners Characteristics
When considering the learners characteristics, the instructor must decide when to use
generative or supplantive strategies, the course is tailored to take into consideration the aptitude
of the learners. For example, if the learner is displaying a higher level of prior knowledge, the
instructional strategy can be more generative. If the learners are showing high levels of anxiety,
the instruction should be having supplantive strategies available. If learners are displaying high
levels of motivation and interest the instruction can be more generative as well (Smith & Ragan,
2005).
Description of Specific Learning Activities
This design of the specific learning activities is to allow for learning to activate their prior
knowledge, establish the purpose of the course and each unit, be interesting and motivational.
Additionally, the learning activities will be generative and supplantive when allowing time for
practice, providing informative feedback, and an opportunity for near or far transfer. Learners
will be engaged in meaningful conversations around topics such as race, power, oppression,
social justice, and ine to use
generative or supplantive strategies as well. Instructors will be providing examples and
nonexamples of concepts, instructors will be modeling and scaffolding of the learners, the
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 53
instructor will also be providing opportunities for practice, feedback, and evaluations (rubric).
Activate (Gain) Attention
This course uses a variety of methods to activate and gain the attention of the learners.
Students are expected to come to class having read the readings, but in the event, they do not,
instructors will use videos, word clouds, and quotes as well as place students into breakout
groups and discuss the readings in small groups. Learners will be co-constructing definitions and
concepts together based on the readings, prior knowledge and personal experiences.
Establish Purpose
Instructors will have the learning goal posted during each class and read that goal
allowed before getting started with each unit. This will allow the learners to know what they are
to be learning and to help guide their learning experiences. In addition to having learning goal
posted, the instructor will continually remind students the value for taking this course is to
become culturally empathetic early childhood educators. The units are designed to give them
experience and insight into working with culturally diverse learners and to use these strategies in
their teaching pedagogy.
Arouse (Stimulate) Interest and Motivation
This course is designed to foster and cultivate change and hopefully bring about cultural
training and educating early childhood educators with various ways of teaching learners that are
culturally diverse. The learners will be exposed to various teaching and learning strategies, social
justice concepts, and self-reflective practices to improve their skills.
Preview Learning Activity
The design of the learning activities calls for co-construction of ideas, concepts, and
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 54
products. The instructor will have examples and non-examples to help guide instruction for the
units and state the goal of the learning activity.
Body
Prior knowledge. Learners will be stimulating their prior knowledge through use of
early childhood theories, pedagogies, building classroom profiles, and developing new learning
experiences for their students. These are teaching strategies that have been previously learned
that learners will need to harness to be successful in this course.
Present information and examples. Instructors in this course will be expected to guide
learners through both expository and discovery sequencing. In some learners will be using
expository sequencing; the instructor will provide examples of concepts before whole or small
group discussions and co-construction. Other units will be discovery based and the learners will
take ownership of their learning and engage in those cognitive strategies and domain knowledge
first (Smith & Ragan, 2005).
Focus (gain and direct) attention. The learners in this course will be involved and
active in their learning experience. Instructors will be creating classroom environments that will
be stimulating and learning activities that will focus and refocus attention of the learners. Some
of the learning activities include presentations, small group discussions, whole group instruction,
and student led activities.
Provide for and guide practice. These strategies will also provide a way for learners to
practice and interact with the course materials.
Evaluate (provide) feedback. Due to the nature of this course, instructors can provide
feedback in multiple ways such as: during whole group instructions-giving direct examples
during difficult conversations, providing direct commentary during practice times regarding
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 55

concepts, using general statements to help guide conversations, and using media to provide
supplemental information.
Conclusion
Provide summary and review. During this phase of instruction, the instructors will
restate the lesson objective and summarize or further answer any unanswered questions. This
will be done after each unit concludes. During this time the instructor will reiterate why they are
going through this process and encourage learners to apply this to future events (Re-motivate and
Close).
Transfer (enhance) learning. The process of transfer in this course is for learners to be
able to enact in near and far transfer. This component of instruction is built into the learning
assessments by having the lea complete reflective journals throughout the semester and
through the co-construction of unit topics. The new knowledge that has been acquired will be
internalized for use the classroom context, due to these learning activities.
Assessment. The learning assessments used in this course are designed to gauge their
transfer of knowledge, have students take ownership of their own learning, and to help the
instructor improve his/her teaching. Learners will be provided rubrics and instructors will use
this opportunity to provide much needed feedback on the various topics that are discussed.
Overview of the Units
Unit 1: Who Am I as an Early Childhood Educator? (CTA Step 1)
How to identify their own positionality and epistemology and its relation to their own philosophy
of teaching.

Unit 1 is taught in two weeks: Week 1 will focus on the conceptual knowledge prerequisites and
Week 2 will focus on the procedural knowledge of analyzing.

Terminal learning objective. Given their individual assumptions, beliefs, and biases,
learners can identify and describe using multimodal methods their positionality/epistemology
and its relation to their own philosophy of teaching and explain their responses per a rubric.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 56
Prerequisite analysis (enabling learning objectives).
Know what positionality means
Know what epistemology means
Teaching philosophy
Know what multimodal means
Analyze the relationship between their positionality/epistemology and their own
teaching philosophy.
Able to create a multimodal presentation
Learning activities.
To gain attention and assess prior knowledge, learners will discuss the readings
from the unit (Martin & Gunten, 2002; Milner, 2007; Blanchett, Klingner, &
Harry, 2009) and co-construct definitions (in groups of 2-4 students) of
positionality and epistemology, and then present group definitions to the class.
Learners will then discuss what is a teaching philosophy is (examples and non-
examples) and describe elements that should be in a teaching philosophy (in
groups 2-4 students), followed by presenting to the whole group and having class
discussions based on the small group conversations.
positionality/epistemology and their own teaching philosophy.
Instructor will provide practice, feedback, and a rubric for this analysis.
Learners will create their own multimodal product.
Learning assessment. Learners will produce a multimodal product that describes
themselves (positionality and epistemology) and their teaching philosophy per the rubric.
Unit 2: Identify Principles of Social Justice in Education (SJE) (CTA Step 2 part 1)
Identify the principles of SJE.
Terminal learning objective. Given the learners positionality, the learners will identify
and summarize the principles of SJE framework in their own words using diagram using a rubric.
Prerequisite analysis.
Know their positionality
Know the principles of SJE
Learning activities.
To gain attention and assess prior knowledge, learners will identify and discuss
components of SJE: Power (hierarchy), Race, Oppression, Inequity, Critical-
Consciousness using the readings (Adams, Bell, Goodman, & Joshi, 2016
(Chapter 1 & 2); Brown, 2004).
Using the readings in small groups, learners will co-construct definitions and find
laptops.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 57

In whole group, the teacher educator (instructor) will provide examples of SJE
frameworks, definitions, and assist the learners in naming principles of SJE.
The teacher educator will provide practice, feedback, and a rubric for learning
assessment.
For transfer learners will create their own diagram.

Learning assessment. Learners will create a diagram identifying the relationship of their
positionality and the principles of SJE using a rubric.

Unit 3: My Role as an Educator (CTA Step 2 part 2)
Education.

Terminal learning objective. Given the learners can identify their own
positionality/epistemology beliefs, learners will describe the relationship between SJE principles
and their positionality as it relates to Social Justice Education principles in their own words
(journal).

Prerequisite analysis.
Name their positionality/epistemology
Know principles of SJE
Analyze the relationship between positionality/epistemology and
principles of S J E.
Be able to write a journal reflective journal entry

Learning activities.
To gain attention and assess prior knowledge, learners will discuss the readings
from the unit (Adams, Bell, Goodman, & Joshi, 2016; Sleeter, 2015; Hawkins,
2014; Jay & Johnson, 2002).
Learners will then use the co-constructed definitions from Unit 1
(positionality/epistemology) and discuss the relationship between SJE and

Instructor will demonstrate how to analyze the relations
positionality/epistemology and principles of SJE (Model the procedure for
describing the relationship of positionality and SJE).
Provide practice, feedback, and a rubric for this analysis and a sample journal
entry for transfer.

Learning assessment. Learners will write a journal entry, reflecting on Units 1 and 2
concepts (TLOs) by using Jay and Johnson (2002) Description questions to guide the journal
entry.

Unit 4: Being a Critically Reflective and Critically-Conscious Educator (CTA Step 3)
How to develop a critical consciousness by self-reflecting on how their positionality and the
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 58
principles of SJE impact their teaching practices.
Unit 4 will be taught in two weeks: First week will focus on conceptual and procedural
knowledge of critical-consciousness and Week 2 will focus on the procedural knowledge of
critical reflection. The heavy emphasis will be on the prerequisite conceptual knowledge.
Terminal learning objective.
knowledge of the principles of SJE, learners will decide to use elements of critical-consciousness
and critical reflection in their teaching practice as demonstrated by their journal reflections per
the rubric.
Prerequisite analysis.
Know what critical-consciousness means
Know what critical reflection means
Be able to follow the steps for self-reflection
Be able to self-reflect on how their positionality and the principles of SJE impact
their teaching practices.
Week 1: Learning activities (Critical-Reflection).
To gain attention and assess prior knowledge, using the readings (Mezirow, 1997;
Howard, 2003; Rogders, 2002), learners will co-construct definitions for critical-
reflection.
In small groups, learners will conceptualize Rodgers Cycle of Reflection (2002).
They will identify the 4 parts of the cycle: experience, description, analysis,
experiment and give examples of how the cycle could be implemented by the
learner in their own practice.
Teacher educator will demonstrate (model) an example (personal experience
example) of how to implement the 4 parts of the reflection cycle.
Teacher Educator will provide feedback, practice, and a rubric for journal entry as
well as transfer opportunity.
Learning assessment. Write a journal entry reflecting on critical reflection, Rodgers
Cycle of Reflection and how you can use that in your practice. How does critical-consciousness
and critical reflection impact your teaching practices in the classroom?
Week 2: Learning activities (Critical-Consciousness).
To gain attention and assess prior knowledge, using the readings (Freire, Ramos,
& Macedo, 1993; Gay & Kirkland, 2003; Howard, 2003), the learners will
engage in whole and small groups conversations regarding critical-consciousness
meaning.
Using terms from the readings, learners will discuss the history of education and
-consciousness and the implications it
has on the future of education, specifically in early childhood settings.
Teacher educator (instructor) will guide the discussion by using technology
(Internet-Kahoots, etc.) and pose problems to help the learners towards
recognizing the importance of becoming critically-conscious.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 59

Teacher Educator will model and use examples/non-examples of critical-
consciousness.
Teacher Educator will provide practice and feedback.
For transfer, learners will write a journal entry.

Learning assessment. Write a journal entry reflecting on the class discussions regarding
a critically-conscious educator and its relation to their own positionality and implications this
may have on their teaching practice.

Unit 5: Culturally Relevant Pedagogy and Culturally Responsive Teaching (CTA Step 4)
How to identify high leverage teaching practices to use in the classroom, include CRP and CRT.

Unit 6 will be taught over 2 weeks: First week learners will use their conceptual knowledge and
describe Culturally Relevant Pedagogy. Second week, learners will use their conceptual and
procedural knowledge and identify high-leverage teaching practices of Culturally Responsive
Teaching.

Terminal Learning Objective. Given the learners prior knowledge teaching pedagogies
and theories, learners will describe and identify high-leverage teaching practices using Culturally
Relevant Pedagogy and Culturally Responsive teaching in their own words.

Prerequisite Analysis.
Know what Culturally Relevant Pedagogy means
Know what Culturally Responsive Teaching means
Able to describe and identify high-leverage teaching practices using CRT.

Week 1: Learning Activities (CRP).
To gain attention and assess prior knowledge, using the unit readings (Ladson-
Billings, 1995; Irvine, 2010; Howard, 2003) learners will break down CRP in
whole group instruction.
Learners will define terms such as: culture, academic success (what that looks
like), & cultural competence versus cultural empathy.
In small groups, learners will discuss and analyze Gloria Ladson-Billings (1995)
components of her argument.
Teacher Educator will provide examples of CRP using various hypothetical
classroom scenarios, provide feedback opportunities, and time to practice.
Learners will reflect on CRP in their journals to assess transfer of knowledge.

Learning Assessment. Learners will write a journal entry using the information
discussed in class. Learners will write how this new information will continue to inform their
teaching practices using Jay and Johnson (2002) Reflection Typology questions.

Week 2: Learning Activities (CRT).
After introductions, learners will watch videos on CRT and then discuss the issues
brought up in the videos in whole group discussion regarding CRT.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 60
Learners will use the readings from the unit (Ladson-Billings, 1995; Brown-Jeffy,
& Cooper, 2011; Vavrus, 1997) to describe and generate a set of CRT
components and what that can look like in the class.
Teacher Educator will provide and model examples and nonexamples of CRT and
how to use CRT strategies in the learners teaching practice.
During small group, learners will develop CRT examples and present them to the
class during whole group.
For transfer of knowledge, learners will develop their own CRT strategies in their
teaching practice using a rubric.
Learning Assessment. Learners will develop a set of CRT strategies and reflect on the
use of CRP and CRT in their own practice using a rubric. Learners will use previous knowledge
of SJE principles and positionality and begin to reflect on how CRT can transform their own
learning and that of their students in a journal entry.
Unit 6: Identify Student Population (CTA Step 5)
How to create a classroom profile of students including racial, ethnic, cultural/linguistic
backgrounds, and family socioeconomic status (SES).
Terminal learning Objective. Given the demographics of classroom students, learners
will identify and create a classroom profile using racial, ethnic, cultural/linguistic backgrounds,
and family SES, to identify student population.
Prerequisite Analysis.
Know what classroom profile means
Able to describe and identify demographics of students
Able to classify students into groups based on selected criteria
Learning Activities.
Learners will use the readings from the unit (Boutte, 2008 and Hyland, 2010).
Teacher Educator will give examples/non-examples of different classroom
profiles using different categories and criteria.
Learners will use examples, and generate a set of hypothetical lists based on the
given criteria.
In groups, learners will design a group classroom profile using gender, ethnic,
cultural/linguistic backgrounds, and SES criteria.
Teacher Educator will provide feedback, practice, and a rubric.
For transfer, learner will create their own classroom profile based on given
criteria.
Learning Assessment. Learners will design a classroom profile based on their students
racial, ethnic, cultural/linguistic backgrounds, and family SES and will be assessed using a
rubric.
Unit 7: Developmentally and Culturally Appropriate Lesson Plans (CTA Step 6)
How to create learning experiences that reflect high leverage teaching practices and learning
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 61
experiences that are developmentally and culturally appropriate for the early childhood
classroom setting.
Terminal Learning Objective. Given the CRP & CRT strategies, the learner can
identify and implement high leverage teaching practices and design developmentally and
culturally appropriate learning experience in their classrooms as reflected in their lesson plans.
Prerequisite Analysis.
Know what high leverage teaching practices mean
Know what developmentally and culturally appropriate means
Able to design learning experiences (plan)
Learning Activities.
Teacher Educator will provide definition and examples of high leverage teaching
practices and developmentally and culturally appropriate teaching practices.
Teacher Educator will model these teaching practices.
Learners will use unit readings (Boutte, 2008; Hyland, 2010; Boutte, Lopez-
Robertson, & Powers-Costello, 2011; Grossman, Hammerness, McDonald, 2009)
and generate examples for their classroom context.
Learners will create sample learning experiences using developmentally and
culturally appropriate teaching practices using a rubric.
Teacher Educator will provide feedback, practice, and a rubric.
For transfer of knowledge, learners will develop their own learning experiences
(plan) using a rubric.
Learning Assessment. Learners will design a multi-modal project using developmentally
and culturally appropriate learning experiences in their classrooms using high leverage teaching
practices. Learners will be assessed on selected criteria using a rubric.
Delivery Media Selection
The framework used to select the media for delivering the instruction will be based the
steps listed by Clark, Yates, Early, and Moulton (2010). The instructional media selection
information feedback from the senses such as tactile and kinesthetic. Conditional knowledge
(authenticity) is when the conditions from the classroom can be replicated in the real world.
Lastly, synchronous (immediate) feedback is when the classroom platform, whether in person or
online blended, provide needed corrective feedback.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 62
The conditional authenticity of this course can be met in the classroom or with an online
blended platform to ensure transfer of knowledge and to create authentic scenarios for the
students. Due to the design of this course, it can be delivered in a synchronous (Live and Online
Live blended) format. This media format allows the instructor to provide feedback to the student
in the moment and delayed feedback through the course required assignments. Lastly, there are
no additional special sensory requirements outside of the visual and aural needs that are needed
for students to learn the material.
Key Considerations in Choosing Media
Synchronous
(Live) Instructor
onsite
Synchronous (Live)
Instructor on Online
Platform
Conditional Authenticity:
Can both a distance (online or blended) and a classroom
(face-to-face) platform simulate all of the necessary
conditions in the job setting where the learner will apply
their skills and knowledge?
YES YES
Immediate feedback:
Can both platforms provide the required immediate
(synchronous) and delayed (asynchronous) information
and corrective feedback needed to achieve learning
objectives?
YES YES
Special sensory requirements:
Can both platforms provide the necessary sensory mode
information (visual, aural, kinesthetic, olfactory, tactile)
required to achieve all learning objectives?
NO NO
General Instructional Platform Selection
This course is designed to be in-person and online blended. This is due to the need for
collaboration and discussion for students to achieve the course goal of becoming culturally
empathetic educators. Instructors must be able to facilitate the discussions around difficult topics
and help guide the conversations of the different perspectives of others as well as addressing the
biases of each student. The instructors who implement this course must be able to provide
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 63
synchronous feedback during the difficult conversation and be mindful of the sensitivities of the
course.
Specific Media Choices
Facilitator Create classroom environment to support the learning needs of the
students
Presentation Slides Used to present information
Handouts Provided to support current topics
Readings Support students understanding of material and help guide
classroom discussions and assignments
Online Videos Used to help support topics, further discussion, and present different
viewpoints
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 64

CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
The framework used to implement this course will be from Smith and Ragan (2005),
using the Adoption method of implementation and the Concerns-Based Adoption Model--Levels
of Use Questionnaire (LoUQ). Using the Adoption model, there are six phases that can be used
as a process to implement this new course.
Smith and Ragan (2005) list the phases of Adoption as: Awareness, Interest, Evaluation,
Trial, Adoption, and Integration. The following is an explanation of each of these phases. The
first phase of Adoption is the Awareness phase in which, this course will be available to potential
adopters. This is a passive step that does not necessarily mean individuals will seek further
information about the course. The second phase of Adoption is Interest, in which an individual
has actively sought to find more information about this course, and may begin to form an opinion
about the course. The third phase of Adoption is Evaluation, in which an individual mentally
considers if this course is worth their effort and trying out the course on a trial basis. Trial is the
fourth phase of Adoption, and it is when an individual uses this course on a small scale in order
see how it works on their own. Adoption is the fifth phase, in which the decision to make full use
of this course and it can be made after the results of heavy consideration of a post-trial
evaluation. The final phase of Adoption is Integration, which is the full use of the course until it
becomes offered regularly in a higher education institution.
The data that will be collected will come from the Smith and Ragan (2005), Concerns-
Based Adoption Model--Levels of Use Questionnaire (LoUQ). LoUQ provides insight into what
application users are using to gather information. This instrument roughly corresponds to the
levels previously described in the aforementioned stages of Adoption. The responses to this
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 65
-use to 6; Renewal (s
Based on the given feedback, revisions will be made to the implementation of this course,
if needed, consideration for certain Adaptations will also be considered (Smith & Ragan, 2005).
If any additions, deletions, resequencing, or provisions need to be made to accommodate the
current organizational structure, then those needs will be made and adjusted. This process is an
integral part of effectively implementing this course in a higher educational institution.
Lastly, to maintain fidelity with other Teacher Educators teaching this course, this course
needs to be used in the way it was created and conceptualized (Smith & Ragan, 2005). If other
instructors are to teach this course, maintaining high fidelity is needed to remain close to the
original idea and event (Smith & Ragan, 2005). As the designer, it is imperative to know a great
deal about other instructors who may implement this new course to ensure that this course is
implemented as it has been designed and intended. For other Teacher Educators to teach this
course, they will be required to attend this course in its entirety and complete all assignments as
the learners. Their experience as a learner will help these Teacher Educators give constructive
feedback regarding the learning activities conducted in class, the learning assessments, and how
provide feedback on the learning and transfer of knowledge. Instructors must have the
background knowledge and expertise in Social Justice of Education framework, Culturally
Relevant Pedagogy, Culturally Responsive Teaching and learning strategies, knowledge and
examples of high-leverage teaching practices, understand and value the importance of critical
reflection, and believe in the course goal of creating culturally empathetic early childhood
educators.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 66
Implementation of the Evaluation Plan
Curriculum Purpose, Need, and Expectations
The purpose of this curriculum is for early childhood educators to become culturally
empathetic in working with culturally diverse learners. This course is designed to meet the needs
of the increasingly culturally diverse population of young children in early childhood classrooms
by allowing novice teachers to address their own personal biases and assumptions they have
about culturally diverse learners with the aim to bring about social justice. The goal of this
course is for early childhood educators to be culturally empathetic to the students in their
classroom by being understanding and aware of the different backgrounds the children are
coming from, to be able to understand those differences, and celebrate them with more
inclusiveness through developmentally and culturally appropriate practices and pedagogies. The
expected outcomes of the novice teachers will be able to identify their positionality, ability to
critically reflect on their teaching practices, become knowledgeable about what these students
will be faced with, and create a space to bring about social justice.
Evaluation Framework
The evaluation framework used to evaluate this course is Kirkpatrick and Kirkpatrick
New World Kirkpatrick Model (2016). The New World Kirkpatrick Model builds on the Four
Levels: Reaction, Learning, Behavior, and Results by planning the evaluation in reverse and
enhancing and adding new elements to operate in the new world of business, government,
military, and non-profit organizations (Kirkpatrick & Kirkpatrick, 2016). The Four Levels of the
New World Kirkpatrick Model will lay the foundation for the evaluation and implementation of
this course. This model takes into account for the modernization of how learning occurs and the
workplace landscape (Kirkpatrick & Kirkpatrick, 2016).
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 67

Level 4: Results and Leading Indicators

Level 4: Results and Leading Indicators are used to evaluate desired outcomes. The
proposed goals of this course are for future early childhood novice teachers to (a) identify their
positionality; (b) think critically and reflect on their teaching practices; (c) become
knowledgeable about the issues culturally diverse students will face in society; (d) create and
design developmentally and culturally appropriate (DCAP) lesson plans and experiences; and (e)
create a space to bring about social justice in the early childhood classroom. With the completion
of the internal indicators, the external indicators will be met as the students matriculate through
the course.
Table 1

Indicators, Metrics, and Methods for Internal and External Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase students school
readiness skills.
Developmental milestones assessment
data.
Assessment administered three times a
year by the school.
Increase public awareness of
course accomplishment and
recognition.
The frequency in number of press
mentions.
Use of social media, local school
outlets, personal recommendations.
Internal Outcomes
Increase novice educators job
confidence by understanding
own positionality in working
with culturally diverse children.
Request written pre- and post
testimonials from learners as to the
benefit of stating their positionality.
Create multi-modal project defining
and explaining positionality.
Increase novice
ability to think critically and
reflect on their teaching
practices.
The frequency of reflective journal
entries to gauge attitudes regarding
teaching practices.
Write reflective journal entries through
the duration of the course.
Increase novice
performance in successfully
designing and implementing
DCAP lesson plans and
experiences.
Develop one to two DCAP lesson
plans and present one for feedback.
Use DCAP template and describe and
design DCAP learning experiences.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 68

Level 3: Behavior
Critical behaviors. The stakeholders involved in this aspect are the novice educators
who are expected to transform their learning and enhance pedagogies in working in early
childhood education. The first critical behavior that is needed for the novice educator is to
critically reflect on their learning and apply reflection in their practice. The second critical
behavior is for novice educators to know how to identify their student population and learn new
high-leverage teaching strategies to implement in their pedagogy. The third critical behavior is
for novice teachers to design and implement developmentally and culturally appropriate lesson
plans and experiences for the culturally diverse learners in the early childhood education
classroom. Found below are the specific metrics, methods, and timing for evaluation for these
critical behaviors.
Table 2

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric
Methods
Timing
1. Write reflective journals
using critical reflection
tools.
The number of reflections
about the given topics in
class.
The Instructor will collect
weekly reflective journals
from the students and
provide asynchronous
feedback.
Reflective journal
entries will be submitted
weekly throughout the
duration of the course.
2. Identify and utilize high
leverage teaching
practices.
Students will use various
high leverage teaching
strategies throughout the
semester.
The student and instructor
will provide feedback on
assignments indicative of
high leverage teaching
practices.
This will continue
throughout the semester.
3. Design and implement
Developmentally and
Culturally Appropriate
lesson plans and
experiences.
The number of DCAP
lesson plans will be
designed by students.
The instructor will compare
DCAP lesson plans and
critique and provide
synchronous feedback.
This process will be
done built upon during
the semester.

Required drivers. For the critical behaviors to succeed, there must be required drivers
in place to support the critical behaviors (Kirkpatrick & Kirkpatrick, 2016). The Teacher
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 69
Educator (Instructor) will be ensuring that required drivers will reinforce, encourage, reward, and
monitor the students as they complete the course work in the class. Reinforce is help the students
be reminded of what they are supposed to do during the semester. The Teacher Educator will
encourage the students to complete their weekly reflective journals and work in peer groups to
complete the group assignments. Rewarding is when the Teacher Educator provides synchronous
and asynchronous feedback. Monitoring, students will self-monitor using rubrics for all
assignments and be able to touch base with the instructor at any time.
Table 3
Required Drivers to Support Critical Behaviors
Methods Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Provide an online course calendar
with reminders of when reflective
journals and other assignments are
due.
Ongoing 1, 3
Provide a job aid of the various
types of teaching practices
discussed throughout the semester.
Ongoing 2, 3
Encouraging
Instructor provide synchronous and
asynchronous feedback on all
assignments and tasks.
Ongoing 1, 2 ,3
Peer modeling during small group
discussions and learning
assignments.
As needed 2, 3
Rewarding
Instructor will provide verbal
recognition during class.
Ongoing 1, 3
Instructor provide synchronous and
asynchronous feedback on all
assignments and tasks.
As needed 1, 3
Monitoring
Students will use rubric for all
assignments as self-monitoring.
Ongoing 1, 2, 3
Instructor will touch bases with
students regarding class material.
As needed 1, 2, 3
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 70

Organizational support. There are several ways in which the organization can support
critical behaviors and required drivers, to ensure student needs are being met and carried out. For
the students achieve the course goals, the instructor must be aware of the need to implement and
support these critical behaviors. The instructor must be available to provide much needed
feedback and time to discuss these sensitive topics in and out of class. Teaching the students to
use peer modeling as a form of support for each other, as it is vital required driver component.
Additionally, the organization can support the instructor to carry out the critical behaviors and
required drivers through providing time, appropriate resources, and instructional support to
ensure that the needs are met.
Level 2: Learning
Learning goals. Upon completion of this course, the students are expected to:
1. Be culturally empathetic to the students in their classroom. (Attitude / Commitment)
2. (Procedural / Attitude)
3. Be able to understand those differences, and celebrate them with more
inclusiveness. (Attitude / Commitment)
4. Design and implement developmentally and culturally appropriate pedagogies and
teaching practices. (Confidence / Declarative / Procedural)
Components of learning evaluation. In addition to the Terminal Learning Objectives
and the Enabling Objectives of each unit, there are five other ways that learning will be
evaluated. Table 4 describes the Evaluation of the Components of Learning for this course, each
section will describe the method / activities and when it should be completed. When evaluating
knowledge, groups will work in small group and co-construct main concepts and ideas and report
back to whole group their findings and conclusions. In evaluating skills, students will do
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 71
presentations and produce lesson plans to show they have learned the skills. To evaluate attitude,
students will submit pre- and post-reflective journals specifically on how their attitude has
changed (or not) from the beginning of the semester to the end of the semester. Students will be
evaluated on their confidence through the feedback from their reflective journals and from the
instructor dedicating time to address any questions or concerns throughout this class. Lastly,
students will be evaluated on their commitment using the post reflection journal entry and the
end of semester student survey.
Table 4
Evaluation of the Components of Learning for the Program.
Methods / Activities Timing
Discuss key concepts in small group. Will be done weekly to help support co-
construction of main ideas.
Report responses in whole group discussions. Will be done as needed, based on unit topic.
Use real scenarios when discussing various in
class topics.
During any learning event.
Provide feedback to any role play / presentation. After any such activity.
Pre and Post reflective journals. Conducted at the beginning of semester and end
of semester.
Display of active participation in class. Conducted weekly, counted towards participation
points.
Feedback from reflective journals between
student and instructor.
After any such activity.
Dedicated time to ask follow-up questions or
address concerns.
Before and during learning event.
Post reflection on how will they use what they
have learned in the classroom.
End of semester.
Post-program survey. End of semester.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 72
Level 1: Reaction
One of the main goals is students experience and perception, as such, it is imperative to
know what their reactions are to these learning events. In the table below, you will find the
methods / tools used and when they will be conducted throughout the semester. The students will
be measuring the engagement, relevance, and satisfaction of this course.
Table 5
Components to Measure Reactions to the Program.
Methods / Tools Timing
Engagement
Student Feedback / Pulse Check Throughout the semester
Course Evaluation Mid-Year check-in
Relevance
Pulse Check Throughout the semester
Course Evaluation Mid & Post semester evaluation
Customer Satisfaction
Pulse Check / Student Feedback Throughout the semester
Course Evaluation Post semester evaluation
Evaluation Tools
Immediately following the program implementation. To evaluate Level 1, there will
be periodic pulse checks for understanding of material, student engagement, and satisfaction
during the program. The instructor
with also be utilized. To evaluate Level 2, there will be ongoing activities throughout the course,
such as small and whole group class discussions to check for understanding and confidence, the
use of real live scenarios and role play to gauge skill, pre and post reflective journals to check for
attitude, and ending with a post reflection and survey to evaluate for commitment. Immediately
following the course, the instrument used to evaluate Levels 1 and 2 will be questions used from
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 73

the Blended Evaluation Approach from Kirkpatrick and Kirkpatrick (2016). This approach will
consist of open-ended questions to evaluate the different levels (Appendix A).
Delayed for a period after the program implementation. Approximately 90 days after
the course, novice teachers will be sent a follow-up email, using the Blended Evaluation
Approach (Kirkpatrick & Kirkpatrick, 2016). This will give the instructor the opportunity to see
if the participants applied their new skills into their teaching practices and what improvements
can be made for future courses (Appendix B).
Conclusion to the Curriculum Design
In closing, the intentions for this curriculum is to bring awareness to the need to train and
expose novice early childhood educators in becoming culturally empathetic educators for their
culturally diverse learners. By designing a course to expose these educators to teaching and
learning strategies and frameworks to use in their own teaching pedagogy, the hope is for early
childhood educators to become socially just change agents and transform their learning for the
benefit of their students. Having novice teachers address their positionality and worldview,
critically reflect on their teaching practices, intentionally design developmentally and culturally
appropriate lesson plans and experiences for these children will give them a solid foundation in
their future educational career. The hopeful desire is to allow for early childhood educators to
have an asset mindset in working with their culturally diverse learners and to value who they are
and harness their cultural differences for the betterment of the classroom and society. Ultimately,
with early childhood educators being children's first teachers, implementing this course in a
community college will be a great way to begin to change the narrative in addressing the
opportunity gap in working with increasingly culturally diverse learner population the early
childhood classroom.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 74

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Appendices
Appendix A: Course Evaluation
Course Evaluation
1. Was there anything about your learning
experience that prevented your learning? If
so, what?
2. What subjects did you find most
relevant to your teaching pedagogy? What
subjects did you find was a waste of time?
3. What improvements can be made to this
course?
4. What major concepts did you learn this
semester?
5. What do you believe is important of
applying what you learned to your
teaching pedagogy?
6. What additional support do you need to
successfully implement what you learned?
What barriers do you see limiting your
success at applying what you learned?
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 81
Appendix B: Post Course Questionnaire
Post Course Follow-up Questionnaire
Dear (Insert student name),
Thank you for taking the course in Fostering and Cultivating Culturally Empathetic
Early Childhood Educators. This is a follow-up questionnaire to see if the course goal of
creating a culturally empathetic educator was achieved after completing this course. The
aim is to understand what was helpful in the course, what improvements could be made,
and what barriers and/or support is needed (from your teaching job site), to support the
learning that occurred during this course. We appreciate and value any feedback that you
provide to make improvements to future courses.
Attached you will find questions to answer. All responses will be keep anonymous
unless you give permission to share your information. Thank you for your time; feel free to
contact the instructor or the school if you have any questions or other comments related
to this course.
Respectfully,
(Instructor Name / School Name)
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 82
Follow-Up Course Questionnaire
What information from this course has
been the most useful in your current
teaching position? Was there information
NOT relevant? If so, what? What do you
believe should be added to this course in
the future?
Looking back, what improvements and/or
changes would you make to this course?
What components of this course have you
implemented in your job? Describe any
challenges you may have experienced in
trying to apply what you learned at your
job site?
What else do you need to successfully
implement the skills you learned in the
course at your current job site? What was
helpful in your implementation?
What early signs of success have you
noticed by implementing some of the
components of course? How has your
view on working with culturally diverse
learners changed?
Please provide an example.
How has your participation in this course
benefited you and the students you work
with?
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 83
Appendix C: Course Lesson Plans, Power Points, Worksheets & Rubrics
FOSTERING AND CULTIVATING CULTURALLY EMPATHETIC
EARLY CHILDHOOD EDUCATORS
Course Overview
The goal of this course is for early childhood educators to be culturally empathetic to the
students in their classroom by being understanding and aware of the different backgrounds the
children are coming from, to be able to understand those differences, and celebrate them with
more inclusiveness through developmentally and culturally appropriate pedagogies and practices.
The expected outcomes of the novice teachers will be able to identify their positionality, ability
to critically reflect on their teaching practices, become knowledgeable about what these students
will be faced with, and create a space to bring about social justice. Lastly, the capstone
assessment will be a multimodal portfolio that will include exemplars from the semester such as
reflection entries, individual and group projects, developmentally and culturally appropriate
lesson plans, and classroom profile.
SCOPE AND SEQUENCE TABLE
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 84
Course Ov
Weeks Units Modules
Week 1 Course Overview Discuss Course Goals & Objectives / Review End of Semester
Project
Week 2 Unit 1: Who Am I? MOD 1: Discuss Teacher Positionality and Epistemology
Week 3 Unit 1: Who Am I? MOD 2: Describe Teacher Ideology and Philosophy of Teaching
Week 4 Unit 1: Who Am I? MOD 3: Present Multi-modal project of themselves and teaching
philosophy
Week 5 Unit 2:
Identify Principles of SJE
MOD 1: Introduce SJE / Define SJE / Principles of SJE
Week 6 Unit 2:
Identify Principles of SJE
__________________________
Unit 3: My Role as an Educator
MOD 2:
_____________________________________________
MOD 1: Discuss the intersection between SJE and teacher
positionality
Week 7 Unit 4: Critically Reflective and
Critically-Conscious Educator
MOD 1: Reflection (discuss what reflection is, its purpose in
teaching, different types of reflection)
Week 8 Unit 4: Critically Reflective and
Critically-Conscious Educator
MOD 2: Critical Consciousness (discuss what critical conscious is,
its purpose in teaching, different types of reflection)
Week 9 Unit 5: Culturally Relevant
Pedagogy and Culturally Responsive
Teaching
MOD 1: What is Culturally Relevant Pedagogy?
Week 10 Unit 5: Culturally Relevant
Pedagogy and Culturally Responsive
Teaching
MOD 2: What is Culturally Responsive Teaching?
Week 11 Unit 6: Identify Student Population MOD 1: Create a classroom profile
Week 12 Unit 7: Developmentally and
Culturally Appropriate Lesson Plans
MOD 1: Identify High-leverage teaching practices
Week 13 Unit 7: Developmentally and
Culturally Appropriate Lesson Plans
MOD 2: Developmentally and Culturally Appropriate learning
experiences (Discuss and Design)
Week 14 Unit 7: Developmentally and
Culturally Appropriate Lesson Plans
MOD 3: Developmentally and Culturally Appropriate learning
experiences (Discuss and Design)
Week 15 Unit 7: Developmentally and
Culturally Appropriate Lesson Plans
MOD 4: Design Multi-Modal project in class (group project)
Week 16 Presentation Week MOD 1: Presentation of Projects
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 85
Duration: Week 1- 2hr 45 min
Lesson Materials
Syllabus
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Introduce Class
Learning outcomes
Discuss expectation for student collaboration
Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 10 Instructor will introduce self and

Instructor will ask learners to
introduce themselves and share
their thoughts about the story
and why they signed up for this
class.
Instructor will introduce
self and begin reading the
story.
(This is an ECE course,
will gain attention to the
learners. This story can
be found in many
classrooms around the
area and will hopefully
get students engaged.)
Learners will
introduce
themselves to
the class, share
their thoughts
about the story,
and why they
signed up for this
course.
Course Goal 5 Discuss course goals and
outcomes.
Present course goals and
outcomes.
Instructor will ask
learners to ask any
questions about the
course during this time.
Learners will ask
questions for
clarification if
needed.
Purpose for
the Course
15 Instructor will express the
purpose for this course and
present the advantages and
disadvantage of not taking this
course.
Benefits: Taking this course
will lead to building a stronger
pedagogy in working with
children of diverse cultures.
Instructor will ask
learners (pre-assessment
assignment):
t do you know

culturally diverse
Learners will be
asked to write
own their
responses and
turn in to
instructor.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 86
Risks avoided: By not taking
this course, learners will
continue to ineffective teach
learners of diverse cultures.
learners in the

goals align with the goals

Course
Overview
10 Show the S & S and course
schedule. Instructor will go over
each unit, activities, and expected
outcomes.
This will help learners organize
their learning.
Describe the overall learning
activities:
Small group discussions and
co-construction of main
ideas and concepts.
Submit reflective journals.
Create multi-modal projects
Design lesson plans
Present lesson plans
Create culminating portfolio
with all necessary
assignments
Using the visual aid
(PowerPoint
presentation), the
instructor will go discuss
the purpose of each unit
and why the units are
organized the way they
are. The instructor will
discuss how each unit
relates to helping the
learners achieve the
course goals.
Learners will
follow along with
the instructor
and take notes if
necessary to help
with their own
learning.
Total Time 40
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 87
Lesson Plan (Week 2)
Unit 1: Who Am I as an Early Childhood Educator?
Module 1
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: How to identify their own positionality and epistemology.
Learning Objective(s)
Terminal Objective: Given their individual assumptions, beliefs, and biases, learners can identify and describe
using multimodal methods their positionality/epistemology and its relation to their own teacher ideology and
philosophy of teaching and explain their responses per a rubric.
Enabling Objective(s):
Know what positionality means
Know what epistemology means
Teaching ideology and philosophy
Know what multimodal means
Analyze the relationship between their positionality/epistemology and their own teaching
ideology and philosophy.
Able to create a multimodal presentation
Lesson Materials
Unit readings:
o Martin & Gunten, 2002
o Milner, 2007
o Takacs, 2003
Definitions:
o Positionality
o Epistemology
Worldview chart adopted from Dr. Briana Hinga, USC Professor, 2018
Presentation Slides
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Instructor must open with own positionality/epistemology example
Provide handout of epistemology chart
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Presentation Slide: Instructor displays this
question on slide for
learners to read.
Learners begin to
reflect on the
question that has
been presented.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 88
shape what you know about

This will be displayed on the
screen when students arrive
to class. Students will have a
few minutes to think of a
response.
This question will set the
tone for the learners to
begin to grapple with
reflecting on themselves.
Learners will think
about their own
personal
experiences as it
relates to why they
became a teacher.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.
assumptions, beliefs, and
biases, learners can identify
and describe using multimodal
methods their
positionality/epistemology
and its relation to their own
teacher ideology and
philosophy of teaching and
explain their responses per a

Instructor states the
objectives aloud and
highlights that module 1
will focus on addressing
personal assumptions,
biases, and beliefs. As well
as define terms:
positionality and
epistemology.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Being able to
identify one owns
assumptions, beliefs, and
biases help become a better
teacher to diverse children
in their classrooms.
Risks Avoided: if continuing
old pedagogy practices, it
will do more harm than
good to the diverse learner
population in the
classrooms.
Using presentation slides,
instructor will state
reasons why it is
important to address and
uncover personal
assumptions, beliefs, and
biases.
Learner will read
and listen to the
reasons given for
why this is
important. They will
think about the risks
and benefits
associated with
their own learning
and how it may or
may not apply to
them.
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.)
10 Using the readings, learners
will break into groups and
co-construct definitions of
positionality and
epistemology.
Instructor will pose
questions to allow the
learners to begin thinking
about who they are and
what they know about
themselves.
Ex: Where are positioned in
the world?
How do others view you?
Describe how you see
yourself compared to others.
Instructor will review the
readings and slides about
what learners already
know about assumptions,
biases, and beliefs.
Instructor will use
readings, that the learners
are to read prior to class,
and provide example of
definitions.
Instructor will provide
worked examples and
nonexamples of own
personal experiences and
then have students create
Learner will listen
and respond to
guiding questions
around the given
topics of
assumptions, biases,
and beliefs.
Learners will take
notes from
presentation, use
notes from readings,
and the supporting
materials
(epistemology
handout).
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 89
Instructor will discuss that
this is the first step in
creating their own teaching
philosophy from an
academic standpoint.
Learners will ask each other
to express who they are in
one sentence to their
neighbor. Several groups
will share out their
responses.
group examples to share
with the class.
Learners will work
in groups to provide
examples of
different type of
assumption, biases,
and beliefs that one
may possess.
Prerequisite
Knowledge
10 Instructor will go over
terminology:
positionality/epistemology
Presentation Slides:
Provide definitions and
examples/non- examples.
Instructor will provide
example of own positionality
and epistemology.
Instructor will use
presentation slides to
present definitions and
examples of terminology.
Instructor will use self as
an example and describe
personal positionality and
epistemology.
Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.
Learner is engaged
by given responses
to prompted
questions and
writing down notes.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will demonstrate
to the learners how to
determine their positionality
and epistemology.
Instructor will then relate
these terms to own teaching
philosophy.
Instructor will model this
procedure using a job aid.
Instructor will read prompts
from job aid:
Positionality /

Instructor will then
introduce new terms:
positionality and
epistemology.
Instructor will have
students break into small
group to co-construct
definitions for
positionality and
epistemology.
In small groups (2-4
people) learners will
discuss unit
readings, provide
examples, and co-
construct definitions
to the terms:
Positionality and
Epistemology.
Learners will then
share to the whole
class what their
group discussed.
Practice and
Feedback
50 After the instructor
demonstrates how to
determine one owns
positionality and
epistemology, learners will
Practice and feedback
occurs throughout the
Learning Guidance
component. Instructor
will be walking around
This learning
experience is to
allow learners to
take control of their
own learning
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 90
now use their co-
constructed definitions and
apply it to themselves. This
is the first stage in
developing their teaching
ideology and philosophy.
and guiding small group
conversations and
answering any questions
learners may have
through this process.
Once groups have
reported out their
responses from small
group, then Instructor will
discuss the next steps for
Authentic Assessment.
through co-
construction of
definitions and
discussion of
reading
assignments.
Learners will begin
to formulate their
own teaching
philosophy using the
job aid.
Authentic
Assessment
10 Instructor will provide an
outline / rubric for multi-
modal teacher philosophy
due in Week 4.
Instructor will revisit the
you are shape what you

Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign homework.
Learners must complete
their positionality and
epistemology to be
prepared for next week's
class of creating a
teaching philosophy.
Learners will ask
any questions to
help them with their
homework
assignment.
Learners will
answer the question
with the new
knowledge
perspective.
Retention
and Transfer
15 Instructor will ask questions
pertaining to the readings to
the group. Instructor will
annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.
Instructor will ask learners
takeaway questions:
information affect your

Instructor will provide
rubric for the multi-modal
assignment. Go over all
parts of the project and
explain that this project
can be in any form you
choose, but must have all
the components.
Learners must self-
report some
takeaways from this
class.
Big Ideas 10 Review main concepts of
lesson (Unit 1/Mod 1).
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Reiterate that this Unit will
build upon each other in the
next weeks. The homework
assignment due is to assist
learner in meeting all the
requirements of the rubric
for the multi-modal project.
Instructor will state what
next class will be about
(Unit 1/ Mod 2).
Discussing teacher
ideology and philosophy.
How this will relate to the
rse Goal.
Learners ask
questions, take
notes, and begin to
prepare for next
class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 91
Lesson Plan (Week 3)
Unit 1: Who Am I as an Early Childhood Educator?
Module 2
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: Identify and Describe Elements of Teacher Ideology and Philosophy of Teaching
Learning Objective(s)
Terminal Objective: Given their individual assumptions, beliefs, and biases, learners can identify and describe
using multimodal methods their positionality/epistemology and its relation to their own teacher ideology and
philosophy of teaching and explain their responses per a rubric.
Enabling Objective(s):
Know what positionality means
Know what epistemology means
Teaching philosophy
Know what multimodal means
Analyze the relationship between their positionality/epistemology and their own teaching ideology and
philosophy.
Able to create a multimodal presentation
Lesson Materials
Unit readings:
o Lynn & Smith-Maddox, 2007
o Blanchett, Klingner, & Harry, 2009
Definitions:
o Teacher Ideology
o Teacher Philosophy
Presentation Slides
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

This Module 2 extends the ideas positionality/epistemology in Module 1 to include teaching philosophy
Instructor be prepared to share own ideology and philosophy as an example.
Be prepared to add any additional elements of a teaching philosophy not mentioned by learners or accept
the elements they listed as a group.
Be prepared to demonstrate personal relationship between Mod 1 & 2.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Presentation Slide:
Display an image of word

Instructor displays this
image on slide for learners
to read.
Learners begin to
reflect on the image
that has been
presented. Learners
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 92
This will be displayed on the
screen when students arrive
to class. Students will have a
few minutes to think of a
response.
This image will set the
tone for the learners to
begin to grapple with
reflecting on their
teaching philosophy and
build upon from last week
lesson.
will think about
their own personal
philosophy and
ideology as it relates
to why they became
a teacher.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.
assumptions, beliefs, and
biases, learners can identify
and describe using multimodal
methods their
positionality/epistemology
and its relation to their own
teacher ideology and
philosophy of teaching and
explain their responses per a

Instructor states the
objectives aloud and
highlights that module 2
with focus on addressing
teaching ideology and
philosophy. In addition,
this class session will look
at the relation between
the two modules.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Understanding one
owns positionality and
epistemology in relation to
their teaching philosophy
will help them better serve
the diverse learner
population.
Risks Avoided: If continuing
old pedagogy practices, it
will do more harm than
good to the diverse learner
population in the
classrooms.
Using presentation slides,
instructor will state the
reasons why knowing and
aligning one owns
personal relationship
between positionality /
epistemology with their
teaching ideology and
philosophy is beneficial in
serving children from
diverse backgrounds.
Learner will read
and listen to the
reasons given for
why this is
important.
They will think
about the risks and
benefits associated
with their own
learning and how it
may or may not
apply to them.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
20 Using the readings, learners
will break into groups and
co-construct a definition for
teaching philosophy.
Instructor will pose
questions to allow the
learners to begin thinking
about what elements should
be included in a teaching
philosophy.
Instructor will discuss that
this is the second step in
creating their own teaching
Instructor will review the
readings and slides about
what learners already
know about teaching
philosophies, pos/epst,
teacher ideology.
Instructor will provide
worked examples and
nonexamples of own
personal teaching
philosophy and then have
students create group
examples to share with
the class.
Learner will listen
and respond to
guiding questions
around the given
topics and co-
construct definitions
teaching philosophy
and ideology.
Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 93
going to learn
it.)
philosophy from an
academic standpoint.
Learners will discuss in
small group what they
believe should be included
in defining teacher ideology.
Several groups will share
out their responses.
Prerequisite
Knowledge
20 Instructor will go over
terminology:
Teacher Philosophy
And Review-
positionality/epistemology
Presentation Slides:
Provide definitions and
examples/non- examples.
Instructor will provide
example of own teaching
philosophy.
Instructor will use
presentation slides to
present definitions and
examples of terminology.
Instructor will use self as
an example and describe
personal teaching
philosophy.
Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.
Learner is engaged
by given responses
to prompted
questions and
writing down notes.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will demonstrate
to the learners how to
determine what elements
should be incorporated into
a teaching philosophy based
on the group co-constructed
definition.
Instructor will then relate
these terms to own teaching
philosophy.
Instructor will use job aid
from Module 1 and add to
the description:
Positionality /

teaching philosophy that
should be incorporated into

between your pos/epst and

Instructor will then
introduce new terms:
Teaching ideology and
teaching philosophy.
Instructor will review
positionality and
epistemology.
Instructor will have
students break into small
group to co-construct
elements to incorporate
into a teaching
philosophy.
Instructor will go around
and provide feedback and
guidance during this time.
In small groups (2-4
people) learners will
discuss unit
readings, provide
examples, and co-
construct elements
to include in a
teaching philosophy.
Learners will then
share to the whole
class what their
group discussed.
Learners will work
in groups to design a
group multi-modal
project of the groups
teaching philosophy;
it will include,
pos/epst, and co-
constructed
elements of teaching
philosophy.
Learners are
encouraged to use
handouts and job
aids.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 94
who
you are as an ECE

Practice and
Feedback
30 After the instructor
demonstrates how to
teaching philosophy and
agreed upon co-constructed
group elements to include in
a teaching philosophy,
learners will now use their
co-constructed definitions
and apply it to themselves.
This is the second stage in
developing their teaching
philosophy.
Practice and feedback
occurs throughout the
Learning Guidance
component. Instructor
will be walking around
and guiding small group
conversations and
answering any questions
learners may have
through this process.
Once groups have
reported out their
responses from small
group, then Instructor will
discuss the next steps for
Authentic Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through co-
construction of
definitions and
discussion of
reading
assignments.
Learners will begin
to formulate their
own teaching
philosophy using the
job aid and
handouts.
Authentic
Assessment
10 Instructor will provide an
outline / rubric for multi-
modal teacher philosophy
due in Week 4.
Instructor will have 1 - 2
groups share their example
and critique in class and to
provide clarification on the
assignment.
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign homework.
Learners must complete
their teaching ideology
and philosophy and
describe the relationship
using their positionality
and epistemology.
Learners will ask
any questions to
help them with their
project due Week 4.
Retention
and Transfer
15 Instructor will ask questions
pertaining to the readings to
the group. Instructor will
annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.
Instructor will ask learners
takeaway questions:
information affect your

Instructor will provide
rubric for the multi-modal
assignment. Go over all
parts of the project and
explain that this project
can be in any form you
choose, but must have all
the components.
Learners must self-
report some
takeaways from this
class.
Big Ideas 10 Review main concepts of
lesson (Unit 1/Mod 2).
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 95
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit
1/ Mod 3) is presentation
week. We will do a short
review in the beginning of
class, but the remainder of
class will be everyone
presenting their multi-
modal projects. Be sure to
print out rubric for the
project.
Instructor will state what
next class will be about
(Unit 1/ Mod 3).
Discussing teacher
ideology and philosophy.
How this will relate to the

Learners ask
questions, take
notes, and begin to
prepare for next
class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 96
Lesson Plan (Week 4)
Unit 1: Who Am I as an Early Childhood Educator?
Module 3
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: Present Multi-modal project of teaching philosophy
Learning Objective(s)
Terminal Objective: Given their individual assumptions, beliefs, and biases, learners can identify and describe
using multimodal methods their positionality/epistemology and its relation to their own teacher ideology and
philosophy of teaching and explain their responses per a rubric.
Enabling Objective(s):
Know what positionality means
Know what epistemology means
Teaching philosophy
Know what multimodal means
Analyze the relationship between their positionality/epistemology and their own teaching philosophy.
Able to create a multimodal presentation
Lesson Materials
Definitions:
o Teacher Philosophy
o Positionality
o Epistemology
Presentation Slides
Blank Rubrics for each student
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

This Module 3 builds on the M 1 and 2 to create a multimodal project
Be prepared with blank rubric in class to grade projects.
Have co-constructed definitions from Unit 1 Mod 1 & 2.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10

https://www.youtube.com/
watch?v=RN3iLeq1828
Instructor shows video to
learners before
presentations begin.
Learners begin to
reflect on the video
that has been
presented.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 97
Instructor will show this
video to learners before
presentations of projects.
Learners will think
about their own
multi-modal project.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.
assumptions, beliefs, and
biases, learners can identify
and describe using multimodal
methods their
positionality/epistemology
and its relation to their own
teacher ideology and
philosophy of teaching and
explain their responses per a

Instructor states the
objectives aloud and
highlights that module 1 &
2.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Have a better
understanding of self and
why they chose this
profession and how they can
impact learners of diverse
cultures.
Risks Avoided: If continuing
old pedagogy practices, it
will do more harm than
good to the diverse learner
population in the
classrooms.
Instructor will elaborate
on the benefits of
completing the multi-
modal project. And how it
will help shape the
remainder of this course.
Learner will listen to
the reasons given
for why this is
important.
They will think
about the risks and
benefits associated
with their own
learning and how it
may or may not
apply to them.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
20 Instructor will explain how
to present their projects.
Instructor will review the
rubric used to grade each
project and instructor will
review MOD 1 & 2 keywords
and topics.
Followed by presentations
from the learners.
Instructor will review the
readings, terms from MOD
1 & 2, and any co-
constructed topics that
were discussed in
previous 2 classes about
what learners already
know about teaching
philosophies & pos/epst.
Learners will take
notes from
presentation and
notes from readings.
Prerequisite
Knowledge
20 Instructor will go over
terminology:
Teacher Philosophy
positionality/epistemology
Instructor will use
presentation slides to
present definitions and
examples of terminology.
Learners will have
listened to
instructor about
prerequisite and
prior knowledge to
assist them in
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 98
Instructor will provide
example of own teaching
philosophy.
learning the new
material.
Learner is engaged
by preparing for
presentation of
project.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will demonstrate
to the learners what the
expectation for
presentations are and use
the rubric to guide the
presentation.
Instructor will provide
feedback and guidance
during this time of
presentations. Once
finished giving critique,
instructor will hand out
all rubrics at the end of
class.
Each student has 5 min to
present project.
Learners will be
present projects.
Practice and
Feedback
30 Instructor will provide
feedback during
presentations and make
notes on rubric.
This is the final stage in
developing their teaching
philosophy.
Practice and feedback
occurs throughout the
Learning Guidance
component. Instructor
will be critiquing learners
throughout the duration
of the presentations.
Once all learners have
presented, then the
Instructor will discuss the
next steps for Authentic
Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through designing
their own teaching
philosophy using
more academic
terms and to begin
the process lay the
foundation of
discussing more
sensitive topics in
the upcoming units.
Authentic
Assessment
10 Instructor has provided an
outline / rubric for multi-
modal teacher philosophy
project.
Instructor will critique
learners during
presentations.
This project will be added to
their portfolio at the end of
the semester.
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign homework.
Learners will ask
any questions
regarding rubric.
Retention
and Transfer
15 Instructor will ask questions
pertaining to the readings to
the group.
Instructor will annotate how
students answer and how
well they executed the
Instructor will provide
rubric for the multi-modal
assignment.
Instructor will ask
students to refer to this
project to use this new
perspective in working
Learners must self-
report some
takeaways from this
class.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 99
project of the teaching
philosophy.
Instructor will ask learners
takeaway questions:
information affect your

with learners of diverse
population.
Big Ideas 10 Instructor will tell students
to begin reading for next
week on Social Justice
Education and be prepared
to co-construct SJE
definition and Principles.
Come to class with questions
and prepare to share stories.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 2
/ Mod 1) is switching gears
and focusing on Social
justice. Learners should be
prepared to discuss some
sensitive topics.
Instructor will state what
next class will be about
(Unit 2/ Mod 1).
Discussing Social Justice
Education and how this
and Course Goal.
Learners ask
questions, take
notes, and begin to
prepare for next
class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 100
Lesson Plan (Week 5)
Unit 2: Identify Principles of Social Justice in Education
Module 1
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: Introduce SJE / Define SJE / Principles of SJE
Learning Objective(s)
Terminal Objective: Given the learners positionality, the learners will identify and summarize the principles of SJE
framework in their own words using diagram using a rubric.
Enabling Objective(s):
Know their positionality
Know the principles of SJE
Lesson Materials
Unit readings:
o Adams, Bell, Goodman, & Joshi, 2016 (Chapters 4 & 5)
o Brown, 2004
Definitions:
o Power (hierarchy)
Race
o Oppression
o In/Equity
o Critical-Consciousness
Presentation Slides
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.
s
This will be a sensitive subject for most, remain objective (as possible) and help learners process
information.
Use videos to deliver some material if possible.
Sample journal entry
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Presentation Slide:
Display an image of word

Instructor displays this
image on slide for learners
to read.
This image will set the
tone for the learners to
begin to grapple with
reflecting on their
Learners begin to
reflect on the image
that has been
presented. Learners
will think about
their positionality as
it relates to Social
Justice.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 101
This will be displayed on the
screen when students arrive
to class. Students will have a
few minutes to think of a
response.
teaching philosophy and
build upon from last week
lesson.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.
positionality, the learners
will identify and summarize
the principles of SJE
framework in their own

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
topics such as race,
oppression, and
inequality, etc. Learners
will define Social Justice
and co-construct key
components of SJE.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Learners will
familiarize themselves with
Social Justice definition and
principles and begin to look
at the macro educational
systems to better serve
children of culturally diverse
populations.
Risks Avoided: Learners will
avoid unintentionally
hindering children of
culturally diverse
populations in their
classrooms.
Using presentation slides,
instructor will state the
reasons why learning
about social justice in
education is beneficial in
serving children from
diverse backgrounds.
Instructor will also
discuss the risks of not
adopting this information
into teacher pedagogy.
Learner will read
and listen to the
reasons given for
why this is
important.
They will think
about the risks and
benefits associated
with their own
learning and how it
may or may not
apply to them.
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 Using the readings, learners
will break into groups and
co-construct a definition for
Social Justice in Education.
Instructor will pose
questions to allow the
learners to begin thinking
about what elements should
be included in the definition.
After which, the instructor
will use presentation slides
to discuss issues brought up
in Ch 4 & 5 (racism, white
privilege, power, etc.) and
provide a lecture for
Instructor will review the
readings and slides about
what learners should
already know about Social
Justice.
Instructor will share the
course definition of SJE
and then begin lecture on
the various topics in SJE
and their relevance and
importance.
Learners will listen
and respond to
lecture around the
given topics and co-
construct definitions
SJE.
Learners will
discuss in small
group what they
believe should be
included in defining
SJE.
Several groups will
share out their
responses.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 102
students and begin to create
a classroom climate to bring
about SJE (CTA step 3).
Learners will discuss in
small group what they
believe should be included
in defining SJE.
Several groups will share
out their responses.
Learners will take
notes from
presentation and
notes from readings.
Prerequisite
Knowledge
20 Instructor will go over
terminology:
Social Justice in Education
Racism
White Privilege
Oppression
Presentation Slides:
Provide definitions and
examples/non- examples.
Instructor will use
presentation slides to
present definitions and
examples of terminology.
Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.
Learner is engaged
by given responses
to prompted
questions and
writing down notes.
Learning
Guidance
- Lecture
- Demo.
40 After small group co-
construction of SJE
definition, Instructor will
use presentation slides to
present topics and other
terminology in lecture
format.
Instructor should allow
students to break into small
groups to discuss the topics
during lecture.
Learners should be able to
articulate personal examples
and experiences related to
them. Learners should use
readings to help guide
explanations as well.
Instructor will introduce
new concepts:
Social Justice
Privilege
Oppression
Social Groups
Social Power
Instructor will discuss
what that looks like in
society and in education.
Instructor will have
students break into small
group to co-construct
main principles and
concepts of SJE
Instructor will go around
and provide feedback and
guidance during this time.
In small groups (2-4
people) learners will
discuss unit
readings, provide
examples, and co-
construct principles
of SJE.
Learners will then
share to the whole
class what their
group discussed.
Learners will work
in groups to co-
construct a
definition and
principles for SJE.
Learners are
encouraged to use
any handouts and
notes from
presentation slides
and readings.
Practice and
Feedback
30 After the instructor provides
lecture on Social Justice in
Education, learners will now
Practice and feedback
occurs throughout the
Learning Guidance
This learning
experience is to
allow learners to
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 103

use their co-constructed
definitions and apply it to
themselves.

This is the first stage in
developing their diagram for
next class.

component. Instructor
will be walking around
and guiding small group
conversations and
answering any questions
learners may have
through this process.

Once groups have
reported out their
responses from small
group, then Instructor will
discuss the next steps for
Authentic Assessment.
take control of their
own learning
through co-
construction of
definitions and
discussion of
reading
assignments.

Learners will begin
to define and
summarize
principles of SJE and
the components that
they personally
align with according
to their given
positionality.
Authentic
Assessment
10 Instructor will provide an
outline for next class.

Instructor will have 1 - 2
groups share their worked
example and critique in class
and to provide clarification
and feedback.
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign homework
(next class reading).

Learners will ask
any follow up
questions to help
them comprehend
the SJE subject.

Retention
and Transfer
15 Instructor will ask questions
pertaining to the readings to
the group. Instructor will
annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.

Instructor will ask learners
takeaway questions:

information affect your

Instructor will provide
outline for the next class
period.
Learners must self-
report some
takeaways from this
class.

Big Ideas

10 Review main concepts of
lesson (Unit 2/Mod 1).

Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit
2/ Mod 2) is about
alignment of SJE principles
Instructor will do a short
Instructor will state what
next class will be about
(Unit 2/ Mod 2).
Discussing Principles of
positionality. How this
Learners ask
questions, take
notes, and begin to
prepare for next
class.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 104
review in the beginning of
class, but the remainder of
class will be creating a chart
or Venn Diagram of the SJE
principles and learner
positionality.
and Course Goal.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 105
Lesson Plan (Week 6)
Unit 2: Identify Principles of Social Justice in Education-Module 2
Unit Duration: 3 class meetings- 3hr class meeting
Introduction:
positionality.
Learning Objective(s)
Terminal Objective: Given the learners positionality, the learners will identify and summarize the principles of SJE
framework in their own words with diagram using a rubric.
Enabling Objective(s):
Know their positionality
Know the principles of SJE
Lesson Materials
Unit readings:
o Adams, Bell, Goodman, & Joshi, 2016 (Chapters 1 & 2)
o Brown, 2004
Definitions:
o Power (hierarchy)
o Race
o Oppression
o In/Equity
o Critical-Consciousness
Presentation Slides
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.
Facilita
This unit is combined with Unit 3--will be taught together in the same week; use Unit 3 to present
both units.
This will be a sensitive subject for most, remain objective (as possible) and help learners process
information.
Use videos to deliver some material if possible.
Sample journal entry
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 106
Lesson Plan (Week 6)
Unit 3: My Role as an Educator
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: o Social Justice
Education.
Learning Objective(s)
Terminal Objective: Given the learners can identify their own positionality/epistemology beliefs, learners will
describe the relationship between SJE principles and their positionality as it relates to Social Justice Education
principles in their own words (journal).
Enabling Objective(s):
Name their positionality/epistemology
Know principles of SJE
Be able to write a reflective journal entry.
Lesson Materials
Unit readings:
o Sleeter, 2015
o Hawkins, 2014
o Jay & Johnson, 2002
Definitions:
o Reflection
o Reflective Journal Entry
Example of Jay & Johnson, 2002 typology reflection questions (Handout created from article)
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

This will be taught in conjunction with Unit 2 / Mod 2.
These two units flow together and should be taught in conjunction with each other the same week.
Sample journal entry
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Presentation Slide:
Display an image of word

Instructor displays
this image on slide for
learners to read.
This image will be
used again this class
session to allow for
learners to reflect on
last class, what they
Learners begin to
reflect on the image
that has been
presented. Learners
will think about
their positionality as
it relates to Social
Justice.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 107

This will be displayed on the
screen when students arrive to
class.
learned, and expand
on concepts.
Learning
Objectives
5 Lesson objectives are presented
in writing and repeated orally.

positionality, the learners will
identify and summarize the
principles of SJE framework in
their own words using diagram

Instructor states the
objectives aloud and
highlights that this
unit will focus on
addressing topics such
as race, oppression,
and inequality, etc.
Learners will define
Social Justice and co-
construct key
components of SJE.

Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Learners will
familiarize themselves with
Social Justice definition and
principles and begin to the
macro educational systems to
better serve children of diverse
populations.

Risks Avoided: Learners will
avoid unintentionally hindering
children of diverse populations
in their classrooms.
Using presentation
slides, instructor will
state the reasons why
learning about social
justice in education is
beneficial in serving
children from diverse
backgrounds.
Instructor will also
discuss the risks of not
adopting this
information to teacher
pedagogy.
Learner will read
and listen to the
reasons given for
why this is
important.
They will think
about the risks and
benefits associated
with their own
learning and how it
may or may not
apply to them.
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 Instructor will pose questions,
from last class takeaways, and
open with class discussion
around any lingering thoughts
or comments regarding SJE.

Instructor will discuss that this
class period they will focus on
creating charts and group Venn
Diagrams to show the
intersection (Unit 3) between
Principles of SJE.

Several groups will share out
their responses.
Instructor will review
the readings and slides
about what learners
should already know
about Social Justice,
the co-constructed
class definition and
principles.

Instructor will share
the course definition
of SJE and then review
and follow-up with
any take-away
comments from last
class and move
forward with the
lecture and
demonstration of
ss.

This week will cover
Unit 2 / Mod 2 and
Unit 3.
Learner will listen
and respond to
guiding questions
around the given
topics and co-
construct
definitions.

Learners will take
notes from
presentation and
notes from readings.
Prerequisite
Knowledge
10 Instructor will review
terminology:
Instructor will use
presentation slides to
Learners will have
read the unit
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 108
Social Justice
Social Groups
Social Power
Privilege
Oppression
Review (if necessary)
Presentation Slides:
Provide definitions and
examples/non- examples.
present definitions
and examples of
terminology.
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.
Learner is engaged
by given responses
to prompted
questions and
writing down notes.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will use presentation
slides to review what was
discussed from the last class
and present the co-constructed
definitions and principles.
Instructor demonstrate to the
whole group, an exa
chart and Venn Diagram,
showing instructors
positionality in comparison to
SJE principles.
Learners will break into small
groups and create a group
example of a Venn Diagram
showing the intersection and
alignment (Unit 3).
Learners should be able to
articulate personal examples
and experiences related to
them. Learners should use
readings to help guide
explanations as well.
Instructor will review
concepts:
Social Power
Privilege
Oppression
Social Groups
Instructor will walk
students through the
steps to show the
alignment and
comparison between
the learner and SJE
principles and
reiterate the
importance of
knowing this
alignment and
explaining the process
and growth that it
takes to transform into
a Social Justice
Educator (Unit 2 / Mod
2 and Unit 3).
Instructor will go
around and provide
feedback and guidance
when learners are in
small group.
In small groups (2-4
people) learners will
discuss unit
readings and co-
constructed
definitions and
principles for SJE,
learners will create
a group Venn
Diagram of the
and be able to
report to the whole
group once finished.
Learners are
encouraged to use
any handouts and
notes from
presentation slides
and readings.
Practice and
Feedback
45 After the instructor
demonstrates how to create and
chart to show one owns
intersection between the agreed
upon co-constructed group
definition and elements of SJE,
learners will now use their co-
Practice and feedback
occurs throughout the
Learning Guidance
component. Instructor
will be walking around
and guiding small
group conversations
and answering any
questions learners
This learning
experience is to
allow learners to
take control of their
own learning
through co-
construction of
definitions and
discussion of
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 109

constructed definitions and
apply it to themselves.

This is practice will help them
create their personal chart to
turn in for their authentic
assessment of material and be
added to their portfolio at the
end of the semester.
may have through this
process.

Once groups have
reported out their
responses from small
group, then Instructor
will discuss the next
steps for Authentic
Assessment.
reading
assignments.

Learners will begin
to formulate their
own charts for their
final portfolio and to
turn in for feedback.
Authentic
Assessment
10 Instructor will provide rubric
for both assignments due in
Week 7.

Additionally, Instructor will ask
students to use the Jay &
Johnson article and write a
journal reflection using the
typology questions and keep it
for next class. This will be used
to assess their understanding of
the material and readings. As
critically reflect on their
2).

Instructor will have 1 - 2 groups
share their example and critique
in class and to provide
clarification on the assignment.
Instructor will provide
feedback to any
clarifying questions.
Instructor will then
assign the homework.

Learners must
complete their chart
and first reflective
journal entry to go
into their portfolio
after feedback has
been provided.
Learners will ask
any questions to
help them with their
assignments due
Week 7.

Retention
and Transfer
10 Instructor will ask questions
pertaining to the readings to the
group. Instructor will annotate
how students answer and while
walking around to the groups,
listen to the conversations to
check of understanding of
concepts.

Instructor will ask learners
takeaway questions:

do to help you next

Instructor will provide
rubric for the chart
and reflective journal
entry assignments.
Review all parts of the
assignments and
explain that both
assignments must
have all the
components discussed
in class and once
corrected, will go into
portfolio.
Learners must self-
report some
takeaways from this
class.

Big Ideas

10 Review main concepts of lesson
(Unit 2/Mod 1 & 2 and Unit 3).
Instructor will discuss
some responses from
the takeaway.
Learners share ideas
and main points.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 110
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 4/
Mod 1) will begin critical
reflections and followed by
critical-consciousness.
Instructor will state
what next class will be
about (Unit 4/ Mod 1).
Discussing critical
reflection and
consciousness. How
this will relate to the

Learners ask
questions, take
notes, and begin to
prepare for next
class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 111
Lesson Plan (Week 7)
Unit 4: Critically Reflective and Critically Conscious Educator- Module 1
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: How to develop a critical consciousness by self-reflecting on how their positionality and the
principles of SJE impact their teaching practices. Reflection (discuss what reflection is, its purpose in teaching,
different types of reflection).
Learning Objective(s)
Terminal Objective:
learners will decide to use elements of critical-consciousness and critical reflection in their teaching practice as
demonstrated by their journal reflections per the rubric.
Enabling Objective(s):
Know what critical reflection means
Be able to follow the steps for self-reflection
Be able to self-reflect on how their positionality and the principles of SJE impact their teaching practices.
Lesson Materials
Unit readings:
o Howard, 2003
o Rodgers, 2002
o Jay & Johnson, 2002 (review)
Definitions:
o Reflection
o Reflective Journal Entry
Example of Jay & Johnson, 2002 typology reflection questions (Handout created from article)
Rodgers Cycle of Reflection Handout
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Be prepared with sample journal entries from different educational experiences
ective Cycle
reflection
Be prepared to help learners understand the difference between reflection and critical reflection
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Kahoots (any anonymous
posting website):

Instructor display the
questions for learners to
read and post
anonymously.
Learners begin to
reflect on the
questions that have
been presented.
Learners should
think about and
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 112

educators

This will be displayed on the
screen when students arrive
to class.
These questions will be
posed to the learners to
get them thinking about
this unit topic of Critical
Reflection.

Instructor will read
responses aloud and keep
the screen up to review
once lesson is started.
respond to the
questions remotely
using their
smartphones or
computers.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

knowledge of their
positionality and knowledge
of the principles of SJE,
learners will decide to use
elements of critical-
consciousness and critical
reflection in their teaching
practice as demonstrated by
their journal reflections per

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
critical reflection.

Learners will co-construct
a definition for critical
reflection, discuss and
Reflective Cycle and use
typology questions in
their journal entries.

Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Using critical
reflection in learners
teaching practice, will allow
them the opportunity to
better their teaching
practice and think more
critically and intentionally
when interacting and
designing learning
experiences for the
culturally diverse student
population in their
classrooms.

Risks Avoided: By not using
critical reflection, learners
will unintentionally hinder
children of culturally diverse
populations in their
classrooms.
Using presentation slides,
instructor will state the
reasons why learning
about critical reflection is
beneficial in serving
children from culturally
diverse backgrounds.
Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read
and listen to the
reasons given for
why this is
important.

They will think
about the risks and
benefits associated
with their own
learning and how it
may or may not
apply to them.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

20 Instructor will pose
questions, from last class
takeaways, and open with
class discussion around any
lingering thoughts or
comments regarding SJE.

Learners will co-construct a
definition for critical
Instructor will review the
Kahoots board and have
learners explain and
critique responses aloud.

Instructor will explain
that they will co-construct
a definition for critical
reflection, discuss and
Learner will
respond to guiding
questions around
the given topics and
co-construct
definitions.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 113
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
reflection (using Howard,
2003 & Mezirow, 1997),
discuss and analyze
Reflection typology
questions in their journal
entries.
Groups will share their
responses with the class,
followed by a class
discussion on the difference
between reflection and
critical reflection using
examples from the unit
readings and their
professional experience.
Reflective Cycle, and write
their first journal entry
that will be turned in and
used as part of their
portfolio.
Learners will take
notes from
presentation and
notes from readings.
Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.
Instructor will review
responses from Kahoots,
and begin to open the
classroom discussion
around what is reflection
and its purpose in
education/ teaching
pedagogies.
Instructor will use
presentation slides to
present definitions and
examples of terminology.
Instructor will ask if there
are any unanswered
questions from previous
classes or current
readings before learners
break into groups to
define reflection and
critical reflection.
Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.
Learner is engaged
by given responses
to prompted
questions and
creating co-
constructed
definitions.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will use the
review the Kahoot
questions, then have
students share their co-
constructed definitions of
reflection and critical
reflection. After each group
shares, and their responses
are recorded on the board,
the students will then use
elements from each group
and create definitions and
elements of reflection and
critical reflection.
Instructor will provide
worked samples (examples
/ non- examples) to the
whole group, of different
Instructor will review the
opening reflection
questions and open the
discussion for students to
discuss responses.
(classroom climate)
Instructor will facilitate
the conversation and
write down the small
group responses
definition of reflection and
critical reflection.
Instructor will then guide
the conversation towards
finding common elements
and trends to create a
class definition of
In small groups (2-4
people) learners will
discuss unit
readings, co-
constructed
definitions, and
review presentation
slides to create
scenarios on how
the Reflective Cycle
can be used and
implemented for a
teacher.
Learners are
encouraged to use
any handouts and
notes from
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 114
types of reflections and the
purposes for each.
The instructor will then go
over the C. Rodgers
Reflective Cycle. The
instructor will use
presentation slides with the
Rodgers Reflective Cycle 4
stages. Once discussed, the
learners will break into
groups and create different
scenarios of how to
implement Reflective Cycle.
Each group will report the
whole group their example
and explain their thinking
and logic.
reflection and critical
reflection.
Instructor will then move
into the next topic of
Rodgers Reflective Cycle.
Using presentation slides,
the instructor will go over
each stage of the cycle and
then ask learners to work
in small groups to create
scenarios for the stages.
Instructor will walk
around and facilitate the
small group conversation.
presentation slides
and readings.
Learners will then
share their
examples to the
whole group.
Practice and
Feedback
30 Instructor will have learners
work in small groups to
define reflection and critical
reflection and small group
scenario of Reflective Cycle.
The learners will practice in
small group and instructor
will provide synchronous
feedback during both
learning experiences.
Practice and feedback
occurs throughout the
Learning Guidance
component. Instructor
will be walking around
and guiding small group
conversations and
answering any questions
learners may have
through this process.
Once groups have
reported out their
responses from small
group, then Instructor will
discuss the next steps for
Authentic Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through co-
construction of
definitions and
discussion of
reading
assignments.
Learners will then
understand how the
difference and
purpose of
reflection and
critical reflection
and worked
example of the
Reflective Cycle.
Authentic
Assessment
10 Instructor will provide
rubric for journal reflection
entry. Learners must write a
journal entry reflecting on
Unit 4 / Mod 1 and thoughts
about what was discussed in
class and how the learner
can use this in their teaching
practice.
Still using the Jay & Johnson
typology questions,
instructor will provide
feedback and ask more
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: 1) responding
to instructor
asynchronous feedback
and update journal entry
and 2) write another
reflective journal entry for
Unit 7.
Learners must complete
their reflective journal
Learners will ask
any questions to
help them with their
assignments due
Week 8 (journal
entry).
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 115
questions from the first
journal entry. Learners will
respond to instructor
asynchronous feedback and
add to journal reflection.
entry to go into their
portfolio after feedback
has been provided.
Retention
and Transfer
15 Instructor will ask questions
thoughts on critical
reflection. Instructor will
annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.
Instructor will ask learners
takeaway questions:
information affect your

Instructor will provide
rubric for the reflective
journal entry assignment.
Review all parts of the
assignments and explain
that assignment must
have all the components
discussed in class and
once corrected, will go
into portfolio.
Learners must self-
report some
takeaways from this
class.
Big Ideas 10 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit
4/ Mod 2) will discuss what
critical consciousness is and
its purpose.
Instructor will state what
next class will be about
(Unit 4/ Mod 2).
Discussing critical
consciousness. How this
and Course Goal.
Learners ask
questions, take
notes, and begin to
prepare for next
class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 116

Lesson Plan (Week 8)
Unit 4: Critically Reflective and Critically Conscious Educator- Module 2

Unit Duration: 3 class meetings- 3hr class meeting

Introduction: How to develop a critical consciousness by self-reflecting on how their positionality and the
principles of SJE impact their teaching practices. Critical Consciousness (discuss what critical conscious is and
its purpose in education).

Learning Objective(s)
Terminal Objective:
learners will decide to use elements of critical-consciousness and critical reflection in their teaching practice as
demonstrated by their journal reflections per the rubric.
Enabling Objective(s):
Know what critical reflection means
Know what critical-consciousness means
Be able to follow the steps for self-reflection
Be able to self-reflect on how their positionality and the principles of SJE impact their teaching practices.

Lesson Materials
Unit readings:
o Howard, 2003 (Review)
o Freire, Ramos, & Macedo, 1993
o Gay & Kirkland, 2003
Definitions:
o Critical consciousness
o Systemic inequality
o Critical thinker/thinking
o Banking system
Reflective Journal Entry

Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Be prepared with sample journal entries from different educational experiences
Discuss Paulo Freire and summarize life's work
Discuss systems of oppression, liberation, exploration of questioning & problem posing

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with a video of

Instructor will display the
video for learners to
watch.

Learners begin to
reflect on the video
that has been
presented and share
responses to the
group.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 117

https://www.youtube.com/
watch?v=V0f2BDEBeRA

After the video the
Instructor will ask learners
what they thought of the
video.
Instructor will then ask
learners to share their
thoughts of the video.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

knowledge of their
positionality and knowledge
of the principles of SJE,
learners will decide to use
elements of critical-
consciousness and critical
reflection in their teaching
practice as demonstrated by
their journal reflections per

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
critical consciousness
and the related elements.

Learners will learn about
critical consciousness,
discuss and analyze what
it means to be a critical
thinker, and how that
may look in the
classroom setting and
reflect upon that in their
journal entry.

Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: By being aware of
your critical consciousness,
it will help the learner
provide a problem-posing,
critical thinking, ECE
classroom environment.

Risks Avoided: Learners can
avoid using assumptions
and incorporate critical
thinking into their teaching
and learning practices in the
ECE classroom.
Using presentation slides,
instructor will state the
reasons why learning
about critical
consciousness is
beneficial in serving
children from culturally
diverse backgrounds.
Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.

They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
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 Instructor will review
definitions and concepts
from last class, review
previous class takeaways,
and open with class
discussion around any
lingering thoughts or
comments regarding critical
reflection.

Learners will listen and add
input to the lecture (critical-
consciousness) for this unit
using the unit readings by
addressing and adding their
personal/professional
experiences.
Instructor will reference
sections from the video
and highlight key
elements and have
learners elaborate and
critique responses aloud.

Instructor will provide a
lecture using
presentation slides
discuss and critique
critical consciousness.
Learners will then
critically reflect and write
a journal entry that will
be turned in and used as
part of their portfolio.
Learner will respond
to guiding questions
around the given
topics and co-
construct definitions.

Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 118

Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will reference the
video (from beginning of
class) and begin to open the
classroom discussion
around what is critical
consciousness and its
purpose in education/
teaching pedagogies.

Instructor will present his
unit in lecture format using
presentation slides.
Instructor will use
presentation slides to
present definitions and
examples of terminology.

Instructor will ask if
there are any
unanswered questions
from previous classes or
current readings before
Instructor begins lecture
using presentation slides.

Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
60 Instructor will open the
lecture by referencing the
Instructor will then have
students share their
thoughts after watching the
video.

Instructor will then begin
lecture with the
presentation slides.
Instructor will use
-
have students discuss the
concepts on that handout.

Learners will use provide
their input on the topics
presented to them and
discuss whole group their
thoughts.
Instructor will review the
opening video and open
the discussion for
students to discuss
responses. (classroom
climate)

Instructor will facilitate
the conversation.

Instructor will then move
into the lecture for the
unit and present slides.

Learners will listen
to lecture and add
input and/or ask
questions.

Learners will use the
handout to share
thoughts and feelings
during whole group
discussion.
Practice and
Feedback
20 Instructor will have learners
work in small groups to
create a group reflection
using various critical
reflection elements from last
class. Learners will present
whole group.

The learners will practice in
small group and instructor
will provide synchronous
feedback during learning
experience.

Instructor will be walking
around and guiding small
group conversations and
answering any questions
learners may have
through this process.

Once groups have
reported out their
responses from small
group, then Instructor
will discuss the next
steps for Authentic
Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through co-
construction of
definitions and
discussion of reading
assignments.

Learners will get an
opportunity to
practice and discuss
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 119

more in depth the
concept of critical
consciousness.
Authentic
Assessment
10 Instructor will provide
rubric for journal reflection
entry. Learners must write a
journal entry reflecting on
Unit 4 / Mod 2 and thoughts
about what was discussed in
class and how the learner
can use this in their teaching
practice.

Still using the Jay & Johnson
typology questions,
instructor will provide
feedback and ask more
questions from the previous
journal entry. Learners will
respond to instructor
asynchronous feedback and
add to journal reflection.
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: 1)
responding to instructor
asynchronous feedback
and update journal entry
and 2) write another
reflective journal entry
for Unit 4 / Mod 2.

Learners must complete
their reflective journal
entry to go into their
portfolio after feedback
has been provided.
Learners will ask any
questions to help
them with their
assignments due
Week 9 (journal
entry).

Retention
and Transfer
10 Instructor will ask questions
thoughts on critical
consciousness. Instructor
will annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.

Instructor will ask learners
takeaway questions:

information affect your

Instructor will provide
rubric for the reflective
journal entry assignment.
Review all parts of the
assignments and explain
that assignment must
have all the components
discussed in class and
once corrected, will go
into portfolio.
Learners must self-
report some
takeaways from this
class.

Big Ideas

5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit
5) will be switching gears
and begin discussion on
Culturally Relevant
Pedagogy and Culturally
Responsive Teaching.
Instructor will state what
next class will be about
(Unit 5). And how this
and Course Goal.
Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 120

Lesson Plan (Week 9)
Unit 5: Culturally Relevant Pedagogy and Culturally Responsive Teaching - Module 1

Unit Duration: 3 class meetings- 3hr class meeting

Introduction: Using high-leverage teaching practices such as Culturally Relevant Pedagogy.

Learning Objective(s)
Terminal Objective: Given the learners prior knowledge teaching pedagogies and theories, learners will
describe and identify high-leverage teaching practices using Culturally Relevant Pedagogy and Culturally
Responsive teaching in their own words.
Enabling Objective(s):
Know what Culturally Relevant Pedagogy means
Know what Culturally Responsive Teaching means
Able to describe and identify high-leverage teaching practices using Culturally Responsive Teaching.

Lesson Materials
Unit readings:
o Ladson-Billings, 1995
o Irvine, 2010
o Howard, 2003 (Review)
Definitions:
o Culturally Relevant Pedagogy
o High leverage teaching practices
o Culture
o Academic success (what that looks like)
o Cultural competence versus Cultural empathy
Reflective Journal Entry

Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Discuss Gloria Ladson-Billings article and argument
Provide examples of CRP using various hypothetical classroom scenarios, provide feedback
opportunities, and time to practice.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with a video of
featuring researcher Gloria
Ladson-Billings.

-Billings -
Successful Teachers of

Instructor will display the
video for learners to
watch.

Instructor will then ask
learners to share their
thoughts of the video.
Learners begin to
reflect on the video
that has been
presented and share
responses to the
group.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 121

https://www.youtube.com/
watch?v=hmAZjNRmalI

After the video the
Instructor will ask learners
what they thought of the
video.

Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

knowledge teaching
pedagogies and theories,
learners will describe and
identify high-leverage
teaching practices using
Culturally Relevant
Pedagogy and Culturally
Responsive Teaching in their

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
Culturally Relevant
Pedagogy and the related
elements.

Learners will learn about
Culturally Relevant
Pedagogy, discuss and
analyze what it means to
be a use this form of
pedagogy, and how that
may look in the
classroom setting and
reflect upon that in their
journal entry.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Using this form of
pedagogy will promote and
create a learning
environment for Social
Justice Education and help
create culturally empathetic
learners and students.

Risks Avoided: Learners can
avoid using assumptions
and incorporate cultural
empathy into their teaching
and learning practices in the
ECE classroom.
Using presentation slides,
instructor will state the
reasons why learning
about Culturally Relevant
Pedagogy is beneficial in
serving children from
culturally diverse
backgrounds. Instructor
will also discuss the risks
of not adopting this
information for their
teacher pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.

They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
20 Instructor will review
definitions and concepts
from last class, review
previous class takeaways,
and open with class
discussion around any
lingering thoughts or
comments regarding critical
consciousness.

Learners will listen and add
input to the lecture (CRP)
Instructor will reference
sections from the video
and highlight key
elements and have
learners elaborate and
critique responses aloud.

Instructor will provide a
lecture using
presentation slides to
discuss Culturally
Relevant Pedagogy and
provide examples and
Learner will respond
to guiding questions
around the given
topics and analyze
article in small
group.

Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 122

how you are
going to learn
it.)
for this unit using the unit
readings.

In small groups, learners
will discuss and analyze
Gloria Ladson-Billings
theory of culturally relevant
key components of her
argument.
non-examples of various
ways to incorporate CRP
into the classroom.

Learners will then
critically reflect and write
their journal entry that
will be turned in and
used as part of their
portfolio.
Prerequisite
Knowledge
10 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will reference the
video (from beginning of
class) and begin to open the
classroom discussion
around what is Culturally
Relevant Pedagogy and its
purpose in education.

Instructor will present this
unit in lecture format as well
as allow for small group co-
construction and analysis of
material.
Instructor will use
presentation slides to
present definitions and
examples of terminology.

Instructor will ask if
there are any
unanswered questions
from previous classes or
current readings before
Instructor begins lecture
using presentation slides.

Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
50 Instructor will show another
video
Culturally Relevant

https://www.youtube.com/
watch?v=nGTVjJuRaZ8

Following the video,
Instructor will use
presentation slides to define
CRP and other relevant
terms.

Learners will have the
opportunity to engage in
conversation from personal
experience and ask
clarifying questions.

Instructor will demonstrate
how to analyze the article,
with the learners.
Instructor will show
Culturally Relevant
facilitate
the conversation.

Instructor will then move
into the lecture for the
unit and present slides.

Next, the instructor will
demonstrate to learners
how to analyze
article in whole group.

Followed by providing
examples and non-
examples of how CRP can
be used in the ECE
classroom.

Learners will watch
second video, and
engage in whole
group discussion
about the video.

Learners will listen
to the lecture and
view the
presentation slides
and ask questions or
make connections to
their personal life.

Learners will work in
whole group and
watch the
demonstration from
instructor for the
article analysis.

Learners will then
work in small groups
(2-4), and analyze
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 123

In small groups, learners
theory of culturally relevant
-Billings,
1995).

After, small groups will
report back to the whole
group what was discussed.

Next, Instructor will
demonstrate and provide
examples and non-examples
of how CRP can be
incorporated into a teacher's
pedagogy and ECE
classroom.

Learners will break into
small groups and create
their own scenario of how to
use CRP in the ECE
classroom.
Ladson-Billings
article.

Learners will report
to whole group about
their analysis.

Lastly, learners will
work in small group
to create scenarios of
how to implement
CRP in their
hypothetical ECE
classroom.
Practice and
Feedback
40 Instructor will have learners
work in small groups to
analyze articles and create
various examples of how to
use CRP in the ECE
classroom.

The learners will practice in
small group and instructor
will provide synchronous
feedback during learning
experience.

Instructor will be walking
around and guiding small
group conversations and
answering any questions
learners may have
through this process.

Once groups have
reported out their
responses from small
group, then Instructor
will discuss the next
steps for Authentic
Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through co-
construction of
hypothetical
scenarios and article
analysis.

Learners will get an
opportunity to
practice and discuss
more in depth the
concept of CRP.
Authentic
Assessment
10 Instructor will provide
rubric for journal reflection
entry. Learners must write a
journal entry reflecting on
Unit 5 / Mod 1 and thoughts
about what was discussed in
class and how the learner
can use this in their teaching
practice.

Still using the Jay & Johnson
typology questions,
instructor will provide
feedback and ask more
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: 1)
responding to instructor
asynchronous feedback
and update journal entry
and 2) write another
reflective journal entry
for Unit 5 / Mod 1.

Learners must complete
their reflective journal
entry to go into their
Learners will ask any
questions to help
them with their
assignments due
Week 10 (journal
entry).

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 124

questions from the previous
journal entry.

Learners will respond to
instructor asynchronous
feedback and add to journal
reflection.
portfolio after feedback
has been provided.
Retention
and Transfer
10 Instructor will ask questions
thoughts on CRP. Instructor
will annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.

Instructor will ask learners
takeaway questions:

information affect your

Instructor will provide
rubric for the reflective
journal entry assignment.
Review all parts of the
assignments and explain
that assignment must
have all the components
discussed in class and
once corrected, will go
into portfolio.
Learners must self-
report some
takeaways from this
class.

Big Ideas

5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 5
/ Mod 2) discussing
Culturally Responsive
Teaching.

Instructor will state what
next class will be about
(Unit 5 / Mod 2- CRT).
And how this will relate
Goal.
Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 125

Lesson Plan (Week 10)
Unit 5: Culturally Relevant Pedagogy and Culturally Responsive Teaching - Module 2

Unit Duration: 3 class meetings- 3hr class meeting

Introduction: Using high-leverage teaching practices such as Culturally Responsive Teaching.

Learning Objective(s)
Terminal Objective: Given the learners prior knowledge teaching pedagogies and theories, learners will
describe and identify high-leverage teaching practices using Culturally Relevant Pedagogy and Culturally
Responsive teaching in their own words.
Enabling Objective(s):
Know what Culturally Relevant Pedagogy means
Know what Culturally Responsive Teaching means
Able to describe and identify high-leverage teaching practices using Culturally Responsive Teaching.

Lesson Materials
Unit readings:
o Ladson-Billings, 1995 (Review)
o Brown-Jeffy, & Cooper, 2011
o Vavrus, 1997
Definitions:
o Culturally Responsive Teaching
o High leverage teaching practices
o Culture
o Academic success (what that looks like)
o Cultural competence versus Cultural empathy
Reflective Journal Entry

Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Provide examples of CRT, provide feedback opportunities, and time to practice.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with a video of
linguistic diversity in early
childho

https://www.youtube.com/
watch?v=XWg-ZrV3wPk

After the video the
Instructor will ask learners
Instructor will display the
video for learners to
watch.

Instructor will then ask
learners to share their
thoughts of the video.
Learners begin to
reflect on the video
that has been
presented and share
responses to the
group.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 126
what they thought of the
video.
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.
knowledge teaching
pedagogies and theories,
learners will describe and
identify high-leverage
teaching practices using
Culturally Relevant
Pedagogy and Culturally
Responsive Teaching in their

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
Culturally Responsive
Teaching and the related
elements.
Learners will learn about
Culturally Responsive
Teaching, discuss and
analyze what it means to
use this form of
pedagogy, and how that
may look in the
classroom setting and
reflect upon that in their
journal entry.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Implementing
some CRT strategies will
help create a learning
environment to promote
Social Justice Education and
help create culturally
empathetic learning
environment.
Risks Avoided: Learners can
avoid sending biased
messages to their culturally
diverse students.
Using presentation slides,
instructor will state the
reasons why learning
about Culturally
Responsive Teaching is
beneficial in serving
children from culturally
diverse backgrounds.
Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.
They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
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.)
10 Instructor will review
definitions and concepts
from Culturally Responsive
Pedagogy, review previous
class takeaways, and open
with class discussion around
any lingering thoughts or
comments regarding CRP.
Learners will listen, add
input to the lecture (CRT),
and watch a video for this
unit using the unit readings.
In small groups, learners
will develop CRT examples
and present them to the
class during whole group.
Instructor will reference
sections from the video
and highlight key
elements and have
learners elaborate and
critique responses aloud.
Instructor will provide a
lecture using
presentation slides to
discuss Culturally
Responsive Teaching and
provide examples and
non-examples of various
ways to incorporate CRT
into the classroom.
Learners will then
critically reflect and write
their journal entry that
Learner will respond
to guiding questions
around the given
topics and analyze
article in small
group.
Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 127

will be turned in and
used as part of their
portfolio.
Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will reference the
video (from beginning of
class) and begin to open the
classroom discussion
around what is Culturally
Responsive Teaching and its
purpose in education.

Instructor will present this
unit in lecture format as well
as allow for small group co-
construction and analysis of
material.
Instructor will use
presentation slides to
present definitions and
examples of terminology.

Instructor will ask if
there are any
unanswered questions
from previous classes or
current readings before
Instructor begins lecture
using presentation slides.

Learners will have
read the unit
readings, listened to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
50 Instructor will open with
presentation slides to define
CRT and other relevant
terms.

Instructor will show another
video of CRT:

https://www.youtube.com/
watch?v=oW-
DRuFzuhI&t=364s

Learners will have the
opportunity to engage in
conversation from personal
experience and ask
clarifying questions.

Learners will discuss the
issues brought up in the
videos in whole group
discussion.

Instructor will show a video
of Culturally Responsive
Teaching and Learning in a
classroom:

https://www.youtube.com/
watch?v=K1U6wj-5K1I

Learners will discuss the
issues brought up in the
Instructor will present
presentation slides for
CRT and relevant terms
and information.

Instructor will show 2
videos of CRT and
facilitate the whole group
conversation of the
similarities and
differences between the
two videos. Instructor
will provide examples
and non-examples of
what this can look like in
the ECE classroom.

Instructor will have
groups share what CRT
examples created in their
small groups.
Learners will listen
to the lecture and
view the
presentation slides
and ask questions or
make connections to
their personal life.

Learners will watch
both videos, and
engage in whole
group discussion
about the similarities
and differences
between the videos.

Learners will then
work in small groups
(2-4), and create
their own CRT
examples to use in
the classroom.

Learners will report
to whole group.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 128
videos in whole group
discussion.
In small groups, learners
will develop CRT examples
and present them to the
class during whole group.
Next, Instructor will
demonstrate and provide
examples and non-examples
of how CRT can be
incorporated into a teacher's
pedagogy and ECE
classroom.
Practice and
Feedback
40 Instructor will have learners
work in small groups to
develop CRT examples and
present them to the class
during whole group.
The learners will practice in
small group and instructor
will provide synchronous
feedback during learning
experience.
Instructor will be walking
around and guiding small
group conversations and
answering any questions
learners may have
through this process.
Once groups have
reported out their
responses from small
group, then Instructor
will discuss the next
steps for Authentic
Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through co-
construction of
developing CRT
examples.
Learners will get an
opportunity to
practice and discuss
more in depth the
concept of CRT.
Authentic
Assessment
10 Instructor will provide
rubric for journal reflection
entry. Learners will develop
a set of CRT strategies and
reflect on the use of CRP and
CRT in their own practice
using a rubric.
Learners will use previous
knowledge of SJE principles
and positionality and begin
to reflect on how CRT can
transform their own
learning and that of their
students in a journal entry.
Learners are encouraged to
use Rodgers Cycle of
Reflection, to write their
journal entry.
Learners will respond to
instructor asynchronous
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: 1) Creating
and developing CRT
strategies to use the ECE
classroom; 2) responding
to instructor
asynchronous feedback
and update previous
journal entries and 3)
write reflective journal
entry for Unit 5 / Mod 2.
Learners must complete
their reflective journal
entry and development of
CRT strategies to go into
their portfolio after
feedback has been
provided.
Learners will ask any
questions to help
them with their
assignments due
Week 11.
Learners will submit
their own CRT
examples and a
reflective journal
entry.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 129

feedback and add to journal
reflection.
Retention
and Transfer
10 Instructor will ask questions
thoughts on CRT. Instructor
will annotate how students
answer and while walking
around to the groups, listen
to the conversations to
check of understanding of
concepts.

Instructor will ask learners
takeaway questions:

information affect your

Instructor will provide
rubric for the reflective
journal entry assignment
and CRT strategies.
Instructor will review all
parts of the assignments
and explain that
assignment must have all
the components
discussed in class and
once corrected, will go
into portfolio.
Learners must self-
report some
takeaways from this
class.

Big Ideas

5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit
6) Identifying Student
Population.

Instructor will state what
next class will be about
(Unit 6). And how this
and Course Goal.
Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 130

Lesson Plan (Week 11)
Unit 6: Identify Student Population

Unit Duration: 3 class meetings- 3hr class meeting

Introduction: Create a classroom profile of students including racial, ethnic, cultural/linguistic backgrounds,
and family socioeconomic status (SES).

Learning Objective(s)
Terminal Objective: Given the demographics of classroom students, learners will identify and create a
classroom profile using racial, ethnic, cultural/linguistic backgrounds, and family SES, to identify student
population.
Enabling Objective(s):
Know what classroom profile means
Able to describe and identify demographics of students
Able to classify students into groups based on selected criteria

Lesson Materials
Unit readings:
o Boutte, 2008
o Hyland, 2010
Definitions:
o Student Population
o Characteristics of students
Sample student population chart

Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Provide an example of a student population chart and provide feedback opportunities, and time to
practice in groups.
Bring class pictures of different racial, ethnic, cultural and linguistic backgrounds for student practice.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with an image of a
classroom that is culturally
diverse:

Instructor will display the
image for learners to see.

Instructor will then ask
classroom profile?

Learners begin to
reflect on the image
and questions that
are being presented
and share responses
to the group.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 131
(http://www.ncchs.org/site
s/default/files/Colbourn%2
0Group%20Class%20Photo
%20Low%20Res.JPG)
Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.
of
classroom students, learners
will identify and create a
classroom profile using
gender, ethnic,
cultural/linguistic
backgrounds, and family
SES, to identify student

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
the importance of
creating a classroom
profile and what factors
to include in a classroom
profile.
Learners will learn how
to create a classroom
profile and what the
purpose of a classroom
profile is in creating a
culturally relevant
teaching and learning
environment as well as
bringing about social
justice in the ECE
classroom.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Creating a
classroom profile will help
identify the culturally
diverse learners in the
classroom and help in
creating and designing
developmentally and
culturally appropriate
lessons and activities.
Risks Avoided: Learners can
-
and insensitive to the
culturally diverse needs of
the students.
Using presentation slides,
instructor will state the
reasons why identifying
student population is
beneficial in serving
children from culturally
diverse backgrounds.
Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.
They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
20 Instructor will review
definitions and concepts
from Culturally Responsive
Teaching and Culturally
Relevant Pedagogy, and
review previous class
takeaways, and open with
class discussion around any
lingering thoughts or
comments regarding CRT.
Learners will listen and add
input to the lecture.
Instructor will show the
picture from the
beginning of class and
ask students to identify
different characteristics
of the students (race,
gender, ethnicity,
cultural/linguistic).
Instructor will provide a
mini lecture using
presentation slides to
discuss different
components to include in
Learners will engage
in conversation
about what needs to
be included in a
classroom profile.
Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 132

going to learn
it.)
In small groups, learners
will create their own small
group classroom profile
using a picture provided by
the instructor.

a classroom profile and
why they are necessary.
Instructor will provide
examples and non-
examples of classroom
profiles for the learners.

Learners will then create
their own classroom
profile, based on their
current students or any
program they can gain
access to, that will be
turned in and used as a
component for their
portfolio.
Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will reference the
image (from beginning of
class) and begin to open the
classroom discussion
around what is a classroom
profile and its purpose in
creating a culturally
empathetic learning
environment.

Instructor will present this
unit in using presentation
slides and allow for small
group co-construction and
creation of classroom
profile.
Instructor will use
presentation slides to
present definitions and
examples of classroom
profiles.

Instructor will ask if
there are any
unanswered questions
from previous classes or
current readings before
Instructor begins lecture
using presentation slides.

Learners will have
read the unit
readings, listen to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will open with
presentation slides to state
the purpose of identifying
the student population in
the classroom.

worksheet, the instructor
will demonstrate and
provide examples and non-
examples of how identify
student population using a
chart and why it needs to be
incorporated into a teacher's
pedagogy and ECE
Instructor will use
presentation slides to
inform students of the
importance of identifying
the student population of
their class, what
characteristic should go
into creating a classroom
profile, and how this
process helps create and
promote a socially justice
climate and helps when
using culturally
responsive teaching and
learning practices.

Learners will listen
to the lecture and
view the
presentation slides
and ask questions or
make connections to
their personal life.

Learners will watch
the instructor
demonstration of
how to identify the
student population
in a classroom, and
engage in whole
group discussion
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 133

classroom. The instructor
will walk the learners
through the process, and ask
questions along the way and
to give context on why it is
important to create a
classroom profile.

During this time students
will have the opportunity to
ask questions and add any
input to assist in the
learning process.

In small groups, Instructor
will provide each group with
a differ
Learners will develop and
create their own student
population chart based on
the given characteristics,
discussed in whole group,
and present them to the
class during whole group.

Other groups will have the
opportunity to critique the
small groups profile and ask
questions and give different
perspectives.
The instructor will
demonstrate how to
identify the student
population, by using
various characteristics,
such as race, ethnicity,
cultural and linguistic
backgrounds, and socio-
economic status.

Using this template,
learners will have the
opportunity to practice in
small group.

about the various
characteristics that
are used in this
process.

Learners will then
work in small groups
(2-4), and create
their own classroom
profile using the
examples provided
and will share in
whole group.

Learners will critique
other groups.

Practice and
Feedback
40 Instructor will have learners
work in small groups to
create and develop a
classroom profile example
and present them to the
class during whole group.

The learners will practice in
small group and instructor
will provide synchronous
feedback during learning
experience.

Instructor will be walking
around and guiding small
group conversations and
answering any questions
learners may have
through this process.

Once groups have
reported out their
responses from small
group, then Instructor
will discuss the next
steps for Authentic
Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through
collaboration in
discussing how to
identify student
population and its
purpose in creating a
classroom climate to
promote social
justice.
Authentic
Assessment
10 Instructor will provide
rubric for classroom profile.

Learners will design a
classroom profile based on
ethnic, cultural/linguistic
backgrounds, and family SES
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: Create a
classroom profile to place
in your portfolio. This
classroom profile will be
used when designing
Learners will ask any
questions to help
them with their
assignments due
Week 12.

Learners will submit
their own classroom
profile.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 134

and will be assessed using a
rubric.

Learners will respond to
instructor asynchronous
feedback and add to journal
reflection (Unit 5/ Mod 2).
developmentally and
culturally appropriate
lesson plans.

Learners must complete
their classroom profile to
go into their portfolio
after feedback has been
provided.

Retention
and Transfer
10 Instructor will ask questions
thoughts on identifying
student population and
creating a classroom profile.
Instructor will annotate how
students answer and while
walking around to the
groups, listen to the
conversations to check of
understanding of concepts.

Instructor will ask learners
takeaway questions:

his new
information affect your

Instructor will provide
rubric for the classroom
profile assignment.
Instructor will review all
parts of the assignments
and explain that
assignment must have all
the components
discussed in class and
once corrected, will go
into portfolio.
Learners must self-
report some
takeaways from this
class.

Big Ideas

5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 7
/ Mod 1) is to identify high-
leverage teaching practices
and come prepared to
discuss the readings.
Instructor will state what
next class will be about
(Unit 7 / Mod 1). And
how this will relate to the

Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 135
Lesson Plan (Week 12)
Unit 7: Developmentally and Culturally Appropriate Lesson Plans - Module 1
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: Identify High-leverage teaching practices: How to create learning experiences that reflect high
leverage teaching practices and learning experiences that are developmentally and culturally appropriate for
the early childhood classroom setting.
Learning Objective(s)
Terminal Objective: Given the CRP & CRT strategies, the learner can identify and implement high leverage
teaching practices and design developmentally and culturally appropriate learning experience in their
classrooms as reflected in their lesson plans.
Enabling Objective(s):
Know what high leverage teaching practices mean
Know what developmentally and culturally appropriate means
Able to design learning experiences (plan)
Lesson Materials
Unit readings:
o Grossman, Hammerness, McDonald, 2009
o Boutte, 2008 (Review)
o Hyland, 2010 (Review)
Definitions:
o High Leverage teaching practices
o Developmentally and Culturally Appropriate teaching practices (DCAP)
Examples of high-leverage teaching practices
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Provide an example of a high leverage teaching practices.
Be prepared to guide conversations on what this looks like in an ECE classroom
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
5 Instructor will greet class
and open with a word cloud:
Instructor will display the
image for learners to see.
Instructor will then ask
learners to think about
this image in relation to
their readings for this
unit.
Learners begin to
reflect on the image
and questions that
are being presented
and share responses
to the group.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 136

Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

strategies, the learner can
identify and implement high
leverage teaching practices
and design developmentally
and culturally appropriate
learning experience in their
classrooms as reflected in
their lesson plans.
Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
high-leverage teaching
practices.

Learners will discuss
what high leverage
teaching practices are
and what that looks like
in an early childhood
classroom.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: The benefit to
knowing what high leverage
teaching practices is to help
in designing and
implementing
developmentally and
culturally appropriate
(DCAP) learning experiences
in the ECE classroom.

Risks Avoided: Learners will
avoid using ineffective
teaching practices and be
more intentional when
designing DCAP lesson
experiences in the
classroom.
Using presentation slides,
instructor will define
what is high leverage
teaching, what types of
strategies can be used,
and what that looks like
in an ECE classroom.

Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.

They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
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.)
10 Instructor will review
definitions and concepts
from Culturally Responsive
Teaching, Culturally
Relevant Pedagogy, Social
Justice education, and the
importance of identifying
student population.
Instructor will review
previous class takeaways,
and open with class
discussion around any
lingering thoughts or
comments regarding
identifying student
population.

This unit will be lecture
format and learners will
listen and add input to the
lecture.

Instructor will provide
examples and non-examples
Instructor will provide a
lecture using
presentation slides to
discuss different high
leverage teaching
practices. Instructor will
provide examples and
non-examples of
strategies in the ECE
classroom.

Learners will provide
feedback and give
personal examples from
their experience to add to
the lecture.
Learners will engage
in conversation
about what needs to
be included for high
leverage teaching
practices in the ECE
classroom.

Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 137

of high leverage teaching
practices in the ECE
classroom with learner
input.
Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will reference the
image (from beginning of
class) and begin to open the
classroom discussion
around what is high
leverage teaching, using the
definition and examples
provided from the unit
reading, learners will define
high leverage teaching
practices, discuss and
provide examples of high
leverage teaching practices,
and discuss how these
teaching practices must be
developmentally and
culturally appropriate for
the students.

Instructor will present this
unit using presentation
slides and allow for group
co-construction and creation
of examples of high leverage
teaching practices in ECE
classroom.
Instructor will use
presentation slides to
present definitions and
examples of high leverage
teaching practices.

Instructor will ask if
there are any
unanswered questions
from previous classes or
current readings before
Instructor begins lecture
using presentation slides.

Learners will have
read the unit
readings, listen to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

Some of these high-
leverage practices
may currently be
being used by
teachers. It is
learners, will be able
to label them from
the list.

Learners are
expected to describe
what is currently
being done in the
classroom and match
with the academic
language it can be
associated with.

Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
60 Instructor will open with
presentation slides to state
the definition of high
leverage teaching practices,
discuss the importance in
identifying them, and what
they look like in the ECE
classroom.

Learners will have the
opportunity to give input
and generate a list of high
leverage teaching practices
in ECE, (whole group).

Instructor will discuss how
to incorporate CRP and CRT
and where they fit into these
Instructor will use
presentation slides to
inform students of the
importance of defining
and identifying high
leverage teaching
practices, what these
teaching practices look
like in the ECE classroom,
and how this practice
helps create and promote
a socially justice climate
and helps to incorporate
using culturally
responsive teaching and
learning practices.

Learners will listen
to the lecture and
view the
presentation slides
and ask questions or
make connections to
their personal life.

Learners will engage
in whole group
discussion about the
various high leverage
teaching practices
used in this ECE
classroom and share
their personal
examples from their
experience.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 138

strategies as well as
promoting Social Justice.

Instructor and students will
work together to bring
previous units information
and begin to generate ideas
of what can be done in the
learner's current classroom
environment regarding
implementing high leverage
teaching practices.

Instructor will discuss how
these components are meant
to transform the learners
learning and move them to
becoming culturally
empathetic to the culturally
diverse students in their
classrooms.

During this time students
will have the opportunity to
ask questions and add any
input to assist in the
learning process.
The instructor will guide
the class discussion to
generate high leverage
teaching practices in the
ECE classroom whole
group.

examples and
experiences and helping
them realize what they
may currently be doing
that are already high
leverage teaching
practices and/or give
suggestions to tweak
what they do to become
high leverage teaching
practices.

Learners will label
these high-leverage
practices to things
they currently do in
the classroom.

Learners are
encouraged to share
their reflection of the
class up to this point.

Practice and
Feedback
40 Instructor will guide the
whole group conversation,
from their personal
experience.

During this time, instructor
will provide synchronous
feedback during learning
experience and lecture.
Instructor will be guiding
whole group
conversations and
answering any questions
learners may have
through this process.

Instructor will discuss
the next steps for
Authentic Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through
collaboration in
discussing how to
define and identify
high leverage
teaching practices.
Authentic
Assessment
10 Instructor will provide
rubric for journal reflection
entry. Learners will reflect
on what high leverage
teaching practices are and
how they can be applied in
designing and implementing
DCAP learning experiences
in the ECE classroom by
using CRT strategies and
reflect on the use of CRP and
CRT in their own practice
using a rubric.

Learners will use previous
knowledge of SJE principles
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: write
reflective journal entry
for Unit 7 / Mod 1.

Learners must complete
their reflective journal
entry to go into their
portfolio after feedback
has been provided.
Learners will ask any
questions to help
them with their
assignments due
Week 13.

Learners will submit
their reflective
journal entry.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 139
and positionality and begin
to reflect on how these high
leverage teaching practices
can transform their own
learning and that of their
students in a journal entry.
Learners are encouraged to
use Rodgers Cycle of
Reflection, to write their
journal entry.
Learners will respond to
instructor asynchronous
feedback and add to journal
reflection.
Retention
and Transfer
10 Instructor will ask questions
thoughts on identifying
student population and
creating a classroom profile.
Instructor will annotate how
students answer and while
walking around to the
groups, listen to the
conversations to check of
understanding of concepts.
Instructor will ask learners
takeaway questions:
information affect your

at can I do to help you

Instructor will provide
rubric for the reflective
journal entry. Instructor
will review all parts of
the assignments and
explain that assignment
must have all the
components discussed in
class and once corrected,
will go into portfolio.
Learners must self-
report some
takeaways from this
class.
Big Ideas 5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 7
/ Mod 2) is to discuss and
design Developmentally and
Culturally Appropriate
learning experiences and
come prepared to discuss
the readings.
Instructor will state what
next class will be about
(Unit 7 / Mod 2). And
how this will relate to the

Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 140

Lesson Plan (Week 13)
Unit 7: Developmentally and Culturally Appropriate Lesson Plans - Module 2

Unit Duration: 3 class meetings- 3hr class meeting

Introduction: How to create learning experiences that reflect high leverage teaching practices and learning
experiences that are developmentally and culturally appropriate for the early childhood classroom setting.

Learning Objective(s)
Terminal Objective: Given the CRP & CRT strategies, the learner can identify and implement high leverage
teaching practices and design developmentally and culturally appropriate learning experience in their
classrooms as reflected in their lesson plans.
Enabling Objective(s):
Know what high leverage teaching practices mean
Know what developmentally and culturally appropriate means
Able to design learning experiences (plan)

Lesson Materials
Unit readings:
o Hyun, & Marshall, 1997 (p. 188-189)
o Lopez-Robertson, & Powers-Costello, 2011
o Boutte, 2008
o Hyland, 2010
Definitions:
o High Leverage teaching practices
o Developmentally and Culturally Appropriate teaching practices (DCAP)
Examples of DCAP lesson plans and experiences

Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Provide an example of DCAP lesson plans and experiences.
Be prepared to guide conversations on what this looks like in an ECE classroom

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with a display of
culturally diverse learning
manipulatives. Learners
must create reasons for the
use of these manipulatives
in the classroom.

Instructor will display the
manipulatives for
students to manipulate in
during this time.

Instructor will then ask
learners to think about
what these manipulatives
can be used for in the
classroom.
Learners begin to
reflect on the items
that are displayed
and share responses
to the group.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 141

Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

strategies, the learner can
identify and implement high
leverage teaching practices
and design developmentally
and culturally appropriate
learning experience in their
classrooms as reflected in

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
high-leverage teaching
practices.

Learners will discuss
what high leverage
teaching practices are
and what that looks like
in an early childhood
classroom.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: The benefit to
knowing what high leverage
teaching practices is to help
in designing and
implementing
developmentally and
culturally appropriate
(DCAP) learning experiences
in the ECE classroom.

Risks Avoided: Learners will
avoid using ineffective
teaching practices and be
more intentional when
designing DCAP lesson
experiences in the
classroom.
Using presentation slides,
instructor will define
what is developmentally
and culturally
appropriate and what
these learning
experiences look like in
an ECE classroom.

Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.

They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
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 Instructor will review
definitions and concepts
from identifying student
population and high
leverage teaching practices.
Instructor will review
previous class takeaways,
and open with class
discussion around any
lingering thoughts or
comments regarding high
leverage teaching practices.

This unit will be lecture
format and learners will
listen and add input to the
lecture.

Instructor will provide
examples and non-examples
of DCAP in the designing and
creating learning
experiences for the
Instructor will provide a
lecture using
presentation slides to
discuss DCAP and
demonstrate how to
design a learning
experience. Instructor
will provide examples
and non-examples.

Learners will provide
feedback and give
personal examples from
their experience to add to
the lecture.
Learners will engage
in conversation
about what needs to
be included for DCAP
learning experiences
in the ECE classroom.

Learners will take
notes from
presentation and
notes from readings.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 142
culturally diverse students
with learner input.
Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.
Instructor will reference the
manipulatives (from
beginning of class) and
begin to open the classroom
discussion around how they
can be used. Learners will
define DCAP, discuss and
provide examples of DCAP.
Instructor will present this
unit in using presentation
slides and allow for group
co-construction and creation
of examples of DCAP lesson
experiences in ECE
classroom.
Instructor will use
presentation slides to
present definitions and
demonstrate how to
create DCAP learning
experience.
Instructor will ask if
there are any
unanswered questions
from previous classes or
current readings before
Instructor begins lecture
using presentation slides.
Learners will have
read the unit
readings, listen to
instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.
Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
40 Instructor will open with
presentation slides to state
the definition of DCAP,
discuss the importance of
DCAP, and what they look
like in the ECE classroom.
Learners will have the
opportunity to give input
and create a DCAP lesson
plan and learning
experience (whole group).
Instructor will discuss how
using the CRP, CRT and
Social Justice frameworks,
can help create these DCAP
learning experiences.
Instructor will demonstrate
how to design a DCAP lesson
plan and learning
experience and what
components to include in
this lesson plan--
highlighting the
intentionality of using the
classroom profile, CRT
strategies and high leverage
teaching strategies with an
emphasis on social justice.
Instructor will use
presentation slides in
defining DCAP and
integrating CRP, CRT,
high-leverage teaching
practices and social
justice framework in
designing these lesson
plans.
The instructor will guide
the class discussion to
generate DCAP lesson
plan ideas, followed by a
demonstration on how to
write a DCAP lesson plan
and what components to
incorporate in the
process.
Using the instructors
example, learners will
break into small groups
and design a DCAP lesson
plan and learning
experience.
Instructor will provide
feedback so that this
lesson plan will can be
Learners will listen
to the lecture and
view the
presentation slides
and ask questions.
Learners will engage
in whole group
discussion about the
various components
to incorporate into a
DCAP lesson.
Learners will
generate ideas to
design a lesson plan.
In small group,
learners will use the
instructors example
and create their own
DCAP lesson plan.
This lesson plan will
be implemented and
practiced for next

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 143

These components will
come from the readings
from this unit and previous
units.

Instructor and students will
work together to bring
previous units information
and begin to generate ideas
of what can be done in the
learner's current classroom
environment regarding
designing DCAP lessons.

Instructor will discuss how
these components are meant
to transform the learners
learning and move them to
becoming culturally
empathetic to the culturally
diverse students in their
classrooms.

During this time students
will have the opportunity to
ask questions and add any
input to assist in the
learning process.
implemented during next

Practice and
Feedback
40 Instructor will guide the
whole group conversation,
around what DCAP is and
how to design a learning
experience using the listed
components.

In small group, learners will
design their own DCAP
lesson to be implemented in
lesson must incorporate all
components and utilize
lesson plan format.

During this time, instructor
will provide synchronous
feedback during learning
experience and lecture.
Instructor will be guiding
whole group
conversations and
answering any questions
learners may have
through this process.

Instructor will discuss
the next steps for
Authentic Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through
collaboration in
discussing how to
define DCAP and will
give the opportunity
to implement and
show what they have
learned regarding
CRP, CRT, high-
leverage teaching
practices and use the
Social Justice
framework.
Authentic
Assessment
10 Working in small group,
learners will use previous
knowledge of SJE principles
CRP, CRT, high-leverage
teaching practices and
create a DCAP this lesson
Instructor will provide
feedback to any clarifying
questions. Instructor will
then assign the
homework: create and
design a DCAP lesson
Learners will ask any
questions to help
them with their
assignments due
Week 13.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 144

plan and implement this
lesson.

Instructor will provide
rubric for creating the DCAP
lesson plan and
implementation
expectations.
plan to be implemented
for Unit 7 / Mod 3.

Learners must complete
their DCAP lesson plan to
go into their portfolio and
include any feedback that
has been provided.
Learners will submit
their DCAP lesson
plan after
implementation in
Week 15.

Retention
and Transfer
10 Instructor will ask questions
thoughts on how to create
and design a DCAP lesson
plan and what it will look
like to implement this
lesson. Instructor will
annotate how students
answer responses while
walking around to the
groups, listen to the
conversations to check of
understanding of concepts.

Instructor will ask learners
takeaway questions:

information affect your

Instructor will provide
rubric for the DCAP
lesson plan and rubric for
the implementation of
this lesson. Instructor
will review all parts of
the assignments and
explain that assignment
must have all the
components discussed in
class and once corrected,
will go into portfolio.
Learners must self-
report some
takeaways from this
class.

Big Ideas

5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 7
/ Mod 3) is to discuss
Developmentally and
Culturally Appropriate
learning experiences and to
watch and critique each
groups implementation of
the DCAP lesson.

Instructor will state what
next class will be about
(Unit 7 / Mod 3). And
how this will relate to the
Goal.
Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 145
Lesson Plan (Week 15)
Unit 7: Developmentally and Culturally Appropriate Lesson Plans - Module 3
Unit Duration: 3 class meetings- 3hr class meeting
Introduction: How to create learning experiences that reflect high leverage teaching practices and learning
experiences that are developmentally and culturally appropriate for the early childhood classroom setting.
Learning Objective(s)
Terminal Objective: Given the CRP & CRT strategies, the learner can identify and implement high leverage
teaching practices and design developmentally and culturally appropriate learning experience in their
classrooms as reflected in their lesson plans.
Enabling Objective(s):
Know what high leverage teaching practices mean
Know what developmentally and culturally appropriate means
Able to design learning experiences (plan)
Lesson Materials
Unit readings:
o Lopez-Robertson, & Powers-Costello, 2011
o Boutte, 2008
o Hyland, 2010
Definitions:
o High Leverage teaching practices
o Developmentally and Culturally Appropriate teaching practices (DCAP)
Examples of DCAP lesson plans and experiences
Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Be prepared to provide constructive feedback to the groups implementation of DCAP lesson
Be prepared to guide the critiques of the class members
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with an online
Kahoots posting site:
feelings on how this class
has transformed your

Instructor will display the
Kahoots site and allow
time for all students to
post their response.
Instructor will read the
responses before
beginning with the
presentations of DCAP
lessons.
Learners will post
their responses and
discuss allowed the
responses.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 146

Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

strategies, the learner can
identify and implement high
leverage teaching practices
and design developmentally
and culturally appropriate
learning experience in their
classrooms as reflected in

Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
high-leverage teaching
practices.

Learners will discuss
what high leverage
teaching practices are
and what that looks like
in an early childhood
classroom.
Learner listens and
reads objectives.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: The benefit to
knowing what high leverage
teaching practices is to help
in designing and
implementing
developmentally and
culturally appropriate
(DCAP) learning experiences
in the ECE classroom.

Risks Avoided: Learners will
avoid using ineffective
teaching practices and be
more intentional when
designing DCAP lesson
experiences in the
classroom.
Instructor will define
what is developmentally
and culturally
appropriate and what
these learning
experiences look like in
an ECE classroom.

Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will read and
listen to the reasons
given for why this is
important.

They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
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 Instructor will review
definitions and concepts
from DCAP learning
experiences. Instructor will
review previous class
takeaways, and open with
class discussion around any
lingering thoughts or
comments regarding DCAP
lesson planning.

This class period will be
used to allow the groups to
implement their DCAP
lesson plans.
Instructor will review
DCAP and review the
purpose for this class
period.

Learners will share their
DCAP lesson and present
their DCAP learning
experience to the class.
Learners will engage
in conversation
about what needs to
be included for DCAP
learning experiences,
provide constructive
feedback to the
groups after their
presentations

Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will read a few
responses from the Kahoots
board and begin to open the
Instructor will review key
points and terms from
previous lessons and
restate the goal of this
class.

Instructor will ask if
there are any
Learners will listen
to instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 147

classroom discussion
around the purpose for this
opportunity to implement
this DCAP lesson. Learners
will present their lesson
they designed in the group
and receive constructive
feedback from class
members.

unanswered questions
from previous classes or
readings before the first
group presents their
lesson.

Learner is engaged
by given responses
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
10 Instructor will open with
presentation slides to state
the definition of DCAP,
discuss the importance of
DCAP, and what they look
like in the ECE classroom.

Instructor will review the
rubric before the group
presentations of the DCAP
lessons and go over how to
give constructive feedback /
criticism.

Instructor will emphasize
this activity is to provide
practice in writing and
designing a DCAP lesson
plan/ experience, to become
culturally empathetic to the
culturally diverse students
we encounter in the
classrooms, and to
transform our learning for
personal growth to become
socially just early childhood
educators.

During this time students
will present their lessons
and provide constructive
criticism.
Instructor will open with
presentation slides to
state the definition of
DCAP, discuss the
importance of DCAP, and
what they look like in the
ECE classroom.

Instructor will review the
rubric before the group
presentations of the
DCAP lessons and go over
how to give constructive
feedback / criticism.

Instructor will provide
feedback and help guide
the whole group
discussion following a
presentation.

Learners will present
their DCAP lesson
plan to the class.

Learners will engage
in constructive
feedback and
provide examples for
areas that could use
improvement and
positive
reinforcement for the
areas that were well
thought out.

Learners will share
their thoughts on the
experience before
the next group
presents.

Practice and
Feedback
70 Instructor will recapture all
the groups lessons and
during the sharing of their
lessons, instructor will
provide synchronous
feedback.

Instructor will be guiding
whole group
conversations and
answering any questions
learners may have
through this process.

Instructor will discuss
the next steps for
Authentic Assessment.
This learning
experience is to
allow learners to
take control of their
own learning
through
collaboration in
designing and
implementation of a
DCAP lesson plan.
Authentic
Assessment
10 Instructor will provide
rubric for creating the DCAP
Instructor will provide
feedback to any clarifying
Learners will ask any
questions to help
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 148
lesson plan and
implementation
expectations.
questions and thoughts
Instructor will then
assign the homework: 1)
write a reflective journal
learning experience and
2) prepare to present
culminating activity of
multi-modal project for
portfolio (Unit 7 / Mod
4).
Learners must complete
their DCAP lesson plan to
go into their portfolio
with feedback included,
journal entry, and create
culminating multi-modal
project.
them with their
assignments due
Week 16.
Retention
and Transfer
10 Instructor will ask questions
thoughts on the
presentation of the DCAP
lesson plan.
Instructor will annotate how
students respond and listen
to the conversations to
check of understanding of
concepts.
Instructor will ask learners
takeaway questions:
information affect your

Instructor will provide
rubric for the culminating
multi-modal project.
Instructor will review all
parts of the assignments
and explain that
assignment must have all
the components
discussed in class and
will go into portfolio.
Learners must self-
report some
takeaways from this
class.
Big Ideas 5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know that next week (Unit 7
/ Mod 4) is to present end of
semester multi-modal
project.
Instructor will state what
next class will be about
(Unit 7 / Mod 4). And
how this will relate to the

Learners ask
questions, take notes,
and begin to prepare
for next class.
Total Time 180
min
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 149

Lesson Plan (Week 16)
Unit 7: Developmentally and Culturally Appropriate Lesson Plans - Module 4

Unit Duration: 3 class meetings- 3hr class meeting

Introduction: How to create learning experiences that reflect high leverage teaching practices and learning
experiences that are developmentally and culturally appropriate for the early childhood classroom setting.

Learning Objective(s)
Terminal Objective: Given the CRP & CRT strategies, the learner can identify and implement high leverage
teaching practices and design developmentally and culturally appropriate learning experience in their
classrooms as reflected in their lesson plans.
Enabling Objective(s):
Know what high leverage teaching practices mean
Know what developmentally and culturally appropriate means
Able to design learning experiences (plan)

Lesson Materials
Unit readings:
Lopez-Robertson, & Powers-Costello, 2011
Boutte, 2008
Hyland, 2010

Learner Characteristic Accommodations
Learners may be visually and auditorily impaired with having glasses for vision needs or need translators for
the dual language needs as well as varying in ages and cultures.

Be prepared to provide constructive feedback for the multi-modal presentations

growth

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
10 Instructor will greet class
and open with a question:

has your teaching philosophy
transformed? If so, how? If

Instructor will allow time
for all students to write
their responses and
submit it to the
instructor.

Instructor will read
several responses
anonymously.
Learners will write
and submit their
responses to the
instructor.

Learning
Objectives
5 Lesson objectives are
presented in writing and
repeated orally.

strategies, the learner can
identify and implement high
Instructor states the
objectives aloud and
highlights that this unit
will focus on addressing
high-leverage teaching
practices.

Learner listens and
reads objectives.
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 150

leverage teaching practices
and design developmentally
and culturally appropriate
learning experience in their
classrooms as reflected in

Learners will discuss
what high leverage
teaching practices are
and what that looks like
in an early childhood
classroom.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: The benefit creating
a culminating multi-modal
project is to
learning has transformed
over the course of this class
and become culturally
empathetic and socially just
change agents in ECE.

Risks Avoided: Learners will
avoid using ineffective
teaching practices and be
more aware of the learning
experiences of culturally
diverse students in the ECE
classroom.
Instructor will discuss
the benefits of this class,
re-iterate the course goal,
and have students reflect
on their learning over the
entire course.

Instructor will also
discuss the risks of not
adopting this information
for their teacher
pedagogy.
Learner will listen to
the reasons given for
why this is important
and add feedback.

They will think about
the risks and benefits
associated with their
own learning and
how it may or may
not apply to them.
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 Instructor will briefly review
main concepts from the
course and how has this
course impacted their
learning experiences.

Instructor will review
previous class takeaways,
and open with class
discussion around any
lingering thoughts or
comments regarding DCAP
lesson planning.

This class period will be used
to allow the groups to
present their culminating
multimodal projects and
share (reflect) on how this
class had an impact on their
pedagogy.
Instructor will review
main concepts from the
course and restate the
purpose for this class
period.

Instructor will allow time
for all students to present
their projects.

Learners will share
multi-modal project
and share how the
class has impacted
them as an early
childhood educator
and their pedagogy.

Prerequisite
Knowledge
20 Instructor will review key
points and terms from
previous lessons and restate
the goal of this class.

Instructor will read a few
responses from the question
(stated earlier) and begin to
open the classroom
discussion around the
Instructor will review key
points and terms from
previous lessons and
restate the goal of this
class.

Instructor will ask if
there are any
unanswered questions
from previous classes or
Learners will listen
to instructor about
prerequisite and
prior knowledge to
assist them in
learning the new
material.

Learner is engaged
by given responses
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 151
purpose for this multi-modal
project.
Learners will present their
projects and share their final
thoughts of the class and
their transformation over the
course of the semester.
readings before the
presentations.
to prompted
questions.
Learning
Guidance
- Lecture
- Demo.
70 Instructor will review the
rubric before the individual
presentations of the multi-
modal projects.
Instructor will emphasize
this activity is to provide an
opportunity to share their
growth as an educator over
the course of the class and to
show if their teaching
philosophy has evolved from
the beginning of the semester
to now.
Instructor will restate the
goal is to become culturally
empathetic to the culturally
diverse students we
encounter in the classrooms,
and to transform our
learning for personal growth
to become socially just early
childhood educators.
During this time students will
present their projects to the
class.
Instructor will review the
rubric before the
individual presentations
of the multi-modal
projects.
Instructor will provide
feedback and help guide
the whole group
discussion following a
presentation.
Learners will present
their multi-modal
project to the class.
Learners will engage
in constructive
feedback.
Learners will share
their thoughts on the
experience and
reflect on how this
class may or may not
have transformed
their learning.
Practice and
Feedback
10 Instructor will recapture all
the individual projects and
will provide synchronous
feedback.
Instructor will be guiding
whole group
conversations and
answering any questions
learners may have
through this process.
Instructor will discuss
the next steps for
Authentic Assessment.
This learning
experience is to
allow learners to
take control of their
own learning and
reflect on the last 15
weeks of learning
through presenting a
project that captures
their growth over the
semester.
Authentic
Assessment
10 Instructor will provide rubric
for multi-modal project and
presentation expectations.
Instructor will provide
feedback to any clarifying
questions and thoughts

Learners will ask any
questions to help
them with their final
assignment of the
final portfolio.
Retention
and Transfer
10 Instructor will ask questions Instructor will review all
parts of the final
portfolio. Instructor will
Learners must self-
report some
CULTURALLY EMPATHETIC EARLY CHILDHOOD EDUCATORS 152

thoughts on the presentation
of the project.

Instructor will annotate how

Instructor will ask learners:

you plan on implementing in

discuss what final
revisions should be in the
final portfolio.
takeaways from this
class.

Big Ideas

5 Review main concepts of
lesson.
Instructor will discuss
some responses from the
takeaway.
Learners share ideas
and main points.
Advance
Organizer
for the Next
Unit
10 Instructor will let students
know the due date of the final
portfolio.

Instructor will re-state
Course Goal and have
students write a short
reflection to be turned in
during this class period.
Learners share final
thoughts on the
course and turn in
the final portfolio.
Total Time 180
min

Unit 1 / Module 1:
Positionality / Epistemology Statement Rubric
Identifying Epistemology
Paradigm
Clearly articulates their
worldview and
paradigm.
Clearly explains how this
paradigm shapes their
truth and understanding
about the world.
Clearly refers to the
teacher education
literature on
epistemology and shows
the relation to their
teaching philosophy.
Somewhat articulates their
worldview and paradigm.
Somewhat explains how this
paradigm shapes their truth and
understanding about the world.
Somewhat refers to the teacher
education literature on
epistemology and shows the
relation to their teaching
philosophy.
Does not determine their
worldview and paradigm.
Does not explain how this
paradigm shapes their
truth and understanding
about the world.
Does not refer to the
teacher education
literature on epistemology
and shows the relation to
their teaching philosophy.
Points: /5
Comments:
Positionality
Clearly uses class
readings, discusses
conclusions drawn from
observations, and their
implications in
understanding the role
and relevance of one
owns positionality.
Ability to identify own
position and explains
relationship to their
teaching philosophy.
Clearly identifies any
lingering questions
about this topic that may
have emerged as a result
of doing this project and
analysis work.
Using class readings, discusses
conclusions drawn from
observations, and their
implications in understanding
the role and relevance of one
owns positionality. Somewhat
identifies own position and
explains relationship to their
teaching philosophy.
Identifies any lingering
questions about this topic that
may have emerged as a result
of doing this project and
analysis work.
Does not use class
readings, or discuss
conclusions drawn from
observations, or their
implication in
understanding the role and
relevance of one owns
positionality.
Does not explain identifies
own position and explains
relationship to their
teaching philosophy.
Does not identify any
lingering questions about
this topic that may have
emerged as a result of
doing this project and
analysis work.
Points: /5
Comments:
Technical Aspects
Work shows consistent
mastery of academic
writing. Paper has
introduction, proper
headings, and APA style
including correct
reference citations and
in-text citations.
Paragraphs have topic
sentences, terms are
defined, and the topic
sentence and concepts
are linked to the
evidence presented.
Paper is free of any
significant spelling,
grammatical,
organizational, or
formatting errors.
Work shows inconsistent or no
mastery of academic writing.
Paper lacks some of the
following: introduction, proper
headings, and APA style
including correct reference
citations and in-text citations.
Paragraphs do not consistently
have topic sentences and there
are not consistently clear
connections between the topic
sentences and the content and
evidence of the paragraph.
Paper is relatively free of any
significant spelling,
grammatical, organizational, or
formatting errors.
Work shows no mastery of
academic writing. Paper
lacks many of the
following: introduction,
proper headings, and APA
style including correct
reference citations and in-
text citations. Paragraphs
do not have topic
sentences and there are
not clear connections
between the topic
sentences and the content
and evidence of the
paragraph. Paper has
significant spelling,
grammatical,
organizational, or
formatting errors.
Points: /5
Comments:
Student Name: Score: /15
Unit 1 / Module 2:
Teaching Philosophy & Relationship Statement Rubric
Multimodal Project & Presentation
Clearly articulates their
teaching philosophy,
positionality and
epistemology, and their
relationship. Provides
appropriate supports
from literature from the
class.
Clearly determines the
way their teaching
philosophy has shaped
their viewpoint in the
field of Early Childhood
Education.
Uses sufficient evidence
from readings and
descriptions/details to
support analysis.
Somewhat articulates their
teaching philosophy,
positionality and epistemology,
and their relationship. Partially
supports with literature from
class.
Somewhat determines the way
their teaching philosophy has
shaped their viewpoint in the
field of Early Childhood
Education.
Somewhat makes use of
evidence from readings and
descriptions/details to support
analysis.
Does not articulate their
teaching philosophy,
positionality and
epistemology, and their
relationship. Does not
support with literature
from class.
Does not determine the
way their teaching
philosophy has shaped
their viewpoint in the field
of Early Childhood
Education.
Does not use evidence
from the readings and
descriptions/details to
support analysis.
Points: /5
Comments:
Teaching Philosophy
Clearly states in details
their teaching
philosophy by
incorporating any
combination of the basic
elements and the co-
constructed elements of
a teaching philosophy.
Clearly states the
relationship between
their teaching
philosophy and
Positionality /
Epistemology.
Somewhat states in detail their
teaching philosophy by
incorporating any combination
of the basic elements and the
co-constructed elements of a
teaching philosophy.
Somewhat states the
relationship between their
teaching philosophy and
Positionality / Epistemology.
Does not state in details
their teaching philosophy
by incorporating any
combination of the basic
elements and the co-
constructed elements of a
teaching philosophy.
Does not state the
relationship between their
teaching philosophy and
Positionality /
Epistemology.
Points: /5
Comments:
Technical Aspects
Work shows consistent
mastery of academic
writing. Paper has
introduction, proper
headings, and APA style
including correct
reference citations and
in-text citations.
Paragraphs have topic
sentences, terms are
defined, and the topic
sentence and concepts
are linked to the
evidence presented.
Paper is free of any
significant spelling,
grammatical,
organizational, or
formatting errors.
Work shows inconsistent or no
mastery of academic writing.
Paper lacks some of the
following: introduction, proper
headings, and APA style
including correct reference
citations and in-text citations.
Paragraphs do not consistently
have topic sentences and there
are not consistently clear
connections between the topic
sentences and the content and
evidence of the paragraph.
Paper is relatively free of any
significant spelling,
grammatical, organizational, or
formatting errors.
Work shows no mastery of
academic writing. Paper
lacks many of the
following: introduction,
proper headings, and APA
style including correct
reference citations and in-
text citations. Paragraphs
do not have topic
sentences and there are
not clear connections
between the topic
sentences and the content
and evidence of the
paragraph. Paper has
significant spelling,
grammatical,
organizational, or
formatting errors.
Points: /5
Comments:
Student Name: Score: /15
Adopted from J. Slayton, USC Professor, 2016 Unit 1 / Module 3 Multi-Modal Project Rubric
15-10 9-5 4-0
Multimodal Project
& Presentation
Clearly articulates their teaching philosophy,
positionality and epistemology, and their relationship.
Provides appropriate supports from literature from
the class.
Clearly determines the way their teaching philosophy
has shaped their viewpoint in the field of Early
Childhood Education.
Uses sufficient evidence from readings and
descriptions/details to support analysis.
Somewhat articulates their teaching philosophy,
positionality and epistemology, and their relationship.
Partially supports with literature from class.
Somewhat determines the way their teaching
philosophy has shaped their viewpoint in the field of
Early Childhood Education.
Somewhat makes use of evidence from readings and
descriptions/details to support analysis.
Does not articulate their teaching philosophy,
positionality and epistemology, and their relationship.
Does not support with literature from class.
Does not determine the way their teaching philosophy
has shaped their viewpoint in the field of Early Childhood
Education.
Does not use evidence from the readings and
descriptions/details to support analysis.
Points: /15
Comments:
Teaching
Philosophy
Clearly states in details their teaching philosophy by
incorporating any combination of the basic elements
and the co-constructed elements of a teaching
philosophy.
Clearly states the relationship between their teaching
philosophy and Positionality / Epistemology.
Somewhat states in detail their teaching philosophy by
incorporating any combination of the basic elements
and the co-constructed elements of a teaching
philosophy.
Somewhat states the relationship between their
teaching philosophy and Positionality / Epistemology.
Does not state in detail their teaching philosophy by
incorporating any combination of the basic elements and
the co-constructed elements of a teaching philosophy.
Does not state the relationship between their teaching
philosophy and Positionality / Epistemology.
Points: /10
Comments:
Identifying
Epistemology
Paradigm
Clearly articulates their worldview and paradigm.
Clearly explains how this paradigm shapes their truth
and understanding about the world.
Clearly refers to the teacher education literature on
epistemology and shows the relation to their teaching
philosophy.
Somewhat articulates their worldview and paradigm.
Somewhat explains how this paradigm shapes their
truth and understanding about the world.
Somewhat refers to the teacher education literature on
epistemology and shows the relation to their teaching
philosophy.
Does not determine their worldview and paradigm.
Does not explain how this paradigm shapes their truth
and understanding about the world.
Does not refer to the teacher education literature on
epistemology and shows the relation to their teaching
philosophy.
Points: /10
Comments:
Positionality
Clearly uses class readings, discusses conclusions
drawn from observations, and their implications in
understanding the role and relevance of one owns
positionality. Ability to identify own position and
explains relationship to their teaching philosophy.
Clearly identifies any lingering questions about this
topic that may have emerged as a result of doing this
project and analysis work.
Using class readings, discusses conclusions drawn from
observations, and their implications in understanding
the role and relevance of one owns positionality.
Somewhat identifies own position and explains
relationship to their teaching philosophy.
Identifies any lingering questions about this topic that
may have emerged as a result of doing this project and
analysis work.
Does not use class readings, or discuss conclusions
drawn from observations, or their implication in
understanding the role and relevance of one owns
positionality.
Does not explain identifies own position and explains
relationship to their teaching philosophy.
Does not identify any lingering questions about this topic
that may have emerged as a result of doing this project
and analysis work.
Points: /10
Comments:
Technical Aspects
Work shows consistent mastery of academic writing.
Paper has introduction, proper headings, and APA
style including correct reference citations and in-text
citations. Paragraphs have topic sentences, terms are
defined, and the topic sentence and concepts are
linked to the evidence presented. Paper is free of any
significant spelling, grammatical, organizational, or
formatting errors.
Work shows inconsistent or no mastery of academic
writing. Paper lacks some of the following:
introduction, proper headings, and APA style including
correct reference citations and in-text citations.
Paragraphs do not consistently have topic sentences
and there are not consistently clear connections
between the topic sentences and the content and
evidence of the paragraph. Paper is relatively free of
any significant spelling, grammatical, organizational, or
formatting errors.
Work shows no mastery of academic writing. Paper lacks
many of the following: introduction, proper headings,
and APA style including correct reference citations and
in-text citations. Paragraphs do not have topic sentences
and there are not clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper has significant spelling, grammatical,
organizational, or formatting errors.
Points: /5
Comments:
Name: Score: /50
Unit 2 / Module 1
Reflective Journal Entry Rubric
5-4 3-2 1-0
Reflection Journal
Clearly conveys extensive evidence of a personal
response to the issues raised from the course
materials and a response to the self-assessment
questions posed.
Demonstrates significant personal growth and
awareness of deeper meaning through implications
made with well-developed insights, and substantial
depth in perceptions and challenges.
Using a wide range of meta-cognitive practices,
provide examples to synthesize current experience
into future implications.
Somewhat conveys extensive evidence of a personal
response to the issues raised from the course materials
and a response to the self-assessment questions posed.
Somewhat demonstrates personal growth and
awareness of meaning through implications made with
somewhat-developed insights, and illustrates some
depth in perceptions and challenges.
Using a minimal range of meta-cognitive practices,
provides minimal examples to synthesize current
experience into future implications.
Does not convey extensive evidence of a personal
response to the issues raised from the course materials
and a response to the self-assessment questions posed.
Does not demonstrates personal growth and awareness
of meaning through implications made with well-
developed insights, and illustrates no depth in
perceptions and challenges.
Does not use any range of meta-cognitive practices,
provides no examples to synthesize current experience
into future implications.
Points: /5
Comments:
Technical Aspects
Work shows consistent mastery of academic writing.
Paper has introduction, proper headings, and APA style
including correct reference citations and in-text
citations. Paragraphs have topic sentences, terms are
defined, and the topic sentence and concepts are
linked to the evidence presented. Paper is free of any
significant spelling, grammatical, organizational, or
formatting errors.
Work shows inconsistent or no mastery of academic
writing. Paper lacks some of the following: introduction,
proper headings, and APA style including correct
reference citations and in-text citations. Paragraphs do
not consistently have topic sentences and there are not
consistently clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper is relatively free of any significant
spelling, grammatical, organizational, or formatting
errors.
Work shows no mastery of academic writing. Paper lacks
many of the following: introduction, proper headings,
and APA style including correct reference citations and in-
text citations. Paragraphs do not have topic sentences
and there are not clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper has significant spelling, grammatical,
organizational, or formatting errors.
Points: /5
Comments:
Name: Score: /10
Adopted from J. Slayton, USC Professor, 2016 Unit 3 Concept Map Rubric
Concept Map
Clearly articulates positionality and SJE principles.
Clearly explains alignment and / or intersection
between both concepts and how that shapes there
teaching with culturally diverse learners.
Clearly uses class readings and discussions to support
their implications in understanding their role and
relevance of in understanding SJE.
Somewhat articulates positionality and SJE principles.
Somewhat explains alignment and / or intersection
between both concepts and how that shapes there
teaching with culturally diverse learners.
Somewhat uses class readings and discussions to
support their implications in understanding their role
and relevance of in understanding SJE.
Does not articulate positionality and SJE principles.
Does not explain alignment and / or intersection between
both concepts and how that shapes there teaching with
culturally diverse learners.
Does not use class readings and discussions to support
their implications in understanding their role and
relevance of in understanding SJE.
Points: /5
Comments:
Technical Aspects
Work shows consistent mastery of academic writing.
Paper has introduction, proper headings, and APA style
including correct reference citations and in-text
citations. Paragraphs have topic sentences, terms are
defined, and the topic sentence and concepts are
linked to the evidence presented. Paper is free of any
significant spelling, grammatical, organizational, or
formatting errors.
Work shows inconsistent or no mastery of academic
writing. Paper lacks some of the following: introduction,
proper headings, and APA style including correct
reference citations and in-text citations. Paragraphs do
not consistently have topic sentences and there are not
consistently clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper is relatively free of any significant
spelling, grammatical, organizational, or formatting
errors.
Work shows no mastery of academic writing. Paper lacks
many of the following: introduction, proper headings,
and APA style including correct reference citations and in-
text citations. Paragraphs do not have topic sentences
and there are not clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper has significant spelling, grammatical,
organizational, or formatting errors.
Points: /5
Comments:
Name: Score: /10
Adopted from J. Slayton, USC Professor, 2016 Unit 6 Classroom Profile Rubric
5-4 3-2 1-0
Classroom
Profile
Clearly uses class readings, class discussions,
and their implications in understanding the role
and relevance in identifying student
population.
Somewhat uses class readings, class discussions,
and their implications in understanding the role
and relevance in identifying student population.
Does not use class readings, class discussions, and their
implications in understanding the role and relevance in
identifying student population.
Points: /15
Comments:
Technical Aspects
Work shows consistent mastery of academic
writing. Paper has introduction, proper
headings, and APA style including correct
reference citations and in-text citations.
Paragraphs have topic sentences, terms are
defined, and the topic sentence and concepts
are linked to the evidence presented. Paper is
free of any significant spelling, grammatical,
organizational, or formatting errors.
Work shows inconsistent or no mastery of
academic writing. Paper lacks some of the
following: introduction, proper headings, and APA
style including correct reference citations and in-
text citations. Paragraphs do not consistently have
topic sentences and there are not consistently
clear connections between the topic sentences
and the content and evidence of the paragraph.
Paper is relatively free of any significant spelling,
grammatical, organizational, or formatting errors.
Work shows no mastery of academic writing. Paper
lacks many of the following: introduction, proper
headings, and APA style including correct reference
citations and in-text citations. Paragraphs do not have
topic sentences and there are not clear connections
between the topic sentences and the content and
evidence of the paragraph. Paper has significant
spelling, grammatical, organizational, or formatting
errors.
Points: /5
Comments:
Name: Score: /20
Unit 7 Mod 3 DCAP Lesson and Presentation Rubric
D.C.A.P Lesson Plan Rubric
Indicator Target (45-31) Acceptable (30-16) Unacceptable (15-0)
Format Followed prescribed
format accurately; was
developmentally &
culturally appropriate
for age group.
Content and/or grade
level somewhat
appropriate; format was
followed, but unclear.
Not developmentally
appropriate; format not
followed.
Objectives Objectives were listed,
measurable, and
appropriate.
Objectives were
somewhat measureable
and appropriate.
Objectives were not
measurable and
appropriate.
Demographics of Class Incorporated identified
student population;
culturally diverse
backgrounds were
considered.
Somewhat incorporated
demographics of student
population and cultural
backgrounds somewhat
considered.
Did not include student
demographics or cultural
background
considerations.
Number of Children/
Time of Day
Identified number of
students that the lesson
is intended for and the
time of day was
determined for this
activity.
Somewhat identified the
amount of students and
somewhat identified the
time of day the activity
would be done.
Did not identify number
of students or time of
day.
Materials and
Resources
(Culturally relevant)
Listed materials and
were developmentally
and culturally
appropriate for age
group; details were
provided for the use of
the resources.
Materials were
somewhat listed and
somewhat
developmentally and
culturally appropriate;
there were some
resources provided.
No use of
developmentally and
culturally appropriate
materials for the lesson;
no resources present.
Directions or
Procedure
Appropriate in content
and usage of directions;
matched objectives.
Somewhat appropriate
in content and usage of
directions and
somewhat matched
objectives.
Directions were not
appropriate in content
and usage; objectives did
not match directions.
Assessment
(Evaluation)
Clearly stated and
completely matches
objectives.
Somewhat stated and/or
somewhat matched
objectives.
Did not state or does not
match objectives.
Lesson Extension Appropriate and
matched objective.
Somewhat appropriate
and somewhat matched
objective.
Does not match objective
and is not appropriate.
Teacher Reflection
(Lesson Reflection)
Detailed and covered the
components of Rogers’
Cycle of Reflection;
incorporated CRP/CRT
strategies; all student
needs were met.
Somewhat detailed and
somewhat covered Cycle
of Reflection; somewhat
incorporated CRP/CRT
strategies; met some
student needs.
Did not met or cover
Cycle of Reflection; did
not incorporate
CRP/CRT strategies; did
not meet the students
needs.
Overall Lesson plan fulfills all
requirements.
Lesson plan somewhat
fulfills requirements.
Lesson plan does not
meet the requirements.
Adopted from J. Slayton, USC Professor, 2016 Unit 7 / Module 4 Mulitmodal Project Rubric
25-20 19-11 10-0
Multimodal
Project &
Presentation
Clearly articulates their culminating project. Provides
appropriate supports from literature from the class
readings and class discussions.
Clearly using the course goals to state their viewpoint
on becoming culturally empathetic and socially just.
Uses sufficient evidence from readings and
descriptions/details to support analysis.
Somewhat articulates their culminating project.
Somewhat provides appropriate supports from
literature from the class readings and class discussions.
Somewhat uses the course goals to state their viewpoint
on becoming culturally empathetic and socially just.
Somewhat provides sufficient evidence from readings
and descriptions/details to support analysis.
Does not articulate their culminating project. Does not
provide appropriate supports from literature from the
class readings and class discussions.
Does not use the course goals to state their viewpoint on
becoming culturally empathetic and socially just.
Does not provide sufficient evidence from readings and
descriptions/details to support analysis.
Points: /10
Comments:
Reflection
Clearly reflects on the growth that has occurred
throughout the duration of the course.
Clearly states if teaching philosophy has changed or
evolved.
Clearly states if any transformations have occurred for
own teaching practices and self.
Somewhat reflects on the growth that has occurred
throughout the duration of the course.
Somewhat states if teaching philosophy has changed or
evolved.
Somewhat states if any transformations have occurred
for own teaching practices and self.
Does not reflect on the growth that has occurred
throughout the duration of the course.
Does not state if teaching philosophy has changed or
evolved.
Does not state if any transformations have occurred for
own teaching practices and self.
Points: /10
Comments:
Technical Aspects
Work shows consistent mastery of academic writing.
Paper has introduction, proper headings, and APA style
including correct reference citations and in-text
citations. Paragraphs have topic sentences, terms are
defined, and the topic sentence and concepts are
linked to the evidence presented. Paper is free of any
significant spelling, grammatical, organizational, or
formatting errors.
Work shows inconsistent or no mastery of academic
writing. Paper lacks some of the following: introduction,
proper headings, and APA style including correct
reference citations and in-text citations. Paragraphs do
not consistently have topic sentences and there are not
consistently clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper is relatively free of any significant
spelling, grammatical, organizational, or formatting
errors.
Work shows no mastery of academic writing. Paper lacks
many of the following: introduction, proper headings,
and APA style including correct reference citations and in-
text citations. Paragraphs do not have topic sentences
and there are not clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper has significant spelling, grammatical,
organizational, or formatting errors.
Points: /5
Comments:
Name: Score: /25
Reflective Journal Entry Rubric
5-4 3-2 1-0
Reflection Journal
Clearly conveys extensive evidence of a personal
response to the issues raised from the course
materials and a response to the self-assessment
questions posed.
Demonstrates significant personal growth and
awareness of deeper meaning through implications
made with well-developed insights, and substantial
depth in perceptions and challenges.
Using a wide range of meta-cognitive practices,
provide examples to synthesize current experience
into future implications.
Somewhat conveys extensive evidence of a personal
response to the issues raised from the course materials
and a response to the self-assessment questions posed.
Somewhat demonstrates personal growth and
awareness of meaning through implications made with
somewhat-developed insights, and illustrates some
depth in perceptions and challenges.
Using a minimal range of meta-cognitive practices,
provides minimal examples to synthesize current
experience into future implications.
Does not convey extensive evidence of a personal
response to the issues raised from the course materials
and a response to the self-assessment questions posed.
Does not demonstrates personal growth and awareness
of meaning through implications made with well-
developed insights, and illustrates no depth in
perceptions and challenges.
Does not use any range of meta-cognitive practices,
provides no examples to synthesize current experience
into future implications.
Points: /5
Comments:
Technical Aspects
Work shows consistent mastery of academic writing.
Paper has introduction, proper headings, and APA
style including correct reference citations and in-text
citations. Paragraphs have topic sentences, terms are
defined, and the topic sentence and concepts are
linked to the evidence presented. Paper is free of any
significant spelling, grammatical, organizational, or
formatting errors.
Work shows inconsistent or no mastery of academic
writing. Paper lacks some of the following:
introduction, proper headings, and APA style including
correct reference citations and in-text citations.
Paragraphs do not consistently have topic sentences
and there are not consistently clear connections
between the topic sentences and the content and
evidence of the paragraph. Paper is relatively free of
any significant spelling, grammatical, organizational, or
formatting errors.
Work shows no mastery of academic writing. Paper lacks
many of the following: introduction, proper headings,
and APA style including correct reference citations and
in-text citations. Paragraphs do not have topic sentences
and there are not clear connections between the topic
sentences and the content and evidence of the
paragraph. Paper has significant spelling, grammatical,
organizational, or formatting errors.
Points: /5
Comments:
Name: Score: /10

Abstract (if available)

Abstract There has been increase of ethnically and culturally diverse learners in the nation, in our schools, and our early childhood classrooms. Due to this increase, pre-service teacher education programs, specifically future early childhood educators, need to work with ethnically and culturally diverse learners. While there are studies that address how K-12 teachers can develop and incorporate culturally relevant pedagogy in the classroom have increased, few of these include preschool teachers (Gichuru, Riley, Robertson, & Park, 2015). The purpose of this curriculum is for early childhood educators to become culturally empathetic in working with culturally diverse learners and use developmentally and culturally appropriate teaching and learning in their classroom. Using the social constructivism theory, sociocultural theory, and the cognitive learning theory, the curriculum will be a total of seven units to be implemented in a preservice teacher education program. Upon successful completion of this course, learners will be able to identify their positionality, critically reflect on their teaching practices, use culturally relevant teaching strategies, and create a classroom climate to bring about social justice. The summative assessment is a culminating portfolio of exemplars of their work such as, reflective journal entries, developmentally and culturally appropriate lesson plans, and a multimodal project. To effectively teach to ethnically and culturally diverse learners, early childhood educators, must be equipped with the knowledge, skills, and dispositions to create a climate to be change agents and become culturally empathetic for those learners in their classrooms.

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Graham, Darjené D. (author)

Core Title Fostering and cultivating culturally empathetic early childhood educators: A curriculum for pre-service educators

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/30/2018

Defense Date 02/27/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag biases,change agents,critical consciousness,critical reflection,cultural pedagogy,culturally empathetic,culturally relevant,culturally responsive,culturally sensitive,early childhood educators,epistemology,OAI-PMH Harvest,pre service for early childhood,proportionality,self reflection,social cognitive theory,Social Justice,social justice education,socio-cultural learning theory

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Dr. Kenneth (committee chair)

Creator Email darjenegp@gmail.com,ddgraham@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-43068

Unique identifier UC11671406

Identifier etd-GrahamDarj-6572.pdf (filename),usctheses-c89-43068 (legacy record id)

Legacy Identifier etd-GrahamDarj-6572.pdf

Dmrecord 43068

Document Type Dissertation

Format application/pdf (imt)

Rights Graham, Darjené D.

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