University of Southern California Dissertations and Theses

Developing a critical consciousness toward culturally responsive teaching through critical reflection: A professional development curriculum for elementary teachers

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Developing a critical consciousness toward culturally responsive teaching through critical reflection: A professional development curriculum for elementary teachers

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Running head: CULTURALLY RESPONSIVE TEACHING 1

DEVELOPING A CRITICAL CONSCIOUSNESS TOWARD CULTURALLY RESPONSIVE
TEACHING THROUGH CRITICAL REFLECTION: A PROFESSIONAL DEVELOPMENT
CURRICULUM FOR ELEMENTARY TEACHERS

by

Ahoba Arthur

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 Ahoba Arthur

CULTURALLY RESPONSIVE TEACHING 2

Acknowledgements
I can do all things through Christ who strengthens me (Philippians 4:13 NIV)
As I reflect on my journey through this process, I realize that I could not have done it
without my faith and the love and support of my family, friends, peers, coworkers, principals,
professors, hairdresser, nail tech, pastor, Sprint PCS, kickboxing instructor, and the always
enthusiastic greeter at Walmart. Thank you for your prayers, words of encouragement, words of
criticism, hugs, smiles, shoulders to cry on, and countless hours on the phone. I couldn’t have
done it without you all. Thank you.
Lastly, I dedicate this work to my son, Jahcir Kodjoe Carter Murphy, who’s mere
existence is at the heart of my passion. As I watch this Black boy grow into a Black man facing
the daily challenges and joys of being Black in America, I am humbled by his resilience, and
proud of his determination to be his best self. He was my inspiration through the coldest winter
in Cambridge walking to the Harvard Ed School, and fighting the traffic from Pasadena to the
USC campus. He’s been right by my side laughing, smiling and loving me all along the way. I
hope that my educational journey has been an inspiration to him, and that he knows that through
Christ, anything is possible. I love you forever.

CULTURALLY RESPONSIVE TEACHING 3

Table of Contents
List of Tables 6
Abstract 7
Chapter One: Introduction 8
Statement of the Problem 8
Context and Mission 8
Problem of Practice 8
Goal 9
Evidence for the Problem of Practice 9
Importance of the Problem 11
CRP in elementary grades 11
Instruction Needs Assessment 13
Curriculum Description and Purpose 14
Curriculum Goal, Outcomes and Capstone Assessment 15
Definitions 16
Race and Culture 16
Race categories 16
Teaching strategies 17
Teacher education 17
Potential Designer Biases 17
Organization of the Design Blueprint 18
Chapter Two: Literature Review 19
The Curriculum 19
General Theoretical Approaches 19
Historical context 20
Critical Race Theory 21
Culturally relevant pedagogy 23
Culturally responsive teaching 24
Content 25
Successful teacher of black students 26
Reflective cycle of transformative learning 27
Critical reflection 31
Prior Attempts 32
Teacher education 32
Classroom practice 34
Approaches to the Curriculum Design 37
Theoretical Foundations to the Curriculum Design 37
Social constructivism 37
Sociocultural theory 38
Curriculum Structure 39
Theory and practice 39
Reflective cycle 39
Chapter Three: The Learners and Learning Context 43

CULTURALLY RESPONSIVE TEACHING 4

Learner Profile 43
Ability 43
Cognitive characteristics 44
Physiological characteristics 44
Self-Efficacy 45
Affective characteristics 45
Social characteristics 46
Prior Knowledge 47
General world knowledge 48
Specific prior knowledge 48
Description of the Learning Environment 49
Facilitator Characteristics 49
Existing Curricula/Programs 50
Available Equipment and Technology 51
Classroom Facilities and Learning Climate 51
Chapter Four: The Curriculum 52
Overall Curriculum Goal, Outcomes and Summative Assessment 52
Curriculum Goal 52
Curriculum Outcomes 53
Summative Assessment 53
Cognitive Task Analysis (Information Processing Analysis) 54
Metacognitive 55
Cognitive/Procedural Strategies 56
General Instructional Methods Approach 58
Description of Specific Learning Activities 60
Overview of the Units 60
Unit 1: Self-Identity and Positionality 62
Terminal learning objective 62
Prerequisite analysis (enabling objectives) 62
Learning activities 62
Learning assessment 63
Unit 2: Defining Culturally Responsive Teaching 63
Terminal learning objective 63
Prerequisite analysis (enabling objectives) 63
Learning activities 64
Learning assessment 64
Unit 3: Culturally Responsive Teaching in Practice 65
Terminal learning objective 65
Prerequisite analysis (enabling objectives) 65
Learning activities 65
Learning assessment 66
Unit 4: Implementing Strategies 66
Terminal learning objective 67
Prerequisite analysis (enabling objectives) 67

CULTURALLY RESPONSIVE TEACHING 5

Learning activities 67
Learning assessment 68
Scope and Sequence 68
Delivery Media Selection 69
Considerations in Choosing Media 69
Authenticity 70
Immediate feedback 70
Sensory requirements 71
General Instructional Platform Selection 71
Delivery Costs 72
Chapter Five: Implementation and Evaluation Plan 73
Implementation of the Course 73
Implementation of the Evaluation Plan 74
Curriculum Purpose, Need and Expectations 74
Evaluation Framework 75
Level 4: Results and Leading Indicators 75
Level 3: Behaviors 77
Critical behaviors 77
Required drivers 78
Organizational support 79
Level 2: Learning 80
Learning goals 80
Components of learning evaluation 80
Level 1: Reaction 82
Evaluation Tools 83
Immediately following the program implementation 83
Delayed for a period after the program implementation 83
Conclusion to the Curriculum Design 84
References 86
Appendix: Facilitator’s Guide and Lesson Materials: PowerPoint Slides 91

CULTURALLY RESPONSIVE TEACHING 6

List of Tables
Table 1: Units and Weekly Topics/Titles 61
Table 2: Instructional Media Considerations 71
Table 3: Indicators, Metrics, and Methods for External and Internal Outcomes 76
Table 4: Critical Behaviors, Metrics, Methods and Timing for Evaluation 77
Table 5: Required Drivers to Support Critical Behaviors 78
Table 6: Evaluation of the Components of Learning for the Program 81
Table 7: Components to Measure Reactions to the Program 82

CULTURALLY RESPONSIVE TEACHING 7

Abstract
Recent studies show that the teaching population in the United States has continued to remain
homogenous (White, female, middle-class), while the student population continues to become
increasingly heterogeneous (students of color, low income). Although teacher preparation
programs across the nation are attempting to address the issues brought about with this growing
cultural disparity, many fail to adequately prepare their teachers to tackle the cultural differences
through their instruction. The purpose of this curriculum is to guide teachers through a critically
reflective process that raises their awareness of issues of race, culture, power, and identity, while
examining relevant culturally responsive teaching practices and incorporating them into their
pedagogy. By applying social constructivism as a theoretical approach, teachers will have the
opportunity to examine various racial, cultural and societal perspectives to develop a cultural
consciousness leading to cultural responsiveness. The curriculum is four units with each unit
addressing a component of Rodgers (2002) reflective cycle. As a summative assessment,
teachers will complete an exit interview and produce a structured portfolio with the following
components reflective of culturally responsive pedagogy: video, class observations, instructional
lesson plans, instructional action plan, and reflective journal. Implementing culturally
responsive teaching practices positively affects the academic performance of students and
employing them in these critical years can alter the current projections of educational outcomes
for Black and Latino students.

CULTURALLY RESPONSIVE TEACHING 8

CHAPTER ONE: INTRODUCTION
Statement of the Problem
Context and Mission
Schools of education around the United States are focused on the development of
educators for the purpose of improving learning and promoting excellence in education for the
nation’s children. While carefully designed to achieve teacher excellence, undergraduate,
master's and doctoral degree programs also focus on educator empowerment to become leaders
in the field of education by investigating research-based classroom practices, current
instructional innovations, critical literature, and examining societal and global factors that affect
teaching and learning. With educational equity being one of the most pressing issues of our
time, graduates of programs in education need to be innovative educators, experienced
professionals, and educational leaders who have a direct impact on student success in K-12 and
higher education. Therefore, the mission of teacher preparation programs is to prepare teachers
to promote educational equity through teaching practices that improve student achievement, and
to position them as agents of change in the local, national, and global society (Harvard Graduate
School of Education, 2017; Harvard Teacher Fellows, 2017; Spelman College, 2017; University
of Colorado School of Education, 2017).
Problem of Practice
Recent studies confirm a lack of ethnic diversity among teachers in the United States.
This mostly homogenous group of teachers has remained consistent at approximately 80% White
(Sleeter, 2017) while within the past 30 years the student population has become increasingly
more heterogeneous (Darling-Hammond, 2015). During this time, the percentage of students of

CULTURALLY RESPONSIVE TEACHING 9

color in United States public schools has increased from 22 to 43 percent (Darling-Hammond,
2015). This disparity of ethnic diversity brings along concerns of cultural differences between
teachers and the families and communities they serve. Providing teachers with training focused
on cultural competence would help them better understand the specific characteristics within
those communities and better appeal to the needs of those students. This education for teachers
comes through a development of cultural competence, which means having an awareness of
equity and justice in our society, and how that transcends our classrooms to become a part of the
lives of these students (Ladson-Billings, 2014). There is little evidence that educators are
receiving this type of education, or that it even exists in ways which would best help this group
of students who have historically continued to perform below their White counterparts (Darling-
Hammond, 2015; Ladson-Billings, 2014; Merryfield, 2000). Therefore, there is a need for
courses focused on cultural awareness and the impact of culturally responsive teaching in
elementary classrooms specifically for teachers of Black and Latino student populations.
Goal. The goal of this curriculum is to create a course aimed at preparing all teachers,
regardless of race, culture, or socioeconomic background, to successfully engage in the
challenging climate of education presented by our ever changing diverse student body. In order
to successfully promote educational equity and become agents of change, teachers must develop
a cultural awareness and engage in culturally responsive teaching practices that leads them to
become social justice educators (Lynn & Smith-Maddox, 2007).
Evidence for the Problem of Practice
Ladson-Billings (2000) found that teacher education programs in the United States
insufficiently train teachers in developing culturally responsive teaching practices. In her

CULTURALLY RESPONSIVE TEACHING 10

examination of how to prepare teachers to teach Black students, she stated that most teachers
report having little to no preparation on dealing with students of color in today’s diverse
classrooms. Furthermore, in her examination of teacher education programs, she states that most
multicultural education for teachers involves having them participate in taking individual
generalized diversity classes or having them participate in a “diverse field experience” (Ladson-
Billings, 2000). This field experience requires educators in training to practice working with
students of color in diverse settings. However, these experiences often reinforce negative racial
stereotypes of students of color because they are absent of the critical discussions of racial and
the racial circumstance that these students face daily (Ladson-Billings, 2000). These critical
conversations come through courses aimed at examinations of race, culture, and its impact on
teaching and learning.
Furthermore, while professional standards are meant to ensure and enhance the quality of
instruction given by teachers who are already practicing in classrooms, they often fail to produce
an effective tool that measures cultural competence (Santoro & Kennedy, 2015). These
professional standards are what most credentialing systems, including schools of education, use
to certify teachers and license them to provide educational instruction to students. However,
without the presence of standards that measure cultural competence, teachers can be licensed to
teach students without having to demonstrate that necessary ability.
At the same time, the achievement gap in U.S. schools persists across racial and ethnic
lines. For example, the reading achievement gap between White and Black 17 year olds in 2012
was at 26 points, and 21 points between White and Latino students (The Nation’s Report Card,
2013). Math achievement scores showed the same trends with a gap of 26 between Blacks and

CULTURALLY RESPONSIVE TEACHING 11

Whites and 19 between Latinos and Whites.
Importance of the Problem
Like Ladson-Billing (1998), Yosso (2005) also speaks to the importance of applying a
Critical Race Theory (CRT) approach to education in order to best meet the needs of the nation’s
Black students. As a byproduct of the civil rights movement and legal discourse and introduced
by Derrick Bell (1995), CRT presents the notion that racism is a normal part of American society
and that in order to understand it and navigate through it, we must first recognize and examine its
impact on us as citizens (Ladson-Billings, 1998; Yosso 2005). Understanding that race is a
significant component in our nation’s history brings to light the importance of using strategies
such as incorporating literature about African Americans in this country that would create a
connection for Black students (Ladson-Billings, 2000). Williams (2011) examines approaches
teachers take to creating culturally relevant pedagogy in their classroom and its effects on the
students. Using culturally responsive teaching practices increases learning, and that will
ultimately translate to improvement in their academic achievement. With the growing number of
students of color (Ford, 2012) and the disparity of academic achievement between Black males
and their counterparts specifically, there is an urgency for our nation’s educators to incorporate
essential cultural responsiveness in their teaching practices. Without the presence of culturally
responsive teaching practices gained through an education in cultural awareness, we will
continue to witness the decline of educational attainment for Black and Latino students in the
United States.
CRP in elementary grades. As educational testing and reporting agencies such as The
Nation’s Report Card (2013) and The National Assessment of Educational Performance (NAEP)

CULTURALLY RESPONSIVE TEACHING 12

continue to report the growing gap between the academic performance of Black and Latino
students and their White and Asian counterparts, the data demonstrate the continuing decline of
student performance from elementary grades to high school. The data suggest that student
performance in elementary grades serve as a predictor of future performance especially for those
students who are most at risk. Therefore, focusing on the academic achievement of Black and
Latino students in elementary grades could potentially put them on a learning trajectory that
places them in a position of success in the future.
There are various societal factors that affect the academic performance of Black and
Latino students in schools. One such factor is the idea of “acting White” discussed by Fordham
and Ogbu (1986), which negatively affects academically successful Black students who are
ostracized by their peers. Since academic success is viewed as characteristic of White students,
students of color, especially Blacks and Latinos, are labeled as “acting White” when they excel
academically. The negative social connotation leads these students to downplay their academic
ability in order to fit in with kids in their communities of color. Evidenced in a study by Ladson-
Billings (1995) of culturally relevant pedagogy (CRP) in elementary classrooms, it was found
that among Black students labeled as gifted in elementary school, only half of those students
were still academically excelling in high school. However, teachers who employed elements of
culturally relevant pedagogy in their classrooms allowed their students to maintain their cultural
integrity while succeeding academically. The incorporation of CRP permitted academic
engagement to be seen as “cool” and therefore students strived to excel. CRP also teaches
students to have the cultural competence necessary “to recognize, understand and critique
societal inequities” (p.476) and thus change their societal conditions and that of their

CULTURALLY RESPONSIVE TEACHING 13

communities. Implementing elements of culturally relevant pedagogy positively affects the
academic performance of students in elementary classrooms (Ladson-Billings, 1995) and
employing them in these critical years can alter the current projections of educational outcomes
for Black and Latino students.
Instructional Needs Assessment
Black and Latino students continue to represent the lowest group of academic
achievement amongst grade level students and perpetuate historically oppressive systems
through this lack of educational achievement. Racial achievement gaps evident and recorded as
early as kindergarten (Quinn, 2015), are persistent through high school and are reflected in
dropout/graduation rates (Heckman & LaFontaine, 2010; Valencia, 2015). Even for those
students who do decide to go to college and take the needed SAT, there is still a persistent gap in
academic performance. Achievement gaps present through low academic performance by Black
and Latino students results in low graduation rates. Lower wages that are earned by Black and
Latino students that failed to graduate results in residential options in high poverty communities
(Heckman & LaFontaine, 2010). The changing conditions of students and schools leads to a need
for new practices by teachers and educational professionals in order to meet the growing
demands of our changing student population. Teacher practices and reflection must be adjusted
in order to recognize the cultural and racial differences of students. Incorporating practices that
reflect a culturally relevant and affirming disposition will result in racially affirming and
meaningful connections for students thusly improving their academic performance (Howard,
2003). Therefore, this project will use an innovation-based needs assessment model (Smith &
Ragan, 2005) to identify the new learning goals necessary in order to address culturally

CULTURALLY RESPONSIVE TEACHING 14

responsive teaching practices needed by teachers in order to meet the needs of our changing
diverse student population.
Providing preservice teachers with courses focused on cultural responsiveness would help
them better understand the specific characteristics within the community and recognize their
positionality within that community (Williams, 2011). Cultural responsiveness requires having
an awareness of equity and injustice in our society and how that transcends our classroom and
has become a part of the lives of these students (Ladson-Billings, 2014). Understanding the
ways in which oppression has worked against many groups of people based on race, culture,
class, etc. is often absent in teacher education, but necessary when teaching students of color
(Ladson-Billings, 2000). Therefore, incorporating a cultural context into the instructional
practice of educators will ultimately lead to optimal learning and academic achievement of those
students most affected by the racial achievement gap (Ladson-Billings, 1998; 2000; 2014).
Curriculum Description and Purpose
The purpose of this course is to guide student teachers through a self-examination and
critically reflective process that raises their level of awareness of issues of race, culture, power,
and identity and how their positionality directly impacts the teaching and learning in their
classrooms, while examining relevant culturally responsive teaching practices and incorporating
them into their pedagogy. This course is focused on promoting culturally responsive teaching
practices, and will be divided into four essential components: (a) evaluation of self-identity, (b)
exploration in the definition and characteristics of culturally responsive teaching, (c) examination
of practice and content, and (d) engagement/implementation into practice.

CULTURALLY RESPONSIVE TEACHING 15

Curriculum Goal, Outcomes and Capstone Assessment
The goal of this course is to equip student teachers in an elementary school setting with
the ability to critically reflect on their positionality as it relates to issues of race, culture and
power and use current literature and examples from practice to determine what it means to be
culturally responsive while developing effective teaching and learning practices for students. By
the end of this course student teachers will be able to develop a set of teaching practices that are
reflective of a culturally responsive teaching pedagogy and demonstrate a mindset of the ongoing
reflection necessary to exhibit an awareness of their positionality, and that is specific to their
current student teaching context.
Student teachers will demonstrate teaching practices that are reflective of a culturally
responsive teaching pedagogy and a disposition toward critical reflection of teaching practices by
producing a structured portfolio with evidence in the following components:
● Video (demonstrates learned content and culturally responsive teaching practices in
action through classroom instruction)
● Class Observations (which contains field notes including comments reflecting visible
teaching practices from university personnel and supervising mentor teacher)
● Instructional Lesson Plans (which contains instructional lessons reflecting the
incorporation of learned methods in culturally responsive teaching)
● Instructional Action Plan (which contains various components of pedagogical practice
including plans for future resources to incorporate into upcoming units of study that
include a demonstration of cultural responsiveness)
● Reflective Journal (which contains critical reflection from student teacher on how their

CULTURALLY RESPONSIVE TEACHING 16

positionality impacts the teaching and learning dynamics of the classroom, along with
their own reflection on issues of race and culture in relation to interactions with students,
parents, staff, and community)
Student teachers will conclude by participating in an exit interview to explain their portfolio in
their own words and answer questions reflective of a culturally responsive teaching pedagogy.
Definitions
This section will define some of the frequently used terms in this capstone to help clarify
the distinct populations it aims to identify. These terms are presented by similarity and topic
area rather than alphabetically or by order of how they are used in the curriculum blueprint.
Race and culture. Although race and culture share some criterial attributes, there are
significant differences in the definition.
Culture. Shared beliefs and values among a population of a people (National Research
Council, 2001).
Race. Biological and inheritable genotypic traits used for classifying people into groups.
For example, Medicare files classify subjects into the following groups: White, Black, Asian,
Hispanic, North American Native, Other, and Missing, whereas Medicaid uses the categories of:
White, Black, Negro, American Indian, Latin American, Oriental, Indochinese, Cambodian and
other refugees, Cuban/Haitian, Other, Obsolete, and Unknown. (Pan, Glynn, Mogun,
Choodnovskiy, & Avorn, 1999).
Race categories. Of the various categories and classifications, only three main categories
will be used in this curriculum blueprint:
Black. Those who identify themselves with origins from Africa.

CULTURALLY RESPONSIVE TEACHING 17

Latino. Those who identify themselves with origins from Spain and Portugal.
White. Those who identify themselves with origins of Anglo-Saxons and people of the
Caucasus mountain region.
Teaching strategies. This curriculum blueprint addresses two main strategies. Their
similarities and differences are discussed further in Chapter Two.
Culturally relevant pedagogy. The use of the cultural knowledge, prior experiences,
frames of reference, and performance styles of ethnically diverse students to make learning more
relevant to and effective for students (Howard, 2003).
Culturally responsive teaching. Using the cultural characteristics, experiences, and
perspectives of ethnically diverse students as conduits for teaching them more effectively by
converting this knowledge into culturally responsive curriculum designs and instructional
strategies (a. formal plans for instruction; b. symbolic curriculum; c. societal curriculum) (Gay,
2002).
Teacher education. The following terms are used in relation to teacher education.
Student Teacher. An individual enrolled in a teacher preparation program who is
simultaneously working in a natural classroom setting with the guidance of a master teacher.
Teacher Educator. An individual providing instruction to teachers.
Preservice. Any instructional setting that takes place prior to employment.
In-service. Any instructional setting that takes place during employment.
Potential Designer Biases
There are three key components of this writer’s identity that directly impact the
curriculum design: Being a Black woman, being a mother, and being an educator. As a Black

CULTURALLY RESPONSIVE TEACHING 18

woman who grew up in the United States, issues of race, oppression, and social justice are of
particular importance. Additionally, as the mother of a young Black male student who is
currently in the public school system, the need to address issues of social injustice and the
persistent racial achievement gap between Black males and their White counterparts becomes
increasingly urgent. Finally, as an educator who has served the majority of her career in low-
income, majority-minority communities, this curriculum brings a unique perspective to
interactions that occur with students within these communities and the pressing desire to address
issues of educational equality that are present within our society.
Organization of the Design Blueprint
This curriculum design blueprint is organized in chapters each focused on a different
element of the curriculum. The first chapter focused on introducing the environmental context
and mission within which the problem of practice resides. In addition, it included evidence for
the problem of practice the curriculum addresses and an instructional needs assessment, along
with definitions of terms being used in the capstone and curriculum. Finally, this chapter
addresses potential biases of the designer of the curriculum. Chapter Two examines the relevant
literature to support the curriculum’s content and design, along with the theoretical basis from
which it was developed. Chapter Three explores the learner and the learning context the learner
and learning context by describing the self-efficacy and prior knowledge of the learner, and
specific characteristics the facilitator of the curriculum must possess. Chapter Four addresses the
curriculum itself by expanding on the goals, outcomes and assessment. It includes a description
of the unit activities including specific unit goals, objectives and assessments. Finally, Chapter
Five presents how the curriculum will be implemented and evaluated for its effectiveness.

CULTURALLY RESPONSIVE TEACHING 19

CHAPTER TWO: LITERATURE REVIEW

The Curriculum

This literature review is presented in two parts. The first part is devoted to presenting the
broad theoretical approaches that provided background for the curriculum and literature
pertaining to the content included. The second part focuses on the theoretical approaches that
informed the overall instructional design and the curricular structure. Various factors within the
literature informed the curriculum presented. General theoretical approaches included
examining the historical context leading to the problem of practice the curriculum addresses,
along with presenting it in a framework of Critical Race Theory. Culturally relevant pedagogy
and culturally responsive teaching also characterize the theoretical approaches to this curriculum.
The content of the curriculum was informed by literature discussing the pedagogy of successful
teachers of Black students, and the necessity for an element of critical reflection. Lastly, an
examination of the prior attempts to the problem of practice have been analyzed to present the
void in practice this curriculum attempts to fill.
General Theoretical Approaches
The historical context in which the problem of practice is situated provides an
understanding for the use of Critical Race Theory as a framework for the curriculum. Critical
race theory also serves as one of the foundations of culturally relevant pedagogy and culturally
responsive teaching. However, literature points to a subtle but distinct difference between the
two terminologies and why for the purpose of this curriculum one term might be more applicable
than the other.

CULTURALLY RESPONSIVE TEACHING 20

Historical context. Blacks in America have not experienced as equitable of an
educational experience as their White counterparts because of the history of racial discrimination
within our society despite laws and efforts to do so. Du Bois (1903) spoke to the struggle Blacks
have had at trying to become a part of the new America since the time of the American
Revolution. This struggle evolved into a struggle between the foundations of the African
American experience in America, through Black churches and spirituality, and the growing need
for the intellectual stimulus amongst the Black community. With that growing need for
intellectual stimulus, Blacks began to desire a higher level of success through the educational
system. However, there was a deeper affliction that affected the levels of success for Blacks in
America. Woodson (2006) described it as a consciousness of inferiority that affects the success
of Blacks in the educational system. This inferiority creates a uniqueness to the Black
experience in America because of existing educational system which inspires the oppressor and
crushes the dreams of the “Negro” (Woodson, 2006). In promoting this racially oppressive
curriculum through our educational system, the White race can continue to remain in power. The
same educational process which inspires and stimulates the oppressor with the thought that he is
everything and has accomplished everything worthwhile, depresses and crushes at the same time
the spark of genius in the Blacks in America by making them feel that their race does not amount
to much and never will measure up to the standards of other people’s (Woodson, 2006).
Even still, Blacks in America fought to create equity within education by fighting in the
legal system. With the enactment of the Fourteenth Amendment that abolished slavery in the
United States and made all citizens “equal” under the law, White citizens began to create
segregation laws that kept newly freed Black citizens from entering their societies and therefore

CULTURALLY RESPONSIVE TEACHING 21

their schools (Bell, 2004). The landmark case Plessy v. Ferguson demonstrated that separate did
not always mean equal. Black students were forced to attend schools that were underfunded, and
didn’t provide their students with the proper educational needs of their pupils. The Association
for the Advancement of Colored People (NAACP) is one of the groups who sought ways to bring
equality to the educational system. Brown v. Board of Education officially desegregated schools
and promised to bring the rights presented in the Fourteenth Amendment (Bell, 2004).
Desegregating schools was the first step in ensuring that the nation’s Black students would
receive the same educational opportunities as its White citizens. Racial discrimination within the
United States has led to inequitable educational opportunities and experiences for the nation’s
Black citizens. This racial discrimination within our society must be examined and addressed in
order to create the equitable opportunities that will lead to educational equity.
Critical Race Theory. Race is a constant and unchanging force that motivates various
factors within our society including our educational system. Critical Race Theory allows us to
explore race dynamics within our society and how to address them in order to fight against
injustice. The Critical Race Theory (CRT) movement came from civil rights activists and
scholars interested in studying and transforming the relationships among race, racism and power
in the United States (Delgado & Stefancic, 2012). Critical legal studies and radical feminism
movements sprang up in the mid-1970’s as a result of roll backs in legal advances created by the
civil rights era of the 1960’s. Lawyers, activists and legal scholars such as Derrick Bell, Alan
Freeman and Richard Delgado decided that in order to combat the upcoming subtler forms of
racism, new theories and strategies needed to be put into place (Delgado & Stefancic, 2012).
With the creation of CRT came five basic tenets: (a) racism is ordinary, common, and part of the

CULTURALLY RESPONSIVE TEACHING 22

everyday experiences of most people of color in this country, (b) interest convergence advances
the interests of Whites and working-class people (ex. Brown v. Board was the result of elite
Whites serving self interests rather than a desire to help Blacks, (c) the "social construction"
thesis, holds that race and races are products of social thought and relations, (d) intersectionality
(that not one person has a single identity), and (e) the voice-of-color thesis holds that because of
their different histories and experiences with oppression, black, Indian, Asian, and Latino/a
writers and thinkers may be able to communicate to their white counterparts matters that the
whites are unlikely to know (Delgado & Stefancic, 2012).
Educational scholars such as Ladson-Billings and Tate (1995) realized the usefulness of
CRT in combating inequity in the educational system. The great inequities that exist between the
educational experiences of White middle-class students and those of poor Black and Latino
students present the inequalities that are a result of a society in which discussions of race and
racism are marginalized (Ladson-Billings & Tate, 1995). If racism were irrelevant to the
educational experience, then you would expect to see at least some examples of educational
excellence within the nation’s public schools. However, Black educational excellence tends to
come outside of the public schools (Ladson-Billings & Tate). They determined that the
incorporation of CRT within education could provide ways to address race and racism within
schools. For example, the “voice” component of Critical Race Theory provides a way to
communicate the experiences and realities of oppressed groups and is the first step to justice
(Ladson-Billings & Tate, 1995). Race, racism, and power continue to play an integral part in our
nation’s educational system. Examining the tenets of CRT and specifically using “voice” for
students of color, can begin to bring equitable educational experiences to historically

CULTURALLY RESPONSIVE TEACHING 23

marginalized students. Understanding the tenets of CRT and race relations within our society
and our educational system can help educators begin to examine how to create educational
experiences that can empower historically oppressed students and address the injustices within
education.
Culturally relevant pedagogy. Teachers of Black and Latino students need to adopt a
pedagogy that allows for a linkage between school and culture in order for the academic success
of their students. Pedagogy that is “culturally relevant” is central to the academic success of
Black children who have not been well served by our nation's public schools (Ladson-Billings,
1995). As Ladson-Billings (1995) discovered, Native American researchers found that one of
the reasons Native American children experience difficulty in schools is that educators
traditionally have attempted to insert culture into the education, instead of inserting education
into the culture. This notion is, in all probability, can be true for many students who are not a
part of the White, middle- class mainstream. For almost 15 years, anthropologists have looked at
ways to develop a closer fit between students' home culture and the school. This work has had a
variety of labels including "culturally appropriate", "culturally congruent", "culturally
responsive", and "culturally compatible" (Ladson-Billings, 1995). Therefore, culturally relevant
pedagogy is committed to the collective, not just individual, empowerment and rests on three
main criteria: (a) Students must experience academic success; (b) students must develop and/or
maintain cultural competence; and (c) students must develop a critical consciousness through
which they challenge the status quo of the current social order (Ladson-Billings, 1995).
Similarly, Howard (2003) examined the usefulness of adopting culturally relevant
pedagogy by our nation’s teachers. He discussed the trend in U.S. school as they continue to

CULTURALLY RESPONSIVE TEACHING 24

become learning spaces with homogeneous teaching populations (mostly White, female, and
middle-class) coming into contact with the increasingly heterogeneous student populations
(primarily students of color from low-income communities) found in our public-school systems
(Howard, 2003). This racial and cultural disparity between teachers and students calls for a
reconceptualization of teacher practice that must recognize cultural and racial differences.
Teachers must adopt pedagogies that are culturally relevant, racially affirming, and socially
meaningful for their students (Howard, 2003). The most important goal of culturally relevant
pedagogy is to increase the academic success of culturally diverse students by incorporating
cultural contexts, competencies and experiences into teaching practices. In order to achieve this
goal, responsive teaching practices must be included in the instructional activities of educators
through a process of continual reflection, analysis and readjustment of practice.
Culturally responsive teaching. Culturally responsive teaching uses the goal of
culturally relevant pedagogy, in the academic success of culturally diverse students, as the
“umbrella” under which specific instructional practices are analyzed using race and culture as the
lens for critical reflection. Gay (2002) defined culturally responsive teaching as using the
cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits
for teaching them more effectively. In order to do so, teachers must have a knowledge that goes
beyond mere awareness of and respect for differences in race, ethnicity and culture. Teachers
must develop a knowledge base for culturally responsive teaching by acquiring factual
information about the cultural particularities of specific ethnic groups (Gay, 2002). In addition
to acquiring a knowledge base about ethnic and cultural diversity, teachers need to learn how to
convert it into culturally responsive curriculum designs and instructional strategies (a. formal

CULTURALLY RESPONSIVE TEACHING 25

plans for instruction; b. symbolic curriculum; c. societal curriculum). Teachers need to know
how to use cultural scaffolding in teaching these students—that is, using their own cultures and
experiences to expand their intellectual horizons and academic achievement. This begins by
demonstrating culturally sensitive caring and building culturally responsive learning
communities (Gay, 2002). In order to ensure the academic achievement of Black and Latino
students, their teachers must adopt a culturally responsive approach to teaching that incorporates
a knowledge base of cultural particularities into their instructional plans. Acquiring a knowledge
base about ethnic and cultural diversity along with employing pedagogical practices that include
caring and cultural sensitivity, will allow teachers to take on a culturally responsive teaching
approach in order to become culturally relevant in their pedagogy and therefore ensure the
success of their Black and Latino students. However, to get teachers there, teacher education
curriculum must reflect these competencies and support teachers as they work toward these
goals.
Content
Teacher education curriculum must reflect components of culturally responsive teaching
that allows teachers to promote academic excellence, develop a knowledge base that increases
cultural competence, and a critical consciousness about the race and culture dynamics of their
students. Therefore, this curriculum is organized around achieving these components using a
process of transformative learning through the reflective cycle. Furthermore, the content of the
curriculum must include an examination of what it means to progress from “reflection” to
“critical reflection” in, for, and of practice by moving from the surface features of culturally
responsive teaching “strategies” and into an ideology that informs practice.

CULTURALLY RESPONSIVE TEACHING 26

Successful teachers of black students. Culturally responsive teachers use culture as a
vehicle for learning. They support the academic success of their students by creating
instructional activities that are reflective of their knowledge base and cultural competency, and
operate in a system that allows for the growth of critical consciousness in themselves and their
students. Ladson-Billings (1995) conducted a study of eight teachers in order to determine what
successful teachers of Black students do in order to help their students reach academic success.
The first things she found was that all of the teachers demanded, reinforced and produced
academic excellence in their students. Culturally responsive teaching requires that teachers
attend to students' academic needs, not merely make them "feel good." The trick of culturally
responsive teaching is to get students to "choose" academic excellence by focusing a great deal
on positive attention (Ladson-Billings, 1995). The next thing she found was that teachers
maintained and encouraged the cultural competence of their students. An example of
maintaining cultural competence was demonstrated by one of the teachers, Ann Lewis, a White
woman who was described as "culturally Black" (Ladson-Billings, 1995). In her sixth-grade
classroom, Lewis encouraged the students to use their home language while they acquired the
secondary discourse of "standard" (academic) English. Therefore, her students were permitted to
express themselves in language (in speaking and writing) with which they were knowledgeable
and comfortable. They were then required to "translate" to the standard form. By the end of the
year, the students were not only facile at this "code-switching" but could better use both
languages (Ladson-Billings, 1995). The third component found by Ladson-Billings (1995) was
that teachers taught and promoted critical consciousness within their students that empowered
them to critique societal norms and create change within their communities. The teachers in the

CULTURALLY RESPONSIVE TEACHING 27

study, with their students, critiqued the knowledge represented in the textbooks. They wrote
letters to the editor of the local newspaper to inform the community of the situation. The teachers
also brought in articles and papers that represented counter knowledge to help the students
develop multiple perspectives on a variety of social and historical phenomena, as well as a
variety of cultural perspectives (Ladson-Billings, 1995). To achieve academic success for their
Black students, these teachers exhibited an approach that included positive reinforcement to
encourage students to choose academic excellence, and demonstrated cultural competence by
using their knowledge base to inform their practice and encourage advocacy in their students. In
order to be ultimately successful, teacher education curriculum will need to incorporate into this
approach a system of reflection that allows teachers to analyze instructional strategies and
student outcomes through the lens of racial and cultural influences.
Reflective cycle of transformative learning. Transformative learning is a system in
which teachers are led through a process of identifying and naming existing assumptions of
themselves and their students, defining what those assumptions are and where they came from,
examining alternative perspectives, practicing using newly developed ideologies, and assessing
the effectiveness of the new ideologies. This process is done through a reflective cycle which
analyzes the influence of race, culture and society in those ideologies.
Mezirow (1997) described transformative learning as learning that transforms
problematic frames of reference (fixed assumptions and expectations, habits of mind,
perspectives, and mindsets) and makes them more inclusive, discriminating, open, reflective, and
emotionally open to change. Therefore, transformative learning also involves critical reflection
of assumptions that may occur within group interactions or independently (Mezirow, 1997). One

CULTURALLY RESPONSIVE TEACHING 28

way to do this is through Rodgers’ (2002) process of the reflective cycle. The power of the
reflective cycle rests in its ability first to slow down teachers’ thinking so that they can attend to
what is rather than what they wish were so, and then to shift the weight of that thinking from
their own teaching to their students’ learning (Rodgers, 2002). The reflective cycle provides the
framework for the four main components that inform this curriculum content.
Self-identity and positionality. In order to begin the process of transformative learning
through reflection, teachers must unearth underlying assumptions and name and describe how
those assumptions inform their identity and positionality. Brookefield (2010) described critical
reflection as a process that involves recognizing and researching the assumptions that inform our
thoughts and actions within relationships, at work, in community involvements, as citizens, and
ultimately as educators. Gay and Kirkland (2003) explained that teachers knowing who they are
as people, understanding the contexts in which they teach, and questioning their knowledge and
assumptions are as important as the mastery of the techniques for instructional effectiveness and
must have equal importance. Furthermore, Howard (2003) further goes on to describe that
teachers must possess the necessary skills to critically reflect on their own racial and cultural
identities and recognize how these identities coexist with the cultural compositions of their
students. This comes through investigating assumptions and discovering how it relates to self-
identity and positionality.
Defining culturally responsive teaching. Teachers must investigate culturally
responsive teaching as it is presented in current literature and create a common language for their
context and what it looks like in operation. In order to actualize culturally relevant pedagogy,
teachers must first understand the theory by investigating its definition. Young (2010) described

CULTURALLY RESPONSIVE TEACHING 29

that Ladson-Billing (1995) description of cultural relevance was about establishing a culture of
high expectations, creating a community of learners, and critiquing knowledge. However, the
participants in Young’s (2010) study took that definition and created a concept of cultural
relevance that was largely centered on their contexts and the needs of their students. Participants
took apart the word culture and developed their own understanding of the term. Therefore, in
order for teachers to actually realize the purpose and meaning of cultural relevance, they must
first develop a definition specific to their contexts and one that resonates to their experience.
CRT in practice. Once teachers have developed a definition for culturally responsive
teaching, they must examine it in practice which involves teachers reflecting on their practice,
the practice of others, and analyzing whether CRT is or is not taking place. As a part of the
reflective cycle, Rodgers (2002) explained that as teachers gain skill in this kind of extended
reflection and meaning making, they become more able to respond thoughtfully in the moment.
They simply become more interested in and curious about the work they do. They begin to
wonder and to want to slow things down so they can satisfy their curiosity about their students’
learning. Therefore, the part of the process becomes reflection-on-action. Reflection-on-action,
where the process is purposefully slowed down, coached, and carried out in the company of
others, becomes practice for reflection-in-action (Rodgers, 2002).
As evidenced in Young’s (2010) study, after the participants identified the characteristics
of what they viewed as culturally relevant pedagogy, they broke into groups and examined
teachers in their classrooms. They found that educators who are mindful of culturally relevant
pedagogy can turn a seemingly neutral topic such as water into one that utilizes the students’
background and experiences to promote rigorous academic learning and sociopolitical

CULTURALLY RESPONSIVE TEACHING 30

consciousness (Young, 2010). This examination helped solidify their definitions and served as
actualization of the theories and concepts studied.
Implementation and examination. Reflection on and examination of CRT in one’s
context allows teachers to apply new perspectives and understandings to current pedagogy and
curriculum and incorporate elements of CRT. As Young’s (2010) study further found, the role
of culturally relevant pedagogy is to invite students to question, challenge, and critique
inequalities that exist in our society and present them through education. For example, the
curriculum guide that the teachers in this study used was from Math Investigations, a hands-on
exploratory approach to understanding mathematical concepts. To make the lesson more
culturally relevant, the teachers decided to graph the temperatures of the students’ cities of birth.
They also discussed the incorporation of different countries’ climates to help students understand
that things such as snow and humidity are not experienced globally. But in the end, they
criticized the volume of objectives crammed into each lesson and how it was virtually impossible
to cover all of the mathematical concepts in sufficient detail (Young, 2010).
Similarly, Ladson-Billings (1995) found in her study that as teachers in the same district,
the teachers in her study were responsible for meeting the same state and local curriculum
guidelines. However, the way they met and challenged those guidelines helped to define them as
culturally relevant teachers. For these teachers, knowledge is continuously recreated, recycled,
and shared by the teachers and the students. Thus, they were not dependent on state curriculum
frameworks or textbooks to decide what and how to teach (Ladson-Billings, 1995). Through the
reflective cycle of transformative learning, teachers will explore their self-identity and
positionality, create a common definition for culturally responsive teaching, examine elements of

CULTURALLY RESPONSIVE TEACHING 31

CRT in their practice, and implement it into their practice. During this process, it is essential for
teachers to critically reflect on how all the elements of the reflective cycle intersect with issues of
race, culture, power, oppressive structures, and hegemonic norms.
Critical reflection. Reflection becomes “critical” when adults critique their practice
through a lens that involves issues of social justice. For educators, this becomes a key
component in becoming culturally responsive in their practice. Brookfield (2010) described
critical reflection as a critique of ideology that focuses on helping people become aware of how
systems of capitalism, White supremacy, heterosexism, and other ideologies shape the beliefs
and practices that shape our society and maintain economic and political inequity. It also
involves contesting teaching practices and profession codes of ethics. Critical reflection
happens when we first examine the power relationships and recognize their influence in our
practice and then uncover the hegemonic assumptions that might actually be working against us
(Brookfield, 2010).
Likewise, Howard (2003) spoke to an examination of the moral, political, and ethical
contexts of teaching and specifically focusing on issues that pertain to equity, access and social
justice. He described it as the type of processing that is crucial to the concept of culturally
responsive teaching. Howard (2003) goes on to explain that critical reflection falls into Dewey’s
(1933) notion of reflective action which can be a useful tool for addressing social and emotional
issues, namely those pertaining to race and culture. Gay and Kirkland (2003) also claimed that
this type of self-reflection is imperative to improving educational opportunities for students of
color. It becomes a combination of analyzing personal beliefs and instructional behaviors while
valuing cultural diversity in order to teach ethnically diverse students for maximum positive

CULTURALLY RESPONSIVE TEACHING 32

effects (Gay & Kirkland, 2003).
Culturally responsive teaching requires an element of critical reflection that allows
teachers to examine how racial, cultural and societal factors influence dynamics with their
students in their classroom, and use this knowledge to create educational experiences that can
lead to positive academic outcomes for their Black and Latino students. The curriculum
necessary for teachers to become culturally responsive must include the promotion of academic
excellence, the development of a knowledge base that increases cultural competence, and
development of a critical consciousness about the race and culture dynamics of their students all
through using the reflective cycle, with critical reflection as a key component. Although this
version of a curriculum in CRT is unique in its design, literature points to various other avenues
where educational professionals have attempted to incorporate aspects of a pedagogy towards
cultural consciousness.
Prior Attempts
With the shift in the racial and cultural makeup of student demographics, educational
professionals in both preservice and inservice contexts have explored ways to address the ever-
changing needs of this diverse group of learners. However, there is still an overwhelming
amount of literature that continues to point to ways in which these attempts have incorrectly
addressed the issue of increasing academic performance for Black and Latino students, and what
is lacking in their work.
Teacher education. Through teacher education programs, various teacher educators
have developed ways to help novice teachers balance the practice of incorporating the needs of
students of diverse cultures as well as facing the challenges of growing curricular expectations.

CULTURALLY RESPONSIVE TEACHING 33

One example of this is expressed through an article by Darling-Hammond and Snyder (2000)
where they analyzed teacher education programs for evidence of teacher performance
assessments which included components for cultural responsiveness. They found that
practitioners and researchers that are engaged in education reform recognize that teaching is
becoming more complex due to increasingly challenging curriculum expectations and growing
diversity among students. Schools that include a greater range of students from different
backgrounds are attempting different approaches to learning, however their formulas for teaching
do not take into account students’ experiences and cultural differences and are less and less
successful (Darling-Hammond & Snyder, 2000).
Therefore, an expanding number of teacher education programs are using authentic
assessments as a tool to help novice teachers create bridges from conceptualized practice into
contextualized instances of learning. These assessments include opportunities for learning from
feedback and reflection and support a teacher’s ability to learn from practice (Darling-Hammond
& Snyder, 2000). Teaching in ways that are responsive to students requires that teachers engage
in systematic learning which includes an understanding of how culture, experience and context
influences how people grow, learn and develop (Darling-Hammond & Snyder, 2000). Teacher
education programs are finding ways to help preservice teachers navigate the pressures
associated with the curricular expectations of teachers today, along with incorporating
instructional experiences that reach the diverse cultural population of students today. These
attempts to link students’ cultural lives with that of curriculum expectations can also be seen in
the inservice context as well.

CULTURALLY RESPONSIVE TEACHING 34

Classroom practice. Teachers within in-service contexts understand the overwhelming
need to create educational experiences for their students that tie to their racial and cultural
uniquenesses to the instructional curriculum. Scherff and Spector’s (2011) book examined
teachers who are using various instructional strategies to incorporate culturally relevant
pedagogy into their teaching. They discussed that culturally relevant instructional theory expects
practitioners to be fully conscious about the choices they are making, the instructional mandates
they reject, and the social and political consequences they uphold for the educational process
(Scherff & Spector, 2011). Awareness of these factors is critical to the theory of having a real
impact on the disenfranchised and unengaged students they serve. Teachers must examine the
hidden curriculum that is supported by the materials that is presented to them, and invent his or
her own rendition of culturally responsive pedagogy. Many of the teachers examined truly
believed they were offering culturally relevant pedagogy by offering “minorities” and “low
income” students stereotypical cultural activities. For example, using exclusive urban young
adult novels, and hip-hop assignments to the poor Black students (Scherff & Spector, 2011).
Efforts by educators in classroom practices to apply cultural responsiveness to their teaching
rather became instances of stereotyping already disenfranchised students. Educational
professionals are aware of the growing need to address the differences that diverse students bring
to the classroom, and have made attempts to change pedagogy to reflect this need.
Analysis of prior attempts. Although teachers in both the preservice and inservice
contexts are showing evidence of building a consciousness towards culturally responsive
teaching, there is literature which points to gaps within teacher preparation programs. These
gaps highlight the lack of critical reflection in the effort to be culturally responsive.

CULTURALLY RESPONSIVE TEACHING 35

Teacher Preparation Programs. Programs designed to train teachers to successfully
enter the field of education have not found a way to incorporate reflective processes that include
analysis of cultural, racial and societal issues that affect teaching and learning. In an
examination of teacher pre-service programs, Lynn and Smith-Maddox (2007) found that while
various areas of teacher education in the United States are undergoing serious transformation,
many practitioners and 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. This
means that the complex and difficult process of learning how to teach in effective ways so that
schools can move all students toward academic achievement is not a settled matter (Lynn &
Smith-Maddox, 2007). While the knowledge gained in courses, lectures directed readings,
clinical experiences, practicums, and other types of field experiences builds student teachers’
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.
Therefore, 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).
As Gay and Kirkland (2003) expanded on their discussion on critical reflection in teacher
education, they explained that teacher education programs that emphasize reflection frequently
do not incorporate issues of race, ethnic diversity, and social justice in classroom practices. In
their observations, rather than reflecting critically on the race related and culturally diverse
situations presented, preservice teachers merely offer descriptions, evaluations, or justifications

CULTURALLY RESPONSIVE TEACHING 36

for actions taken or predicted. For example, in discussing achievement among students of color,
many preservice teachers simply repeat the trends, or the conventional reasons for why
discrepancies exist, without examining their own personal positions on the issues, questioning
traditional explanations, or analyzing how achievement dilemmas are influenced by culture,
class, ethnicity, and racism (Gay & Kirkland, 2003). This leads to the conclusion that teacher
education students have few high-quality opportunities for guided practice in self-reflection.
Therefore, instructors in preservice programs should use inquiry teaching techniques and help
students develop the habit and skills of self-reflection as habitual elements of their learning
experiences (Gay & Kirkland, 2003).
Ladson-Billings (2000) goes on to add that along with the lack of critical reflection, few,
if any, teacher education programs design programs that specifically meet the need to Black
students. She explained that for many years, the education of Black students was generally left
to the Black community via segregated schools. This points to teach preparation as a failure to
teachers in teaching Black students effectively (Ladson-Billings, 2000). “Most teachers report
that their preservice preparation did little or nothing to prepare them for today’s diverse
classrooms” (p. 208). She continued by explaining that no single course or set of field
experiences is capable of preparing preservice students to meet the needs of diverse learners
(Ladson-Billings, 2000). Rather, a more systemic, comprehensive approach is needed.
Therefore, Ladson-Billings (2000) suggested work that uses autobiography, restructured field
experiences, situated pedagogies, and returning to the classrooms of experts can each provide
new opportunities for improving teaching. Teacher preparation programs fail to incorporate an
analysis of the skills teachers need to demonstrate culturally responsive teaching. As educators

CULTURALLY RESPONSIVE TEACHING 37

continue to find ways to meet the needs of a growing diverse student population, the absence of
curriculum directed at using reflective practices to educate teachers to be culturally responsive is
apparent.
Approaches to the Curriculum Design
The design for this curriculum was approached from both a theoretical foundation and a
curricular structure standpoint. Theoretical foundations were informed by social constructivism,
pragmatism and sociocultural learning theory. The structure of the curriculum includes a link
between theory and practice, and follows the components of the reflective cycle with the
incorporation of elements necessary for transformative learning.
Theoretical Foundations to the Curriculum Design
Social construction involves the collaborative efforts of various viewpoints and equal
perspectives when making meaning. From the perspective of pragmatism, this curriculum is also
designed with the thought that knowledge is ever changing and that its interpretation can be
modified. As a developmental theory, sociocultural learning theory tells us that learning happens
as learners and sociocultural contexts interact. In developing teachers to be culturally
responsive, it is necessary to examine how each theory informs this curriculum design.
Social constructivism. Learning is a collaborative process of multiple viewpoints.
Teachers must have the opportunity to examine various racial, cultural and societal perspectives
in order to develop a cultural consciousness that leads towards cultural responsiveness in their
teaching. Smith and Ragan (2005) described social constructivism as a process of multiple
perspectives working together to achieve a truth among many truths. This process also involves
collaborative learning groups allowing individuals to gain knowledge from the perspectives of

CULTURALLY RESPONSIVE TEACHING 38

others. Social construction can also happen when a learner interacts individually with a video or
text and is engaged in trying to interpret the author’s perspective and compare it to their own
(Smith & Ragan, 2005). Therefore, the curriculum must provide opportunities for the learners to
work within the social constructivist model.
Pragmatism. Since knowledge is ever evolving, this curriculum is designed to allow
teachers to question their acquisition of prior knowledge and develop new knowledge based on
the exploration of multiple perspectives. Smith and Ragan (2005) also explained that with
pragmatism there is no fixed reality or truth and knowledge is ever changing according to the
negotiation of meaning. As knowledge is acquired through the experiences, it is interpreted
through reason and is temporary and tentative (Smith & Ragan, 2005). As teachers learn through
a collaborative process that allows them to examine the construction of knowledge and how
multiple racial, cultural and societal perspectives can impact their viewpoint, they will develop
new knowledge that allows them to be oriented towards cultural responsiveness. The process of
knowledge construction inevitably leads towards cognitive change.
Sociocultural theory. Cognitive developmental theories, such as sociocultural theory,
attribute changes in cognition to that of development. As learners operate in these stages of
development, their sociocultural context influences their cognition. Vygotsky’s learning theory
proposes that learners and their sociocultural contexts interact which assists learners in
developing cognition that will enable them to adapt to their environments (Smith & Ragan,
2005). A learner’s “zone of proximal development” (Vygotsky) 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). The interaction between teachers and their sociocultural contexts

CULTURALLY RESPONSIVE TEACHING 39

informs cognitive change that allows them to adapt to their changing environments. Therefore,
as the curriculum allows them to develop new knowledge through the exploration of multiple
perspectives, teachers can apply this knowledge to their individual teaching contexts. This
cognitive change leads to social action through a specific curricular structure.
Curriculum Structure
The curriculum is structured in a way that allows teachers to explore theories related to
racial, cultural, and social development and positionality to their everyday instructional practice.
While exploring theory in practice, the reflective cycle follows a process of elements essential to
transformative learning.
Theory and practice. Teacher learning is most impactful when they are able to
immediately apply theories learned, and are supported in their practice by teacher educators who
help create links between theory and practice. One of the biggest dilemmas of teacher education
is figuring how to integrate theoretically based knowledge learned in university classrooms with
the experience based knowledge that is located in the practice of classrooms and schools
(Darling-Hammond, 2006). Darling-Hammond (2006) explained in her article that most
versions of teacher education has students taking front-loaded course work in isolation from
practice, then adds a short student teaching experience at the end of the program. Whereas, she
argued that the most powerful programs require students to spend an extensive among of time in
the field throughout the program and examine and apply the concepts being learned
simultaneously. Teacher educators argue that novice teachers who have experienced classrooms
are more prepared to make sense of the ideas presented in their academic work (Darling-
Hammond, 2006).

CULTURALLY RESPONSIVE TEACHING 40

Grossman, Hammerness and McDonald (2009) also discussed the historical division most
teacher education programs have which places a separation between foundations and methods
courses, and separations between universities and schools. Rather, they argued that teacher
preparation should be organized around a core set of practices that helps novices develop during
their professional experiences. This might require dismantling the course structure to allow for
less coursework and ultimately lead to more learning for students (Grossman, Hammerness &
McDonald, 2009). The continual act of applying theory to practice and practice to theory is an
essential component of any teacher education program. Teachers must use a process of critical
reflection as they navigate the application of theory and practice in order to become culturally
responsive.
Reflective cycle. The reflective cycle involves confronting a disorienting dilemma,
naming the assumptions associated with it, describing them, examining different perspectives,
implementing new theories, and confronting another disorienting dilemma which starts the cycle
again with naming assumptions. In order for teachers to develop critical responsiveness, teacher
educators must move them through an examination of racial, cultural and societal influences. As
Rodgers’ (2002) presented, the power of the reflective cycle rests in its ability to slow down a
teachers’ thinking so they can attend to what is, rather than what they wish were so. This first
phase of the reflective cycle focuses on the ability to be present in and naming an experience.
The next phases focuses on the description of the experience, where teachers learn to process of
telling the story of the experience. Once descriptions are rendered, teachers can move into the
next phase of the reflective cycle: analysis. Analysis involves generating a number of different
explanations for or about what’s going on and settling on a theory or hypothesis that one is

CULTURALLY RESPONSIVE TEACHING 41

willing to test in action (Rodgers, 2002). Experimentation is the final as well as the initial phase
of the reflective cycle because it doubles as the next experience. The suggestions for action that
characterize this phase come only after the hard work of description and analysis, and are based
on well thought out and mutually constructed theory (Rodgers, 2002).
Instructional practices. In order to move teachers through the reflective cycle, teacher
educators must become a facilitator of reasoning in a learning situation and a cultural activist
fostering the social, economic, and political conditions required for fuller, freer participation in
critical reflection and discourse by all adults. In his description of transformational learning,
Mezirow (1991) explained andragogy as the professional perspective of adult educators and
defined it as “an organized and sustained effort to assist adults to learn in a way that enhances
their capability to function as self-directed learners” (p. 199). He further explained that all adult
educators have the responsibility to actively foster learners’ critical reflection upon their
assumptions, “not only concerning the content and process of problem solving, but also
concerning the premises behind their sociolinguistic, epistemic, and psychological beliefs”
(Mezirow, 1991, p. 211). The job of adult educators is to help learners look critically at their
beliefs and behaviors, not only as these appear at the moment but in the context of their history
and consequences in the learners’ lives (Mezirow, 1991).
Transformative learning. Transformative learning allows adults to examine underlying
assumptions that have been based on hegemonic structures and use critical reflection as a way to
examine the societal injustices that might influence it. In later article, Mezirow (1997) continued
his discussion of transformative learning by explaining that it is learning that transforms fixed
assumptions and expectations and makes them more inclusive, open, reflective, and able to

CULTURALLY RESPONSIVE TEACHING 42

change. Furthermore, it involves critical reflection of assumptions that may occur either in group
interaction or independently. Lastly, to foster the ability to reason in adulthood, the adult
educator must help learners acquire the skills, sensitivities, and understandings essential to
become critically reflective of assumptions and to participate more fully and freely in critical
discourse (Mezirow, 1997).
This curriculum is designed to enable teachers to become culturally responsive in their
practice by moving through the reflective cycle, while cognitive change allows them to use
theories explored to inform their practice while constructing new knowledge in sociocultural
contexts based on the exploration of different racial, cultural and societal perspectives.

CULTURALLY RESPONSIVE TEACHING 43

CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT

This chapter is divided into two distinct sections discussing the learners and the learning
context. The first section is an analysis of the learner participating in this curricular experience.
It includes an examination of their cognitive and physiological characteristics, their self-efficacy,
and the prior knowledge necessary to be successful. The second section examines the learning
context by discussing specific facilitator characteristics, existing programs and curriculum,
available equipment and technology, classroom facilities, and the curriculum alignment to the
organizational mission. This curriculum is designed for learners in the preservice context,
however, adjustments can be made to address the needs of learners in the in-service context as
well.
Learner Profile
The learner profile is an essential component to designing a curriculum aimed at
increasing the capacity of its participants to be critically conscious in developing culturally
responsive teaching strategies. This instructional needs assessment investigates the cognitive
and physiological characteristics needed of participants in terms of their developmental, reading
and visual levels, in addition to their aptitudes, sensory perception, age and general health.
Examining learners’ self-efficacy allows for the curriculum to include necessary elements to
support both affective and social characteristics. In addition, an examination of both the
learners’ general world knowledge and prior knowledge specific to the topic and subject of the
curriculum is necessary in order for learning to take place.
Ability
For learners developing a critical consciousness toward culturally responsive teaching,

CULTURALLY RESPONSIVE TEACHING 44

both cognitive and physiological characteristics need to be addressed.
Cognitive characteristics. Learners in the preservice context are participants in a
college level teacher preparation program in their fourth year, during the student teaching portion
of the program. They have the ability to read and process relevant instructional literature and
participate in small and large group discussions. In addition, they have the capability to produce
academically rigorous responses to intellectually stimulating discussion points through written
expression. These learners also possess the ability to work with visual media and access online
databases for information.
Learners in the preservice context will be participating in teaching practice through their
student teaching experience, therefore they will possess the experience necessary to engage in
reflection of their practice.
Smith and Ragan (2005) discussed that researchers in intellectual development agree that
most adults have not reached the level of formal operations, which includes thinking abstractly
and manipulating symbols without concrete support. This also includes the ability to deal with
variables in abstract problems in which multiple propositions are presented (Smith & Ragan,
2005). The somewhat abstract nature of issues of social injustice might prevent most learners
from grasping concepts presented in the curriculum.
Physiological characteristics. Learners have full use of all the sensory receptors
necessary to participate in the sessions (i.e. auditory, visual, speech) either naturally or by an
assistance device, which they already have for us in other professional or academic contexts.
These participants also have the mental capacity to engage in the academic and socio-emotional
discussions and the intellectual ability to process new information. Learners are generally in

CULTURALLY RESPONSIVE TEACHING 45

good health and are able to move around the room to meet session demands, which includes
moving seats for collaborative group discussions, walking around the classroom in carousel
activities, and standing for an extended period of time to present to the large group. All
participants are adult learners over the age of 18.
Self-Efficacy
Clark and Estes (2008) suggest that motivation as driven by efficacy, or agency, which is
this the “desire to be effective” (p.83). This root motive influences all human behavior and “is
controlled by whether we believe the environment provides us with work goals and resources
that can result in a reasonable amount of effectiveness” (p.83). Self-efficacy then becomes the
degree to which individuals believe they can be successful in achieving the desired goal. The
values, beliefs, and attitudes toward learning held by the learner greatly impact their ability to
build capacity in this context. Since the focus of the curriculum is building capacity towards
developing a critical consciousness, it is important for the learner to have the confidence that
they can learn and grow from this experience. Therefore, both the affective and social
characteristics of the learner play a key role in building motivation and increasing confidence in
their own ability.
Affective characteristics. As a cornerstone of a teacher preparation program, this
curriculum will be attended by preservice teachers as a mandatory component of their graduation
requirement. Therefore, they will have varying degrees of interest in learning how to be
culturally responsive in their practice. Smith and Ragan (2005) discussed the importance of
cultural factors when considering the learner. The cultural focus of this curriculum will affect
learners in different ways based on their level of comfort with issues of race, culture and cultural

CULTURALLY RESPONSIVE TEACHING 46

sensitivity. Some will understand the importance of the topic based on personal experiences and
this will affect their motivational levels. However, those who have not had previous experience
with issues of racial and social injustice might not immediately feel it’s importance.
Furthermore, preservice teachers in student teaching contexts that reflect the hegemonic society
might also miss the urgency of this topic.
Depending on the demographic of their students, learners will place differing levels of
importance to the issue. Learners who currently work with students in at-risk communities will
understand the importance of the curriculum and be more motivated to learn. Conversely,
learners in homogenous contexts that reflect dominant culture might not understand the urgency
and might also not feel as confident with issues of race and culture as it relates to social justice.
Depending on their own personal experiences with race and culture, learners will bring varying
levels of motivation based on their levels of comfort with the topic area and its immediate impact
on their lives.
Learners will be evaluated periodically on their level of self-efficacy. Teaching
contexts provide an opportunity of practice for the learner, therefore they will increase in
confidence as the curriculum goes on and they get the chance to integrate theory and practice.
Social characteristics. Relationships and connections to peers play a big role in the
motivational level of learners. When discussing issues of race, culture, identity and injustice,
trust becomes a key component. As participants learn to value peers and their opinions, comfort
and trust will develop boosting and building the confidence necessary to increase self-efficacy in
becoming culturally responsive in their teaching practices. Additionally, learners who are
strongly connected to peers maybe influenced by their level of engagement. For example,

CULTURALLY RESPONSIVE TEACHING 47

sociocultural theory helps us understand that as learners interact with others within their
environments, they will develop cognitions they didn’t have before (Smith & Ragan, 2005).
Therefore, learners who feel connected and can relate to their environment and peers within their
environment are more likely to develop cognition towards social action if that is being
encouraged by others within their environment. Similarly, Clark and Estes (2008) discussed
cultural effects on an individual’s motivation by explaining that having a collective group culture
increases an individual’s desire to participate and therefore increases their confidence.
Learners who already view themselves as social justice educators or work in contexts
where students are facing educational inequity will feel a greater sense of accountability to their
school, students, and communities, and increased motivation. All learners must understand the
importance of the issues addressed in order for the curriculum to be successful and for learning
to take place.
Self-efficacy is also dependent on the learner’s role in the school context. For learners in
the preservice context, building empowerment to actually make changes will be key. Learners
who have power in the instructional structure of the classroom might have a higher level of
motivation and engagement in the curriculum. Those who are not allowed much control of their
student teaching experience might feel less in control of their ability to evoke change, therefore
decreasing their level of self-efficacy.
Prior Knowledge
Levels of general world knowledge, and knowledge specific to the topic, influence the
learning that takes place. There is prerequisite knowledge each learner brings to the experience
based on their job, community, previous schooling, and experience as a member of our society

CULTURALLY RESPONSIVE TEACHING 48

that may help or hinder learning.
General world knowledge. Although levels of engagement and experience with work in
or out of the educational field will vary for participants, learners will have educational content
knowledge that will allow them to engage in discussions of instructional and educational theory
and practice. This knowledge will come from experiences as students while in school, and as
practitioners. Definitions and understandings of race, culture and other components of identity
will vary from learner to learner based on their self-awareness and previous engagement in self-
reflection. Learners will have varying levels of engagement with homogeneous and
heterogeneous populations, however all perspectives are valid and necessary to the development
of critical consciousness. For example, a white, low-income, male preservice teacher who has
mainly lived in a homogeneous community will bring an understanding of race and culture that
is useful for his own development. Whereas a Latino, middle-class, woman who is a principal
and has lived in mostly heterogeneous communities will bring experiences that will serve as the
basis for her understanding when it comes to exploring issues of race and culture. Therefore, as
natural members and participants in society, each learner will have the knowledge base necessary
to engage in these discussions.
Specific prior knowledge. As members of society each participant has a world view on
race and culture as it relates to their personal experiences. Although there will be wide variation
in those views, those experiences will translate into personal definitions that have helped the
learner navigate these issues throughout their lives. Therefore, the instructor will be tasked with
communicating a single working definition that can be used for the purpose of the curriculum.
The specific prior knowledge found in their personal definitions will serve as the background

CULTURALLY RESPONSIVE TEACHING 49

knowledge necessary to help them learn the current task.
In order to successfully complete the summative assessment which includes creating an
action plan, learners will need demographic information from their contexts to help ensure
cultural responsiveness is apparent in their instructional designs. Therefore, at the beginning of
the curriculum, learners will be asked to complete an information sheet that requires them to
bring specific information about their context to the learning experience. For example, learners
will be asked for information on race and ethnic breakdown of students and community, as well
as a Likert-type questionnaire to gauge their instructional practices and level of involvement in
students’ lives.
Description of the Learning Environment
The learning environment plays an essential role in ensuring that learning is taking place.
The facilitator characteristics includes their level of experience as a teacher educator and/or
trainer and how their particular interests, preferences, and philosophies might influence the
curricular content delivery. An examination of existing programs and curriculum of the
organization serves as a way to discuss the possible relationship between what already exists and
what this program provides. Finally, evaluating the available equipment and technologies, along
with the classroom facilities and learning climate is necessary in order to be conscious of
resources available and needed and whether or not the facilities can accommodate the number of
participants.
Facilitator Characteristics
The individuals who will serve as facilitators of this curriculum aimed at developing a
critical consciousness towards culturally responsive teaching through critical reflection will need

CULTURALLY RESPONSIVE TEACHING 50

to participate in training before engaging with learners. Mezirow (1991) outlined several
characteristics of adult educators who are guiding others toward emancipatory education. This
approach in andragogy allows the learner to be aware of one’s self and to be critical in the
reflection of their experiences. There are several professional perspectives and ethical
considerations that Mezirow believes an adult educator should possess, which will be detailed in
the Facilitator’s Guide portion of this blueprint embedded in the lesson plans. Among them are:
(a) progressively decreasing the learner’s dependency on the educator; (b) helping the learner
understand how to use learning resources, especially the experience of others to engage in
reciprocal learning relationships; (c) initiating and facilitating transformation; and (d) handling
value conflicts between the educator and the learners (Mezirow, 1991). The purpose of the
training, therefore, is to ensure that the facilitator perspectives align with the curriculum goals
prior to delivery and that facilitators have a clear understanding of the information that will be
delivered to the learners.
Facilitators in the preservice context will have experience teaching college students in a
university setting and be comfortable delivering instruction in-person and online. They will be
experienced using various media and technology to present. Their experience with various
media and technology resources will aid in the delivery of instructional content.
Existing Curricula/Programs
The needs assessment conducted for this curriculum determined that there are no other
existing programs like it. This curriculum serves to work in tandem with the practical experience
of the learners. Therefore, the structure of the learning experience will follow that of others
within the program or in the learner’s context. For example, for preservice teachers the

CULTURALLY RESPONSIVE TEACHING 51

curriculum will follow the standard format of other university course with a set number of class
meetings weekly, assigned readings and homework, and presentations.
Available Equipment and Technology
Course sessions will be held in a classroom on the university campus equipped with
internet access, and a projection screen for digital presentations and media. Therefore, there will
be access to the internet, and the facilitator will be provided with a projection screen for digital
and media presentation. Learners will their personal laptop computers to participate in any
portion of the curriculum that requires personal internet access to digital resources. Due to the
collaborative nature of the curriculum, learners will be arranged in groups that have chairs they
can use for mobility amongst various activities. These chairs will be at tables, or individual
desks.
Classroom Facilities and Learning Climate
The course for preservice teachers will be capped at 30 participants. Due to the
sensitivity of issues covered in this curriculum, smaller class sizes will allow learners to feel
more comfortable to discuss the presented issues. Meeting in classrooms on the campus, along
with an occasional online session, will allow participants to feel more comfortable due to their
familiarity with the setting. The mission of the organization addresses preparing educators to
promote educational equity, therefore, the purposes of this course align with the philosophy of
the organization and the larger educational community.

CULTURALLY RESPONSIVE TEACHING 52

CHAPTER FOUR: THE CURRICULUM

Overall Curriculum Goal, Outcomes, and Summative Assessment

A curriculum aimed at guiding teachers to develop a critical consciousness toward
culturally responsive teaching practices contains various critical components. In order to
successfully promote educational equity and become agents of change, teachers must develop a
cultural awareness and engage in culturally responsive teaching practices that leads them to
become social justice educators (Lynn & Smith-Maddox, 2007). This requires developing a
critical consciousness (Freire, 1970) that allows for constant and continual examination and
adjustment of practice through the use of critical reflection (Howard, 2003). 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. The learning outcomes take the course goal and dismantle it into identifiable
behaviors and actions the learners should exhibit by the end of the course. These outcomes may
reach individuals outside of the organization, and may also reflect changes to a desired
population or society as a whole. Finally, the summative assessment details the culminating
product that learners will use to demonstrate their learning of this curriculum, and that the course
goals were met.
Curriculum Goal
The goal of this curriculum is to successfully prepare teachers to engage in culturally
responsive teaching practices that will ultimately promote the academic success of their Black
and Latino students. They must also develop the knowledge, skills, and attitudes for using
culturally responsive teaching practices in a daily basis in the their classrooms.

CULTURALLY RESPONSIVE TEACHING 53

Curriculum Outcomes
By the end of this course student teachers will have:
● Developed and demonstrated a set of teaching practices that are reflective of a
culturally responsive teaching pedagogy, including
- Engage in active examination of their positionality and worldview
including issues of race, culture and power
- Develop and explain their philosophy of teaching and learning
- Analyze connections between literature and their personal philosophy of
teaching and learning
- Examine examples and nonexamples of culturally responsive teaching
- Critique teachers in practice
- Make adjustments to instructional plans
- Examine their own pedagogy
- Critically reflect on their worldview and positionality
- Develop a set of culturally responsive practices that are context specific
and responsive to their communities
● Demonstrated a mindset of the ongoing reflection necessary to exhibit an
awareness of their positionality, and that is specific to their current student
teaching context.
Summative Assessment

Teachers will demonstrate teaching practices that are reflective of a culturally responsive
teaching pedagogy, and a disposition toward critical reflection of teaching practices by

CULTURALLY RESPONSIVE TEACHING 54

producing a structured portfolio with evidence in the following components:
● Video (demonstrates learned content and culturally responsive teaching practices in
action)
● Class Observations (which contain comments reflecting visible teaching practices from
university personnel and supervising mentor teacher)
● Instructional Lesson Plans (which contain instructional lessons reflecting the
incorporation of learned methods in culturally responsive teaching)
● Instructional Action Plan (which contains various components of pedagogical practice
including plans for future resources to incorporate into upcoming units of study that
include a demonstration of cultural responsiveness)
● Reflective Journal (which contains critical reflection from student teachers on how their
positionality impacts the teaching and learning dynamics of the classroom, along with
their own reflection on issues of race and culture in relation to interactions with students,
parents, staff, and community)
Teachers will conclude by participating in an exit interview to explain their portfolio in their own
words and answer questions reflective of a culturally responsive teaching pedagogy.
Cognitive Task Analysis (Information Processing Analysis)

As a necessary step in designing a curriculum aimed at equipping teachers with the
ability to critically reflect on their positionality while developing culturally responsive teaching
strategies, a cognitive task analysis (CTA) was conducted. The purpose of this CTA was to
break down the curriculum goal into identifiable steps that students need to learn to attain the
goal (Smith & Ragan, 2005). There are two distinctive skill sets that are necessary to attain this

CULTURALLY RESPONSIVE TEACHING 55

curriculum goal: metacognitive, referred to in Smith and Ragan (2005) as cognitive strategies,
and intellectual skills, including concept learning, procedures, and problem solving. The ability
for teachers to critically reflect on their positionality will be developed through the
metacognitive skill set. These skills include learners’ awareness of their own cognitive processes
and their attitude as evidenced by a predisposition to choose to behave in a certain way. The
development of culturally responsive teaching strategies will be developed through the
cognitive/procedural skill set. Cognitive/procedural learning strategies help learners in problem-
solving situations by analyzing requirements, analyzing ability to complete the task, determining
particular knowledge and/or procedures that need to be applied, applying the selected strategy,
and evaluating the effectiveness of the strategy used (Smith & Ragan, 2005). Both skill sets
necessary for the completion of the curriculum goal are outlined.
Metacognitive
In order to establish the major steps necessary in achieving the metacognitive portion of
the curriculum goal, a subject matter expert (SME) was interviewed to validate the information
gained from the literature. The SME was identified as a previous K-12 educator who has had
successful experience in helping students understand how issues of diversity, race, inclusion,
power, and access impact education, and guiding students toward public participation in social,
economic, and political arenas where educational decisions take place. The interview revealed
steps that followed a sequential order.
1) Identify beliefs and stored ideologies that inform learners’ perspectives
2) Acquaint learners with alternative ideas that problematize the issue of positionality,
opportunity, and access

CULTURALLY RESPONSIVE TEACHING 56

3) Visit schools and observe educational situations of teaching and learning that are
divergent to what they have experienced
4) Critically analyze those experiences using literature
5) Discuss and make sense of disequilibrium between personal perspectives, beliefs and
ideologies and the alternative educational situations experienced
Cognitive/Procedural Strategies
The second portion addresses the cognitive/procedural strategies the learners must
perform in order to achieve the curriculum goal. These strategies follow a problem-solving type
of analysis that requires learners to apply the metacognitive skills and the learned attitudes in
order to manage their learning (Smith & Ragan, 2005). Due to the time constraints of this
curriculum blueprint and lack of access to a SME in the field that is demonstrating these
cognitive strategies, literature was referenced to identify the steps needed to achieve the
cognitive portion of the curriculum goal. A longitudinal study by Ladson-Billings (1995) found
that successful teachers of African American students exhibited a common belief system and
shared similar practices that led to the academic achievement of their students. The following
behaviors were exhibited by the teachers throughout their regular practice and did not follow a
particular order, but rather were evident through their interactions with students, staff, parents,
and the community and informed their general pedagogical approaches:
● Create a classroom culture and climate of academic excellence where students are
expected to work hard, held to high standards, and accept the responsibility of a
challenging and rigorous curriculum.
● Foster and support cultural competence in students which allows them to function

CULTURALLY RESPONSIVE TEACHING 57

effectively in their culture of origin (for example, legitimizing the home language of a
student and finding ways to bridge it to the standard academic language used in
schools).
● Support students in their critique of the sociopolitical climate in our society by helping
them analyze current social structures that reinforce inequalities and empower them
to take informed action.
Beginning with the metacognitive steps followed in sequence, and then incorporating the
cognitive skills presented as tasks inclusive of an attitude of a culturally responsive pedagogy,
learners will demonstrate the achieved curriculum goal to equip teachers with the ability to
critically reflect on their positionality while developing the culturally responsive teaching
strategies necessary for effective teaching and learning practices for students.
Thus, combining the sources of task information from both the expert and the review of
the literature resulted in the following main steps which will form the organization of the
curriculum:
1. Examine Self Identity and positionality to create a philosophy of teaching and learning.
a. Sources: Subject Matter Expert (SME) step 1: Identify beliefs and stored
ideologies that inform learners’ perspective
2. Explore the definition of Culturally Responsive Teaching using existing literature to
inform your philosophy of teaching.
a. Sources: SME step 2: Acquaint learners with alternative ideas that problematize
the issue of positionality, opportunity, and access
3. Examine Culturally Responsive Teaching in Practice to identify appropriate practice in

CULTURALLY RESPONSIVE TEACHING 58

different situations.
a. Sources: SME steps 3: Visit schools and observe educational situations of
teaching and learning that are divergent to what they have experienced
b. SME step 4: Critically analyze those experiences using literature

4. Engage in Cultural Responsiveness by Implementing strategies into instructional
plans
a. Sources: SME step 5: Discuss and make sense of disequilibrium between
personal perspectives, beliefs and ideologies and the alternative
educational situations experienced
b. Literature: Ladson-Billings (1995): Create a classroom culture and climate
of academic excellence where students are expected to work hard, held to
high standards, and accept the responsibility of a challenging and rigorous
curriculum; Foster and support cultural competence in students which
allows them to function effectively in their culture of origin (for example,
legitimizing the home language of a student and finding ways to bridge it
to the standard academic language used in schools); Support students in
their critique of the sociopolitical climate in our society by helping them
analyze current social structures that reinforce inequalities and empower
them to take informed action.
General Instructional Methods Approach

Designing a curriculum with the goal of teaching cognitive (intellectual skills) and
metacognitive change in the learner requires careful consideration to the instructional methods.

CULTURALLY RESPONSIVE TEACHING 59

Theoretical foundations to this curriculum follow both a social constructivist and pragmatic
approach. With the ideology that learning is a collaborative process with multiple viewpoints,
instructors must create the opportunity to examine various cultural, racial and societal
perspectives in order to develop the cultural consciousness necessary for adopting culturally
responsiveness in teaching for the learners. Learners must be able to work together in
collaborative learning groups in order to allow individuals to gain knowledge from the
perspectives of others and compare those perspectives to their own (Smith & Ragan, 2005).
Furthermore, a pragmatic approach based on the idea that knowledge is ever evolving, allows the
learner to question the acquisition of prior knowledge and develop new knowledge based on the
exploration of multiple perspectives.
In addition, both generative and supplantive strategies of instruction have been applied to
this design. Generative strategies allow the learner to activate their prior knowledge on the
subject matter and help to engage them in the content (Smith & Ragan, 2005). However, in
order to motivate learners and facilitate learning, supplantive strategies allow for scaffolding
from the instructor. Therefore, this curriculum utilizes mostly supplantive strategies including
using a sociocultural approach which meets learners at their “zone of proximal development”
(Smith & Ragan, 2005, p. 93) and then allows for them to engage with their social context and
generate solutions to problems with support from the instructor. This approach informs the
cognitive change that allows them to adapt to their changing environments. Therefore, as the
curriculum allows them to develop new knowledge through the exploration of multiple
perspectives, teachers can apply this knowledge to their individual teaching contexts.
Finally, this curriculum is also designed to move learners through a process that marries

CULTURALLY RESPONSIVE TEACHING 60

theory with practice while allowing for opportunity to transform learning through a cycle of
reflection. The continual act of applying theory to practice and practice to theory is an essential
component for promoting cognitive learning. In addition, in order to meet the goal of this
curriculum, learners must use a process of critical reflection as they navigate the application of
theory and practice in order to become culturally responsive. The reflective cycle involves
confronting a disorienting dilemma, naming the assumptions associated with it, describing them,
examining different perspectives, implementing new theories, and confronting another
disorienting dilemma which starts the cycle again with naming assumptions (Rodgers, 2002). In
order for teachers to develop critical responsiveness, learners must be moved through reflection
which includes an examination of racial, cultural and societal influences.
Description of Specific Learning Activities

The specific learning activities that are incorporated into this curriculum are structured
from an organizational lesson design that includes gaining the attention of the learner, informing
them of the objectives, stimulating prerequisite knowledge, presenting materials, providing
learning guidance, eliciting performance, providing feedback, assessing performance, and
enhancing retention and transfer (Smith & Ragan, 2005). In order to help learners successfully
complete these learning activities, learning objectives have been outlined that address terminal
behaviors, the conditions for demonstration of the action, and the standard or criteria. They
follow a conceptual, attitude, and cognitive strategy design (Smith & Ragan, 2005).
Overview of the Units

This curriculum is constructed as four units. However, each unit may extend over
multiple weeks of instruction for a total of 16 weeks.

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Table 1

Units and Weekly Topics/Titles

Unit Week Topic/Title
1
Self-Identity
and
Positionality
1 What are biases, assumptions, and beliefs and how do they
inform a philosophy of teaching?
2 How do my biases, assumptions, and beliefs inform my
philosophy of teaching and learning?
2
Defining
Culturally
Responsive
Teaching
3 What is culturally responsive teaching, and its connection to
Critical Race Theory?
4 What are various terms associated with culturally relevant
pedagogy and how do they differ?
5 How do the elements of culturally responsive teaching align
with my philosophy of education?
3
Culturally
Responsive
Teaching in
Practice

6 How do you identify elements of culturally responsive
teaching in case study articles?
7 How do you identify elements of culturally responsive
teaching in videos of practice?
8 How do I analyze instructional performance for elements of
culturally responsive teaching?
9 How do I analyze instructional performance for examples and
nonexamples of culturally responsive teaching?
10 How does the rehearsal-practice-discussion cycle facilitate
knowledge of CRT in practice?
11 How do I decide which culturally responsive teaching
strategies are appropriate in a given situation?
12 What do I look for when evaluating instructional performance
for evidence of culturally responsive teaching?
4
Implementing
13 What does it look like to have a climate of academic
excellence for students?

CULTURALLY RESPONSIVE TEACHING 62

Strategies 14 How do you recognize cultural competencies in the classroom
while analyzing and explaining the sociopolitical climate in
our society to students?
15 How do you examine lesson plans and reconstruct them to
reflect culturally responsive teaching strategies?
16 How has my philosophy of teaching and learning changed?

Unit 1: Self-Identity and Positionality - How to Examine Self-Identity and create a
philosophy of teaching and learning. (CTA Step 1)
The first unit is focused on the evaluation and examination of self-identity. Learners will
engage in active examination of their positionality and worldview and the factors in their life that
influenced it. Additionally, learners will develop and explain their philosophy of teaching and
learning in effort to address any existing biases and assumptions that they bring into the field
(Howard, 2003).
Terminal learning objective.
● Given their personal biases, assumptions and beliefs, learners can evaluate them
and write a statement of their philosophy of teaching and learning by following a
given rubric.

Prerequisite analysis (enabling objectives). To achieve the terminal objective, learners
must:
● Know the meaning of bias, assumption, and beliefs.
● Know what a statement of a philosophy of teaching and learning is.
● Be able to identify existing beliefs, assumptions and biases that influence their
ideology and epistemology as an expression of their self-identity and positionality
● Be able to evaluate how their identity influences their ideas of education
● Be able to develop a philosophy of teaching and learning using their awareness of
self-identity

Learning activities.

● After introductions and attention activities, assess prior knowledge of biases,

CULTURALLY RESPONSIVE TEACHING 63

assumptions and beliefs by having students provide definitions for each
● Teach any necessary prerequisite conceptual knowledge by providing definitions
and examples and nonexamples of biases, assumptions and beliefs
● Provide opportunities for learners to generate their own examples and
nonexamples of terms from their personal experiences
● Model the steps for creating a web outlining their various identities (biases,
assumptions and beliefs)
● Provide practice and formative feedback in applying the steps for creating an
autobiography using information from the web
● Assess performance of the task by having learners present autobiographies to the
whole group
● Model the steps of using information from the web and autobiography to develop
a philosophy of teaching and learning
● Provide rubric and protocol to guide learners toward completing philosophy
statement
● Provide opportunities for students to transfer the application of the procedure to
developing a philosophy of teaching and learning

Learning assessment.
● Learners will create a web outlining their various identities (biases, assumptions
and beliefs) after looking at an example from the instructor.
● Learners will create an autobiography after a modeled example from the
instructor and create a longer narrative.
● Learners will present their autobiographies to a partner, and partners will present
each other to the larger group.
● Learners will develop their philosophy of education in their reflective journals
and present in small groups

Unit 2: Defining Culturally Responsive Teaching-How to Explore the definition of
Culturally Responsive Teaching using existing literature. (CTA Step 2)

The second component contains an exploration into the definition of culturally responsive
teaching using existing literature. Learners will be provided various definitions and examine
how it connects to their personal philosophy. These competing definitions will provide learners
the opportunity to build an awareness of existing literature while recognizing and reflecting on
their own meaning making process.

Terminal learning objectives.
● Given various articles discussing culturally responsive pedagogy, learners can

CULTURALLY RESPONSIVE TEACHING 64

analyze connections between literature and their personal philosophy of teaching
and learning and reflect on it in their journal.

Prerequisite analysis (enabling objectives). To achieve the terminal objective, learners
must:
● Know the definition of culturally responsive teaching
● Know the history and origins of culturally responsive teaching practices as rooted
in Critical Race Theory
● Know the difference between the various terms in literature (i.e culturally relevant
pedagogy, culturally responsive teaching, culturally sustaining pedagogy, etc.)
● Be able to identify elements of culturally responsive teaching in literature
● Compare and contrast elements of culturally responsive teaching to elements
within their philosophy of teaching and learning

Learning activities.
● After attention gaining activities, summarize the previous unit and its importance
● Inform the learners of the learning objectives
● Stimulate learners prerequisite knowledge of culturally responsive teaching
practices by asking them to describe their interpretations individually, and then
present in small groups
● Teach conceptual knowledge by providing explanation and definition of Critical
Race Theory along with examples and nonexamples
● Provide an opportunity for learners to generate their own examples and
nonexamples
● Present articles with definition and elements of culturally responsive teaching
● Present articles with examples and nonexamples of culturally responsive teaching
● Provide learning guidance by facilitating student small group discussions and
clarifying misconceptions
● Present articles with examples of the various terms (i.e. culturally relevant
pedagogy, culturally responsive teaching, culturally sustaining pedagogy, etc.)
and give learners the opportunity to discuss the differences
● Model the completion of a graphic organizer listing essential elements
● Elicit performance by having learners outline and chart elements of culturally
responsive teaching
● Support and provide feedback through gallery walks
● Provide rubric and model completion of protocol to evaluate previous ideology
with new knowledge
● Assess learner’s ability to transfer knowledge by comparing and contrasting
elements with their constructed philosophy of education

Learning assessment.
● Learners will define culturally responsive teaching and list the elements on
graphic organizer
● Learners will critique and defend identified examples of culturally responsive

CULTURALLY RESPONSIVE TEACHING 65

teaching practices in literature through small group discussion
● Learners will compare and contrast elements with their philosophy of education in
reflective journal

Unit 3: Culturally Responsive Teaching in Practice-How to Examine Culturally
Responsive Teaching in Practice. (CTA Step 3)

The third component involves a critical examination of culturally responsive teaching in
practice. Learners will read and examine examples and nonexamples of culturally responsive
teaching, watch videos of teachers in practice, as well as bring examples and evidence from their
own teaching contexts through their teaching experience. This component will serve as the
longest, as teachers will also participate in a “rehearsal-practice-discussion” cycle in order to
facilitate the critical reflection.

Terminal learning objectives.
● Given examples and nonexamples of culturally responsive teaching in practice,
learners can critique practice using a given instructional protocol and apply
elements of CRT to role-play situations.

Prerequisite analysis (enabling objectives). To achieve the terminal objective, learners
must:
● Know elements and definition of culturally responsive teaching
● Know how to read and analyze case study articles
● Be able to identity elements of culturally responsive teaching in articles, and
videos
● Be able to defend identified elements by using supporting literature through group
discussions
● Know how to use a protocol to analyze instructional performance
● Know the rehearsal-practice-discussion cycle
● Be able to engage in instructional role-play
● Choose to apply culturally responsive pedagogical practices to given role-play
situations
● Decide which elements of CRT are appropriate given a particular instructional
situation
● Know how to record instructional practice for analysis
● Be able to evaluate CRT in practice using instructional protocol

CULTURALLY RESPONSIVE TEACHING 66

Learning activities.
● After attention gaining activities, summarize knowledge from previous unit
● Inform learners of unit objectives
● Stimulate recall of prerequisite learning by having learners define culturally
responsive teaching and list the elements through activities
● Activate prior knowledge of case study articles and how they differ from other
literature
● Present case study articles and have learners work in collaborative groups to
identify elements of culturally responsive teaching
● Provide guidance as learners present and defend their findings to the whole group
● Model making connections between practice in case studies to theory from
previous literature
● Assess learners’ ability to transfer by repeated the process with video examples
and nonexamples of teaching in practice
● Teach components of instructional protocol provided to learners
● Model analysis of instruction and provide guidance through whole group practice
● Teach elements of the rehearsal-practice-discussion cycle and the strength in
connecting practice and theory through presenting literature
● Provide flow charts and other organizers for learners to guide their learning
through the process and reference for journal reflection
● Elicit performance in rehearsal by presenting role-play scenarios for students
● Provide feedback through instructional protocol
● Present and explain rubric for recorded videos of practice
● Assess performance through instructional protocol and allow learners to retain
knowledge by assessing and providing feedback to colleagues
● Facilitate small and whole group discussion surrounding practice and the
connection with theory
● Assess change in attitude by completion of flowcharts in reflective journal

Learning assessment.
● Learners will list elements of culturally responsive teaching on chart paper
● Learners will apply knowledge to case study articles through small and whole
group discussions
● Learners will evaluate practice in videos and defend findings to whole group
● Learners will choose to apply culturally responsive teaching practices to role-play
scenarios
● Learners will decide on which culturally responsive teaching strategies to
implement in their recorded videos of practice
● Learners will evaluate their performance and performance of peers through
instructional performance protocols
● Learners will support their decisions through small and whole group discussions
● Learners will analyze growth through flow charts in reflective journal

CULTURALLY RESPONSIVE TEACHING 67

Unit 4: Implementing Strategies-How to Engage in Cultural Responsiveness by
Implementing strategies into instructional plans. (CTA Step 4)

The fourth and final component engages learners in the community in which they are
participating in the practice experience by making adjustments to their current instructional plans
and examining their own pedagogy. This stage of the course also allows learners the opportunity
to critically reflect on their worldview and positionality they began the course with and develop a
set of practices that are context specific and responsive to their communities.

Terminal learning objectives.
● Given instructional examples from practice and previous philosophy of teaching
and learning, learners can apply culturally responsive teaching strategies to
instructional lesson plans and reevaluate previously constructed philosophy of
education by applying new knowledge.

Prerequisite analysis (enabling objectives). To achieve the terminal objective, learners
must:
● Know how to construct instructional lesson plans
● Know what it means to create a climate of academic excellence
● Be able to recognize the elements to create a climate of academic excellence
● Know what cultural competencies are and their purpose
● Know the cultural competencies in the classroom
● Recognize the current sociopolitical climate in our society
● Know how to analyze current social structures that reinforce inequalities
● Be able to empower students to take informed action
● Be able to examine instructional plans for elements of cultural responsiveness
● Reconstruct instructional plans to reflect culturally responsive teaching strategies
● Be able to develop a philosophy of teaching and learning using their renewed
awareness of cultural responsiveness
● Analyze the similarities and differences between their previous philosophy of
teaching and learning and their new one

Learning activities.
● After attention gaining activities, review and summarize previous unit knowledge
and skills
● Inform learners of the unit objectives
● Stimulate prerequisite knowledge by reviewing elements of instructional lesson
plans
● Teach deconstruction of each element of culturally responsive teaching (i.e.

CULTURALLY RESPONSIVE TEACHING 68

climate of academic excellence; recognizing cultural competencies; critiquing the
sociopolitical climate) through graphic organizer
● Model deconstruction of one element from an exemplar lesson plan and
adjustment to reflect cultural responsiveness
● Provide guidance as learners complete adjustment with other elements
● Provide feedback as learners present adjustments based on small group
assignments of elements
● Support learners as they examine their instructional plans by underlining and
highlighting elements
● Assess performance as learners reconstruct instructional plans
● Facilitate discussion surrounding how biases, assumptions, and beliefs might have
changed
● Encourage transfer and retention through the development of a philosophy of
teaching and learning
● Assess growth and change in attitude as learners discuss the similarities and
differences between their two constructed philosophies in reflective journals

Learning assessment.
● Learners will deconstruct elements of culturally responsive teaching on graphic
organizer.
● Learners will evaluate instructional plans for alignment to culturally responsive
teaching practices.
● Learners will construct new plans to reflect culturally responsive teaching
strategies.
● Learners will discuss new philosophy of teaching and learning and any
similarities or differences between the two in small and whole group, and their
reflective journal.

Scope and Sequence

Curriculum
Outcomes (COs)
Introduced (the skill is
first taught)
Reinforced (used again
in a different context)
Mastery (transfer and
mastery is demonstrated)

Unit
1: Self-
Identity
and
Positiona
lity

Unit 2:
Defining
Culturally
Responsive
Teaching

Unit 3: Culturally Responsive Teaching in Practice

Unit 4: Implementing
Strategies

L
1

L
2
L
1
L
2
L
3
L
1
L
2
L
3
L
4
L
5
L
6
L
7
L
1
L
2
L
3
L
4

CULTURALLY RESPONSIVE TEACHING 69

Engage in active
examination of their
positionality and
worldview including
issues of race,
culture and power

I

R

R

R

R

R

R

R

R

R

R

R

R

R

R

M
Examine their own
pedagogy
I R R R R R R R R R R R R R R M
Critically reflect on
their worldview and
positionality

I

R

R

R

R

R

R

R

R

R

R

R

R

R

M
Develop and explain
their philosophy of
teaching and
learning

I

R

R

R

R

R

M
Analyze connections
between literature
and their personal
philosophy of
teaching and
learning

I

R

R

R

R

R

R

R

R

R

R

M
Examine examples
and nonexamples of
culturally responsive
teaching in practice

I

R

R

R

R

R

R

R

R

R

R

M
Critique teachers in
practice
I R R R R R R R R M
Make adjustments to
instructional plans
I R R R R R R R M
Develop a set of
culturally responsive
practices that are
context specific and
responsive to their
communities

I

R

R

R

M

CULTURALLY RESPONSIVE TEACHING 70

Delivery Media Selection

Considerations in Choosing Media

According to Clark, Yates, Early and Moulton (2010), the choice of media alone does not
impact learning or motivation. Learning is impacted by instructional methods and pedagogy of
the instructor. Media is the agent to the delivery of the course content. It is therefore, important
to analyze the curriculum goals and instructional methods in order to decide the type of media
necessary to achieve learning. Therefore, for the purpose of this curriculum designed to shift
attitudes and disposition toward culturally responsive teaching practices, it is important to
consider the conceptual authenticity, immediate feedback, and special sensory requirements
needed of learners in order to decide on the appropriate medium.
Authenticity. Conceptual authenticity is a depiction of the conditions required for
learners to apply new learning (Clark et. al, 2010). This curriculum requires that learners apply
practice of conceptual ideas in order to shift attitudes towards implementation of culturally
responsive teaching, therefore instructional methods must reflect the authenticity necessary for
learners to apply new knowledge. In-person content delivery with a live instructor would
provide learners with the authentic conditions necessary to apply new learning and practice the
ideas presented.
Immediate feedback. Complex knowledge is defined as “requiring the integration and
coordinated performance of task-specific constituent skills rather than merely recalling
definitions and other conceptual knowledge about concepts, processes, and principles” (Clark et.
al, 2006, p. 137). Therefore, in order for learners to attain the complex knowledge present in this
curriculum, they must be supported with synchronous, immediate and corrective feedback from a

CULTURALLY RESPONSIVE TEACHING 71

live expert or coach (Clark et. al, 2010). Additionally, immediate feedback is necessary in order
to correct any misconceptions when discussing sensitive issues such as race and culture
(Mezirow, 1997) and is also essential in guiding critical reflection as part of the reflective cycle
(Rodgers, 2002). This consideration can therefore be supported through in-person or online
instruction.
Sensory requirements. Clark et. al (2010) described special sensory requirements as
any sensory information needed beyond visual and aural. For the purpose of this curriculum,
there are no additional sensory requirements. In analyzing the instructional pedagogy and
methods for this curriculum it has, however, been decided that there is a need for conceptual
authenticity and immediate corrective feedback. The considerations described in this section are
summarized in Table 2.
Table 2
Instructional Media Considerations
Key Factors Synchronous
(Live)
Instructor on
campus
Synchronous
(Live)
Instructor on
online platform
Mix of
Synchronous
Instructor and
Asynchronous
Computer
Based Online
Platform
Asynchronous
Computer
Based Online
Platform
Conceptual
authenticity
Yes Yes Yes No
Immediate
feedback
Yes Yes No No
Specific sensory
requirements
N/A N/A N/A N/A

CULTURALLY RESPONSIVE TEACHING 72

General Instructional Platform Selection
With the considerations for conceptual authenticity and immediate feedback, it has been
decided that a live instructor would be the ideal media selection for delivery of this curriculum
content. The instructional support necessary in guiding learners through the reflective cycle
(Rodgers, 2002) are supported by Merrill’s (2002) five instructional design principles. Both
emphasize an instructor based delivery approach. Furthermore, in-person instruction provides
conceptual authenticity through group interactions and instructor support to ensure learning of
conceptual knowledge. It may also be appropriate to utilize synchronous web-based group
instruction to deliver course content at times, however, live interaction is preferable.
Additionally, videos and articles must be available on a web-based platform to allow for
instructors to use a flipped classroom model to prepare learners for instruction.
Delivery Costs
It is also critical to examine the cost of the media used in the course and then choose the
method that would be most cost effective for the organization and the learners (Smith & Ragan,
2005). For this course, there are two preferred delivery methods to be considered: in-person and
online. In-person session costs would include, but are not limited to, instructor salary,
instructional materials, transportation to and from campus, and building maintenance (e.g.,
lights, HVAC, etc.). For an online platform, costs would also include the instructor salary plus
the cost of maintaining the platform, and internet and phone costs.

CULTURALLY RESPONSIVE TEACHING 73

CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
Smith and Ragan (2005) define implementation as the act of putting something into effect
or action, therefore as it relates to instructional design, implementation involves “successfully
putting designs into use in the contexts for which they are intended” (p. 304). Implementation
and evaluation play an important role in instructional design. For an innovation-design, such as
this curriculum designed for engaging teachers in culturally responsive teaching through critical
reflection, the entire implementation process must be considered including timing, adoption and
evaluation. This course will be initially delivered as a regular course, in class and
synchronously, with a full group of students and taught by an instructor(s) trained by the
curriculum designer. Throughout the delivery of the course, the various stages of evaluation will
be applied in order to inform the fidelity and its alignment with course goals. The framework for
evaluation will follow Kirkpatrick and Kirkpatrick’s (2016) levels of evaluation. For each level
of evaluation; reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2016),
descriptive methods, data and analysis will take place in order to revise and improve the course.
In the first stage of the course, the reaction of students will be monitored through
observation by the curriculum designer in order to gauge student engagement, along with a
survey and ongoing discussions with the instructor. In order to monitor that learning is taking
place, additional in class observations will occur to check for students’ declarative knowledge,
procedural skills, attitude, commitment and confidence towards the course goals. This stage will
also include visitation of student reflective journal entries as well. Since the third stage occurs
after the conclusion of the course, student behavior will be evaluated by visitations to the actual

CULTURALLY RESPONSIVE TEACHING 74

professional teaching contexts for observations, along with interviews and surveys. This
information will be useful in revisions to the course before delivery to the next cohort of
students. The final stage, results, measures outcomes by external and internal factors.
Evaluating this stage also requires visitation to teaching contexts to observe instruction, evaluate
instructional lesson plans, as well as conducting interviews and conversations with the learner as
well as principals, mentor teachers, parents, and with permission, students. Learners will also
complete a survey to measure whether course goals were reached in order to make adjustments
for future courses. This chapter includes the plans for implementation of the course, and the
evaluation of methods, and data for a curriculum designed for engaging teachers in culturally
responsive teaching through critical reflection.
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
With the growing number of students of color (Ford, 2012) and the disparity of academic
achievement between Black males and their counterparts specifically, there is an urgency for our
nation’s educators to incorporate essential cultural responsiveness in their teaching practices.
Using culturally responsive teaching practices increases learning and ultimately translates to
improvement in the academic achievement of students. Without the presence of culturally
responsive teaching practices gained through an education in cultural awareness, we will
continue to witness the decline of educational attainment for Black and Latino students in the
United States.
The purpose of this course is to guide student teachers through a self examination and
critically reflective process that raises their level of awareness of issues of race, culture, power,

CULTURALLY RESPONSIVE TEACHING 75

and identity and how their positionality directly impacts the teaching and learning in their
classrooms, while examining relevant culturally responsive teaching practices and incorporating
them into their pedagogy. Therefore, by the end of this course student teachers will be able to
develop a set of teaching practices that are reflective of a culturally responsive teaching
pedagogy and demonstrate a mindset of the ongoing reflection necessary to exhibit an awareness
of their positionality, and that is specific to their current student teaching context.

Evaluation Framework

The New World Kirkpatrick Model (2016) provides the framework for implementation
and evaluation of this curriculum. This framework is comprised of four levels; Reaction,
Learning, Behavior, and Results. Beginning with Results helps the designer determine the
Behaviors required to accomplish them. The Behaviors then inform the Learning skills
necessary, and knowing the Learning helps the designer determine desired Reactions to the
course (Kirkpatrick & Kirkpatrick, 2016). Therefore, starting in reverse, level 4 “Results”
focuses on the leading indicators and desired outcomes of the curriculum. Level 3 “Behavior”
measures the degree to which the “participants apply what they learned during training when
they are back on the job” (Kirkpatrick & Kirkpatrick, 2016, p. 10). Level 2 “Learning” examines
the knowledge, skills, attitude, confidence, and commitment demonstrated by participants based
on their participation in the program. Customer satisfaction, engagement, relevance, and
monitoring and adjusting are the components used for evaluation in level 1 “Reaction.”
Level 4: Results and Leading Indicators
Evaluating results is a necessity to any organization in order to ensure that the targets of a
training or implementation are reached. For a curriculum focused on raising teacher awareness

CULTURALLY RESPONSIVE TEACHING 76

and engaging in culturally responsive teaching strategies, results become a measure of the degree
to which the targeted outcomes occur as a result of the course, and serve as an accountability
measure (Kirkpatrick & Kirkpatrick, 2016). Leading indicators serve as short-term observations
and measures that tell whether the desired behaviors are on track to having a positive impact.
They are measured in external and internal outcomes. For this, curriculum internal outcomes are
measured through behaviors performed by the individual teachers participating in the course, and
are seen in Table 3. External outcomes are those experienced by the students, parents, school,
community, and society as a result of the course. As seen in Table 3, both the external and
internal outcomes are measured through different metrics and collected through various methods
all aimed at ensuring the course is on track to creating a positive impact on the desired outcomes
(Kirkpatrick & Kirkpatrick, 2016).

Table 3

Indicators, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increase in student
achievement for Black and
Latino students
Disaggregated data from beginning of
year baseline data to end of year
assessments
End of year assessment; Data analysis
tool/table
Decrease in new teacher
turnover rate in communities of
color
Number of teachers returning to
school for following year
Report from principals
Increased teacher awareness
towards issues of race, culture,
power, and equity, and its
impact on students and
education
Teacher, administrator, student, parent,
and community perceptions
Feedback through interviews,
conversations, and surveys
Internal Outcomes
Make adjustments to
instructional plans
Number of culturally responsive
strategies included
Instructional lesson plans

CULTURALLY RESPONSIVE TEACHING 77

Critically reflect on their
worldview and positionality
Number of instances where self-
reflection is indicated and compared to
new knowledge learned
Reflective journal
Develop a set of culturally
responsive practices that are
context specific and responsive
to their communities
Checklist of culturally responsive
strategies
Instructional evaluation tool

Level 3: Behavior
Critical behaviors. After learners complete the course, there are specific behaviors that
should be exhibited as a result of the new knowledge acquired. These critical behaviors are
specific, observable and measurable and guide learners on the path “from learning to desired
outcomes” (Kirkpatrick & Kirkpatrick, 2016, p. 50). They are broken down from the external
and internal outcomes in Level 4, and outline a few behaviors that will have the biggest impact
on the targeted course outcomes. As student teachers complete the course, the critical behaviors
outlined in Table 4 should be applied in their professional settings as classroom teachers. These
observable behaviors are each measured through metrics and collected through the methods
listed in Table 4, and occur annually, weekly, and daily depending on the behavior.

Table 4

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1.Teachers request
demographic information
about the students in their
classroom
Demographic information
in office/student files;
information collected from
students
Student permanent
record/file; Student survey
Beginning of academic
year
2. Teachers plan weekly
instructional activities
aimed at promoting
academic success, cultural
competence, and raising
socio-political
consciousness
Number of instances of
culturally responsive
strategies
Instructional lesson plans Weekly

CULTURALLY RESPONSIVE TEACHING 78

3. Teachers reflect on
instruction to ensure
student achievement
Adjustments to
instructional plans based
on student assessment data
Student assessment data Daily

Required drivers. As student teachers enter their professional contexts and apply the
new knowledge gained through the course, certain “drivers” within each context serve as systems
that reinforce, monitor, encourage, and reward the performance of the critical behaviors
(Kirkpatrick & Kirkpatrick, 2016). Table 5 outlines the methods of reinforcing, encouraging,
rewarding and monitoring the critical behaviors, along with the timing for each and the behavior
it supports from Table 4. For example, as a reinforcement of teachers planning weekly
instructional activities aimed at promoting academic success, cultural competence, and raising
socio-political consciousness (Table 4, critical behavior 2), in order to lessen the cognitive load,
a lesson plan template will be provided to serve as a job aid for instructional planning. As seen
in Table 5, a driver for encouragement comes in the form of weekly teacher/mentor meetings to
support all three critical behaviors. Drivers for rewarding and monitoring performance are also
listed on Table 5.
Table 5
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Instructional lesson plan
template to serve as job aid
Ongoing 2
Classroom observations of
veteran teachers
Ongoing 2, 3
Student demographic
information collection sheet
from front office as job aid
Beginning of academic year 1
Encouraging

CULTURALLY RESPONSIVE TEACHING 79

Teacher/Mentor meetings to
discuss student performance
and self efficacy
Weekly 1, 2, 3
Rewarding
Individualized and
independent student
performance charts
Ongoing 2, 3
Principal announces teachers
with growth in student
performance based on
demographic data
Weekly staff meetings 1, 2, 3
Monitoring
Formative and summative
teacher evaluations conducted
by administration
Ongoing formative
End of year summative
2, 3
Data analysis forms
completed after each student
assessment and disaggregated
based on demographic data
Ongoing data collection
Weekly data meetings
1, 2, 3
Department/Grade level
meetings to discuss student
progress
Weekly 2, 3

Organizational support. In the case of learners completing this curriculum, schools
serve as the organization responsible for ensuring drivers are in place to support the performance
of the critical behaviors. In order for successful implementation of critical behaviors,
Kirkpatrick and Kirkpatrick (2016) stated that whole organizations must be supportive in the
demonstration of new knowledge by the learners. For schools, these support individuals come in
the form of administrators, mentors, and fellow teachers. Reinforcement of critical behaviors
comes mainly from mentors and veteran teachers who can provide job aids and refresh learners
of the new knowledge learned during the course and serve as models for desired performance.
Mentors also serve as encouragement for teachers as they coach learners through weekly
meetings. Learners can provide their own support on an intrinsic level by rewarding their

CULTURALLY RESPONSIVE TEACHING 80

behavior through the display of successful student academic gains. In addition, principals and
other building administrators can monitor teachers who have demonstrated student gains and
have them share methods and strategies with fellow teachers periodically at staff meetings.
Methods of monitoring come through teacher evaluations supported by administrators,
department and grade level meetings with peers, and the analysis of student assessment data by
the learner. With the support from school personnel, learners should be able to successfully
exhibit the critical behaviors outlined above, and ultimately reach the desired external and
internal outcomes of the curriculum. This might include district support in the form of monetary
resources for mentor teachers, and providing substitutes for veterans to perform observations.
Level 2: Learning
Learning goals. The goal of this course is to equip student teachers in an elementary
school setting with the ability to critically reflect on their positionality as it relates to issues of
race, culture and power and use current literature and examples from practice to determine what
it means to be culturally responsive while developing effective teaching and learning practices
for students. This also includes the ability to engage in culturally responsive teaching practices
that will ultimately promote the academic success of their Black and Latino students.
Components of learning evaluation. In order to evaluate learning is taking place,
Kirkpatrick and Kirkpatrick (2016) discussed the importance of measuring the knowledge, skills,
attitude, confidence, and commitment to the program based on the participation of the learners.
These evaluation methods also serve as the bridge from learning to behavior and ultimately
results. For this curriculum, whose goal is not only to equip learners with the ability to be
reflective on their pedagogy as it relates to issues of race, culture and power, but also to

CULTURALLY RESPONSIVE TEACHING 81

implement culturally responsive teaching strategies, both formative and summative methods
must be in place to evaluate knowledge, skill, attitude, confidence and commitment. Table 6
outlines the evaluations and timing in this curriculum to measure the components of learning.
Table 6
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Pre and post test of information presented Before and after
Partner, small and whole group presentations During
Quizzes During and after
Procedural Skills “I can do it right now.”
Role play During
Observations and evaluation of video taped
instruction
During and after
Attitude “I believe this is worthwhile.”
Discussions about race, culture, and power
inequities in society in small and whole group
During
Discussions about culturally responsive
teaching in small and whole group
During
Reflective journal Before, during and after
Confidence “I think I can do it on the job.”
Questionnaire about self efficacy when it
comes to teaching about issues of race, culture,
power and society
Before and after
Discussions about implementation of strategies During
Observations of teaching During and after
Reflective journal Before, during and after
Commitment “I will do it on the job.”
Instructional lesson plans During and after
Observations of instruction During and after
Reflective journal Before, during and after

CULTURALLY RESPONSIVE TEACHING 82

Level 1: Reaction
Participant reaction to a program helps the instructor or designer measure the “degree to
which participants find the training favorable, engaging and relevant to their jobs” (Kirkpatrick
& Kirkpatrick, 2016, p. 39). Table 7 outlines the methods or tools and timing used to measure
learner reaction to this curriculum. For this course, methods seen in Table H such as attendance
reports, instructor observations, homework assignments, surveys, and dedicated observers
measure the level of engagement. Likewise, “pulse checks” (Kirkpatrick & Kirkpatrick, 2016, p.
39), which are brief interjections by the instructor during the class to ask how things are going,
are used in addition to the reflective journal and surveys as methods to measure the participants
level of the course’s relevance to their job. As seen in Table 7, the customer satisfaction
category measures whether or not the learners sees the course as favorable and is measured by
the reflective journal, a survey and a dedicated observer.
Table 7
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance report At the beginning of each session
Instructor observation of role play Ongoing
Instructor observation and pulse check during
discussions
Ongoing
Completion of homework assignments Beginning of each session
Pre and post survey Before and after course
Dedicated observer to gauge learner
involvement
Ongoing
Relevance
Pulse check during discussions Ongoing
Reflective journal Ongoing
Survey During and after
Customer Satisfaction

CULTURALLY RESPONSIVE TEACHING 83

Reflective journal Ongoing
Survey After course
Dedicated observer Ongoing

Evaluation Tools
Immediately following the program implementation. At the conclusion of the
curriculum, an evaluation of reaction and learning must be conducted in order to measure
whether learners are demonstrating the desired declarative and procedural knowledge.
Therefore, a two item evaluation tool will be used to evaluate their knowledge of the elements of
culturally responsive teaching strategies, and their skill in the ability to implement those
strategies on the job.
Declarative Knowledge Item
Know the elements of culturally responsive
teaching and effective strategies to implement
Given a lesson plan, identify elements of
culturally responsive teaching
Procedural Knowledge
Incorporate elements of culturally responsive
teaching into instructional lesson plans
Use the evaluation tool and checklist to
observe a lesson in practice and check for
elements of culturally responsive teaching

Delayed for a period after the program implementation. As learners enter their
specific teaching contexts, an additional evaluation is needed in order to measure the program’s
effectiveness at teach of the four levels. This evaluation tool will be administered after the first
semester of teaching in order to give learners time to incorporate knowledge and skills gained,
but also with enough time to correct and support in order to reach the desired behaviors and
outcomes. One item for each level has been included.

CULTURALLY RESPONSIVE TEACHING 84

Levels Item
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
1: Reaction What I learned in the course is useful for
my job

2: Learning I learned how to incorporate culturally
responsive teaching strategies

3: Behavior Job aids are used to help me incorporate
culturally responsive teaching strategies
into my lessons

4: Results I incorporate culturally responsive
teaching strategies into each instructional
lesson

Conclusion to the Curriculum Design
Education plays a major role in the success and sustainability of any society. The need,
therefore, is to create and maintain the equitable distribution of knowledge amongst citizens in
order to ensure the productivity of students as they enter the job market and contribute to the
success of the society. In the United States, we have historically experienced inequitable
educational practices and attainments which produces a disparity in academic success amongst
children from various racial and ethnic groups. More specifically, historically marginalized
groups such as Black and Latino youth have experienced disproportionate educational gains
when compared to their White counterparts. Therefore, it has become urgent to address this
disparity in order to produce the desired equity in education.
This curriculum has been designed with the intent of engaging student teachers in the
process of critical reflection where they are examining their positionality as it relates to issues of
race, culture, power, and equity within our society and how that positionality influences their
practices in teaching and learning. The result of such an examination is for these teachers to

CULTURALLY RESPONSIVE TEACHING 85

create equitable pedagogical practices that will produce academic achievement for their Black
and Latino students. The incorporation of culturally responsive teaching practices into
pedagogical practices is the goal of this curriculum. With this incorporation, teachers across the
United States will become innovative educators equipped to promote educational equity through
teaching practices that improve student achievement, and position them as agents of change in
the local, national, and global society.

CULTURALLY RESPONSIVE TEACHING 86

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CULTURALLY RESPONSIVE TEACHING 91

Appendix

Facilitator’s Guide

The facilitator’s guide includes the course overview and instructional lesson plans for
each lesson within the curriculum. Each lesson includes the lesson duration, introduction,
learning objectives, lesson materials, learner characteristic accommodations, facilitator notes and
instructional activities. The table below outlines the units, weeks, and titles for each lesson.

Lesson Materials: PowerPoint Slides

The lesson materials include the PowerPoint slides aligned with each lesson within the
curriculum. Each presentation follows the instructional lesson plans that accompany instruction,
and have videos and handouts embedded into the presentation. Facilitators should use
presentations in conjunction with instructional plans in order to maximize learning.

Unit Week Topic/Title
1
Self-Identity
and
Positionality
1 What are biases, assumptions, and beliefs and how do they
inform a philosophy of teaching?
2 How do my biases, assumptions, and beliefs inform my
philosophy of teaching and learning?
2
Defining
Culturally
Responsive
Teaching
3 What is culturally responsive teaching, and its connection to
Critical Race Theory?
4 What are various terms associated with culturally relevant
pedagogy and how do they differ?
5 How do the elements of culturally responsive teaching align
with my philosophy of education?
3
Culturally
Responsive
Teaching in
Practice

6 How do you identify elements of culturally responsive
teaching in case study articles?
7 How do you identify elements of culturally responsive
teaching in videos of practice?
8 How do I analyze instructional performance for elements of
culturally responsive teaching?
9 How do I analyze instructional performance for examples and
nonexamples of culturally responsive teaching?

CULTURALLY RESPONSIVE TEACHING 92

10 How does the rehearsal-practice-discussion cycle facilitate
knowledge of CRT in practice?
11 How do I decide which culturally responsive teaching
strategies are appropriate in a given situation?
12 What do I look for when evaluating instructional performance
for evidence of culturally responsive teaching?
4
Implementing
Strategies
13 What does it look like to have a climate of academic
excellence for students?
14 How do you recognize cultural competencies in the classroom
while analyzing and explaining the sociopolitical climate in
our society to students?
15 How do you examine lesson plans and reconstruct them to
reflect culturally responsive teaching strategies?
16 How has my philosophy of teaching and learning changed?

Culturally Responsive Teaching Through Critical Reflection
Course Overview
Plan and Instructor’s Guide

Duration: 40 minutes

Course Overview Materials
Presentation tools: video, slides, images, PowerPoint, handout

Learner Characteristic Accommodations
Learners are adults in a teacher education program participating simultaneously in their student teaching
experience. Learners are motivated to teach diverse students, but are seeking to develop a critical
consciousness toward implementing culturally responsive teaching practices. Lesson presentations
(PowerPoint), assignments and reading materials will be made available one week prior to course sessions
for learners who need additional time. Additionally, all videos will be presented with Closed Captions to
support learners who need written along with audio.

Facilitator’s Notes
To formally assess prior knowledge, before beginning, ask learners to discuss the pre-course requisite form
which includes information on race and ethnic breakdown of students and community, as well as a Likert-
type questionnaire to gauge their instructional practices and level of involvement in students’ lives. This
course is designed for learners in a preservice teacher education program, however, a curriculum for
inservice can be adapted from this taking into account their prior knowledge, context, etc. Notes for in-
service adjustments will be made for each unit and lesson..

Instructional Activities

Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 5 Gain learners attention and activate
prior biases and assumptions of
student academic performance
based on race/ethnic categories.

Provide the overall purpose of the
course to utilize culturally
responsive teaching practices as a
means to educational equity for all
students.
Introduce the course
purpose and goal by
displaying slide with
statistics of achievement
without race or ethnic
description. Ask
learners to read
independently

Display slide with
images of different race
categories of students
(White, Latino, and
Black) and ask learners
to assign a statistic to a
group

Pose question: “What if
we didn’t have to choose
and ALL students could
achieve at the highest
level?”
Learners will
read slides and
match
statistics of
achievement
with racial
categories of
students based
on images
provided

Learners will
answer
question
anonymously.

Read a few anonymous
responses.
Course Goal 5 Introduce course goal and outcomes. Present course goal and
outcomes by displaying
in written form on
screen and reading
orally.
Learners will
mentally
compare
course goal
with images
and statistics
provided
Purpose for
the Course

10 Motivate learners toward course
purpose by showing a video which
discusses the importance and
urgency of implementing cultural
responsiveness.

Have learners begin to make
immediate connections to their
teaching context.
Show video about
Culturally Responsive
Teaching:

https://www.youtube
.com/watch?v=XYTtcL
UWyCU

(4:11)

Display and ask the
learners to answer
questions such a:
“What is the value for
me in this course” and
“Can I do it?” and
“Will I need and use
what I will learn in my
job?”

Prompt learners to
make connections
between the questions
and demographic
information about
their teaching context.

Learners will
answer
questions on
handout about
the value of the
course and
relate it to the
school
demographic
information
Course
Overview

20 Discuss course overview, unit titles,
descriptions and specific purpose
for each.

Show image and short description of
Rodgers Reflective Cycle. Discuss
how each unit fits into the cycle.

Provide model for course layout as a
visual example of the sequence of
the course and how each unit builds
on the previous one and follow
Rodgers Reflective Cycle.

Discuss summative assessment
Display slide with units,
weeks, titles, and
descriptions.

Introduce Rodgers
Reflective Cycle as a
framework for the
design of units. Display
image with reflective
cycle and short
description of the four
stages.

Display image of course
units implanted into the
Learners will
take notes on
handout
modeled after
Rodgers
Reflective
Cycle as units
are discussed
reflective cycle and
explain how each unit
builds on the previous
one.

Display components of
summative assessment
and explain to students
that each will be
described in detail
midway through the
course, with exception
of the reflective journal
which will begin Lesson
1.
Total Time 40

Unit 1/Lesson 1: “What are biases, assumptions, and beliefs and how do they inform
a philosophy of teaching?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The first unit is focused on the evaluation and examination of self identity. Learners will
engage in active examination of their positionality and worldview and the factors in their life that influenced
it. Additionally, learners will develop and explain their philosophy of teaching and learning in effort to
address any existing biases and assumptions that they bring into the field. This first lesson is aimed at
defining biases, assumptions and beliefs and explain what a philosophy of teaching and learning is, in efforts
for learners to identify their own and use them to develop a philosophy of teaching in the next lesson.

Learning Objective(s)
Terminal Objective:
Given their personal biases, assumptions and beliefs, learners can evaluate them and write a statement of
their philosophy of teaching and learning by following a given rubric.
Enabling Objective(s):
● Know the meaning of bias, assumption, and beliefs.
● Know what a statement of a philosophy of teaching and learning is.

Lesson Materials
Article(s)
Rodgers, C. (2002). Voices inside schools. Harvard educational review, 72(2), 230-254

Computer and projector
PowerPoint presentation (available on online platform prior to session)
PowerPoint handouts/slides
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator’s Notes
As an adult educator participating in emancipatory education where learners become increasingly
responsible for their own learning, it is important to guide learners through self discovery especially when
dealing with issues of race, culture, identity and positionality. Each learner brings understanding based on
their personal life experiences, therefore, those experiences should be used as a starting point on which to
create a universal working definition of the terms to be used in this lesson.

*For in-service learners, a pre-assessment of terms should be used to assess their understanding before
proceeding with this lesson. IF learners demonstrate understanding, THEN proceed to Lecture portion of the
lesson.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Introduce the unit and lesson by
making learners aware of biases,
assumptions and beliefs that exist in
our society.

Assigning job titles to images forces
learners to make assumptions and
beliefs about a person based on how
they look, and further allows
learners to become aware of
assumptions we make on a regular
basis based on biases and beliefs we
hold.
Prior to lesson, create
slide with six pictures of
a diverse group of
people.

Ask learners to number
to six and assign a
picture to each of the
following six jobs:
1. Judge
2. Actor/Actress
3. Dictator
4. Religious leader
5. Prisoner
6. Professor
(ex. 1. Judge-2; 2. Actor-
6, etc.)

Reveal actual job
assignments for images
and discuss how we
naturally bring biases,
assumptions and beliefs
to everything we do.

Facilitate short
discussion on choices by
selecting a few
volunteers to explain
their choices (whether
correct or incorrect).
Learners will
assign a job to
each person in
the images
presented.

Learners will
mentally
reflect on why
they made the
assumptions
they did about
job titles based
on the images
presented.

Learners will
participate in a
discussion
about their
choices
(whether
correct or
incorrect).
Learning
Objectives
10 Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

Explain Rodgers (2002)
reflective cycle and
reference literature.

Explain where this
lesson falls in the
reflective cycle. Illicit
student comments about
connections to
literature.

State the assessment for
the lesson by informing
students that they will
begin their reflective
journals by producing
Learners
listens and
reads
objectives
their first entry.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: In defining what biases,
assumptions and beliefs are,
learners can begin to identify
existing ones that they have and use
them to inform and alter teaching
practices.

Risks Avoided: Failing to identify
existing biases, assumptions and
beliefs leads to perpetual use and
application to teaching practices
and ultimately reaffirming negative
misconceptions of culturally diverse
students.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 As members of society each learner
has a world view on race and
culture as it relates to their personal
experiences. Although there will be
wide variation in those views, those
experiences will translate into
personal definitions that have
helped the learner navigate these
issues throughout their lives. The
specific prior knowledge found in
their personal definitions will serve
as the background knowledge
necessary to help them learn the
current task.

The instructor will be tasked with
communicating a single working
definition that can be used for the
purpose of the curriculum.

Recall “Gain Attention”
activity and have
learners retell activity
experiences.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- By exploring
our prior
definitions of
biases,
assumptions
and beliefs we
can create a
working
definition in
order to identify
examples and
nonexamples in
our personal
lives and
specific
teaching
contexts.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with “Gain
Attention”
activity and
lesson
overview.
Prerequisite
Knowledge
20 Learners will provide their own
definitions of biases, assumptions
and beliefs.

Collaborative group definitions
allows learners to validate or adjust
Divide learners into
collaborative groups and
task them with creating
a definition for “biases”,
“assumptions” and
“beliefs”.
Learners will
work in
collaborative
groups to
develop a
definition for
their previous definitions based on
responses of group members. As
groups develop definitions, they are
tasked with relating it a piece of
fruit (ex. Biases are a set of positive
or negative inclinations developed
through ideas about a certain
person or thing based on a
stereotype; I prefer bananas to
oranges because they are softer and
less expensive).

Explain that each
definition should be
related to a piece of
fruit.

Model desired outcome
for them using a
definition for
“Stereotypes”;
Stereotypes are general
ideas about a group
based on existing
examples. Cherries are
sweet because they look
like red apples.

each term and
create an
example
analogy using a
piece of fruit.

Groups will
write their
definitions on
strips of paper
to be displayed
in the room
and referenced
throughout the
lesson.
Learning
Guidance
- Lecture
- Demo.
20 Provide definitions of and examples
and nonexamples of biases,
assumptions and beliefs using an
expository sequence where
definitions are presented first,
followed by examples and
nonexamples
Prior to lesson, research
and determine the
preferred definition of
biases, assumptions and
beliefs.

Display definition in
written form and read
orally. Provide learner
volunteer to read
examples and
nonexamples also listed
on screen (and
handout). Identify key
words within definition
for learners to highlight
or underline.

Model by displaying an
image and scenario on
screen and using “think
aloud” strategy to
discuss whether it is an
example or nonexample.

Repeat for each
definition.
Learners will
read and listen
to definitions
while following
along with
their handout.

Learners will
underline key
words in
definitions by
following
instructor
modeling.

In
collaborative
groups,
learners will
discuss and
decide whether
scenarios
presented are
examples or
nonexamples
of each
definition.

Learners will
discuss and
describe their
rationale for
their decision.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will generate examples and
As learners work in
collaborative groups to
Learners will
work in
nonexamples of biases,
assumptions and beliefs.

Knowledge should be displayed on
poster to be displayed around the
classroom, and may include words,
pictures, drawn images, charts, or
other organizer.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

develop visual examples
and nonexamples of
biases, assumptions and
beliefs, provide guided
feedback by listening,
asking guiding
questions, and probing
for deeper thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example and
nonexample of one of
the definitions.
collaborative
groups to
create visual
representation
s for each term
by providing
examples and
nonexamples
from their
personal lives
and teaching
contexts.

Visual
representation
s will be
displayed
around the
room on
posters,
therefore,
words should
also be
accompanied
by pictures,
drawn images,
charts, or other
organizers.
Authentic
Assessment
20 Carousel to view group posters of
examples and nonexamples

Compare definitions and examples
and nonexamples to previous
definitions initially created. How
are they similar? How are they
different? Provide feedback with
post-it notes

Provide learners with
the opportunity to
carousel group posters
by spending a selected
amount of time at each
poster, viewing, and
moving onto the next.

As learners view posters
and reflect, prompt
them to compare and
contrast these examples
and nonexamples with
the previous definitions
they provided.

At the conclusion of
carousel activity,
facilitate a whole group
discussion by reading
some of the Post-It notes
attached to the posters.
Learners will
rotate posters
and reflect on
examples and
nonexamples
of each term by
answering
comparative
and
contrasting
questions.

Learners will
write reflective
comments on
Post-It notes
for each
definition.
BREAK

5 mins
Retention
and Transfer
10 Introduce philosophy of education
by displaying sample and discussing
connection between new
Prior to class, create a
philosophy of teaching
and learning that depicts
Learners will
read and listen
to statement
knowledge.

Use definitions to apply to provided
example of philosophy of teaching
and learning example.
your feelings about the
who, what, when, where,
how, and why as it
relates to education.

Display your philosophy
of education through
presentation and write
the words Who, What,
Where, When, How and
Why. Identify each area
by highlighting it in a
different color as it
appears in the
statement. Have
learners complete
handout to follow
example.

Display original
statement again and
facilitate a discussion by
asking which part
addresses biases,
assumptions, and
beliefs.
about
philosophy of
teaching and
learning.

Learners will
identify and
take notes on
the Who, What,
Where, When,
How, and Why
as identified in
the statement.

Learners will
discuss
segments of
the statement
that identify
and are
reflective of
biases,
assumptions
and beliefs.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “What are biases,
assumptions, and beliefs and how
do they inform a philosophy of
teaching?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Discuss and display model for web
outlining identities. Models will be
available on online platform for
learners to access while completing
assignment.

Completed web outlines are due
Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Learners will
read and listen
to
before the next session and will be
used during the next lesson.

Display model of
homework assignment
(Web Identity Outline)
and discuss
requirements. Model
will be available online
for learners to reference
when completing
assignment.
requirements
for Web
Outline
assignment.
Total Time 180

Identity Web Outline Activity
Due before second class session

Instructions:
Web outline
- Write your name in the middle bubble
- Write the different parts that make up your identity in the surrounding bubbles
-Add additional bubbles or connections to surrounding bubbles if necessary

Unit 1/Lesson 2: “How do my biases, assumptions, and beliefs inform my philosophy
of teaching and learning?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The first unit is focused on the evaluation and examination of self identity. Learners will
engage in active examination of their positionality and worldview and the factors in their life that influenced
it. Additionally, learners will develop and explain their philosophy of teaching and learning in effort to
address any existing biases and assumptions that they bring into the field. The second lesson is aimed at
having learners identify and use their biases, assumptions and beliefs to develop a philosophy of teaching and
learning.

Learning Objective(s)
Terminal Objective:
Given their personal biases, assumptions and beliefs, learners can evaluate them and write a statement of
their philosophy of teaching and learning by following a given rubric.
Enabling Objective(s):
● Be able to identify existing beliefs, assumptions and biases that influence their ideology and
epistemology as an expression of their self-identity and positionality
● Be able to evaluate how their identity influences their ideas of education
● Be able to develop a philosophy of teaching and learning using their awareness of self-identity

Lesson Materials
Video (embedded in presentation)
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator’s Notes
As an adult educator participating in emancipatory education, it is important to guide learners through self
discovery especially when dealing with issues of race, culture, identity and positionality. Each learner brings
biases, assumptions and beliefs that inform their identity. It is important to guide learners in realizing how
these components are used to create their autobiographies and inform their philosophy toward education.

*For in-service learners, guide them through the same steps of the lesson. Learners may have existing
philosophies of education based on their professional experiences. Therefore, assess prior knowledge by
displaying model and allowing them to continue to develop their own without the autobiography assignment.
Scaffold when necessary.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Review unit and lesson by reviewing
definitions of biases, assumptions
and beliefs.

Allowing students to review
definitions ensures they understand
the material previously covered and
prepares them for the upcoming
lesson.
Display posters created
from previous lesson.

Prior to this session,
create four scenarios
(one for each group)
which demonstrate each
of the definitions.

Have groups discuss
their scenarios and
decide which definition
it matches.

Facilitate a short
discussion by selecting
volunteers from each
group to explain why
their scenario
corresponds with a
particular definition and
not the others.

Have groups generate
their own scenarios
reflecting a example and
nonexample.
Learners will
use
constructed
definitions of
biases,
assumptions
and beliefs to
evaluate
whether their
scenario
corresponds
with the
definition.

Learners will
work
collaboratively
to discuss
reasons it does
and does not
correspond to
each definition.

Learners will
generate their
own example
and
nonexample.
Learning
Objectives
10 Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
use their web outlines to
create an autobiography
and discuss how their
identity influences their
epistemology and
positionality. Finally,
learners will create a
philosophy of education
using a rubric as a guide.
Learners listen
and read
objectives and
lesson
assessment.
Reasons for
Learning
- Benefits
- Risks
5 REVIEW:
Benefits: In defining what biases,
assumptions and beliefs are,
learners can begin to identify
existing ones that they have and use
them to inform and alter teaching
Briefly review benefits
and risks avoided from
previous lesson through
presentation by
providing verbal
explanations and images
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
practices.

Risks Avoided: Failing to identify
existing biases, assumptions and
beliefs leads to perpetual use and
application to teaching practices
and ultimately reaffirming negative
misconceptions of culturally diverse
students.
to accompany written
descriptions.

to their own
teaching and
contexts.

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 Web outlines created as homework
serve as the prior knowledge
students bring to this lesson.

Information on the webs identify
components of learner identities
and inform their epistemology and
positionality.

This information will be used to
create an autobiography which
ultimately informs their philosophy
of teaching and learning (education)
Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- By completing
the web
outlines, we
highlight
components of
our identity (ex.
Female, Mother,
Black, Christian,
Educator, etc.)
- These
components
each inform
who I am and
how I identify
(i.e. my
autobiography)
- The experiences
associated with
these
components
also inform my
philosophy, or
what I believe
to be true, about
teaching and
learning.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with
homework
(web outline)
and lesson
overview.
Prerequisite
Knowledge
20 Web outlines allowed learners to
identify components of their
identity which they thought were
important.

Each component has underlying
biases, assumptions and beliefs that
are associated with them.
Identifying these components helps
create connections between our
Display personal web
outline with identified
components (ex. Black,
Woman, Christian,
Educator, Mother, Sister,
Daughter, Activist).
* no more than 10 for
the sake of time

Model the assumptions,
Learners will
read and listen
to the model as
an example of
the expected
product.

Learners will
review their
web outlines
identities and how we position
ourselves in the world.

beliefs or biases
associated with each.
Ex. As a black person I’m
viewed as less than and
incapable, but also
strong and powerful. As
a woman I am a
nurturer and should be
sensitive and vulnerable,
etc.

Instruct learners to
review their web
outlines and make sure
they have 5-10
components.

Have learners identify
the beliefs, assumptions,
and or biases associated
with the components of
their identity.

from the
homework
assignment to
ensure they
have 5-10
components.

Learners will
write the
beliefs,
assumptions
and/or biases
associated with
the
components of
their identity.
Learning
Guidance
- Lecture
- Demo.
15 Modeling connections between
components, biases, assumptions
and beliefs presents an example of
the desired product.

Using information identified as
biases, assumptions and beliefs
associated with the components of
their identity to create an
autobiography allows learners to
take ownership of the narrative
associated with who they are and
how they identify.
Model using the
information from the
web outline to create a
narrative
autobiography.

Ex. As a black person in
America, I feel that
society views me as less
than and incapable,
however Black is also
viewed as strong and
powerful. As a woman
I’m I am viewed as a
nurturer who is
expected to be sensitive
and vulnerable.
However, this is
complemented by my
role as a mother. Etc.

Present a nonexample
with limited explanation
of each component. Ex. I
am a Black woman,
mother, Christian,
educator and sister.
Learners will
read and listen
to modeled
example.

Learners will
reflect on the
prerequisite
knowledge and
make
connections
between their
web outlines
and the desired
product.
Practice and
Feedback
15 In order to practice new knowledge,
learners will generate their own
autobiographies and present them
to the group.

As learners work on
their individual
autobiographies,
provide guided feedback
by listening, asking
Learners will
work
individually on
their narrative
autobiographie
questions and probing
for deeper thinking.

Have each learner share
their autobiography
with a partner. Each
learner will then read
their autobiography to
the whole group.
s.

Learners will
share
completed
work with a
partner, then
with the whole
class.
BREAK

10 mins
Prerequisite
Knowledge
15 Assess learner understanding of
teaching, learning, and education.

Present a shared definition that will
be used as they create a philosophy
of education
Show funny video of
kids explaining what
they did in school

https://www.youtube.c
om/watch?v=OdVHrhEl
U5M&t=54s

(2:25)

Have learners write
their definitions of
teaching, learning, and
education each on a
separate sticky note.

Create wall space for
sticky notes for each
definition.

Read posted definitions
aloud.

Tell learners that we will
be creating our own
philosophies of teaching
and learning.
Learners will
watch and
listen to video.

Learners will
reflect on their
own
experiences
with schooling
as they create
definitions for
teaching,
learning, and
education.

Learners will
write
definitions on
sticky notes
and post in
designated
areas around
room.
Learning
Guidance
- Lecture
- Demo.
15 Philosophies of education are
created using information from web
outlines and autobiographies.

Modeling provides the guidance and
scaffolding necessary for learners to
successfully demonstrate the new
knowledge.
Use learner provided
definitions to create a
shared definition of
teaching, learning, and
education that will be
referenced when
creating philosophies.

Display philosophy of
education from previous
lesson and read aloud.

Explain and discuss how
the information from
web outline and
narrative autobiography
was used to inform my
Learners will
read and listen
to example.

Learners will
take notes by
completing
sentence stems
as instructor
models.
philosophy.

Display sentence stems
used to create
philosophy statement.

Model completing
sentence stems with
information from
autobiography.

Read completed
statement to the group
to show connection
between web,
autobiography, and
statement of philosophy.
Practice and
Feedback
10 In order to practice new knowledge,
learners will work in collaborative
groups to create a philosophy of
education based on the provided
information and described as a
practice of shared thinking rather
than just a statement.

Knowledge should be displayed as a
written statement on poster to be
displayed around the classroom.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Prior to session, create a
fictitious autobiography
to be used as an example

As learners work in
collaborative groups to
develop a philosophy of
education, provide
guided feedback by
listening, asking guiding
questions, and probing
for deeper thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a completed
sentence stem from the
autobiography.
Learners will
work in
collaborative
groups to
create a
philosophy of
education
based on the
autobiography
presented.

Statements will
be displayed
around the
room on
posters..
Authentic
Assessment
10 Carousel to view group posters of
philosophy statements.

Provide feedback with sticky notes.

Provide learners with
the opportunity to
carousel group posters
by spending a selected
amount of time at each
poster, viewing, and
moving onto the next.

As learners view posters
and reflect, prompt
Learners will
rotate posters
and reflect on
statements by
evaluating
work.

Learners will
write reflective
comments on
them to evaluate.
Learners may leave
comments with sticky
notes.

At the conclusion of
carousel activity,
facilitate a whole group
discussion by reading
some of the Post-It notes
attached to the posters.

Post-It notes
for each
statement.

Learners will
participate in
whole group
discussion
about their
evaluations of
statements.

BREAK

5 mins
Retention
and Transfer
10 After comparing and evaluating
statements from classmates,
learners will complete sentence
stems to reflect their personal
philosophies of education.

Have learners complete
provided sentence stems
with information from
their own
autobiographies.

*Completed statements
will be done for
homework and brought
to the next session.

Display your philosophy
of education and
through presentation to
be used as a reference.

Learners will
use
information
from their
autobiographie
s to complete
sentence
stems.

Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do my biases,
assumptions, and beliefs inform my
philosophy of teaching and
learning?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Discuss and display model for web
outlining identities. Models will be
Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
Learners will
read and listen
to the course
overview and
flowchart for
available on online platform for
learners to access while completing
assignment.

Completed philosophy statements
are due before the next session.

for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Remind learners that
philosophy statements
will be due before next
session. Model will be
available online for
learners to reference
when completing
assignment.
the course.

Total Time 180

Instructional Scenarios

Scenario 1:
A new teacher at a low performing middle school has passed out after school remediation letter
to Black and Latino students ahead of receiving benchmark data scores and asked for them to
be returned so students can begin the remediation program.

Scenario 2:
A veteran male teacher only selects the male students in his 5th grade class to participate in the
math club. He told female students who asked to participate that “Boys are naturally better at
math.”

Scenario 3:
Ms. Beck has her kindergarten students write common sight words over and over again
throughout the week with the thought that the practice of writing the words will enhance
retention and recognition when reading.

Unit 2/Lesson 1: “What is culturally responsive teaching, and it’s connection to
Critical Race Theory?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The second unit contains an exploration into the definition of culturally responsive teaching
using existing literature. Learners will be provided various definitions and examine how it connects to their
personal philosophy. These competing definitions will provide learners the opportunity to build an
awareness of existing literature while recognizing and reflecting on their own meaning making process.
This first lesson is aimed at defining culturally responsive teaching (CRT) and understanding the history and
origins of CRT as rooted in Critical Race Theory. This foundation will be built upon as learners explore
literature to find examples and nonexamples of CRT and find elements in their philosophy of education in
subsequent lessons.

Learning Objective(s)
Terminal Objective:
Given various articles discussing culturally responsive pedagogy, learners can analyze connections between
literature and their personal philosophy of teaching and learning and reflect on it in their journal.
Enabling Objective(s):
● Know the definition of culturally responsive teaching
● Know the history and origins of culturally responsive teaching practices as rooted in Critical
Race Theory

Lesson Materials
Articles
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116.
Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. NYU Press.
Solorzano, D. G., & Yosso, T. J. (2001). From racial stereotyping and deficit discourse toward a critical race
theory in teacher education. Multicultural education, 9(1), 2.

Video (embedded in lesson presentation)
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit relies heavily on the use of literature to support learner understanding of definitions and conceptual
knowledge. Therefore, there will be a reliance on learner preparation with completed reading of the articles
before each session in order to maximize instructional time. Furthermore, understanding of terms and
components of Critical Race Theory is key to guiding learners in their processing.

*For in-service learners, a pre-assessment of terms should be used to assess their understanding of culturally
responsive teaching. IF learners demonstrate understanding, THEN provide a shared definition and move to
Practice and Feedback section. However, IF learners do not demonstrate understanding, THEN proceed with
the entire lesson.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Introduce the unit and lesson by
presenting short video on the
meaning of culturally responsive
teaching and its impact.

Show short video (also
shown in course
overview) to introduce
the focus of the unit.

https://www.youtube.c
om/watch?v=XYTtcLUW
yCU

(4:11)

Facilitate short
discussion by having
learners turn to a
partner and discuss how
the final quote by Nelson
Mandela relates to them.

Select volunteers to
share with the whole
group.
Learners will
watch and
listen to video.

Learners will
mentally
reflect on video
and make
connections to
their own lives.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new unit by summarizing
previous unit and making
connections between the two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Summarize terminal
objective for Unit 1 and
discuss connection and
flow to Unit 2.

Display lesson
objectives for the day
and show where its falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
define culturally
responsive teaching and
be able to discuss its
origin in Critical Race
Theory. Both
components will be
incorporated into lesson
reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Defining culturally
responsive teaching serves as the
foundation of the course and helps
learners identify elements that
should be evident in their pedagogy.

Risks Avoided: Failing to defining
and identifying elements could
result in perpetuating
misconceptions about what
culturally responsive teaching is and
is not.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 The prior knowledge explored in
Unit 1 with identifying existing
biases, assumptions and beliefs and
exploring how they influence a
philosophy of education helps
learners make connections between
elements in the definition of
culturally responsive teaching that
mirror their philosophies.

Defining Critical Race Theory
supports in the acquisition of
conceptual knowledge of culturally
responsive teaching by presenting
the origins and supporting its
purpose.

The instructor will be tasked with
communicating a single working
definition that can be used for the
purpose of the curriculum.

Recall philosophy of
education statements
created in Unit 1.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Completed
philosophies of
education serve
as the basis for
learners to
compare the
definition of
culturally
responsive
teaching.
- By providing a
shared
definition,
learners can
identify
elements
present in their
philosophies.
- Critical Race
Theory serves
as the
foundation to
culturally
responsive
teaching and
helps in
understanding
the origins and
purpose.

Introduce lesson title by
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with
philosophy
statements and
lesson
overview.
stating it as the
overarching question to
be answered in
reflective journal
Prerequisite
Knowledge
20 Learners will provide their own
definition of culturally responsive
teaching (a definition for each word;
“culture”, “responsive”, “teaching”,
and “culturally responsive
teaching”).

Collaborative group definitions
allows learners to validate or adjust
their previous definitions based on
responses of group members. As
groups develop definitions, they are
tasked with creating a picture or
illustration to accompany the
definition.

Divide learners into
collaborative groups and
task them with creating
a definition for “culture”,
“responsive”, “teaching”,
and “culturally
responsive teaching”.

Explain that each
definition should be
accompanied by an
illustration.

Use Gay (2001) article to
support definitions
around the classroom.

Learners will
work in
collaborative
groups to
develop a
definition for
each term and
create an
illustration.

Groups will
write their
definitions on
strips of paper
to be displayed
in the room
and referenced
throughout the
lesson.
Learning
Guidance
- Lecture
- Demo.
20 Provide definitions of and examples
and nonexamples of culturally
responsive teaching using Gay
(2001) as a resource.

Make connections between Critical
Race Theory and culturally
responsive teaching by allowing
learners to investigate in
collaborative groups, with guided
feedback.
Prior to lesson, research
and determine the
preferred definition of
culturally responsive
teaching based on
literature (Gay, 2001).

Display definition in
written form and read
orally. Provide learner
volunteer to read
examples and
nonexamples also listed
on screen (and
handout). Identify key
words within definition
for learners to highlight
or underline.

Model by displaying an
image and scenario on
screen and using “think
aloud” strategy to
discuss whether it is an
example or nonexample.

Provide each
collaborative group with
tangible images and
have them discuss
whether is image and
scenario is an example
Learners will
read and listen
to definitions
while following
along with
their handout.

Learners will
underline key
words in
definitions by
following
instructor
modeling.

In
collaborative
groups,
learners will
discuss and
decide whether
images
presented to
their groups
are examples
or
nonexamples
of culturally
responsive
teaching.

Learners will
or nonexample.

Present tenets of Critical
Race Theory on screen
and read aloud orally.
Pose question “Where
do you see connections
between Critical Race
Theory and culturally
responsive teaching?”
(*since learners have
read articles prior to
session, they should be
able to begin making
connections that will be
supported through
Practice and Guided
Feedback section.)
discuss and
describe their
rationale for
their decision
referencing
literature as a
support.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will make connections
between Critical Race Theory and
culturally responsive teaching in
collaborative groups.

Knowledge should be displayed on
poster to be presented to the whole
group and may include words,
pictures, drawn images, charts, or
other organizer.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Display and outline the
five main tenets of
Critical Race Theory
(Delgado and Stefanic,
2006) on screen and
read aloud.

Assign one tenet to each
group.

As learners work in
collaborative groups to
develop visual examples
of connections between
Critical Race Theory and
culturally responsive
teaching, provide guided
feedback by listening,
asking guiding
questions, and probing
for deeper thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
Learners will
work in
collaborative
groups to
create
connections
between
Critical Race
Theory and
culturally
responsive
teaching using
literature to
support.

Visual
representation
s will be
presented to
the class
through oral
presentation
and should be
on posters,
therefore,
words should
also be
accompanied
by pictures,
drawn images,
charts, or other
organizers.
example and
nonexample of one of
the tenets.
Authentic
Assessment
20 Collaborative groups will stand in
front of the whole group and
present their tenet by explaining it
according to literature, and making
connections between Critical Race
Theory and the definition of
culturally responsive teaching.

Provide learners with
the opportunity to
present as a group by
selected a specified
amount of time for each
group and moving onto
the next.

As learners listen to
presentations, they will
take notes on other
tenets of Critical Race
Theory.

Learners will
present their
posters in
collaborative
groups, to the
whole class.

Learners will
take notes as
groups
present.
BREAK

5 mins
Retention
and Transfer
10 Reflect on philosophy of education
statements by making connections
to new knowledge.

Use definition of culturally
responsive teaching to apply to
philosophy of teaching and learning.
Display all the tenets of
Critical Race Theory
along with the definition
of culturally responsive
teaching.

Display your philosophy
of education through
presentation and read
aloud highlighting areas
that demonstrate a
connection with the
definition of culturally
responsive teaching, or a
tenet of Critical Race
Theory. Have learners
complete handout to
follow example.

Learners will
read and listen
to statement
about
philosophy of
teaching and
learning.

Learners will
identify and
take notes on
the statement.

Learners will
discuss
segments of
the statement
that identify
and are
reflective of
culturally
responsive
teaching.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “What is culturally
responsive teaching?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.
Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Discuss requirements
for reflective journal
response due before
next session.

lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Highlighted philosophies of
education are due before the next
session and will be used during the
next lesson.

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is built upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 2/Lesson 2: “What are various terms associated with culturally relevant
pedagogy and how do they differ?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The second unit contains an exploration into the definition of culturally responsive teaching
using existing literature. Learners will be provided various definitions and examine how it connects to their
personal philosophy. These competing definitions will provide learners the opportunity to build an
awareness of existing literature while recognizing and reflecting on their own meaning making process.
In this lesson, learners explore the various terms associated with a pedagogy toward cultural responsiveness
and identify elements of culturally responsive teaching in literature. In the next lesson, learners will use this
as a basis to find elements of culturally responsive teaching in their philosophy of education.

Learning Objective(s)
Terminal Objective:
Given various articles discussing culturally responsive pedagogy, learners can analyze connections between
literature and their personal philosophy of teaching and learning and reflect on it in their journal.
Enabling Objective(s):
● Know the difference between the various terms in literature (i.e culturally relevant pedagogy,
culturally responsive teaching, culturally sustaining pedagogy, etc.)
● Be able to identify elements of culturally responsive teaching in literature

Lesson Materials
Articles
Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An
overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65-84.
Ladson-Billings, G. (2004). Just what is critical race theory and what’s it doing in a nice field like education.
The Routledge Falmer reader in multicultural education, 49-67.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational
research journal, 32(3), 465-491.

Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit relies heavily on the use of literature to support learner understanding of definitions and conceptual
knowledge. Therefore, there will be a reliance on learner preparation with completed reading of the articles
before each session in order to maximize instructional time. Furthermore, understanding of terms and
components of culturally responsive teaching is key to guiding learners in their processing.

*For in-service learners, a pre-assessment of terms should be used to assess their understanding of culturally
responsive teaching. IF learners demonstrate understanding, THEN provide a shared definition and move to
Practice and Feedback section. However, IF learners do not demonstrate understanding, THEN proceed with
the entire lesson.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Review definition of culturally
responsive teaching from previous
lesson by displaying a scenario
depicting an example and
nonexample of the term.

Prior to this lesson,
create additional
scenarios (possibly ones
not used in previous
lesson) to show an
example and
nonexample of culturally
responsive teaching.

Display both scenarios
on the screen and read
aloud.

Allow learners time to
reflect individually using
their new knowledge
from previous lesson.

Facilitate short
discussion by having
learners turn to a
partner and discuss how
each scenario
demonstrates or does
not demonstrate CRT.

Select volunteers to
share with the whole
group.
Learners will
read and listen
to scenarios
related to
definition of
culturally
responsive
teaching.

Learners will
individually
reflect on
whether
scenarios
represent an
example or
nonexample of
CRT.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 2.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
critique and defend
various terms related to
CRT through debate.
Learners
listens and
reads
objectives
This assessment will be
incorporated into lesson
reflection.
Reasons for
Learning
- Benefits
- Risks
10 SAME benefits and risks avoided as
previous lesson, however this lesson
focuses on the use of literature to
explore various similar existing
definitions.
Benefits: Defining culturally
responsive teaching serves as the
foundation of the course and helps
learners identify elements that
should be evident in their pedagogy.

Risks Avoided: Failing to defining
and identifying elements could
result in perpetuating
misconceptions about what
culturally responsive teaching is and
is not.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Defining culturally responsive
teaching in lesson 1 serves as the
prior knowledge used in this lesson.

Exploring various terms associated
with a culturally responsive
pedagogy gives learners a deeper
understanding of its importance.

The instructor will be tasked with
communicating the importance and
purpose of using one term and a
single working definition that can be
used for the purpose of the
curriculum.

Review the definition of
culturally responsive
teaching presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
definition of
culturally
responsive
teaching, we
will explore
other terms
presented in
literature that
support a
pedagogy of
cultural
responsiveness
in order to
solidify the use
of our definition
for the purpose
of this course.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“What are various terms
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with
philosophy
statements and
lesson
overview.
associated with
culturally relevant
pedagogy and how do
they differ?”
Prerequisite
Knowledge
20 Learners will examine definition of
culturally responsive teaching from
previous lesson and identify
elements.

Learners will work in collaborative
groups to discuss the support
through readings. Discuss
highlighted philosophies of
education and validate or adjust
based on feedback from group
members.

Divide learners into
collaborative groups.
Have groups examine
the definition of
culturally responsive
teaching from previous
lesson and highlight
portions that list the
elements.

Each group member
should then present
their personal
statements to the group
and share the
highlighted portions
that represent elements
of CRT.

Learners should use
previous articles to
support their reasoning.

Select volunteers to
share with whole group.
Learners will
work in
collaborative
groups to
identify the
elements of
CRT in the
definition and
share the
elements of
CRT found in
their
philosophy
statements.

Learners will
support their
choices with
evidence from
literature.

Volunteers will
share their
findings with
the whole
group.
Learning
Guidance
- Lecture
- Demo.
20 List various terms associated with
cultural responsiveness:
- Culturally relevant
pedagogy
- Culturally sustaining
pedagogy
- Culturally relevant teaching
- Culturally responsive
teaching

Define each term and present
examples and nonexamples to
support new knowledge
Read each term and
definition orally. Model
by underlining key
words in definitions.

Provide an example and
nonexample and allow
learners to contribute
their thoughts.

Make connections
between terms and
articles.

Repeat for each term.

Complete graphic
organizer with each
term and definition.

Learners will
read and listen
to definitions
while following
along with
their handout.

Learners will
underline key
words in
definitions by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to support
examples and
nonexamples
presented by
instructor.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will critique and defend
terms by preparing to debate with
other groups for the use of their
term to support cultural
responsiveness.

Knowledge will be demonstrated
through learners making
connections with terms and
literature (see lesson materials)

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Divide learners into
groups and assign one
term to each group.

Instruct groups to use
articles to create a
statement of support for
the use of their term to
explain a pedagogy of
cultural responsiveness.
As learners search for
evidence of support,
they must also be
prepared to defend
against other terms
therefore must
understand arguments
other groups would use
for the support of theirs,
and argue against.

As learners work in
collaborative groups to
develop arguments,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example in support of
one of the terms.
Learners will
work in
collaborative
groups to
create
arguments in
support of
their term.

Authentic
Assessment
20 Collaborative groups will stand in
front of the whole group and
present their arguments toward the
use of their term to represent a
pedagogy of cultural
responsiveness.
Provide learners with
the opportunity to
present as a group by
selected a specified
amount of time for each
group and moving onto
Learners will
present their
posters in
collaborative
groups, to the
whole class.

the next.

As learners listen to
presentations, they will
take notes on other
terms and the reasoning
behind their use.

Learners will
take notes as
groups
present.
BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
comparing and contrasting terms
representing a pedagogy of cultural
responsiveness.

Support the use of one term as a
foundation to this course.
Display all the terms
used to represent a
pedagogy of cultural
responsiveness and
summarize arguments
made by each group.

Have learners complete
a graphic organizer
comparing and
contrasting terms.

Facilitate discussion
about the commonalities
of all the terms.
Compare these
commonalities to the
previously presented
definition of culturally
responsive teaching as
support for its use in
this course.

Learners will
read and listen
to the
summary of all
terms and
arguments
made by each
group.

Learners will
complete
graphic
organizer
comparing and
contrasting
terms.

Learners will
discuss the
commonalities
between each
term.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “What are various
terms associated with culturally
relevant pedagogy and how do they
differ?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 2/Lesson 3: “How do the elements of culturally responsive teaching align with
my philosophy of education?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The second unit contains an exploration into the definition of culturally responsive teaching
using existing literature. Learners will be provided various definitions and examine how it connects to their
personal philosophy. These competing definitions will provide learners the opportunity to build an
awareness of existing literature while recognizing and reflecting on their own meaning making process.
In this lesson, learners will use literature as a basis to find elements of culturally responsive teaching in their
philosophy of education.

Learning Objective(s)
Terminal Objective:
Given various articles discussing culturally responsive pedagogy, learners can analyze connections between
literature and their personal philosophy of teaching and learning and reflect on it in their journal.
Enabling Objective(s):
● Compare and contrast elements of culturally responsive teaching to elements within their
philosophy of teaching and learning

Lesson Materials
Articles
Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice
teacher education. Theory into practice, 42(3), 181-187.
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into
practice, 42(3), 195-202.
Ladson-Billings, G., & Tate IV, W. F. (2016). Toward a critical race theory of education. Critical Race Theory
in Education: All God's Children Got a Song, 11.

Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit relies heavily on the use of literature to support learner understanding of definitions and conceptual
knowledge. Therefore, there will be a reliance on learner preparation with completed reading of the articles
before each session in order to maximize instructional time. Furthermore, understanding of terms and
components of culturally responsive teaching is key to guiding learners in their processing.

*For in-service learners, a pre-assessment of terms should be used to assess their understanding of culturally
responsive teaching. IF learners demonstrate understanding, THEN provide a shared definition and move to
Practice and Feedback section. However, IF learners do not demonstrate understanding, THEN proceed with
the entire lesson.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Review definition of culturally
responsive teaching by displaying a
cartoon image of a classroom and
having learners identify elements or
non-elements of CRT that they see.

Prior to this lesson, find
an image of a classroom
(any image will work as
learners will be
identifying elements of
culturally responsive
teaching that they see,
or discussing where the
gaps are)(images in
presentation)
(Images available in
presentation)
Display image on screen.

Allow learners time to
reflect individually using
their new knowledge
from previous lesson.

Facilitate short
discussion by having
learners turn to a
partner and discuss how
the image demonstrates
or does not demonstrate
CRT.

Select volunteers to
share with the whole
group.
Learners will
examine image
of classroom
displayed on
screen.

Learners will
individually
reflect on
whether the
image
represents
elements of
CRT.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 2.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
compare and contrast
their statements of
philosophy with the
definition of culturally
responsive teaching.
Learners
listens and
reads
objectives
This assessment will be
incorporated into lesson
reflection.
Reasons for
Learning
- Benefits
- Risks
10 SAME benefits and risks avoided as
previous lesson, however this lesson
focuses on evidence within their
philosophies of education.

Benefits: Defining culturally
responsive teaching serves as the
foundation of the course and helps
learners identify elements that
should be evident in their pedagogy.

Risks Avoided: Failing to defining
and identifying elements could
result in perpetuating
misconceptions about what
culturally responsive teaching is and
is not.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying the elements of
culturally responsive teaching in
lessons 1 and 2 will serve as the
prior knowledge used in this lesson.

This knowledge supports the new
knowledge created through
comparing and contrasting elements
of CRT with written philosophies of
education.

Review the definition of
culturally responsive
teaching defined in this
unit.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
definition of
culturally
responsive
teaching, we
will explore
elements
evident within
our personal
philosophies of
education and
make
adjustments
where
necessary..

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do the elements of
culturally responsive
teaching align with my
philosophy of
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with
philosophy
statements and
lesson
overview.
education?”
Prerequisite
Knowledge
20 Learners will examine definition of
culturally responsive teaching from
previous lesson and identify
elements.

Learners will work in collaborative
groups to discuss the support
through readings. Learners will
complete a graphic organizer to
identify the elements of CRT and use
evidence from readings in whole
group discussion.
Divide learners into
collaborative groups.

Have learners complete
graphic organizer to
organize elements of
CRT.

Learners should use
previous articles to
support their reasoning.

Select volunteers to
share with whole group.
Learners will
work in
collaborative
groups to
organize
elements of
CRT in the
definition.

Learners will
support their
choices with
evidence from
literature.

Volunteers will
share their
findings with
the whole
group.
Learning
Guidance
- Lecture
- Demo.
20 Model outlining elements of
culturally responsive pedagogy in
the definition from previous lesson.

Use articles from today and
previous lesson to support elements
in the definition.

Complete graphic organizer that
lists essential elements to provide a
visual representation of new
knowledge for learners.

Display definition in
written form and read
orally. Select learner
volunteer to read on
screen (and handout).
Identify elements within
definition for learners to
highlight or underline.

Model by completing
graphic organizer to list
essential elements from
culturally responsive
teaching.

Use “think aloud”
strategy to make
connections between
elements and
information from
articles.

Model identifying
elements from personal
philosophy of education
to compare and contrast
with elements in CRT.

Complete organizer with
information.

Learners will
read and listen
to elements
while following
along with
their handout.

Learners will
underline key
words in
definitions by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and complete
organizer in
handout while
instructor
models.
BREAK

10 mins
Practice and 30 In order to practice new knowledge, Divide learners into Learners will
Feedback learners will examine articles to
support elements of culturally
responsive teaching identified in
definition.

Knowledge will be demonstrated
through learners making
connections with terms and
literature (see lesson materials)

Rather than grade work, instructor
will walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

groups and assign one
article to each group.

Instruct groups to use
their article to identify
examples and
nonexamples of the
elements of CRT.

As learners work in
collaborative groups,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
thinking aloud to make
connections between
one of the elements and
support from literature.
work in
collaborative
groups to
examine
articles for
examples and
nonexamples
of the elements
of culturally
responsive
teaching.

Authentic
Assessment
20 Whole group discussion on the
evidence from articles to support
the elements of culturally
responsive teaching allows learners
to solidify new knowledge and make
adjustments to previous thoughts
and misconceptions based on
responses from classmates and
instructor.

Facilitate a whole group
discussion by prompting
learners to discuss
support for the elements
of CRT found in
readings.

As learners listen to
others, they will reflect
on their own thoughts
and clear
misconceptions based
on responses from
classmates

Learners will
participate in
whole class.
discussion

BREAK

5 mins
Learning
Guidance
- Lecture
- Demo.
15 Present rubric and protocol for
examining elements of culturally
responsive teaching in philosophies
of education.

Provide rubric for
examining elements of
CRT. (see lesson
materials).
Read orally as learners
Learners will
read and listen
to rubric and
protocol by
following along
Compare and contrast elements
with philosophies of education.

follow along.

Present protocol that
will used to examine
philosophies of
education. Read each
component aloud and
model with example of
philosophy of education.

with handout.

Learners will
fill out handout
with example
as instructor
models.
Retention
and Transfer
10 Reflect on new knowledge by
comparing and contrasting elements
of culturally responsive teaching by
using protocol to examine
philosophies of education.

Have learners complete
graphic organizer to
examine philosophies of
education using
protocol.

Facilitate discussion
about the comparisons
by having volunteers
share with the whole
group.

Learners will
complete
graphic
organizer to
examine
philosophies of
education.

Learners will
discuss the
commonalities
they found in
their
statements.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do the elements
of culturally responsive teaching
align with my philosophy of
education?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Elements of CRT in Philosophy of Education-RUBRIC

CATEGORY Above Standard Meets Standard Approaching
Standard
Below Standard
Cultural
Characteristics
All of the evidence
and examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.

Most of the
evidence and
examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.

At least one of the
pieces of evidence
and examples is
relevant and has an
explanation that
shows how that
piece of evidence
supports the
author's position.

Evidence and
examples are NOT
relevant AND/OR
are not explained.

Experiences
All of the evidence
and examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.

Most of the
evidence and
examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.

At least one of the
pieces of evidence
and examples is
relevant and has an
explanation that
shows how that
piece of evidence
supports the
author's position.

Evidence and
examples are NOT
relevant AND/OR
are not explained.

Perspectives of
Ethnically
Diverse
Students
All of the evidence
and examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.

Most of the
evidence and
examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.

At least one of the
pieces of evidence
and examples is
relevant and has an
explanation that
shows how that
piece of evidence
supports the
author's position.

Evidence and
examples are NOT
relevant AND/OR
are not explained.

Unit 3/Lesson 1: “How do you identify elements of culturally responsive teaching in
case study articles?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In this first lesson, learners
practice identifying previously learned elements to case study articles as an introduction to examining
culturally responsive teaching in practice.

Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Know elements and definition of culturally responsive teaching
● Know how to read and analyze case study articles

Lesson Materials
Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona Time Description of the Instructor Learner
l Sequence (mins) Learning Activity Action/Decision
(Supplantive)
Action/
Decision
(Generative)
Gain
Attention
10 Review main concepts and ideas
from Unit 2 by allowing learners to
use new knowledge and introducing
them to the application towards
practice.

Select one teaching
scenario from Scherff, L.,
& Spector, K. (2011).
Culturally relevant
pedagogy: clashes and
confrontations text.

Allow learners time to
reflect individually using
their new knowledge
from previous unit.

Facilitate short
discussion by having
learners turn to a
partner and discuss
possible solutions to the
educator problem
suggested in the
scenario.

Select volunteers to
share with the whole
group.
Learners will
read and listen
to scenarios
related to
situations of
culturally
responsive
teaching.

Learners will
individually
reflect on
possible
solutions for
scenario.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new lesson by
summarizing previous unit and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Summarize terminal
objective from Unit 2
and read terminal
objective for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
examine case studies for
elements of CRT and
discuss findings in small
and whole group. This
assessment will be
incorporated into lesson
reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
- Benefits
- Risks
10
Benefits: Knowing the definition of
culturally responsive teaching and
it’s elements helps in being able to
properly recognize it when
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
Learners will
listen and read
benefits and
risks while
thinking about
presented in practice.

Risks Avoided: Failing to properly
identify the elements in practice
could lead to misconceptions and
perpetuation of ineffective
instructional strategies.
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying elements of culturally
responsive teaching in Unit 2 serves
as the prerequisite knowledge for
this lesson.

Applying that knowledge by
examining case study articles
provides an introduction to
exploring CRT in practice.

Review the definition of
culturally responsive
teaching and elements
presented in previous
lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
elements of
culturally
responsive
teaching, we
will examine
case study
articles for
examples of
CRT in practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do you identify
elements of culturally
responsive teaching in
case study articles?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will examine elements of
culturally responsive teaching from
previous unit and list them on chart
paper.

Learners will work in collaborative
groups to discuss the support
through readings.
Divide learners into
collaborative groups.
Have groups list
elements of CRT on
chart paper and identify
characteristics of one.

Learners should use
previous articles to
support their reasoning.

Select volunteers to
share with whole group.
Learners will
work in
collaborative
groups to list
the elements of
CRT and
identify
descriptive
characteristics.

Learners will
support their
choices with

Charts should be
displayed around room
as a reference for the
lesson.
evidence from
literature.

Volunteers will
share their
findings with
the whole
group.
Learning
Guidance
- Lecture
- Demo.
20 Reinforce understanding of the
difference between case studies and
empirical articles by distinguishing
characteristics on a Venn diagram.

Model the close examination of one
case study article to identify
elements of culturally responsive
teaching and make connections to
other articles as evidence.
Refer to articles for
today’s lesson. Identify
one of the articles as a
case study. Elicit
participation from
learners about
differences they noticed
between that article and
the others.

Display Venn diagram
on screen and identify
similarities and
differences between the
case study and the
empirical article.

Model the completion of
the Venn diagram with
information as learners
copy onto handout.

Model examination of
the case study for
elements of CRT. Use
“think aloud” strategy to
model expected
performance. Make
connections to other
articles for evidence to
support.

Learners will
read and listen
while following
along with
their handout.

Learners will
complete
graphic
organizer by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will examine case study
articles for elements of culturally
responsive teaching in practice.

Knowledge will be demonstrated
through learners correctly
identifying elements and making
connections with literature.

Rather grade work, instructor will
walk around and work with
Divide learners into
groups and depending
on the number of
groups, assign one
article to each group or
one article to multiple
groups.

Instruct groups to use
articles to identify
elements of CRT and
make connections to
Learners will
work in
collaborative
groups to
identify
elements of
CRT in case
studies.

individual groups to provide
feedback through guidance and
clearing any misconceptions

literature.

As learners work in
collaborative groups to
develop arguments,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
Authentic
Assessment
20 Collaborative groups will present
their finding to the whole group and
interact in active discussion where
they must defend their position with
evidence from the literature.

Provide learners with
the opportunity to
present as a group by
selected a specified
amount of time for each
group and moving onto
the next.

As learners listen to
presentations, they will
take notes on other
terms and the reasoning
behind their use.

Learners will
present their
findings to the
whole class.

Learners will
take notes as
groups
present.
BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
identifying common thread amongst
case study articles.

Discuss and summarize
information presented
by each group.

Have learners complete
a graphic organizer
connecting elements
found in case study
articles.

Facilitate discussion
about the commonalities
of all the articles.
Learners will
read and listen
to the
summary of
information
from each
group.

Learners will
complete
graphic
organizer
comparing
Compare these
commonalities link new
knowledge to literature.

information.

Learners will
discuss the
commonalities
between them.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do you identify
elements of culturally responsive
teaching in case study articles?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 3/Lesson 2: “How do you identify elements of culturally responsive teaching in
videos of practice?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In the second lesson, learners
continue to practice identifying previously learned elements of culturally responsive teaching in recorded
videos of practice..

Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Be able to identity elements of culturally responsive teaching in articles, and videos
● Be able to defend identified elements by using supporting literature through group discussions

Lesson Materials
Videos (embedded in lesson)
Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Introduce examination of culturally
responsive teaching in video
practice by showing short excerpt
from movies learners might be
familiar with.

Facilitate conversation on whether
or not CRT was visible in the video
example.

Play selected video
excerpt for students
without introduction
(video clip in lesson
materials folder).

Allow learners time to
reflect individually using
their new knowledge
from previous lesson.

Facilitate short
discussion by having
learners turn to a
partner and discuss
elements of CRT they
saw in the clip.

Select volunteers to
share with the whole
group.
Learners will
watch and
listen to video
clip.

Learners will
individually
reflect on
possible
examples of
CRT in
practice.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
examine videos for
examples of CRT in
practice and discuss
findings in small and
whole group. This
assessment will be
incorporated into lesson
reflection.
Learners listen
and read
objectives
Reasons for
Learning
- Benefits
- Risks
10 SAME AS PREVIOUS LESSON, except
in this lesson learners are examining
visual examples of CRT in practice.

Benefits: Knowing the definition of
culturally responsive teaching and
it’s elements helps in being able to
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
properly recognize it when
presented in practice.

Risks Avoided: Failing to properly
identify the elements in practice
could lead to misconceptions and
perpetuation of ineffective
instructional strategies.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying elements of culturally
responsive teaching in case studies,
as practiced in lesson 1, serves as
the prerequisite knowledge for this
lesson.

Building on that knowledge by
examining elements of CRT in video
examples further solidifies
understanding of CRT in practice.

Display and review
elements presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
elements of
culturally
responsive
teaching, we
will further
solidify our
understanding
and recognition
of CRT in
practice by
examining
videos of
instructional
practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do you identify
elements of culturally
responsive teaching in
videos of practice?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will examine examples and
nonexamples of CRT in case study
articles to practice and apply new
knowledge from previous lesson.

Learners will work in collaborative
groups to discuss whether their
article is an example or nonexample
of CRT in practice and support their
findings through readings.
Divide learners into
collaborative groups.
Give each group an
article which represents
an example or
nonexample of CRT in
practice.

Learners will discuss
reasons for their
position and use
previous literature to
Learners will
work in
collaborative
groups to
determine
whether their
article serves
as an example
or nonexample
of CRT in
practice.

support their reasoning.

Select volunteers to
share with whole group.

Learners will
support their
choices with
evidence from
literature.

Volunteers will
share their
findings with
the whole
group.
Learning
Guidance
- Lecture
- Demo.
20 Model the close examination of one
video of instructional practice for
elements of culturally responsive
teaching.

Reinforce understanding by making
connections to other articles as
evidence.
Show a video of
instructional practice
(see lesson materials).

Pause video to
emphasize elements of
CRT in practice. Model
making connections to
literature and elements
discussed in previous
lessons.

Model the completion of
graphic organizer
highlighting examples in
video as learners copy
onto handout.

Learners will
watch and
listen to video.

Learners will
complete
graphic
organizer by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will watch a series of
videos of instructional practice and
take notes.

In collaborative small groups,
learners will analyze practice by
discussing elements of CRT they
noticed and supporting their
findings with evidence from video
and literature.

Knowledge will be demonstrated
through learners correctly
identifying elements and making
connections with literature.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions
Depending on video
length, show 2-3 videos
of instructional practice
(see lesson materials).

Instruct learners to take
notes as they watch the
videos.

Divide class into groups
and instruct them to
discuss visible elements
of CRT in practice, using
literature to make
connections.

As learners work in
collaborative groups to
develop arguments,
provide guided feedback
by listening, asking
guiding questions, and
Learners will
work in
collaborative
groups to
identify
elements of
CRT in videos.

probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
Authentic
Assessment
20 Collaborative groups will present
their finding to the whole group and
interact in active discussion where
they must defend their position with
evidence from the literature.

After each group has presented,
instructor will open up the floor for
a mini-debate style conversation.
Provide learners with
the opportunity to
present as a group by
selected a specified
amount of time for each
group and moving onto
the next.

At the conclusion of each
group’s presentation,
facilitate a mini-debate
style conversation,
where learners are
directed to support their
argument with
literature.

Learners will
present their
findings to the
whole class.

Learners will
agree or
disagree with
classmates and
be prepared to
defend their
position with
literature.
BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
identifying the top ten takeaways
from the lesson in a humorous way.

Show short clip of “Top
Ten” from the David
Letterman Show (see
lesson materials).

Model creation of top
ten list using elements
from the lesson.

Have learners work in
pairs to create a
humorous top ten list of
takeaways from the
lesson.

Have learners share
their lists with the whole
Learners will
watch and
listen to video
as an example
of expected
practice.

Learners will
work in pairs
to create a list
of the ten
takeaways
from the
lesson.

Learners will
share their lists
group.

orally with the
whole group.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do you identify
elements of culturally responsive
teaching in videos of practice?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 3/Lesson 3: “How do I analyze instructional performance for elements of
culturally responsive teaching?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In the third lesson, learners will
learn how to use an analytical tool to examine CRT in practice. This tool will be utilized later in the unit to
examine their own practice and the practice of their colleagues.

Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Know how to use a protocol to analyze instructional performance
● Know how to record instructional practice for analysis

Lesson Materials
Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona Time Description of the Instructor Learner
l Sequence (mins) Learning Activity Action/Decision
(Supplantive)
Action/
Decision
(Generative)
Gain
Attention
10 Review terms and vocabulary from
previous lessons and units by
having learners participate in a
short fun quiz and match terms.

Create a word match
style quiz with
humorous random
words and definitions
mixed into the regular
terms (see lesson
materials)

Read words and
definitions orally while
displaying quiz on
screen.

Allow learners time to
reflect on new
knowledge learned so
far in the course and
reference notes to
complete quiz.

Select volunteers to
share answers with the
whole group.
Learners will
read and listen
to words and
definitions.

Learners will
work
individually to
use notes and
previously
acquired
knowledge to
match words
to definitions
related to CRT.

Learners will
correct quizzes
and share
answers with
the whole
group.

Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
examine practice using
instructional protocol.
This assessment will be
incorporated into lesson
reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Knowledge and successful
use of protocol to analyze
instructional performance aids in
examination of cultural
responsiveness in practice.

Risks Avoided: Failing to properly
identify the elements in practice
could lead to misconceptions and
perpetuation of ineffective
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

instructional strategies. about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Reflect and
discuss with a
partner, then
as a whole
group.
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 Learners will use their knowledge of
instructional design through lesson
planning as prerequisite knowledge
for this lesson.

Building on that knowledge,
learners will apply protocol for
analyzing instructional performance
to a videotaped lesson and further
solidifying their understanding of
CRT in practice.

Display and review
elements presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
knowledge of
instructional
lesson planning
helps apply
them to an
analysis
protocol in
order to
examine
elements of CRT
in practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do I analyze
instructional
performance for
elements of culturally
responsive teaching?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will demonstrate their
knowledge of instructional lesson
planning by identifying key
elements of a lesson (i.e.
introduction, objectives/standards,
modeling, practice, feedback,
assessment, conclusion/transfer).

Learners will work in collaborative
groups to identify elements of
lesson plans correctly, and list
characteristics of each element on
chart paper.
Divide learners into
collaborative groups.
Instruct groups to list
elements of an
instructional lesson.
Groups must then list
characteristics of each
element.

Learners will display
work on chart paper to
be presented to the
whole group and
displayed in the room.

Select volunteers to
share with whole group.
Learners will
work in
collaborative
groups to list
elements of a
lesson plan and
identify
characteristics
of each.

Learners will
display
information on
chart paper to
be presented
to the whole
group.

Volunteers will
share their
findings with
the whole
group.
Learning
Guidance
- Lecture
- Demo.
20 Introduce protocol for analysis of
instructional performance.

Model the close examination of one
video of instructional practice for
elements of culturally responsive
teaching.

Reinforce understanding by making
connections to other articles as
evidence.
Display instructional
protocol and read orally
through each category,
the description, and
markers for
performance.

Show a video of
instructional practice,
same as previous lesson
(see lesson materials).

Pause video to
emphasize elements of
CRT in practice. Model
making connections to
literature and elements
discussed in previous
lessons.

Model the completion of
protocol highlighting
examples in video as
learners copy onto
handout.

Learners will
read and listen
to instructional
protocol.

Learners will
watch and
listen to video.

Learners will
complete
protocol by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will watch instructional
video and evaluate performance for
CRT using instructional protocol.

Knowledge will be demonstrated
through learners correctly
evaluating performance and making
connections with literature.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Instruct learners to
watch video and
evaluate performance
using instructional
protocol.

As learners work
independently, provide
guided feedback by
listening, asking guiding
questions, and probing
for deeper thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

Learners will
work
independently
to evaluate
instructional
performance in
video using
protocol to
identify
elements of
CRT.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
Authentic
Assessment
20 Learners will participate in whole
group discussion to demonstrate
knowledge of instructional protocol
and connections to elements of CRT
found in literature.

Provide learners to
opportunity to discuss
their evaluation of the
instructional lesson
using the protocol as a
tool for analysis.

As learners present,
listen for connections to
literature and support
for elements of CRT.

Learners will
discuss their
evaluation of
the lesson with
the whole
group.

Learners will
support their
evaluation by
making
connections to
literature.

BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
applying it to rubric for individual
recordings of instructional practice.

Display rubric for
recording videos (same
as previous) and read
orally.

Explain to learners that
in lesson 7 they will be
analyzing their own, and
peer instruction using
the protocol for
instructional
performance.

Learners will
read and listen
to instructions
and
requirements
for recording
instructional
videos for
analysis.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do I analyze
instructional performance for
elements of culturally responsive
teaching?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Learners may begin
recording video for
lesson 7.

Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Vocabulary Terms Match

a. An acceptance that something exists or is
true, especially one without proof

b. A thing that is accepted as true or as certain
to happen, without proof

c. Doing the same thing over and over again
and expecting different results.

d. Using the cultural characteristics,
experiences, and perspectives of ethnically
diverse students as conduits for teaching
them more effectively

e. A curve that can set a lot of things straight.

f. The art of dividing a cake in such a way that
everybody believes he got the biggest
piece.

g. Effective pedagogical practice is a
theoretical model that not only addresses
student achievement but also helps
students to accept and affirm their cultural
identity while developing critical
perspectives that challenge inequities that
schools (and other institutions)

1. Culturally responsive
teaching
2. Smile
3. Compromise
4. Assumptions
5. Culturally relevant
pedagogy
6. Insanity
7. Beliefs

SAMPLE LESSON EVALUATION CHECKLIST
Candidate’s Name: Date: Observer:
Notes Possible Indicators

INSTRUCTIONAL PLANNING
□ Objective for lesson is student-centered and measurable
□ Lesson contains appropriate activities to reach objectives
□ Lesson contains appropriate activities to assess student mastery of
objective(s)
□ Lesson includes a variety of activities to address different learning
styles
□ Lesson allows adequate time for instructional activities
(guided/independent practice)
□ Lesson plan is organized and logically sequenced

INSTRUCTIONAL DELIVERY
□ Objective for lesson is posted and clearly articulated to students
□ Lesson opening engages students and clearly communicates
expectations for class
□ Presentation of material is clear, organized, and error-free
□ Voice is clearly audible throughout classroom
□ Uses correct syntax, spelling and grammar throughout lesson and
materials
□ Lesson is appropriately paced (balance of instructional time with
student participation)
□ Anticipates student misunderstandings and presents the material in
a variety of ways
□ Adequate checks for understanding to ensure student mastery of
objective(s)
□ Asks open-ended, higher-order-thinking questions
□ Provides adequate “wait time” before calling on/ responding to
students
□ Gives reinforcement and feedback that encourages student
engagement
□ Appropriate and effective transitions between activities
□ Lesson closing encourages students to explain key points of lesson
and its relevance

CLASSROOM MANAGEMENT
□ Attends to all areas of the classroom to encourage participation and
manage behavior
□ Manages student behavior proactively and authoritatively in a firm,
respectful tone
□ Redirects off-task behavior in a consistent and timely manner
□ Challenges students to do their best during activity and throughout
lesson

CLASSROOM CULTURE
□ Sets positive, upbeat tone
□ Handles frustration or setbacks in stride (if encountered)
□ Articulates high expectations for student achievement (i.e.
ambitious learning objectives)
□ Promotes a sense of urgency for classroom performance and
learning
□ Encourages tolerance, respect, and patience in all classroom
interactions

Candidate’s Name:
Years Teaching: □ Experienced □ Inexperienced
Observer: Date:

Evaluation Form – SAMPLE LESSON

Categories
Unacceptable
0 points
Acceptable
2 points
Outstanding
3 points
□ Instructional Planning
□ Instructional Delivery
□ Classroom Management
□ Classroom Culture
□ Reflection
(verbal or in writing)

TOTAL

o Scoring: Candidate must score a minimum of 11 points in order to
pass the Sample Lesson.
That is, at least 1 category must be “Outstanding” while the rest must
be “Acceptable”.

Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______

SAMPLE LESSON RUBRIC
INSTRUCTIONAL PLANNING (Ambition, Written Communication, Decision Making, Creativity,
Follow Through)
OUTSTANDING – Lesson plan provides clear and strong evidence of careful and well-thought out
planning. To begin with, the lesson plan is organized and logically sequenced. With regard to the
actual content of the lesson: The objective is student-centered and measurable. Moreover, the
connection between objective and activities is clearly evident and effective. In addition, activities
clearly maximize student engagement and assess student mastery of objectives. Finally, the lesson
includes a variety of activities to address different learning styles as well as adequate time for
instruction (a balance of guided and independent practice.)**

ACCEPTABLE – Lesson plan provides clear evidence of careful and well-thought out planning. To
begin with, the lesson plan is organized and logically sequenced. With regard to the actual content of
the lesson: The objective is student-centered. The lesson plan demonstrates clear attempts to
establish connections between instructional activities and objective. The lesson plan also demonstrates
efforts to select appropriate instructional activities to maximize student engagement. In addition, the
lesson provides adequate time for instruction (a balance of guided and independent practice).
However, the lesson plan may not include or lack proficiency in planning for: a measurable objective,
ways to assess student mastery of objectives, and/or a variety of activities to address different
learning styles**

UNACCEPTABLE – Lesson plan provides clear evidence of insufficient, minimum, or poor planning. To
begin with, the lesson plan lacks organization and/or logical sequence. With regard to the actual
content of the lesson: the objective is not clearly stated, the lesson plan lacks appropriate activities to
reach objectives or fails to fully indicate the connection between activities and objective. The lesson
also fails to provide adequate time for instruction (putting more emphasis on guided versus
independent practice or vice versa). Finally, the lesson may include, but poorly or insufficiently plan
for: ways to assess student mastery of objectives, ways to maximize student engagement, and/or a
variety of activities to address different learning styles**
**The lesson plan may involve a variety of activities including the use of technology and/or purposeful group
work as strategies for engaging or assessing students. However, the key is the extent to which these activities
connect with the objective of the lesson in a clear, effective, and logical manner.

INSTRUCTIONAL DELIVERY (Ambition, Teamwork, Communication Skills, Decision Making,
Creativity, Motivating Others, Follow Through)
OUTSTANDING – Execution of lesson plan provides clear and strong evidence of
proficiency in instructional delivery. To begin with, objective for lesson is posted and clearly
articulated to students, lesson opening and initial activities effectively engage students, and
voice is audible throughout classroom. Overall, presentation of material is clear, organized,
and error-free (including spelling and grammar), lesson is appropriately paced, there is a
balance of instructional time with student participation, and effective transitions between
activities. Also, throughout lesson, candidate gives reinforcement and feedback that
encourages student engagement. During lesson, candidate displays all or most of these
abilities in a proficient manner: effectively connects activities to objectives, presents the
material in a variety of ways to address different learning styles and/or student
misunderstandings, uses adequate checks for understanding to ensure student mastery of
objectives (i.e. gives assignments that enable students to demonstrate what they know),
asks higher-order-thinking questions, provides adequate “wait time” before calling
on/responding to students, uses effective strategies to involve all students in the class (i.e.
cooperative and/or hands-on learning), or encourages students to explain key points of
lesson and its relevance outside of class.

ACCEPTABLE – Execution of lesson plan provides clear evidence of beginner to
intermediate proficiency in instructional delivery. To begin with, objective for lesson is
posted and clearly articulated to students and voice is audible throughout classroom.
Overall, presentation of material is clear, organized, and error-free (with none or few
spelling and grammar errors). During lesson, candidate displays some of these abilities in a
proficient manner: engaging lesson opening, appropriate pace, balance of instructional time
with student participation, effective transitions between activities, reinforcement and
feedback to encourage student engagement. Candidate may not display or lack proficiency
in: effectively connecting activities to objectives, using a variety of ways to address different
learning styles and/or student misunderstandings, providing adequate checks for
understanding to ensure student mastery of objectives (i.e. gives assignments that enable
students to demonstrate what they know), asking higher-order-thinking questions, allowing
adequate “wait time” before calling on/responding to students, using effective strategies to
involve all students in the class (i.e. cooperative and/or hands-on learning), or encouraging
students to recap concepts learned at lesson closing.
UNACCEPTABLE – Execution of lesson plan provides clear evidence of lack of proficiency in most
aspects of instructional delivery. To begin with, objective for lesson is not posted or not clearly
articulated to students. Voice is not clearly audible throughout classroom. Overall, presentation of
material is unclear or disorganized and/or containing significant errors in content or grammar and
spelling. During lesson, candidate displays some of these abilities poorly or not at all: engaging lesson
opening, effectively connecting activities to objectives, appropriate pace, balance of instructional time
with student participation, effective transitions between activities, reinforcement and feedback to
encourage student engagement. Candidate may not display or lack proficiency in: using a variety of
ways to address different learning styles and/or student misunderstandings, providing adequate
checks for understanding to ensure student mastery of objectives (i.e. gives assignments that enable
students to demonstrate what they know), asking higher-order-thinking questions, allowing adequate
“wait time” before calling on/responding to students, using effective strategies to involve all students
in the class (i.e. cooperative and/or hands-on learning), or encouraging students to recap concepts
learned at lesson closing.

CLASSROOM MANAGEMENT (Presentation Skills, Decision Making, Creativity, Motivating
Others, Follow Through)
OUTSTANDING – Sample lesson provides clear and strong evidence of proficiency in
classroom management. During lesson, candidate displays all or most of these abilities in a
proficient manner: attends to all areas of the classroom to encourage participation/ check
on students’ work/ answer questions/ manage behavior; manages student behavior
proactively and authoritatively in a firm, respectful tone; redirects off-task behavior in a
consistent and timely manner; establishes and upholds routines, rules or practices to
promote positive student behavior; addresses concerns in an appropriate, fair, and
consistent way; uses hints or prompts to indicate what should occur (expected behavior);
uses student-centered instruction as a motivator throughout lesson (i.e. requests student
input frequently to further illustrate or clarify concepts).

ACCEPTABLE – Sample lesson provides clear evidence of beginner to intermediate
proficiency in classroom management. During lesson, candidate displays some of these
abilities in a proficient manner: attends to all areas of the classroom to encourage
participation/ check on students’ work/ answer questions/ manage behavior; redirects off-
task behavior in a consistent and timely manner; addresses concerns in an appropriate, fair,
and consistent way. Candidate may not display or lack proficiency in: using student-
centered instruction as a motivator throughout lesson (i.e. requests student input frequently
to further illustrate or clarify concepts), using hints or prompts to indicate what should occur
(expected behavior), managing student behavior proactively and authoritatively in a firm,
respectful tone, and/or establishing and upholding routines, rules or practices to promote
positive student behavior.

UNACCEPTABLE – Sample lesson provides clear evidence of lack of proficiency in most
aspects of classroom management. During lesson, candidate displays some of these abilities
poorly or not at all: attends to all areas of the classroom to encourage participation/ check
on students’ work/ answer questions/ manage behavior; redirects off-task behavior in a
consistent and timely manner; addresses concerns in an appropriate, fair, and consistent
way. Candidate may not display or lack proficiency in: using student-centered instruction as
a motivator throughout lesson (i.e. requests student input frequently to further illustrate or
clarify concepts), using hints or prompts to indicate what should occur (expected behavior),
managing student behavior proactively and authoritatively in a firm, respectful tone, and/or
establishing and upholding routines, rules or practices to promote positive student behavior.

CLASSROOM CULTURE (Ambition, Presentation Skills, Decision Making, Creativity, Optimism,
Motivating Others, Follow Through)
OUTSTANDING – Sample lesson provides clear and strong evidence of proficiency in
classroom culture. At the outset and throughout lesson, candidate creates a positive climate
so students are excited about learning and sets a tone, through his/her actions, that
assures students that the classroom is a safe place to grow both academically and socially.
He/she appears friendly and confident and seeks to understand students. To these ends,
candidate displays all or most of these abilities in a proficient manner: influences students’
attitudes toward the subject by demonstrating enthusiasm for learning and for his/her
subject area, articulates high expectations for student achievement (i.e. ambitious learning
objectives), conveys confidence in their abilities (i.e. “you can do it” attitude), promotes a
sense of urgency for classroom performance and learning, displays and encourages
tolerance, respect, and patience in all classroom interactions, handles frustration or
setbacks in stride (i.e. repeats explanations of concepts as needed in a calm manner).

ACCEPTABLE – Sample lesson provides clear evidence of beginner to intermediate proficiency in
classroom management. At the outset and throughout lesson, candidate creates a positive climate so
students are excited about learning. He/she appears friendly and confident and seeks to understand
students. Candidate displays some of these abilities in a proficient manner: demonstrates enthusiasm
for learning and for his/her subject area, articulates high expectations for student achievement (i.e.
ambitious learning objectives), displays and encourages tolerance, respect, and patience in all
classroom interactions, handles frustration or setbacks in stride (i.e. repeats explanations of concepts
as needed in a calm manner). Candidate may not display or lack proficiency in: conveying confidence
in students’ abilities (i.e. “you can do it” attitude), promoting a sense of urgency for classroom
performance and learning, or in general, setting a tone, through his/her actions, that assures students
that the classroom is a safe place to grow both academically and socially.

UNACCEPTABLE – Sample lesson provides clear evidence of lack of proficiency in most aspects of
classroom management. At the outset and throughout lesson, candidate struggles or fails to create a
positive climate so students are excited about learning. He/she may appear friendly but lacking
confidence and/or be unable to connect with students. Candidate displays some of these abilities
poorly or not at all: demonstrates enthusiasm for learning and for his/her subject area, articulates
high expectations for student achievement (i.e. ambitious learning objectives), displays and
encourages tolerance, respect, and patience in all classroom interactions, handles frustration or
setbacks in stride (i.e. repeats explanations of concepts as needed in a calm manner). Candidate may
not display or lack proficiency in: conveying confidence in students’ abilities (i.e. “you can do it”
attitude), promoting a sense of urgency for classroom performance and learning, or setting a tone,
through his/her actions, that assures students that the classroom is a safe place to grow both
academically and socially.

REFLECTION (verbal or in writing) (Written Comm., Self-Development, Decision Making,
Creativity, Motivating Others, Follow Through)
OUTSTANDING – Lesson objective – Clearly explains main objective of the lesson, connections to
lesson sequence and assessments. Provides measurable evidence of student mastery of objectives.
Lesson plan – Openly and accurately recognizes strengths and weaknesses in activities, assessments,
and materials used. Evidence of such strengths/weaknesses is both valid and measurable. Lesson
modifications - Suggests effective and creative modifications for improving mentioned weaknesses or
other areas of lesson. Provides effective action steps to address students who did not meet objectives.
Lesson follow-up – Provides logical and detailed suggestions for follow-up. Ideas suggest a clear
understanding of the role this lesson plays in the larger context of the subject matter. Follow-up
outlines the topic, ideas for direct instruction and several checks for understanding. Student behavior
– Openly and accurately recognizes strengths/weaknesses in terms of student behavior and student
interactions. Evidence of such strengths/weaknesses is both valid and measurable. Clearly identifies
desired student behavior and steps to obtain it. Changes – Suggests valid and creative ways for
improving student behavior and student interactions.

ACCEPTABLE – Lesson objective – Clearly explains main objective of the lesson, connections to
lesson sequence and assessments (if any). Conveys prior consideration or some evidence of student
mastery of objectives. Lesson plan – Openly recognizes strengths and weaknesses in activities,
assessments, and materials used. Provides valid evidence of such strengths/weaknesses. Lesson
modifications - Suggests various modifications or ways of improving mentioned weaknesses or other
areas of lesson. Provides reasonable action steps to address students who did not meet objectives.
Lesson follow-up – Provides logical suggestions for follow-up. Ideas suggest a clear understanding of
the role this lesson plays in the larger context of the subject matter. Follow-up outlines the topic,
ideas for direct instruction and at least one valid check for understanding. Demonstrates willingness
and potential for improvement, though suggestions may not necessarily be the most effective or
adequate. Student behavior – Openly recognizes strengths/weaknesses in terms of student behavior
and student interactions. Provides valid evidence for such strengths/weaknesses. May clearly identify
desired student behavior and steps to obtain it. Changes – Suggests ways for improving student
behavior and student interactions. Demonstrates willingness and potential for improvement, though
suggestions may not necessarily be the most effective or adequate.

UNACCEPTABLE – Lesson objective – Clearly explains main objective, but is unable to demonstrate
connections with lesson sequence or assessments (if any). Also unable to demonstrate student
mastery of objectives in a valid or convincing manner. Lesson plan – Fails to recognize, dismisses, or
inaccurately identifies strengths and weaknesses in activities, assessments, and materials used.
Provides general or no evidence for such strengths/weaknesses. Lesson modifications - Believes
there’s no need for change/improvement or suggests ineffective ways for improving lesson’s
weaknesses (as stated by self or observer) or addressing students who did not meet objectives.
Lesson follow-up – Provides inadequate or disjointed suggestions for follow-up. Indicates an unclear or
less than adequate understanding of the role this lesson plays in the larger context of the subject
matter. Follow-up may outline the topic, ideas for direct instruction and checks for understanding.
Student behavior – Fails to recognize, dismisses, or inaccurately identifies strengths/weaknesses in
terms of desired student behavior and student interactions. Provides general or no evidence for such
strengths/weaknesses. Changes – Believes there’s no need for change/improvement or suggests
ineffective ways for improving student behavior and student interactions.

Unit 3/Lesson 4: “How do I analyze instructional performance for examples and
nonexamples of culturally responsive teaching?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In the fourth lesson, learners will
practice the use of an analytical tool to examine CRT in practice. This tool will be utilized later in the unit to
examine their own practice and the practice of their colleagues.

Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Be able to identify examples and nonexamples of culturally responsive teaching in practice
through video analysis.

Lesson Materials
Videos (embedded in previous lesson)
Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Use picture of students in classroom
setting to elicit conversation around
possible thoughts towards culturally
responsiveness in instructional
situations, or the lack thereof.

Prior to session, search
for image of students in
classroom setting that
demonstrates a diverse
group and a level of
engagement (or lack
thereof).

Display image on screen.
Ask learners to create
dialogue for each
learner and for the
instructor in the
photograph.

Select volunteers to
share thoughts with the
whole group.
Learners will
look at the
image on the
screen and
create
imaginary
dialogue for
the people in
the image.

Learners will
make
connections to
elements and
characteristics
of CRT in
instruction and
apply it to the
image.

Learners will
share thoughts
with the whole
group.

Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
critique and defend
examples and
nonexamples of CRT in
practice through
analysis of instructional
performance. This
assessment will be
incorporated into lesson
reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
10 SAME AS PREVIOUS LESSON, except
in this lesson learners are extending
Present benefits and
risks avoided in learning
Learners will
listen and read
- Benefits
- Risks
new knowledge by using the
protocol to critique and defend
examples and nonexamples of
practice.

Benefits: Knowledge and successful
use of protocol to analyze
instructional performance aids in
examination of cultural
responsiveness in practice.

Risks Avoided: Failing to properly
identify the elements in practice
could lead to misconceptions and
perpetuation of ineffective
instructional strategies.
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Learners will use their knowledge of
instructional analysis from the
previous lesson to analyze examples
and nonexamples of CRT in practice.

Building on that knowledge,
learners will apply protocol for
analyzing instructional performance
to videotaped examples and
nonexamples of CRT in practice.

Display and review
elements presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
knowledge of
instructional
analysis,
examine videos
of instructional
practice for
examples and
nonexamples of
cultural
responsiveness
in practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do I analyze
instructional
performance for
examples and
nonexamples of
culturally responsive
teaching?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will demonstrate their
knowledge of the use of the
instructional protocol by examining
case study articles for examples and
nonexamples of CRT in practice.
Divide learners into
collaborative groups.
Instruct groups to use
protocol to analyze case
study articles.
Learners will
work in
collaborative
groups to
evaluate case

Learners will work in collaborative
groups to evaluate case study
articles with protocol and present
findings in whole group.

Assign an article to each
group (previous articles
may be used again,
however rotate articles
for groups).

Groups must emphasize
whether their articles is
an example or
nonexample of CRT in
practice using elements
from the protocol and
literature to support
their findings.

Select volunteers to
share with whole group.

study articles
using protocol.

Learners will
discuss
information
with whole
group.

Learning
Guidance
- Lecture
- Demo.
20 Model close examination of one
video of instructional practice using
the protocol to evaluate
performance. Use connections to
elements of CRT and literature to
critique or defend whether it is an
example or nonexample of CRT in
practice.

Show a video of
instructional practice
(new video or same as
previous lesson-see
lesson materials).

Pause video to
emphasize elements of
CRT in practice. Model
use of protocol and
making connections to
literature and elements
discussed in previous
lessons.

Model using “think
aloud” strategy to
support evidence as an
example or nonexample
of CRT in practice.

Learners will
watch and
listen to video.

Learners will
complete
protocol by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will work in collaborative
groups to examine videos of
instructional practice using
evaluation protocol for examples
and nonexamples of CRT in practice.

Knowledge will be demonstrated
through learners correctly
evaluating performance and making
Instruct learners to
watch video and
evaluate performance
using instructional
protocol.

As learners work in
collaborative groups,
provide guided feedback
by listening, asking
guiding questions, and
Learners will
work in
collaborative
groups to
evaluate
instructional
performance in
video using
protocol to
identify
elements of
connections with literature.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
CRT.

Authentic
Assessment
20 Learners will participate in a debate
to critique and defend findings using
instructional protocol and making
connections to elements of CRT
found in literature.

Show a third video of
instructional
performance. Have
learners independently
critique performance
using the protocol.

Divide learners into two
groups to defend
whether elements in the
video represent an
example or nonexample
of CRT in practice.

Facilitate a debate
where learners are
supporting their
position with evidence
from literature.

As learners present,
listen for connections to
literature and support
for elements of CRT.

Learners will
watch and
listen to video.

Learners will
discuss their
evaluation of
the lesson with
the whole
group in a
debate where
they will
defend
whether the
video is an
example or
nonexample of
CRT in
practice.

Learners will
support their
evaluation by
making
connections to
literature.

BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
writing short argument for the
opposing side.

Prompt learners to
examine opposing
arguments and create a
short narrative in
support of the other
side.

Select volunteers to
share with the whole
Learners will
reflect on
debate and
create a short
argument in
support of the
opposing side.

Learners will
group.

share
arguments
with whole
group.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do I analyze
instructional performance for
examples and nonexamples of
culturally responsive teaching?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners should begin
recording video for
lesson 7.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 3/Lesson 5: “How does the rehearsal-practice-discussion cycle facilitate
knowledge of CRT in practice?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In the fifth lesson, learners will
learn and understand the rehearsal-practice-discussion cycle and apply it to scenarios in order to critically
reflect on the choices to implement and apply culturally responsive teaching strategies in the next lesson.
Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Know the rehearsal-practice-discussion cycle

Lesson Materials
Articles
Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., ... & Crowe, K. (2013).
Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of
Teacher Education, 64(3), 226-243.
Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and teacher education, 21(2),
193-203.

Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Use the popular game of Pictionary
as a fun way to introduce the lesson
and words associated with the
concept to be learned.

Write the word
“rehearsal”,
“discussion”, and
“practice” on separate
notecards.

Explain the rules of the
game Pictionary where
the class is divided into
two groups where one
individual is selected to
draw a picture to
represent the word on
the card, while group
members guess what
that picture represents.
The drawing stops when
a group member guesses
the word correctly or
the time (1 minute)
expires.

Demonstrate one word
by being the illustrator
and having the class
guess.

Have each group select
one of the other two
words for their groups
to guess.
Learners will
listen to the
directions for
the game
Pictionary.

Learners will
participate in
the game by
either being
the illustrator,
or by guessing
the word being
drawn.

Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
identify the rehearsal,
practice, and discussion
Learners
listens and
reads
objectives
components of a
scenario. This
assessment will be
incorporated into lesson
reflection.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Knowledge of the
rehearsal-practice-discussion cycle
helps learners properly implement
the components in order to become
critically reflective in their practice.

Risks Avoided: Failing to
understand how to properly
implement the components of the
cycle could lead to the risk of not
properly identify the elements in
practice could lead to
misconceptions and perpetuation of
ineffective instructional strategies.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Learners will use their knowledge of
the terms in the rehearsal-practice-
discussion cycle to help understand
the requirements of the process

Building on that knowledge,
learners will use literature to
examine examples and nonexamples
of the cycle in practice.

Display and review
elements presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
knowledge of
the terms
“rehearsal”,
“practice”,
“discussion” to
understand
characteristics
of the cycle and
examine
examples and
nonexamples of
the cycle in
practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How does the
rehearsal-practice-
discussion cycle
facilitate knowledge of
CRT in practice?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will demonstrate their
knowledge of the terms in the
rehearsal-practice-discussion cycle
to complete the K (know) and W
(want to know) portions of a K-W-L
chart.

Learners will work in collaborative
groups to chart information under
the K and W sections of the chart.
The L (learned) section will be
completed at the conclusion of the
lesson.

Divide learners into
collaborative groups.
Instruct groups to
complete the K and W
sections of the K-W-L
chart by adding
information they
already know based on
their knowledge and
definitions of the terms.

Select volunteers to
share with whole group.

Learners will
work in
collaborative
groups to list
information
about the
rehearsal -
practice-
discussion
cycle in the K
and W portions
of their K-W-L
charts..

Learners will
discuss
information
with whole
group.

Learning
Guidance
- Lecture
- Demo.
20 Use information from the literature
to justify and present the reasoning
behind the use of the rehearsal-
practice-discussion cycle for
analyzing CRT in practice.

Model the use of additional articles
to identify examples and
nonexamples of the “rehearsal”
portion in practice. Justify with
evidence from the text.

Since this lesson serves as an
example to the process and cycle
learners will be participating in the
next lesson, a basic understanding
of the components is all that is
necessary in order to move forward.

Refer to assigned
literature readings for
today’s lesson (see
lesson materials)

Highlight information in
article regarding the
importance of the
rehearsal-practice-
discussion cycle.

Use one of the articles to
find rehearsal situation.

Model using “think
aloud” strategy to
support evidence as an
example or nonexample
of CRT in practice.

Learners will
listen to
instructor and
read
presentation
notes while
following along
with articles.

Learners will
take notes by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will work in collaborative
groups to examine articles for
examples and nonexamples of the
practice and discussion portions of
the rehearsal-practice-discussion
cycle.

Knowledge will be demonstrated
Instruct learners to
search articles for
examples and
nonexamples of the
rehearsal-practice-
discussion cycle in
practice.

As learners work in
Learners will
work in
collaborative
groups to
identify
examples and
nonexamples
of the
rehearsal-
through learners correctly
identifying examples and
nonexamples of the cycle in practice
and making connections with
literature.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

collaborative groups,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
practice-
discussion
cycle in the
lesson articles.

Authentic
Assessment
20 Given a short scenario, learners will
identify the rehearsal, practice, and
discussion components in practice.

Present a short scenario
of preservice teachers
participating in the
rehearsal-practice-
discussion cycle.

Facilitate a discussion
on the components of
the cycle and have
learners use literature to
support their reasoning.

As learners explain,
listen for connections to
literature and clear any
misconceptions.

Learners will
read and listen
to a short
scenario.
Learners will
discuss their
thoughts on
which
elements of the
scenario
represent the
rehearsal,
practice and
discussion
parts of the
cycle.

Learners will
support their
evaluation by
making
connections to
literature.

BREAK

5 mins
Retention
and Transfer
10 Learners will use new knowledge to
make connections between the
instructional protocol for analysis of
performance and the rehearsal-
practice-discussion cycle.

Complete the L (learned) section of
the K-W-L section completed in the
Display instructional
protocol used in
previous lessons.

Facilitate discussion
about the connections
between the protocol
and the rehearsal-
Learners will
reflect upon
and discuss the
connection
between the R-
P-D cycle and
the protocol
for analysis of
Prerequisite Knowledge portion of
the lesson.

practice-discussion
cycle.

Select volunteers to
share with the whole
group.

Display K-W-L charts
from beginning of the
lesson. Have learners
discuss the L portion to
identify new knowledge
learned.

instructional
performance.

Learners will
reflect upon
information
learned about
the R-P-D cycle
during this
lesson and
place
information on
the K-W-L
chart.

Learners will
discuss
thoughts with
whole group.

Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How does the
rehearsal-practice-discussion cycle
facilitate knowledge of CRT in
practice?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners should begin
recording video for
lesson 7.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 3/Lesson 6: “How do I decide which culturally responsive teaching strategies
are appropriate in a given situation?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In the sixth lesson, learners will
apply culturally responsive teaching strategies to role play scenarios and reflect on their decisions during the
rehearsal-practice-discussion cycle. This lesson serves as the REHEARSAL portion of the cycle, with the
PRACTICE visible in their recording of their performance and the DISCUSSION during the next lesson.

Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Be able to engage in instructional role-play
● Choose to apply culturally responsive pedagogical practices to given role-play situations
● Decide which elements of CRT are appropriate given a particular instructional situation

Lesson Materials
Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Identify strategies in culturally
responsive teaching by having
learners brainstorm with partner.
Present a generic scenario and have
learners apply a strategy in CRT and
justify their reasoning.

Have learners
brainstorm possible
culturally responsive
teaching strategies with
a partner. Write
strategies on board to
display for whole group.

Read an instructional
scenario (from Scherff,
L., & Spector, K. (2011)
text), and prompt
learners to call out their
strategy and justify why
it is appropriate for the
situation.

Learners will
listen to the
directions for
the activity.

Learners will
participate in
the activity by
reading the
given CRT
strategy in
front of them
and
determining
whether or not
that strategy
matches the
given scenario.

Learners will
justify their
reasoning.

Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
participate in role play
scenarios where they
must decide upon and
apply any culturally
responsive teaching
strategies. This
assessment will be
incorporated into lesson
reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
- Benefits
10 Benefits: The ability to apply the
knowledge learned in the course so
far by selecting appropriate
Present benefits and
risks avoided in learning
through presentation by
Learners will
listen and read
benefits and
- Risks culturally responsive teaching
strategies is essential to exhibiting
this new knowledge in real world
practice.

Risks Avoided: Failing to
demonstrate an understanding of
the appropriate strategies to apply
in a real world instructional
scenario indicates more scaffolding
and practice needed so learners do
not inappropriately apply CRT
strategies in practice.
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Learners will use their knowledge of
the rehearsal-practice-discussion
cycle in order to apply it to the role
play situations and reflect on CRT in
practice.

Building on that knowledge,
learners will use instructional
protocol to analyze choices and
performance.

Display and review
elements presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
knowledge of
the RPD cycle
and the
instructional
protocol,
learners will
participate in
role play
scenarios and
evaluate their
use of CRT
strategies in
practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do I decide which
culturally responsive
teaching strategies are
appropriate in a given
situation?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
15 Learners will demonstrate their
knowledge of the rehearsal-
practice-discussion cycle by using
literature to explain its reasoning.

Learners will work in collaborative
groups to create an RPD cycle based
Facilitate discussion
about the reasoning of
the RPD cycle.

Divide learners into
collaborative groups.
Display scenario on the
screen and read aloud.
Learners will
work in
collaborative
groups to
create an RPD
cycle that
could be
applied to the
on a given scenario.

Instruct groups to create
an RPD cycle that could
be used in the given
scenario.

Select volunteers to
share with whole group.

given scenario.

Learners will
discuss
information
with whole
group.

Learning
Guidance
- Lecture
- Demo.
15 The role play scenarios represent
the rehearsal portion of the
rehearsal-practice-discussion cycle.

Use a given scenario to select
volunteers to role play the
application of appropriate culturally
responsive teaching strategies.

Model the selection and use of
appropriate strategies to address
the instructional situations.

Display and read aloud
the real world
instructional scenario.

Explain to learners that
role play is the rehearsal
portion of the RPD cycle
(practice will be evident
in their recording of
practice, and discussion
will take place next
lesson with an analysis
of practice by watching
their recording).

Select volunteers to help
enact the scenario.

Pause and model using
“think aloud” strategy to
decide on the
appropriate culturally
responsive teaching
strategy to apply to the
situation.

Learners will
listen to
instructor and
read
instructional
scenario.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
60 In order to practice new knowledge,
learners will work in collaborative
groups to act out role play scenarios
in front of the whole group.

Knowledge will be demonstrated
through learners correctly selecting
the appropriate culturally
responsive teaching strategies to
apply to the scenarios, and justifying
their decisions with evidence from
literature.

Rather grade work, instructor will
walk around and work with
individual groups to provide
Divide learners into
collaborative groups and
have each group act out
the role play scenario.
Groups should decide
who will play what role
in the scenario
(eventually each learner
will have the
opportunity to act as the
teacher in the scenario)

As learners present in
collaborative groups,
provide guided feedback
by listening, asking
Learners will
work in
collaborative
groups to act
out role play
scenarios and
decide to apply
the
appropriate
culturally
responsive
teaching
strategy to the
situation.

feedback through guidance and
clearing any misconceptions

guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
Authentic
Assessment
15 Learners will use instructional
analysis protocol to analyze
performance as groups present.

Provide learners with
the instructional
protocol. Learners will
evaluate peers as they
act out role play
scenarios.

Learners will
evaluate peer
performance in
role play
scenarios using
instructional
protocol.

BREAK

5 mins
Retention
and Transfer
10 Learners will demonstrate and
apply new knowledge by
participating in a discussion of the
choices made and connecting them
to literature.

Facilitate a discussion
on the evaluations and
have learners use
literature to support
their reasoning.

As learners explain,
listen for connections to
literature and clear any
misconceptions.

Learners will
discuss their
thoughts on
which
elements of the
scenario
represent the
rehearsal,
practice and
discussion
parts of the
cycle.

Learners will
support their
evaluation by
making
connections to
literature.

Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do I decide
which culturally responsive
teaching strategies are appropriate
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
Learners will
brainstorm
and write ideas
for reflective
journal
in a given situation?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Video recordings of
practice due BEFORE
NEXT LESSON.
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 3/Lesson 7: “What do I look for when evaluating instructional performance for
evidence of culturally responsive teaching?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The third unit involves a critical examination of culturally responsive teaching in practice.
Learners will read and examine examples and nonexamples of culturally responsive teaching, watch videos of
teachers in practice, as well as bring examples and evidence from their own teaching contexts through their
teaching experience. This component will serve as the longest, as teachers will also participate in a
“rehearsal-practice-discussion” cycle in order to facilitate critical reflection. In the seventh and last lesson of
this unit, learners will evaluate their performance and the performance of their peers to check for culturally
responsive teaching strategies, and participate in discussions to reflect on their performance.

Learning Objective(s)
Terminal Objective:
Given examples and nonexamples of culturally responsive teaching in practice, learners can critique practice
using a given instructional protocol and apply elements of CRT to role-play situations.
Enabling Objective(s):
● Be able to evaluate CRT in practice using instructional protocol

Lesson Materials
Text: Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: clashes and confrontations
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
This unit serves as the longest in the course due to the emphasis on linking practice to previously explored
theory. Learners must have a firm understanding of the elements of culturally responsive teaching in order
to effectively identify it and recognize examples and nonexamples in their own practice and the practice of
others. Through this unit, there must be a progressive decrease of the learner’s dependency on the educator
by helping the learner understand how to use learning resources, especially the experience of others to
engage in reciprocal learning relationships (Mezirow, 1991).

*For in-service learners, this unit should be completed sequentially and in its entirety. Facilitators should use
the experience and context of the learners to emphasize each lesson’s objective and allow for incorporation of
personal experiences. Additionally, facilitators should initiate and facilitate transformation of ideas learned
in the previous unit into current practice as well as handle and address any value conflicts between the
educator and the learners (Mezirow, 1991).

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
Learner
Action/
(Supplantive) Decision
(Generative)
Gain
Attention
10 Show humorous video of cultural
classroom interaction with clip from
Key and Peele sketch comedy show
as a comical illustration of cultural
differences in school settings.

Show Key and Peele
video

https://www.youtube.c
om/watch?v=Dd7Fixvo
KBw

(3:01)

Facilitate discussion
about the dynamics in
the classroom as
evidenced in the video.

Prompt learners to
make connections to
concepts learned within
this course and unit,
literature, and
experiences in practice.

Learners will
watch and
listen to video.

Learners will
participate in
discussion
regarding
cultural
dynamics seen
in video and
make
connections
with course
concepts,
literature, and
experiences in
practice.

Learning
Objectives
10 Introduce new lesson by
summarizing previous lesson and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read terminal objective
for Unit 3.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
watch their recorded
videos of practice and
evaluate performance
using instructional
protocol. This
assessment will be
incorporated into lesson
reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Knowledge of how to
properly analyze your own practice
and the ability to critically reflect on
performance for cultural
responsiveness is critical to success
in implementation in the field.

Risks Avoided: Failing to properly
analyze performance could lead to
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.
perpetuation of misconceptions of
cultural responsiveness in the field
and the risk of not being critical
when reflecting on practice.
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Learners will use their knowledge of
the rehearsal-practice-discussion
cycle in order to apply it to the role
play situations and reflect on CRT in
practice.

Building on that knowledge,
learners will use instructional
protocol to analyze choices and
performance.

Display and review
elements presented in
previous lesson.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
knowledge of
analysis using
the
instructional
protocol,
learners will
analyze their
performance
and the
performance of
their peers for
evidence of
cultural
responsiveness
in practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“What do I look for
when evaluating
instructional
performance for
evidence of culturally
responsive teaching?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
15 Learners will demonstrate their
knowledge of analysis using the
instructional protocol by evaluating
their own video recorded
performance.

Due to the reflective nature of this
activity, learners will work
independently.

Display instructional
protocol and provide
each learner with a
physical copy. Read
through components
and clarify any ongoing
misconceptions.

Instruct learners to
watch their video
recordings of practice
Learners will
work
independently
to watch their
own video and
evaluate their
performance
using the
instructional
analysis
protocol.
and evaluate
performance using the
protocol.

Facilitate short
discussion on findings
from volunteers (longer
discussion during
Assessment and
Retention portion of
lesson.

Learners will
discuss
findings with
whole group.

Learning
Guidance
- Lecture
- Demo.
15 After the rehearsal session last
lesson, learners video recorded
their practice for evaluation and
discussion in today’s lesson.

Use a video recording from a
previous student, or of the
instructor’s own performance to
model analysis using the
instructional protocol.

Explain to learners that
following the rehearsal
from last session, they
were to record their
practice for evaluation
during this lesson and
discussion about the
cultural responsiveness
seen in practice.

Play video recording of a
lesson in practice.

Pause and model using
“think aloud” strategy to
evaluate performance of
culturally responsive
teaching strategies in
the recorded session.

Learners will
watch video
recording.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
60 In order to practice new knowledge,
learners will work in small
collaborative groups to watch and
evaluate each other’s performance
using the instructional protocol.

Knowledge will be demonstrated
through learners evaluating
performance using instructional
protocol for analysis and justifying
their reasoning with evidence from
literature.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
Divide learners into
collaborative groups and
instruct them to take
turns watching each
other’s videos and
evaluate performance
using the instructional
protocol.

As learners work in
collaborative groups,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

Learners will
work in
collaborative
groups to
watch each
other’s videos
and analyze
peer
performance
using the
instructional
protocol.

Learners will
discuss
findings in
groups and
clearing any misconceptions

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
justify their
reasoning with
evidence from
literature.

Authentic
Assessment
15 Learners will participate in a whole
group discussion where
comparisons are made between self-
evaluation and evaluation from
peers, as well as discussions during
last lesson’s rehearsal session.

Facilitate whole group
discussion by prompting
learners to examine and
discuss comparisons
between their self-
evaluation of
performance and the
evaluation from their
peers.

Learners will
examine and
discuss the
similarities and
differences
between their
evaluation and
the evaluation
of their peers
by checking for
evidence of
culturally
responsive
teaching
strategies.

BREAK

5 mins
Retention
and Transfer
10 Learners will demonstrate and
apply new knowledge by
participating in a discussion of the
choices made and connecting them
to literature.

Facilitate a discussion
on the evaluations and
have learners use
literature to support
their reasoning.

As learners explain,
listen for connections to
literature and clear any
misconceptions.

Learners will
discuss their
thoughts on
which
elements of the
videos
represent
culturally
responsive
teaching.

Learners will
support their
evaluation by
making
connections to
literature.

Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “What do I look for
when evaluating instructional
performance for evidence of
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
Learners will
brainstorm
and write ideas
for reflective
journal
culturally responsive teaching?”

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Summarize Unit 3. Display and
discuss course overview chart to
introduce next unit and lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next unit and how
this unit’s knowledge is
build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Unit 4/Lesson 1: “What does it look like to have a climate of academic excellence for
students?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The fourth and final component engages learners in the community in which they are
participating in the practice experience by making adjustments to their current instructional plans and
examining their own pedagogy. This stage of the course also allows learners the opportunity to critically
reflect on their worldview and positionality they began the course with and develop a set of practices that are
context specific and responsive to their communities. In this first lesson, learners will begin to examine the
three main components of culturally responsive teaching and use new knowledge from literature and
instructional practice to identify examples and nonexamples in their specific contexts.

Learning Objective(s)
Terminal Objective:
Given instructional examples from practice and previous philosophy of teaching and learning, learners can
apply culturally responsive teaching strategies to instructional lesson plans and reevaluate previously
constructed philosophy of education by applying new knowledge.
Enabling Objective(s):
● Know what it means to create a climate of academic excellence
● Be able to recognize the elements to create a climate of academic excellence

Lesson Materials
Article
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory
into practice, 34(3), 159-165.

Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
Building on knowledge gained from an examination into biases, assumptions and beliefs, exploration of
literature into the definition of culturally responsive teaching, and practice and evaluation of implementation,
learners will now be guided into the application of all new knowledge into their actual teaching contexts. As
learners move through the lessons in this unit, assess for prerequisite knowledge from previous lessons and
provide scaffolding and review where necessary.

Since the curriculum is serving as a “blueprint”, time for practice and implementation will depend on the level
of the learners and their practice experience. The purpose of this curriculum is to take place in tandem with
the practice experience of student teaching. Therefore, the learners are expected to continually be applying
their new knowledge to their practice. This will be evidenced through their reflective journals and reviewed
by the facilitator to see if adjustments need to take place. This is part of the implementation and evaluation of
the curriculum and is ongoing.

*For in-service learners, facilitators should assess their ability to apply new knowledge from practice and
evaluation and review where necessary. Some scaffolding may be necessary, however, most in-service
learners should be able to move through this unit without much assistance. Due to their in depth knowledge
of their students and community, learners should not need much scaffolding when deconstructing and
reconstructing lesson plans. However, complete explanation and practice of the main components of
culturally responsive teaching is key to their successful completion of the course.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Review main concepts and ideas
from units 1,2 and 3 by allowing
learners to use new knowledge by
having them explain their thoughts
about course concepts and new
outlook towards academic
excellence.

Display quote on
academic excellence and
read aloud.

Instruct learners to use
the information they
have gained throughout
this course to reflect on
the meaning and how it
relates to their personal
and professional
experiences.

Select volunteers to
share with the whole
group.
Learners will
read and listen
to the quote
displayed.

Learners will
individually
reflect on their
interpretation
of its meaning
and
connections to
information
learned so far
in the course.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new lesson by
summarizing previous unit and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Summarize terminal
objective from Unit 3
and read terminal
objective for Unit 4.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
identify examples and
nonexamples of
academic excellence
Learners
listens and
reads
objectives
from professional
experience and articles.
This assessment will be
incorporated into lesson
reflection.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Knowledge of how to
create a climate of academic
excellence and its components helps
in the promotion when in the field.

Risks Avoided: Failing to recognize
the components of academic
excellence could lead to
perpetuation of the status quo and
the continued struggle for
educational success for students of
color.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying prior knowledge about
the climate necessary for academic
excellence serves as a foundation to
add new knowledge for components
that make the climate culturally
responsive.

Applying that knowledge by
identifying examples and
nonexamples helps to solidify
understanding of this component as
a key element for CRT in practice.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
components of
academic
excellence, we
will examine
articles and
practice for
examples and
nonexamples of
a climate of
academic
excellence.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“What does it look like
to have a climate of
academic excellence for
students?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will activate prior
knowledge about what a climate of
academic excellence looks like in
practice.

Learners will work in collaborative
Divide learners into
collaborative groups.
Have groups describe
what it means to have a
climate of academic
excellence through an
illustration on chart
Learners will
work in
collaborative
groups to
illustrate a
climate of
academic
groups to create an illustration of
academic excellence in a classroom
on chart paper and present it to the
whole group.
paper.

Have collaborative
groups orally describe
illustration to the with
whole group.

Charts should be
displayed around room
as a reference for the
lesson.
excellence on
chart paper.

Groups will
share their
posters with
the whole
group.
Learning
Guidance
- Lecture
- Demo.
20 Provide a detailed definition of
academic excellence based on
articles and outline components on
graphic organizer.

Model identifying examples and
nonexamples of a climate of
academic excellence using literature
and professional practice.
Refer to articles for
today’s lesson. Identify
the definition for a
climate of academic
excellence. Relate
definition to learner
definitions created
earlier in the lesson.

Complete graphic
organizer identifying the
components.

Model using “think
aloud” strategy to
identify examples of a
climate of academic
excellence in articles.
Continue to model
thinking through
examples and
nonexamples in
professional practice.
List on chart paper.

Learners will
read and listen
while following
along with
their handout.

Learners will
complete
graphic
organizer by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will work in collaborative
groups to examine articles to find
additional examples and
nonexamples of a climate of
academic excellence.

Knowledge will be demonstrated
through learners correctly
identifying examples and
nonexamples within articles and
through professional practice.

Rather grade work, instructor will
walk around and work with
individual groups to provide
Divide learners into
groups.

Instruct groups to use
articles to identify
examples and
nonexamples of a
climate of academic
excellence. Learners
should also use
information from
professional practice to
draw illustrations and
write words on chart
paper.

Learners will
work in
collaborative
groups to
identify
examples and
nonexamples
of a climate of
academic
excellence in
articles and
through
professional
practice.

feedback through guidance and
clearing any misconceptions

As learners work in
collaborative groups to
develop arguments,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
Authentic
Assessment
20 Charts with examples and
nonexamples will be displayed
around the room as learners
carousel to each chart and leave
comments with connections to
literature.

Provide learners with
the opportunity to
carousel group posters
by spending a selected
amount of time at each
poster, viewing, and
moving onto the next.

As learners view posters
and reflect, prompt
them to use the rubric to
evaluate. Learners may
leave comments with
sticky notes.

At the conclusion of
carousel activity,
facilitate a whole group
discussion by reading
some of the Post-It notes
attached to the posters.

Learners will
carousel to the
various posters
and make
comments with
connections to
literature.
BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
reading comments on your initial
group poster and participating in
whole group discussion.

Write your own definition of the
climate of academic excellence on
Discuss and summarize
information presented
by each group.

Have learners complete
the graphic organizer
with their own
Learners will
read and listen
to the
summary of
information
from each
group.
graphic organizer. definition of a climate of
academic excellence.

Facilitate a discussion
around the comments
from peers and
connections to
literature.

Learners will
complete
graphic
organizer with
personal
definition of a
climate of
academic
excellence.

Learners will
participate in
discussion
about the
comparison
between
previous
definition and
new definition
and comments
from peers.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “What does it look like
to have a climate of academic
excellence for students?”

Learners are expected to continually
be applying their new knowledge to
their practice. This will be
evidenced through their reflective
journals and reviewed by the
facilitator to see if adjustments need
to take place.

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
Learners will
read and listen
to the course
overview and
flowchart for
the course.

is built upon in the next
session.

Total Time 180

Unit 4/Lesson 2: “How do you recognize cultural competencies in the classroom
while analyzing and explaining the sociopolitical climate in our society to students?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The fourth and final component engages learners in the community in which they are
participating in the practice experience by making adjustments to their current instructional plans and
examining their own pedagogy. This stage of the course also allows learners the opportunity to critically
reflect on their worldview and positionality they began the course with and develop a set of practices that are
context specific and responsive to their communities. In the second lesson, learners will examine the two
other main components of culturally responsive teaching and use new knowledge from literature and
instructional practice to identify examples and nonexamples in their specific contexts.

Learning Objective(s)
Terminal Objective:
Given instructional examples from practice and previous philosophy of teaching and learning, learners can
apply culturally responsive teaching strategies to instructional lesson plans and reevaluate previously
constructed philosophy of education by applying new knowledge.
Enabling Objective(s):
● Know what cultural competencies are and their purpose
● Know the cultural competencies in the classroom
● Recognize the current sociopolitical climate in our society
● Know how to analyze current social structures that reinforce inequalities
● Be able to empower students to take informed action

Lesson Materials
Articles
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory
into practice, 34(3), 159-165.

Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
Building on knowledge gained from an examination into biases, assumptions and beliefs, exploration of
literature into the definition of culturally responsive teaching, and practice and evaluation of implementation,
learners will now be guided into the application of all new knowledge into their actual teaching contexts. As
learners move through the lessons in this unit, assess for prerequisite knowledge from previous lessons and
provide scaffolding and review where necessary.

Since the curriculum is serving as a “blueprint”, time for practice and implementation will depend on the level
of the learners and their practice experience. The purpose of this curriculum is to take place in tandem with
the practice experience of student teaching. Therefore, the learners are expected to continually be applying
their new knowledge to their practice. This will be evidenced through their reflective journals and reviewed
by the facilitator to see if adjustments need to take place. This is part of the implementation and evaluation of
the curriculum and is ongoing.

*For in-service learners, facilitators should assess their ability to apply new knowledge from practice and
evaluation and review where necessary. Some scaffolding may be necessary, however, most in-service
learners should be able to move through this unit without much assistance. Due to their in depth knowledge
of their students and community, learners should not need much scaffolding when deconstructing and
reconstructing lesson plans. However, complete explanation and practice of the main components of
culturally responsive teaching is key to their successful completion of the course.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Use magazine cutouts of words and
pictures to create a collage that
illustrates the meaning of culturally
responsive teaching and define the
concept.

Prior to class session,
compile numerous
magazines and ask
learners to bring in old
magazines.

Provide learners with
11x17” size paper and
instruct them to search
magazines for images
that express their
understanding of
culturally responsive
teaching and create a
collage.

Select volunteers to
share with the whole
group.
Learners will
examine
magazine
words and
images and
select
representation
s that express
their
understanding
of the meaning
of culturally
responsive
teaching.

Learners will
participate in
pair and whole
group
discussion.
Learning
Objectives
10 Introduce new lesson by
summarizing previous unit and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read and review
terminal objective for
Unit 4.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
identify examples and
Learners
listens and
reads
objectives
nonexamples of
academic excellence
from professional
experience and articles.
This assessment will be
incorporated into lesson
reflection.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Knowledge of how to
recognize the cultural competencies
of a classroom helps educators
validate the cultural experiences of
students and supports their
connections to learning.
Recognizing the sociopolitical
climate of our society and explaining
it to students supports their
empowerment in taking informed
action in their communities.

Risks Avoided: Failing to recognize
the importance of cultural
competencies and understanding
the sociopolitical climate could lead
to perpetuation of the status quo
and the continued struggle for
educational success for students of
color.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying prior knowledge about
the cultural and ethnic
demographics of individual teaching
contexts serves as the foundation to
add new knowledge for components
that make the classroom climate
culturally responsive.

Applying that knowledge by
identifying examples and
nonexamples helps to solidify
understanding of these component
as key elements for CRT in practice.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using the
demographic
information
from individual
teaching
contexts, we
will examine
articles and
practice for
examples and
nonexamples of
each component
and illustrate
them in role
play.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do you recognize
cultural competencies in
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
the classroom while
analyzing and explaining
the sociopolitical climate
in our society to
students?”
Prerequisite
Knowledge
20 Learners will activate prior
knowledge about the cultural and
ethnic composition of their students
by completing a graphic organizer
and completing sentence stems to
recognize cultural competencies
present and possible evidence of the
impact of the sociopolitical climate
of our society on their students.

Learners will work individually to
complete organizer and sentences
stems and present it to the whole
group.
Display graphic
organizer and sentence
stems and read them
orally.

Instruct learners to
complete organizer with
demographic
information from their
individual teaching
contexts. Additionally,
learners will fill in
sentence stems to create
a statement that
represents the possible
impact of the
sociopolitical climate of
our society on their
students.

Have learners share
their information and
statements with a
partner and them select
volunteers to share with
the whole the group.

Learners will
read and listen
to the
explanation of
graphic
organizer and
sentence
stems.

Learners will
individually
complete
graphic
organizer and
sentence stems
to represent
the
information
from their
individual
teaching
contexts.

Learners will
share their
information
with a partner
and then with
the whole
group.

Learning
Guidance
- Lecture
- Demo.
20 Provide a detailed definition of the
components of culturally responsive
teaching based on articles and
outline cultural competencies and
sociopolitical climate on graphic
organizer.

Model identifying examples and
nonexamples of a cultural
competencies and sociopolitical
climate using literature and
professional practice.
Display organizer from
previous lesson. Refer to
articles for today’s
lesson. Identify the
definition for a cultural
competencies in a
classroom and complete
organizer with
information.

Model using “think
aloud” strategy to
identify examples in
articles. Continue to
model thinking through
examples and
nonexamples in
professional practice
using demographic
Learners will
read and listen
while following
along with
their handout.

Learners will
complete
graphic
organizer by
following
instructor
modeling.

Learner will
reference
articles to
make
connections
information.

Repeat for recognizing
sociopolitical climate
and its impact on
students.

and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will work in collaborative
groups to examine articles to find
additional examples and
nonexamples of components.

Knowledge will be demonstrated
through learners correctly
identifying examples and
nonexamples by creating a role play
situation to illustrate each
component.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Divide learners into
groups.

Instruct groups to use
articles to identify
examples and
nonexamples of
components. Learners
should also use
information from
professional practice to
create a role play
situation that illustrates
an example and
nonexample of the
components.

As learners work in
collaborative groups to
identify examples and
nonexamples, provide
guided feedback by
listening, asking guiding
questions, and probing
for deeper thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
Learners will
work in
collaborative
groups to
identify
examples and
nonexamples
of components
in articles and
through
professional
practice.

Learners will
work in
collaborative
groups to
create a play
illustrating the
components.
Authentic
Assessment
20 Collaborative groups will present
their plays to the whole groups as
an illustration of the examples and
nonexamples of the components.

Learners watching will take notes of
Provide learners with
the opportunity to
present their illustrated
examples and
nonexamples through
plays.
Learners will
watch and
listen to groups
present their
plays and take
notes while
illustrations and make connections
to literature.

As learners watch and
listen, they should take
notes on examples and
nonexamples and make
connections to
literature.

making
connections to
literature.
BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
participating in whole group
discussion.

Write your own definition of the
cultural competencies and
sociopolitical climate on graphic
organizer.
Discuss and summarize
information presented
by each group.

Have learners complete
the graphic organizer
with their own
definition of cultural
competencies and
sociopolitical climate.

Facilitate a discussion
around the comments
from peers and
connections to
literature.

Learners will
read and listen
to the
summary of
information
from each
group.

Learners will
complete
graphic
organizer with
personal
definition of
cultural
competencies
and
sociopolitical
climate .

Learners will
participate in
discussion
about
definitions and
make
comparisons
between their
definitions and
understanding
and that of
their peers.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do you
recognize cultural competencies in
the classroom while analyzing and
explaining the sociopolitical climate
in our society to students?”

Learners are expected to continually
be applying their new knowledge to
their practice. This will be
evidenced through their reflective
journals and reviewed by the
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
facilitator to see if adjustments need
to take place.

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Discuss requirements
for reflective journal
response due before
next session.

new
knowledge
acquired.
Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Class Demographics

Class racial breakdown (percentage):

White/Caucasian _________________

Black/African American ____________

Asian/Pacific Islander ______________

Hispanic/Latino ___________________

Other ___________________________

Society views my white students as ________________________________________________

Black _________________________________________________________________________

Asian _________________________________________________________________________

Latino ________________________________________________________________________

Some of the challenges my white students face are ____________________________________

Black _________________________________________________________________________

Asian _________________________________________________________________________

Latino_________________________________________________________________________

Unit 4/Lesson 3: “How do you examine lesson plans and reconstruct them to reflect
culturally responsive teaching strategies?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The fourth and final component engages learners in the community in which they are
participating in the practice experience by making adjustments to their current instructional plans and
examining their own pedagogy. This stage of the course also allows learners the opportunity to critically
reflect on their worldview and positionality they began the course with and develop a set of practices that are
context specific and responsive to their communities. In the third lesson, learners will deconstruct a current
instructional lesson plan to examine for evidence of culturally responsive teaching strategies and reconstruct
that plan to include all components of CRT.

Learning Objective(s)
Terminal Objective:
Given instructional examples from practice and previous philosophy of teaching and learning, learners can
apply culturally responsive teaching strategies to instructional lesson plans and reevaluate previously
constructed philosophy of education by applying new knowledge.
Enabling Objective(s):
● Be able to examine instructional plans for elements of cultural responsiveness
● Reconstruct instructional plans to reflect culturally responsive teaching strategies

Lesson Materials
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
Building on knowledge gained from an examination into biases, assumptions and beliefs, exploration of
literature into the definition of culturally responsive teaching, and practice and evaluation of implementation,
learners will now be guided into the application of all new knowledge into their actual teaching contexts. As
learners move through the lessons in this unit, assess for prerequisite knowledge from previous lessons and
provide scaffolding and review where necessary.

Since the curriculum is serving as a “blueprint”, time for practice and implementation will depend on the level
of the learners and their practice experience. The purpose of this curriculum is to take place in tandem with
the practice experience of student teaching. Therefore, the learners are expected to continually be applying
their new knowledge to their practice. This will be evidenced through their reflective journals and reviewed
by the facilitator to see if adjustments need to take place. This is part of the implementation and evaluation of
the curriculum and is ongoing.

*For in-service learners, facilitators should assess their ability to apply new knowledge from practice and
evaluation and review where necessary. Some scaffolding may be necessary, however, most in-service
learners should be able to move through this unit without much assistance. Due to their in depth knowledge
of their students and community, learners should not need much scaffolding when deconstructing and
reconstructing lesson plans. However, complete explanation and practice of the main components of
culturally responsive teaching is key to their successful completion of the course.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Learners will create a short quiz to
give to their peers which reflects
their knowledge about culturally
responsive teaching and the course.

Instruct learners to
reference their notes
throughout the course
and use the new
knowledge to create a
seven question quiz to
administer to their
peers.

Display unit sequence
chart and lesson
objectives from the
course.

Select volunteers to read
one of their questions.

Quizzes will be
administered in pairs
during the next lesson.

Learners will
examine
course notes
and lesson
objectives to
create seven
questions for a
quiz they will
administer to
their peers.

Learners will
select one
question to
share orally
with the whole
group.

Learning
Objectives
10 Introduce new lesson by
summarizing previous unit and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

State lesson assessment
Read and review
terminal objective for
Unit 4.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
deconstruct and
reconstruct an
instructional lesson plan
to make sure it is
reflective of culturally
responsive teaching
Learners
listens and
reads
objectives
strategies. This
assessment will be
incorporated into lesson
reflection.
Reasons for
Learning
- Benefits
- Risks
10 Benefits: Knowledge of examining
instructional lesson plans for
elements of cultural responsiveness
is essential to implementing the
practice when in the field.

Risks Avoided: Failing to examine
and reconstruct instructional plans
could lead to the risk of not being
culturally responsive in teaching
practices.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying prior knowledge about
lesson planning and the three
components of CRT in practice
serves as the foundation as the
knowledge is applied to their
personal instructional plans.

Applying that knowledge by
deconstructing and reconstruction
instructional lesson plans helps
solidify a disposition toward
culturally responsive teaching
practices.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using
knowledge
about lesson
plans and the
three main
components of
CRT, we will
deconstruct and
reconstruct
individual
instructional
plans to reflect
culturally
responsive
teaching in
practice.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How do you examine
lesson plans and
reconstruct them to
reflect culturally
responsive teaching
strategies?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will activate prior
knowledge about the construction of
Show video of
instruction and provide
Learners will
watch video
lesson plans and the three main
components of CRT by watching a
video of a lesson in action and
discussion the incorporation of the
components where necessary.

Learners will work in collaborative
groups to discuss appropriate
incorporation of one component of
CRT and share with the whole
group.

learners with the
instructional lesson
plan.

Display notes of each
component from
previous lessons.

Divide learners into
three groups. Assign
one component to each
group and instruct
groups to investigate the
video and lesson plans
for areas where they can
incorporate their
component in order to
make the lesson
culturally responsive.

Have learners share
their information with
the whole the group.

and follow
along with
instructional
lesson plan.

Learners will
work in
collaborative
groups to
identify parts
of the lesson
plan where
their assigned
component of
CRT could be
incorporated.

Learners will
share their
information
with the whole
group.

Learning
Guidance
- Lecture
- Demo.
20 Model the deconstruction and
reconstruction of an instructional
lesson plan for components of
culturally responsive teaching.

Display instructional
lesson plan and identify
each part by reading
components of a lesson
plan orally.

Model using “think
aloud” strategy to
deconstruct the lesson
plan for the examination
of the components of
CRT. Continue to model
thinking through where
to incorporate each
component, using
reasoning from
literature and learner
feedback from
discussion.

Reconstruct lesson plan
and discuss changes by
comparing it with
original instructional
plan
Learners will
read and listen
while following
along with
their handout.

Learners will
reference
previous
discussion to
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
30 In order to practice new knowledge,
learners will work in collaborative
Divide learners into
groups.
Learners will
work in
groups to deconstruct their
individual lesson plans by
examining them for the evidence of
the three main components of CRT.

Knowledge will be demonstrated
through learners correctly
identifying evidence of the
components of CRT in lesson plans
and places where it may be absent.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Instruct groups to
examine each lesson
plan individually to
check for evidence of the
three main components
of CRT. Discussions and
conversations amongst
group members should
be taking place in order
for learners to recognize
evidence and deficits.

As learners work in
collaborative groups,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
collaborative
groups to
examine each
other’s lesson
plans and
provide each
other with
feedback on
evidence of
components of
CRT, or lack of.

Authentic
Assessment
35 Learners will work independently
and use the feedback from peers to
reconstruct their lesson plans by
including evidence of the three main
components of CRT.

*This activity serves as a starting
point with scaffolding for learners to
complete independently and in
practice. It will likely not be
completed in this session.

Learners will participate in whole
group discussion regarding
deconstruction and reconstruction
of their instructional plans.

Provide learners with
the opportunity to work
on reconstructing their
lesson plans to include
evidence of the three
main components of
CRT.

Facilitate discussion
regarding learner
experiences in
deconstructing and
reconstructing lesson
plans.

As learners discuss,
listen for and encourage
connections to
literature.

Learners will
work
independently
to reconstruct
instructional
lesson plans to
include
evidence of
CRT.

Learners will
participate in
whole group
discussion
regarding their
experience
deconstructing
and
reconstructing
their plans
while making
connections to
literature.
BREAK

5 mins
Retention
and Transfer
10 Reflect on new knowledge by
highlighting areas to include
evidence of CRT in instructional
lesson plans.

Learners will continue to participate
in whole group discussion by
making connections between their
experience and the literature.
Instruct learners to
glance over the rest of
their lesson plans to
highlight areas where
they will incorporate
evidence of the three
main components of
CRT.

Facilitate a discussion
around the experience
of deconstructing and
reconstructing as well as
feedback from peers and
connections to
literature.

Learners will
look at the the
parts of their
plans they
haven’t had the
chance to
reconstruct
yet, and
highlight the
areas where
they can
include
evidence of
CRT.

Learners will
participate in
discussion
about their
experiences in
deconstructing
and
reconstructing
lesson plans
while making
connections to
literature.
Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How do you examine
lesson plans and reconstruct them
to reflect culturally responsive
teaching strategies?”

Learners are expected to continually
be applying their new knowledge to
their practice. This will be
evidenced through their reflective
journals and reviewed by the
facilitator to see if adjustments need
to take place.

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Discuss requirements
for reflective journal
response due before
next session.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
by at least 100 words to describe).

Advance
Organizer
for the Next
Unit
5 Display and discuss course overview
chart to introduce next lesson

Display course overview
with reflective cycle and
flow chart.

Discuss lesson objective
for next lesson and how
this lesson’s knowledge
is build upon in the next
session.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Clayton County Public Schools
B.C. Haynie School
Grade Level/Subject:_3
rd
Grade READING______
Unit: 2 The Incredible Works of Nature____
Week of Nov. 18-Nov. 21 Standards:
_________________ELACC3RI3______________________________
Monday Tuesday Wednesday Thursday Friday
Getting
Started
Transition into
Learning
Transition into Learning Transition into
Learning
Transition into
Learning
Transition
into Learning
Warm-up (10
min)
What will the
warm-up
address? What
data is weak?

Daily Language
Practice
Daily Language Practice
Daily Language Practice
Daily Language
Practice
Daily Language
Practice
Opening Building the
Foundation
Building the Foundation Building the
Foundation
Building the
Foundation
Building the
Foundation
Direct
explanation of
what students
will learn
(standards,
learning
objective, hook)
and how they
will assessed
(7 minutes)

Introduce the
standard:
ELACCRI3:
Determine the main
idea of a text;
recount key details
and explain how
they support the
main idea.

By the end of this
lesson students
should be able to say
that:
I can determine the
main idea of a text,
recalling key
details to explain
how they support
the main idea.

Learning
Assessment:
TSW identify the
main idea in a
passage by checking
to make sure all
sentences align with
the main idea
Introduce the standard:
ELACCRI3: Determine the
main idea of a text; recount key
details and explain how they
support the main idea.

By the end of this lesson
students should be able to say
that:
I can determine the main idea
of a text, recalling key details
to explain how they support
the main idea.

Learning Assessment:
TSW identify the main idea and
select key details by eliminating
details that do not support the
main idea
Introduce the standard:
ELACCRI3: Determine the
main idea of a text; recount
key details and explain how
they support the main idea.

By the end of this lesson
students should be able to say
that:
I can determine the main
idea of a text, recalling key
details to explain how they
support the main idea.

Learning Assessment:
TSW identify the main idea
and supporting details and
place on a graphic organizer
Introduce the
standard:
ELACCRI3:
Determine the main
idea of a text; recount
key details and
explain how they
support the main
idea.

By the end of this
lesson students
should be able to say
that:
I can determine the
main idea of a text,
recalling key details
to explain how they
support the main
idea.

Learning Assessment:
TSW identify the
main idea and select
key details from a
variety of
nonfictional texts

Introduce the
standard:
ELACCRI3:
Determine the
main idea of a
text; recount key
details and
explain how they
support the main
idea.

By the end of this
lesson students
should be able to
say that:
I can determine
the main idea of
a text, recalling
key details to
explain how they
support the
main idea.

Learning
Assessment:
TSW demonstrate
knowledge of
skills through
common
assessment
Work Period

Modeling the
lesson’s
concepts
(13 minutes)
( I do- model
correct
concepts for
students)

Use Main Idea
powerpoint to
explain that the main
idea is what the
passage is mostly
about. There are
details located in the
passage that help
support the main
idea. Today we are
focusing on how to
find MAIN IDEA
Today we are going to focus on
identifying the KEY DETAILS
that support the main idea.
Display the following passage
and read aloud:

Austin is the state capital of
Texas. Many people visit the city
each year. They tour the Texas
State Capitol. They also visit the
city's museums. Some people go
to the Congress Avenue Bridge.
Explain to students that often
times paragraphs in a passage
have their own main idea that
supports the overall idea of the
entire selection.
Display the following passage
and read aloud:

Most people agree that
exercise is good for the body.
Exercise can help people feel
good, too. It helps every part
Explain to students
that even long
passages have a main
idea that we can
identify without
having to read the
entire selection.
Display the following
non fictional
selection (in honor of
Ms. Arthur )

Use Study Island
practice questions
to demonstrate
how to answer
questions from a
passage. Display
questions directly
from website on
the screen.

Model answering
question by

Model by reading
through the example
in the presentation.
Use think aloud
strategies to help
students understand
how you arrived at
you conclusion.

The bridge is home to 1.5
million bats. The bats live there
from spring to fall. People
gather to watch the bats leave
the bridge in the evening.

Model by telling students that
this passage is mostly about
what people can do when they
visit Austin. Go through each
sentence to check if it relates.
The main idea and complete
thought for this passage is,
"Things to Do in Austin."

Model identifying key details by
asking if each sentence tells
about things to do in Austin.
Cross out sentences that do NOT
tell about things to do in Austin.
These are interesting facts, but
do not support the main idea

of the body. It even helps the
mind. Getting enough exercise
can make a person happy. It
helps people feel more
peaceful. It can also make a
person feel less tired. Exercise
helps some people sleep better.
People will sometimes set
exercise goals. When they
reach their goals, they feel
proud. Exercise is very good
for the mind.
Exercise can help people’s
bodies to stay healthy, too.
People who exercise usually
have less fat. Exercise helps
people lose weight. This can
help someone stay at a healthy
weight. It can also keep people
from getting sick. People who
exercise have healthier hearts.
Exercise can help a person age
well. As people get older, they
will feel better if they exercise.
When women get older,
sometimes their bones can get
weak. Exercise helps make
bones stronger. Exercise is
important and helps the body.

Model by identifying the main
idea of the passage; this
passage is mostly about why
exercise is good for the body.
Read the last paragraph only.
It is describing how exercise
can help people age well. All
the other sentences support
this. So the best main idea is
"exercise can help people age
better when they get older."

Model by creating a flower
diagram to use as a graphic
organizer. Place the main idea
in the middle (circle). Identify
the supporting details and
place in the petals

Model how to
identify what the
passage is mostly
about by reading the
title and scanning
sentences to make
sure they all align
with the main idea.
Identify the
supporting details and
answer the questions
at the bottom of the
page
eliminating
incorrect answers
and supporting
correct choice
with evidence
from the passage.
Model several
questions to the
class
Guided
practices with
corrective
feedback/Small
group
instruction
(15 minutes)
(We do
together or in
cooperative
learning
groups with
strong teacher
guidance)

Display the
following passage:

Jim Kirkland studies
dinosaurs in Utah.
He found a huge
pocket of bones in
the dirt. They all
belonged to one
dinosaur. This
animal most likely
ate meat. It also may
have looked like a
bird. This dinosaur
is about 125 to 150
million years old. It
is a new find.
Scientists have not
even named the
animal yet.
Distribute the following passage
to each group and display on
screen:

Police officers are busy people
with many jobs to do. They
protect you and your neighbors.
The police look into crimes.
They also arrest people who
have done crimes. They help
look for people who are lost.
They stop drivers who break
traffic rules. They help with
emergencies, too. They help
people who are hurt. The police
are caring people who work to
make your neighborhood safer.

Have student work in groups to
identify the main idea. As
Divide the class into two
groups (ex. 8 year olds and 9
year olds). The 1
st
group will
reread paragraph 1 and find the
main idea, key details and
place on the graphic organizer.
The 2
nd
group will reread
paragraph 2 and place the main
idea and details on a graphic
organizer.

(You may want to enlarge each
paragraph and give in
isolation to each group so they
only focus on that information.
Paste onto chart paper and let
them draw the diagram below)

Display charts in class when
finished
Distribute the
following passages to
various groups. Have
them read as a group
and answer the
questions at the
bottom of the page

Display other
questions to class
and have students
use Turning Point
clickers to
respond. Select
student
volunteers to
explain why they
selected their
answer choice.

The bones of about
100 other animals
are in a hill in Utah.
Kirkland says, "We
guess there are 500
bones per square
meter. That is a lot
of bones."
His latest find is
great. He found
many bones in the
hill. They are almost
all in good shape.
Kirkland will learn a
lot about the new
dinosaur. He thinks
he will know more
about it than any
dinosaur ever found.

Use chart paper to
record answers as
student volunteers
call out what the
passage was mostly
about (one word
answers are fine).
Encourage them to
tell how they know
that by asking if
every sentence in the
passage is related to
their answer.

Have students work
in groups to
collectively decide
on a complete
thought to express
the main idea. Write
at the bottom of the
chart
groups share the main idea,
encourage them to explain how
they came to this conclusion.

As a class, go through each
sentence to see if it could be a
supporting detail. If it does
NOT support the main idea,
students should cross it out. List
the main idea and supporting
details at the bottom of the page

Apply

Independent
Practice with
limited teacher
guidance
(20 minutes)
(You do with
my help at
times)

Reading Choice
Board
Each student will
have a copy of their
own choice board
and complete three
learning activities
throughout the week.
One assignment in
each category should
be chosen
(vocabulary,
comprehension, and
review skills).
Assignments should
be stapled to the
back on the choice
board and turned in
at the end of the
week

Study Island
Tutorials
Complete tutorials
on standards
practiced this week
Reading Choice Board
Each student will have a copy of
their own choice board and
complete three learning
activities throughout the week.
One assignment in each category
should be chosen (vocabulary,
comprehension, and review
skills). Assignments should be
stapled to the back on the choice
board and turned in at the end of
the week

Study Island Tutorials
Complete tutorials on standards
practiced this week
(www.studyisland.com )

Reading Choice Board
Each student will have a copy
of their own choice board and
complete three learning
activities throughout the week.
One assignment in each
category should be chosen
(vocabulary, comprehension,
and review skills).
Assignments should be stapled
to the back on the choice board
and turned in at the end of the
week

Study Island Tutorials
Complete tutorials on
standards practiced this week
(www.studyisland.com )

Reading Choice
Board
Each student will
have a copy of their
own choice board and
complete three
learning activities
throughout the week.
One assignment in
each category should
be chosen
(vocabulary,
comprehension, and
review skills).
Assignments should
be stapled to the back
on the choice board
and turned in at the
end of the week

Study Island
Tutorials
Complete tutorials on
standards practiced
this week
(www.studyisland.co
Administer
Common
Assessment

Reading Choice
Board
Each student will
have a copy of
their own choice
board and
complete three
learning activities
throughout the
week. One
assignment in
each category
should be chosen
(vocabulary,
comprehension,
and review
skills).
Assignments
should be stapled
to the back on the
choice board and
turned in at the
(www.studyisland.c
om )

m )

end of the week

Study Island
Tutorials
Complete
tutorials on
standards
practiced this
week
(www.studyislan
d.com )

Reflection

Review of
learning
objectives
(10 minutes)

(I check to see
what you have
mastered and
administer next
steps.)

How can I find the
main idea of a
passage?

HOMEWORK:
Reading Practice
book page
TOTD: What is the purpose of
the key details in a passage?

HOMEWORK: Reading
Practice book pages
Rewrite the main idea of the
entire passage. Identify the
key details that support

HOMEWORK: Reading
Practice book pages
Play main idea
review game
(www.studyisland.co
m)

HOMEWORK:
Reading Practice
book pages

Answer essential
question

HOMEWORK:
None

Unit 4/Lesson 4: “How has my philosophy of teaching and learning changed?”

Lesson Duration: 180 minutes (3 hours with one 10 min and one 5 min break)

Introduction: The fourth and final component engages learners in the community in which they are
participating in the practice experience by making adjustments to their current instructional plans and
examining their own pedagogy. This stage of the course also allows learners the opportunity to critically
reflect on their worldview and positionality they began the course with and develop a set of practices that are
context specific and responsive to their communities. In the last lesson, learners will write a new philosophy
of education using the same prompt and sentence stems from the first lesson and have the opportunity to
compare their two philosophy statements for areas of growth.

Learning Objective(s)
Terminal Objective:
Given instructional examples from practice and previous philosophy of teaching and learning, learners can
apply culturally responsive teaching strategies to instructional lesson plans and reevaluate previously
constructed philosophy of education by applying new knowledge.
Enabling Objective(s):
● Be able to develop a philosophy of teaching and learning using their renewed awareness of
cultural responsiveness
● Analyze the similarities and differences between their previous philosophy of teaching and
learning and their new one

Lesson Materials
Computer and projector
PowerPoint Presentation (available on online platform prior to session)
Handouts (PowerPoint slides)
Poster paper
Markers
Tape
Post-It Notes

Learner Characteristic Accommodations
This session is in-person and will meet on-campus. Learners will be delivered instructional materials
through visual and auditory modes with opportunities for practice. PowerPoint presentation will be available
one week prior to the session to allow extra time for learners who need it.

Facilitator Notes
Building on knowledge gained from an examination into biases, assumptions and beliefs, exploration of
literature into the definition of culturally responsive teaching, and practice and evaluation of implementation,
learners will now be guided into the application of all new knowledge into their actual teaching contexts. As
learners move through the lessons in this unit, assess for prerequisite knowledge from previous lessons and
provide scaffolding and review where necessary.

Since the curriculum is serving as a “blueprint”, time for practice and implementation will depend on the level
of the learners and their practice experience. The purpose of this curriculum is to take place in tandem with
the practice experience of student teaching. Therefore, the learners are expected to continually be applying
their new knowledge to their practice. This will be evidenced through their reflective journals and reviewed
by the facilitator to see if adjustments need to take place. This is part of the implementation and evaluation of
the curriculum and is ongoing.

*For in-service learners, facilitators should assess their ability to apply new knowledge from practice and
evaluation and review where necessary. Some scaffolding may be necessary, however, most in-service
learners should be able to move through this unit without much assistance. Due to their in depth knowledge
of their students and community, learners should not need much scaffolding when deconstructing and
reconstructing lesson plans. However, complete explanation and practice of the main components of
culturally responsive teaching is key to their successful completion of the course.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 Learners will work in pairs to
administer their created quizzes to
their peers.

Learners should participate in
conversations which reflect their
knowledge about culturally
responsive teaching and elements
learned in the course.

Instruct learners to
create pairs and
administer their quiz
(created in last session)
to their partner.

After the completion of
the quiz, partners
should discuss correct
and incorrect answers.
Prompt learners to
discuss why answer are
correct or incorrect.

Select volunteers to
share partner discussion
and experience with the
quiz with the whole
group.

Learners will
administer
their created
quiz to their
partner.

Learners will
complete the
quiz
administered
by their
partner.

Learners will
participate in
conversation
regarding the
correct and
incorrect
answers.

Learning
Objectives
10 Introduce new lesson by
summarizing previous unit and
making connections between the
two.

Lesson objectives are presented on
screen in written form and read
orally.

Make connection between this
lesson and the overall course
overview, Rodgers Reflective Cycle
and Scope and Sequence.

Restate course assessment
Read and review
terminal objective for
Unit 4.

Display lesson
objectives for the day
and show where is falls
in the course overview,
reflective cycle, and
Scope and Sequence
chart.

State the assessment for
the lesson by informing
students that they will
create another
philosophy of education
and compare their first
statement to their new
one. This assessment
will be incorporated into
lesson reflection.
Learners
listens and
reads
objectives
Reasons for
Learning
- Benefits
- Risks
10 Benefits: The ability to reflect on
growth through the course is
essential to the personal and
professional growth of learners as
they move toward becoming
culturally responsive in their
teaching.

Risks Avoided: Failing to reflect on
growth of practice could result in
stagnation in practice and
perpetuation of the status quo as it
relates to the academic
advancement of students of color.
Present benefits and
risks avoided in learning
through presentation by
providing verbal
explanations and images
to accompany written
descriptions.

Facilitate discussion by
having learners think
about their teaching and
contexts independently,
then share with a
partner. Discuss as a
whole group by
selecting volunteers.
Learners will
listen and read
benefits and
risks while
thinking about
it’s application
to their own
teaching and
contexts.

Reflect and
discuss with a
partner, then
as a whole
group.
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 Identifying prior knowledge about
writing a philosophy of education
serves as the foundation to writing a
new philosophy statement.

Applying that knowledge by
comparing and contrasting with the
previous philosophy statements
helps identify areas of growth in
thinking about practice.

Explain prior knowledge
and its connection to the
learning objective and
lesson assessment.
- Using
knowledge
about writing
philosophy of
education
statements, we
will write a new
statement using
the new
knowledge
gained in this
course and
compare and
contrast the
new statement
with the
previously
written
statement for
areas of growth.

Introduce lesson title by
stating it as the
overarching question to
be answered in
reflective journal:

“How has my philosophy
of teaching and learning
changed?”
Learners will
listen and read
overview of
connection
between prior
knowledge,
new
knowledge and
learning
strategy.

Learners will
make
connections
with literature
and lesson
overview.
Prerequisite
Knowledge
20 Learners will activate prior
knowledge about the creation of
philosophy of education statements
by using the format from Unit 1
Lesson 1 to write a new statement.
Review steps from slide
presented in Unit 1
Lesson 1 to prompt
learners to write a
statement of teaching
Learners will
read and listen
to review of
instructions to
writing a

and learning.

Remind learners that
they must identify a
Who, What, When,
Where, How and Why in
their statements.

Have volunteers share
their statements with
the whole the group.

philosophy of
education
statements.

Learners will
use
instructions to
write a
statement of
teaching and
learning.

Learners will
share their
statements
with the whole
group.

Learning
Guidance
- Lecture
- Demo.
20 Model the comparison of the old
philosophy statement with the new
one by highlighting similarities and
completing a Venn Diagram graphic
organizer to identify differences.

Display two statements:
one basic statement to
reflect the base
knowledge of a learner
at the beginning of the
course; and another
statement inclusive of
the knowledge learned
in the course.

Display two philosophy
of education statements.

Model using “think
aloud” strategy to
compare and contrast
the two statements.
Highlight the similarities
representative in the
two statements.

Complete Venn Diagram
graphic organizer and
continue to use “think
aloud” strategy to
identify the differences
in the two statements.

Facilitate discussion of
the evidence of growth
between the two
statements.
Learners will
read and listen
while following
along with
their handout.

Learner will
make
connections
and contribute
their thoughts
to the lecture.
BREAK

10 mins
Practice and
Feedback
45 In order to practice new knowledge,
learners will use a Venn Diagram
Divide learners into
groups.
Learners will
compare and
graphic organizer to compare and
contrast the two philosophy of
education statements.

Knowledge will be demonstrated
through learners correctly
identifying similarities and
differences and participating in
small group discussion about areas
of growth.

Rather grade work, instructor will
walk around and work with
individual groups to provide
feedback through guidance and
clearing any misconceptions

Instruct learners to
retrieve philosophy of
education statements
written in the first
lesson. (Provide copies
of statements to each
learner for easy access)

Instruct learners
examine both
statements for
similarities and
highlight or underline
similar areas in
statements. Learners
should then complete
Venn Diagram to display
similarities and
differences between the
two statements.

Prompt groups to
discuss areas of growth
from the first statement
to the second.

As learners work in
collaborative groups,
provide guided feedback
by listening, asking
guiding questions, and
probing for deeper
thinking.

IF learners demonstrate
acquisition of new
knowledge, THEN they
are ready to proceed to
the authentic
assessment.

IF learners demonstrate
a struggle in displaying
new knowledge or
understanding, THEN
scaffold further by
providing a worked
example.
contrast both
statements of
education by
highlighting
statements for
similarities and
completing
Venn diagram
to show
differences.

Learners will
participate in
collaborative
group
discussions
about areas of
growth
between their
first statement
and the second.

Authentic
Assessment
20 Learners will work in collaborative
groups to reexamine biases,
assumptions, and beliefs they
identified at the beginning of the
course and discuss how those might
have changed to become reflective
Display charts on Biases,
Assumptions, and
Beliefs created in Unit 1
Lesson 1.

Instruct learners to
Learners will
work in
collaborative
groups to
reflect on
changes to
in their new philosophies of
education.

work in collaborative
groups and carousel to
each chart and write
comments on possible
changes in their thinking
after new knowledge
presented in the course.

their biases,
assumptions
and beliefs
from the
beginning of
the course.

Learners will
make
comments on
sticky notes
and attach to
charts.

BREAK

5 mins
Retention
and Transfer
10 Learners will participate in whole
group discussion regarding changes
is biases, assumptions and beliefs.

Learners will continue to participate
in whole group discussion by
making connections between their
experience and the literature.
Facilitate whole group
discussion after each
group has visited each
chart.

As learners discuss,
listen for and encourage
connections to
literature.

Learners will
participate in
whole group
discussion and
make
connections to
literature.

Big Ideas

5 Review and re-motivate by
discussing the overarching question
of the lesson: “How has my
philosophy of teaching and learning
changed?”

Learners are expected to continually
be applying their new knowledge to
their practice. This will be
evidenced through their reflective
journals and reviewed by the
facilitator to see if adjustments need
to take place.

Provide it as the prompt for
reflective journal. Journal responses
do not have a particular word or
page limit but must be
comprehensive enough to display
reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form
such as illustration (however,
illustrations must be accompanied
Display overarching
question and read aloud.

Instruct learners to “pre
write” by writing down
key ideas from the
lesson.

Overarching question
will serve as this week’s
prompt for their
reflective journals.

Learners will
brainstorm
and write ideas
for reflective
journal
prompt.

Learners will
make
connections
between
overarching
lesson goal and
new
knowledge
acquired.
by at least 100 words to describe).

Advance
Organizer
5 Display and discuss course overview
chart

Display course overview
with reflective cycle and
flow chart.

Discuss course objective
and review assessment
requirements.

Answer learner
questions regarding
final assessment.

Learners will
read and listen
to the course
overview and
flowchart for
the course.

Total Time 180

Gain Attention: Ask learners to number to six and assign a picture to each of the
following six jobs:
Judge
Actor/Actress
Dictator
Religious leader
Prisoner
Professor
(ex. 1. Judge-2; 2. Actor-6, etc.)
Images:
1. [Photograph of female professor]. Retrieved October 29, 2017 from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=ES-
wWoH1EcH0zgL1gYmQDQ&q=military+female+dictator&oq=military+female+dictator&gs_l=psy-
ab.3...90668.94733.0.95937.23.21.0.0.0.0.131.1536.17j4.21.0....0...1c.1.64.psy-
ab..7.4.251...0j0i13k1j0i8i13i30k1j0i67k1j0i8i30k1j0i24k1.0.ac1q5Anzqh8
2. [Photograph of old female prisoner]. Retrieved October 29, 2017 from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=dC-
wWuzoOYPczwKSmJCwDQ&q=old+female+prisoner&oq=old+female+prisoner&gs_l=psy-
ab.3...264419.270953.0.271158.43.32.0.7.7.0.120.2215.26j5.32.0....0...1c.1.64.psy-
ab..12.24.1057.0..0j0i67k1j0i8i30k1j0i24k1.32.Y_Lhj4Nu_Lw
3. Getty. (2017). Terry Crews has handed in a police report. Retrieved from https://www.mirror.co.uk/3am/celebrity-
news/terry-crews-files-police-report-11489883
3
4. Perry, C. (2015). Lutheran pastor Nadia Bolz-Weber. Retrieved from https://www.npr.org/2015/09/17/441139500/lutheran-
minister-preaches-a-gospel-of-love-to-junkies-drag-queens-and-outsiders
5. [Photograph of African female dictator] (2017). Retrieved from https://bulawayo24.com/index-id-opinion-sc-columnist-byo-
116336.html
6. [Photograph of judge arrested] Retrieved October 29, 2017 from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=hTCwWuWYAsr3zgLmk4OQDQ&q=judge+arrested&
oq=judge+arrested&gs_l=psy-
ab.3..0l2j0i5i30k1j0i8i30k1j0i24k1l6.83824.88944.0.89187.33.29.0.1.1.0.188.2006.24j4.29.0....0...1c.1.64.psy-
ab..10.21.1207.0..0i67k1j0i10i24k1.36.RFpIDnhOhPE
3
Reveal actual job assignments for images and discuss how we naturally bring biases,
assumptions and beliefs to everything we do.
Facilitate short discussion on choices by selecting a few volunteers to explain their
choices (whether correct or incorrect).
4
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
5
Explain Course flowchart highlighting this lesson in the flow of the course
6
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
7
Explain where lesson objectives fall in Scope and Sequence chart.
8
Benefits: In defining what biases, assumptions and beliefs are, learners can begin to
identify existing ones that they have and use them to inform and alter teaching
practices.
Risks Avoided: Failing to identify existing biases, assumptions and beliefs leads to
perpetual use and application to teaching practices and ultimately reaffirming
negative misconceptions of culturally diverse students.
Facilitate discussion by having learners think about their teaching and contexts
independently, then share with a partner. Discuss as a whole group by selecting
volunteers.
Image:
[Photograph of fact vs. belief] (2011). Retrieved from https://whywereason.wordpress.com/2011/09/07/psychologys-
treacherous-trio-confirmation-bias-cognitive-dissonance-and-motivated-reasoning/
9
Activating prior knowledge:
Divide learners into collaborative groups and task them with creating a definition for
“biases”, “assumptions” and “beliefs”.
Explain that each definition should be related to a piece of fruit.
10
Example of desired outcome
Image:
[Photograph of apples and cherries] (2015). Retrieved from http://ecowallpapers.net/cherry/
11
Display definition in written form and read orally. Provide learner volunteer to read
examples and nonexamples also listed on screen (and handout). Identify key words
within definition for learners to highlight or underline.
Model by displaying an image and scenario on screen and using “think aloud”
strategy to discuss whether it is an example or nonexample.
Repeat for ”Assumptions” and “Beliefs”
Image:
[Cartoon of bias] (n.d.). Retrieved from https://www.pinterest.com/pin/437693657509146421/
[Photograph of scales of justice] (n.d.). Retrieved from https://www.pinterest.com/pin/474144666999782129/
12
Repeat modeling
Image:
[Cartoon image of assumption]. Retrieved October 29, 2017 from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=2lqwWqG3Cs6WzwLC6qqoDQ&q=cartoon+image+o
f+assumptions&oq=cartoon+image+of+assumptions&gs_l=psy-
ab.3...10753.11974.0.12528.8.8.0.0.0.0.120.402.7j1.8.0....0...1c.1.64.psy-ab..0.2.174...0i13k1.0.etkyysydLy8#imgrc=_
[Image of evidence]. Retrieved October 29, 2017 from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=-
luwWpaSBcuYzwLflb6gDQ&q=image+of+evidence&oq=image+of+evide&gs_l=psy-
ab.3.0.0j0i30k1.19645.23584.0.24817.20.17.0.1.1.0.117.1122.16j1.17.0....0...1c.1.64.psy-ab..6.8.367...0i67k1.0.H_B8ZNyn1f4
13
Repeat modeling
Image:
[Image of belief table] (2010). Retrieved from http://vladdolezal.com/blog/2010/limiting-beliefs/
[GIF Matthew Perry disbelief] (n.d.). Retrieved from https://media.giphy.com/media/10djWNxGc87d8k/giphy.gif
14
As learners work in collaborative groups to develop visual examples and
nonexamples of biases, assumptions and beliefs, provide guided feedback by
listening, asking guiding questions, and probing for deeper thinking.
IF learners demonstrate acquisition of new knowledge, THEN they are ready to
proceed to the authentic assessment.
IF learners demonstrate a struggle in displaying new knowledge or understanding,
THEN scaffold further by providing a worked example and nonexample of one of the
definitions.
15
As learners view posters and reflect, prompt them to compare and contrast these
examples and nonexamples with the previous definitions they provided.
At the conclusion of carousel activity, facilitate a whole group discussion by reading
some of the Post-It notes attached to the posters.
Image:
Arbelaez, J.C. (2012). A bunch of post its [Photograph]. Retrieved from http://www.coroflot.com/juanca/digital-art
16
Display your philosophy of education through presentation and write the words Who,
What, Where, When, How and Why. Identify each area by highlighting it in a
different color as it appears in the statement. Have learners complete handout to
follow example.
17

Display original statement again and facilitate a discussion by asking which part
addresses biases, assumptions, and beliefs.
24
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image: [Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-
business-environment-module-coursework/
25
Explain Course flowchart highlighting next lesson in the flow of the course
26
Explain where lesson objectives fall in Scope and Sequence chart.
27
Display model of homework assignment (Identity Web Outline) and discuss
requirements. Model will be available online for learners to reference when
completing assignment.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
Image:
[Web graphic organizer] (n.d.). Retrieved from http://www.enchantedlearning.com/graphicorganizers/star/
28

Review unit and lesson by reviewing definitions of biases, assumptions and beliefs
Allowing students to review definitions ensures they understand the material previously covered
and prepares them for the upcoming lesson.
Have groups discuss their scenarios and decide which definition it matches.
Facilitate a short discussion by selecting volunteers from each group to explain why their scenario
corresponds with a particular definition and not the others.

Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: In defining what biases, assumptions and beliefs are, learners can begin to
identify existing ones that they have and use them to inform and alter teaching
practices.
Risks Avoided: Failing to identify existing biases, assumptions and beliefs leads to
perpetual use and application to teaching practices and ultimately reaffirming
negative misconceptions of culturally diverse students.
Image: [Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-
business-environment-module-coursework/
7
Explain Course flowchart highlighting this lesson in the flow of the course
8
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
9
Explain where lesson objectives fall in Scope and Sequence chart.
10
Web outlines allowed learners to identify components of their identity which they
thought were important.
Each component has underlying biases, assumptions and beliefs that are associated
with them. Identifying these components helps create connections between our
identities and how we position ourselves in the world.
Display personal web outline with identified components (ex. Black, Woman,
Christian, Educator, Mother, Sister, Daughter, Activist).
* no more than 10 for the sake of time
Model the assumptions, beliefs or biases associated with each. Ex. As a black person
I’m viewed as less than and incapable, but also strong and powerful. As a woman I
am a nurturer and should be sensitive and vulnerable, etc.
Instruct learners to review their web outlines and make sure they have 5-10
components.
Image:
[Web graphic organizer] (n.d.). Retrieved from http://www.enchantedlearning.com/graphicorganizers/star/
11

As learners work on their individual autobiographies, provide guided feedback by
listening, asking questions and probing for deeper thinking.
Have each learner share their autobiography with a partner. Each learner will then
read their autobiography to the whole group.
Show funny video of kids explaining what they did in school
Learners will reflect on their own experiences with schooling as they create definitions
for teaching, learning, and education.
Learners will write definitions on sticky notes and post in designated areas around
room.
Video:
[HooplaHa-Only Good News]. (2013, August 23). Kindergarten Kids Explain Their First Day Of School [Video file].
Retrieved from https://www.youtube.com/watch?v=OdVHrhElU5M&t=54s
Explain and discuss how the information from web outline and narrative
autobiography was used to inform my philosophy.
14
Model completing sentence stems with information from autobiography.
Read completed statement to the group to show connection between web,
autobiography, and statement of philosophy.
Model completing sentence stems with information from autobiography.
Read completed statement to the group to show connection between web,
autobiography, and statement of philosophy.
As learners work in collaborative groups to develop a philosophy of education,
provide guided feedback by listening, asking guiding questions, and probing for
deeper thinking.
As learners view posters and reflect, prompt them to compare and contrast these
examples and nonexamples with the previous definitions they provided.
At the conclusion of carousel activity, facilitate a whole group discussion by reading
some of the Post-It notes attached to the posters.
Image:
Arbelaez, J.C. (2012). A bunch of post its [Photograph]. Retrieved from http://www.coroflot.com/juanca/digital-art
18
Have learners complete provided sentence stems with information from their own
autobiographies.
*Completed statements will be done for homework and brought to the next session.
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image: [Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-
business-environment-module-coursework/
20
Explain Course flowchart highlighting next lesson in the flow of the course
21
Explain where lesson objectives fall in Scope and Sequence chart.
22
Image: [Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-
business-environment-module-coursework/

Introduce the unit and lesson by presenting short video on the meaning of culturally
responsive teaching and it’s impact.
Facilitate short discussion by having learners turn to a partner and discuss how the
final quote by Nelson Mandela relates to them.
Video:
Stanley, T. (2016, September 2). Culturally Responsive Teaching - Listen to the Silence [Video file]. Retrieved from
https://www.youtube.com/watch?v=XYTtcLUWyCU
Image:
[Photograph of Nelson Mandela smiling] (2016). Retrieved from https://twitter.com/nmandelasch
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Defining culturally responsive teaching serves as the foundation of the
course and helps learners identify elements that should be evident in their pedagogy.
Risks Avoided: Failing to defining and identifying elements could result in
perpetuating misconceptions about what culturally responsive teaching is and is not.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting thus lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups and task them with creating a definition for
“culture”, “responsive”, “teaching”, and “culturally responsive teaching”.
Each definition should be accompanied by an illustration.
Display definition in written form and read orally. Identify key words within definition
for learners to highlight or underline.
Model by displaying an image and scenario on screen and using “think aloud”
strategy to discuss whether it is an example or nonexample.
Image:
[Photograph of girl feeling bored in classroom] (2000). Retrieved from http://www.alamy.com/stock-photo-girl-feeling-
bored-in-a-classroom-29020189.html
[Photograph of first grade self portraits] (2014). Retrieved from https://thecolorsofanartroom.com/2014/03/08/grade-1-
self-portraits/
Tenet One: counter-storytelling. The use of this tenet in higher education provides
faculty, staff and students of color a voice to tell their narratives with regards to
marginalized experiences in college campus where an institution is becoming
inclusive and not simply superficially diverse.
Tenet Two: the permanence of racism. This tenet asserts that racism controls the
political, social, and economic realms of American society, where, from CRT
perspective, racism is regarded as an inherent part of civilization, privileging white
people over colored ones in higher education and where diversity action plans
become ineffective when racism is ignored in this regard.
Tenet Three: Whiteness as property. This tenet originated from the embedded racism
in American society, where the notion of whiteness operated on different levels, such
as the right of possession, the right to use and enjoyment, the right to disposition, and
the right of exclusion
Tenet Four: interest conversion. This tenet acknowledges White people as being the
primary beneficiaries of civil rights legislation, which is exemplified in affirmative
action and diversity initiatives.
Tenet Five: critique of liberalism. This tenet comes from the notion of color-blindness,
the neutrality of the law and equal opportunity for all. According to this tenet,
colorblindness is a mechanism allowing people to ignore racist policies that
perpetuate social inequity, which can be found in the lack of inclusivity in the
academic curriculum (Ladson-Billings, 1998) and student development theory used
by student affairs professionals in higher education.
Learners will work in collaborative groups to create connections between Critical
Race Theory and culturally responsive teaching using literature to support.
Visual representations will be presented to the class through oral presentation and
should be on posters, therefore, words should also be accompanied by pictures,
drawn images, charts, or other organizers.
Display your philosophy of education through presentation and read aloud
highlighting areas that demonstrate a connection with the definition of culturally
responsive teaching, or a tenet of Critical Race Theory. Have learners complete
handout to follow example.
13
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
14
Explain Course flowchart highlighting next lesson in the flow of the course
15
Explain where lesson objectives fall in Scope and Sequence chart.
16
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Prior to this lesson, create additional scenarios (possibly ones not used in previous
lesson) to show an example and nonexample of culturally responsive teaching.
Display both scenarios on the screen and read aloud.
Allow learners time to reflect individually using their new knowledge from previous
lesson.
Facilitate short discussion by having learners turn to a partner and discuss how each
scenario demonstrates or does not demonstrate CRT.
Images:
[Photograph of cultural classroom] (2012). Retrieved from https://blog.nationalequityproject.org/2012/08/22/5-ways-
to-create-a-culturally-responsive-classroom/
[Photograph of black boy bored in class] (2016). Retrieved from http://blackyouthproject.com/black-children-are-
more-likely-to-be-beaten-by-their-teachers/
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Defining culturally responsive teaching serves as the foundation of the
course and helps learners identify elements that should be evident in their pedagogy.
Risks Avoided: Failing to defining and identifying elements could result in
perpetuating misconceptions about what culturally responsive teaching is and is not.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting this lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups. Have groups examine the definition of
culturally responsive teaching from previous lesson and highlight portions that list the
elements.
Each group member should then present their personal statements to the group and
share the highlighted portions that represent elements of CRT.
Learners should use previous articles to support their reasoning.
Read term and definition orally. Model by emphasizing key words in definitions.
Provide an example and nonexample and allow learners to contribute their thoughts.
Make connections between terms and articles.
Divide learners into groups and assign one term to each group.
Instruct groups to use articles to create a statement of support for the use of their term
to explain a pedagogy of cultural responsiveness. As learners search for evidence of
support, they must also be prepared to defend against other terms therefore must
understand arguement other groups would use for the support of theirs, and argue
against.
As learners work in collaborative groups to develop arguments, provide guided
feedback by listening, asking guiding questions, and probing for deeper thinking.
Image:
[Cartoon debate image] (2010). Retrieved from https://vimeo.com/5751333
Have learners complete a graphic organizer comparing and contrasting terms.
Facilitate discussion about the commonalities of all the terms. Compare these
commonalities to the previously presented definition of culturally responsive teaching
as support for its use in this course.
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
12
Explain Course flowchart highlighting next lesson in the flow of the course
13
Explain where lesson objectives fall in Scope and Sequence chart.
14
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Review definition of culturally responsive teaching by displaying a cartoon image of a
classroom and having learners identify elements or non-elements of CRT that they
see.
Image:
[Cartoon image of chaotic classroom] (n.d.). Retrieved from http://moziru.com/explore/Course%20clipart%20chaotic/
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Defining culturally responsive teaching serves as the foundation of the
course and helps learners identify elements that should be evident in their pedagogy.
Risks Avoided: Failing to defining and identifying elements could result in
perpetuating misconceptions about what culturally responsive teaching is and is not.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting this lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups.
Have learners complete graphic organizer to organize elements of CRT.
Learners should use previous articles to support their reasoning.
Image:
[Image of sequence graphic organizer] (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Sequence-Graphic-Organizer-Flow-Chart-7-full-page-King-Virtue-
1168462
Display definition in written form and read orally. Select learner volunteer to read on
screen (and handout). Identify elements within definition for learners to highlight or
underline.
Model by completing graphic organizer to list essential elements from culturally
responsive teaching.
Use “think aloud” strategy to make connections between elements and information
from articles.
Model identifying elements from personal philosophy of education to compare and
contrast with elements in CRT.
Divide learners into groups and assign one article to each group.
Instruct groups to use their article to identify examples and nonexamples of the
elements of CRT.
As learners work in collaborative groups, provide guided feedback by listening, asking
guiding questions, and probing for deeper thinking.
Present protocol that will used to examine philosophies of education. Read each
component aloud and model with example of philosophy of education.
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
13
Explain Course flowchart highlighting next lesson in the flow of the course
14
Explain where lesson objectives fall in Scope and Sequence chart.
15
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Select one teaching scenario from Scherff, L., & Spector, K. (2011). Culturally
relevant pedagogy: clashes and confrontations text.
Allow learners time to reflect individually using their new knowledge from previous
unit.
Facilitate short discussion by having learners turn to a partner and discuss possible
solutions to the educator problem suggested in the scenario.
Image:
[Image of book Culturally Relevant Pedagogy Scherff and Spector] (n.d.). Retrieved from
https://www.amazon.com/Culturally-Relevant-Pedagogy-Clashes-Confrontations/dp/1607094207
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowing the definition of culturally responsive teaching and it’s elements
helps in being able to properly recognize it when presented in practice.
Risks Avoided: Failing to properly identify the elements in practice could lead to
misconceptions and perpetuation of ineffective instructional strategies.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting this lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Refer to articles for today’s lesson. Identify one of the articles as a case study. Elicit
participation from learners about differences they noticed between that article and the
others.
Display Venn diagram on screen and identify similarities and differences between the
case study and the empirical article.
Model the completion of the Venn diagram with information as learners copy onto
handout.
Model examination of the case study for elements of CRT. Use “think aloud” strategy
to model expected performance. Make connections to other articles for evidence to
support.
Image:
[Image of graphic organizer venn diagram] (n.d.). Retrieved from
https://www.pinterest.com/pin/373024781613667754/?lp=true
Divide learners into groups and depending on the number of groups, assign one
article to each group or one article to multiple groups.
Instruct groups to use articles to identify elements of CRT and make connections to
literature.
As learners work in collaborative groups to develop arguments, provide guided
feedback by listening, asking guiding questions, and probing for deeper thinking.
Image:
[Image of book Culturally Relevant Pedagogy Scherff and Spector] (n.d.). Retrieved from
https://www.amazon.com/Culturally-Relevant-Pedagogy-Clashes-Confrontations/dp/1607094207
Discuss and summarize information presented by each group.
Have learners complete a graphic organizer connecting elements found in case study
articles.
Facilitate discussion about the commonalities of all the articles. Compare these
commonalities link new knowledge to literature
Image:
[Photograph of common thread] (2010). Retrieved from
http://learningwiththemiddleage.blogspot.com/2010/05/common-thread-of-christianity.html
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
11
Explain Course flowchart highlighting next lesson in the flow of the course
12
Explain where lesson objectives fall in Scope and Sequence chart.
13
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Play selected video excerpt for students without introduction.
Allow learners time to reflect individually using their new knowledge from previous
lesson.
Facilitate short discussion by having learners turn to a partner and discuss elements
of CRT they saw in the clip.
Video:
[JoeErker]. (2011, February 21). Culturally Responsive Teaching and Learning.flv [Video File]. Retrieved from
https://www.youtube.com/watch?v=_uOncGZWxDc
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowing the definition of culturally responsive teaching and it’s elements
helps in being able to properly recognize it when presented in practice.
Risks Avoided: Failing to properly identify the elements in practice could lead to
misconceptions and perpetuation of ineffective instructional strategies.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting this lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups. Give each group an article which
represents an example or nonexample of CRT in practice.
Learners will discuss reasons for their position and use previous literature to support
their reasoning.
Image:
[Image of book Culturally Relevant Pedagogy Scherff and Spector] (n.d.). Retrieved from
https://www.amazon.com/Culturally-Relevant-Pedagogy-Clashes-Confrontations/dp/1607094207
Show a video of instructional practice.
Pause video to emphasize elements of CRT in practice. Model making connections
to literature and elements discussed in previous lessons.
Video:
Lancaster, D. (2015, June 24). Culturally Responsive Teaching [Video File]. Retrieved from
https://www.youtube.com/watch?v=8Uc0dFs5nO8
Model the completion of graphic organizer highlighting examples in video as learners
copy onto handout.
Depending on video length, show 2-3 videos of instructional practice (see lesson
materials).
Instruct learners to take notes as they watch the videos.
Divide class into groups and instruct them to discuss visible elements of CRT in
practice, using literature to make connections.
As learners work in collaborative groups to develop arguments, provide guided
feedback by listening, asking guiding questions, and probing for deeper thinking.
Video:
[CCRPedagogy]. (2011, September 27). Culturally Responsive Teaching in Kindergarten: Sharing Autobiographies
[Video File]. Retrieved from https://www.youtube.com/watch?v=bwYDDq8x12w
[MPSGEF]. (2014, July 22). Kindergarten- Culturally Responsive Teaching [Video File]. Retrieved from
https://www.youtube.com/watch?v=BKpJ_Q0sjxA
[The William J. Watkins Sr. Educational Institute, Inc]. (2014, October 14). What Culturally Responsive Teachers Do .
. . Assets and Reflection [Video File]. Retrieved from https://www.youtube.com/watch?v=ZoL5kzFnW2I
Have learners work in pairs to create a humorous top ten list of takeaways from the
lesson.
Have learners share their lists with the whole group.
Video:
Diener, P. (2013, October 15). David Letterman's The Top 10 Reasons I Decided to Become a Teacher [Video File].
Retrieved from https://www.youtube.com/watch?v=n-rahF94o1g
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
13
Explain Course flowchart highlighting next lesson in the flow of the course
14
Explain where lesson objectives fall in Scope and Sequence chart.
15
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Read words and definitions orally while displaying quiz on screen.
Allow learners time to reflect on new knowledge learned so far in the course and
reference notes to complete quiz.
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge and successful use of protocol to analyze instructional
performance aids in examination of cultural responsiveness in practice.
Risks Avoided: Failing to properly identify the elements in practice could lead to
misconceptions and perpetuation of ineffective instructional strategies.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting this lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups. Instruct groups to list elements of an
instructional lesson. Groups must then list characteristics of each element.
Learners will display work on chart paper to be presented to the whole group and
displayed in the room.
Image:
[Clipart lesson plan book] (2017). Retrieved from http://ehdantzler.blogspot.com/2017/03/educ-571-curriculum-
fundamental.html
Display instructional protocol and read orally through each category, the description,
and markers for performance.
Show a video of instructional practice, same as previous lesson (see lesson
materials).
Pause video to emphasize elements of CRT in practice. Model making connections
to literature and elements discussed in previous lessons.
Model the completion of protocol highlighting examples in video as learners copy onto
handout.
Video:
Lancaster, D. (2015, June 24). Culturally Responsive Teaching [Video File]. Retrieved from
https://www.youtube.com/watch?v=8Uc0dFs5nO8
Instruct learners to watch video and evaluate performance using instructional
protocol.
As learners work independently, provide guided feedback by listening, asking guiding
questions, and probing for deeper thinking.
Video:
[CCRPedagogy]. (2011, September 27). Culturally Responsive Teaching in Kindergarten: Sharing Autobiographies
[Video File]. Retrieved from https://www.youtube.com/watch?v=bwYDDq8x12w
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
11
Explain Course flowchart highlighting next lesson in the flow of the course
12
Explain where lesson objectives fall in Scope and Sequence chart.
13
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Display image on screen. Ask learners to create dialogue for each learner and for the
instructor in the photograph.
Images:
[Young students in class] (n.d.). Retrieved from https://www.gettyimages.com/detail/photo/young-students-seated-on-
floor-watching-and-royalty-free-image/113865469
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge and successful use of protocol to analyze instructional
performance aids in examination of cultural responsiveness in practice.
Risks Avoided: Failing to properly identify the elements in practice could lead to
misconceptions and perpetuation of ineffective instructional strategies.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups. Instruct groups to use protocol to analyze
case study articles.
Assign an article to each group (previous articles may be used again, however rotate
articles for groups).
Groups must emphasize whether their articles is an example or nonexample of CRT
in practice using elements from the protocol and literature to support their findings.
Image:
[Image of book Culturally Relevant Pedagogy Scherff and Spector] (n.d.). Retrieved from
https://www.amazon.com/Culturally-Relevant-Pedagogy-Clashes-Confrontations/dp/1607094207
Pause video to emphasize elements of CRT in practice. Model use of protocol and
making connections to literature and elements discussed in previous lessons.
Model using “think aloud” strategy to support evidence as an example or nonexample
of CRT in practice.
Video:
[CCRPedagogy]. (2011, September 27). Culturally Responsive Teaching in Kindergarten: Sharing Autobiographies
[Video File]. Retrieved from https://www.youtube.com/watch?v=bwYDDq8x12w
Instruct learners to watch video and evaluate performance using instructional
protocol.
As learners work in collaborative groups, provide guided feedback by listening, asking
guiding questions, and probing for deeper thinking.
Video:
[The William J. Watkins Sr. Educational Institute, Inc]. (2014, October 14). What Culturally Responsive Teachers Do
. . . Assets and Reflection [Video File]. Retrieved from https://www.youtube.com/watch?v=ZoL5kzFnW2I
Divide learners into two groups to defend whether elements in the video represent an
example or nonexample of CRT in practice.
Facilitate a debate where learners are supporting their position with evidence from
literature.
Image:
[Cartoon debate image] (2010). Retrieved from https://vimeo.com/5751333
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
12
Explain Course flowchart highlighting next lesson in the flow of the course
13
Explain where lesson objectives fall in Scope and Sequence chart.
14
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Write the word “rehearsal”, “discussion”, and “practice” on separate notecards.
Explain the rules of the game Pictionary where the class is divided into two groups
where one individual is selected to draw a picture to represent the word on the card,
while group members guess what that picture represents. The drawing stops when a
group member guesses the word correctly or the time (1 minute) expires.
Demonstrate one word by being the illustrator and having the class guess.
Have each group select one of the other two words for their groups to guess.
Image:
[Photograph of Pictionary board game] (n.d.). Retrieved from https://shop.mattel.com/shop/en-us/ms/mattel-
games/pictionary-board-game-bjm16
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge of the rehearsal-practice-discussion cycle helps learners
properly implement the components in order to become critically reflective in their
practice.
Risks Avoided: Failing to understand how to properly implement the components of
the cycle could lead to the risk of not properly identify the elements in practice could
lead to misconceptions and perpetuation of ineffective instructional strategies.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups. Instruct groups to complete the K and W
sections of the K-W-L chart by adding information they already know based on their
knowledge and definitions of the terms.
Highlight information in article regarding the importance of the rehearsal-practice-
discussion cycle.
Use one of the articles to find rehearsal situation.
Model using “think aloud” strategy to support evidence as an example or nonexample
of CRT in practice.
Instruct learners to search articles for examples and nonexamples of the rehearsal-
practice-discussion cycle in practice.
As learners work in collaborative groups, provide guided feedback by listening, asking
guiding questions, and probing for deeper thinking.
Image:
[Photograph of teachers in rehearsal] (2014). Retrieved from https://tedd.org/blog/new-on-tedd-leading-rehearsals/
Present a short scenario of preservice teachers participating in the rehearsal-practice-
discussion cycle.
Facilitate a discussion on the components of the cycle and have learners use
literature to support their reasoning.
Display instructional protocol used in previous lessons.
Facilitate discussion about the connections between the protocol and the rehearsal-
practice-discussion cycle.
Select volunteers to share with the whole group.
Display K-W-L charts from beginning of the lesson. Have learners discuss the L
portion to identify new knowledge learned.
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
12
Explain Course flowchart highlighting next lesson in the flow of the course
13
Explain where lesson objectives fall in Scope and Sequence chart.
14
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Have learners brainstorm possible culturally responsive teaching strategies with a
partner. Write strategies on board to display for whole group.
Read an instructional scenario (from Scherff, L., & Spector, K. (2011) text), and
prompt learners to call out their strategy and justify why it is appropriate for the
situation.
Image:
[Image of book Culturally Relevant Pedagogy Scherff and Spector] (n.d.). Retrieved from
https://www.amazon.com/Culturally-Relevant-Pedagogy-Clashes-Confrontations/dp/1607094207
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: The ability to apply the knowledge learned in the course so far by selecting
appropriate culturally responsive teaching strategies is essential to exhibiting this
new knowledge in real world practice.
Risks Avoided: Failing to demonstrate an understanding of the appropriate strategies
to apply in a real world instructional scenario indicates more scaffolding and practice
needed so learners do not inappropriately apply CRT strategies in practice.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting this lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Facilitate discussion about the reasoning of the RPD cycle.
Divide learners into collaborative groups. Display scenario on the screen and read
aloud. Instruct groups to create an RPD cycle that could be used in the given
scenario.
Display and read aloud the real world instructional scenario.
Explain to learners that role play is the rehearsal portion of the RPD cycle (practice
will be evident in their recording of practice, and discussion will take place next lesson
with an analysis of practice by watching their recording).
Select volunteers to help enact the scenario.
Pause and model using “think aloud” strategy to decide on the appropriate culturally
responsive teaching strategy to apply to the situation.
Provide learners with the instructional protocol. Learners will evaluate peers as they
act out role play scenarios.
Image:
[Photograph of teachers in rehearsal] (2014). Retrieved from https://tedd.org/blog/new-on-tedd-leading-rehearsals/
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
11
Explain Course flowchart highlighting next lesson in the flow of the course
12
Explain where lesson objectives fall in Scope and Sequence chart.
13
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Facilitate discussion about the dynamics in the classroom as evidenced in the video.
Prompt learners to make connections to concepts learned within this course and unit,
literature, and experiences in practice.
Video:
[Comedy Central]. (2012, October 17). Key & Peele - Substitute Teacher [Video File]. Retrieved from
https://www.youtube.com/watch?v=Dd7FixvoKBw
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge of how to properly analyze your own practice and the ability to
critically reflect on performance for cultural responsiveness is critical to success in
implementation in the field.
Risks Avoided: Failing to properly analyze performance could lead to perpetuation of
misconceptions of cultural responsiveness in the field and the risk of not being
critical when reflecting on practice.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Display instructional protocol and provide each learner with a physical copy. Read
through components and clarify any ongoing misconceptions.
Instruct learners to watch their video recordings of practice and evaluate performance
using the protocol.
Facilitate short discussion on findings from volunteers (longer discussion during
Assessment and Retention portion of lesson.
Image:
[Photograph of teachers in professional development] (2017). Retrieved from
http://neatoday.org/2017/08/16/professional-development-teacher-survey/
Explain to learners that following the rehearsal from last session, they were to record
their practice for evaluation during this lesson and discussion about the cultural
responsiveness seen in practice.
Play video recording of a lesson in practice.
Pause and model using “think aloud” strategy to evaluate performance of culturally
responsive teaching strategies in the recorded session.
Video:
[Massachusetts ESE] (2015, October 27). High School Math Algebra [Video File]. Retrieved from
https://www.youtube.com/watch?v=61IZPf94PWE
Divide learners into collaborative groups and instruct them to take turns watching
each other’s videos and evaluate performance using the instructional protocol.
As learners work in collaborative groups, provide guided feedback by listening,
asking guiding questions, and probing for deeper thinking.
Image:
Mader, J. (2017). A kindergarten class eagerly awaits the chance to correct a sentence in the morning lesson
[Photograph]. Retrieved from http://hechingerreport.org/detroit-area-kindergarten-teacher-ensures-children-learn-
empathy-age-divisiveness/
Facilitate whole group discussion by prompting learners to examine and discuss
comparisons between their self evaluation of performance and the evaluation from
their peers.
Image:
[Cartoon image comparing apples to oranges] (2011). Retrieved from https://shirt.woot.com/blog/post/comparing-
apples-to-oranges
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
12
Explain Course flowchart highlighting next lesson in the flow of the course
13
Explain where lesson objectives fall in Scope and Sequence chart.
14
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Display quotes on academic excellence and have learners read silently.
Instruct learners to use the information they have gained throughout this course to
reflect on the meaning and how it relates to their personal and professional
experiences.
Select volunteers to share with the whole group.
Images:
[Image of academic excellence quote Malcolm X] (n.d.). Retrieved from
https://www.pinterest.com/pin/443675000774790031/?lp=true
[Image of academic and professional excellence quote Aristotle] (n.d.). Retrieved from
https://www.pinterest.com/pin/202873158188011438/?lp=true
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge of how to create a climate of academic excellence and its
components helps in the promotion when in the field.
Risks Avoided: Failing to recognize the components of academic excellence could
lead to perpetuation of the status quo and the continued struggle for educational
success for students of color.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Divide learners into collaborative groups. Have groups describe what it means to
have a climate of academic excellence through an illustration on chart paper.
Have collaborative groups orally describe illustration to the with whole group.
Charts should be displayed around room as a reference for the lesson.
Refer to articles for today’s lesson. Identify the definition for a climate of academic
excellence. Relate definition to learner definitions created earlier in the lesson.
Complete graphic organizer identifying the components.
Model using “think aloud” strategy to identify examples of a climate of academic
excellence in articles. Continue to model thinking through examples and
nonexamples in professional practice. List on chart paper.
Image:
[Cartoon image of equality vs. equity] (2016). Retrieved from http://interactioninstitute.org/illustrating-equality-vs-
equity/
Refer to articles for today’s lesson. Identify the definition for a climate of academic
excellence. Relate definition to learner definitions created earlier in the lesson.
Complete graphic organizer identifying the components.
Model using “think aloud” strategy to identify examples of a climate of academic
excellence in articles. Continue to model thinking through examples and
nonexamples in professional practice. List on chart paper.
Images:
[Photograph of academic excellence] (n.d.). Retrieved from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=w2GxWoWKFILIjwSyqqywDQ&q=images+
of+academic+excellence&oq=images+of+academic+excellence&gs_l=psy-
ab.3..0.128508.140154.0.140936.41.27.2.10.12.0.146.2422.21j6.27.0....0...1c.1.64.psy-
ab..10.31.1523...0i67k1j0i8i30k1j0i24k1j0i13k1.0.F_s_W6wdNzU#imgrc=Ro-wm2kXlTMLMM:
Refer to articles for today’s lesson. Identify the definition for a climate of academic
excellence. Relate definition to learner definitions created earlier in the lesson.
Complete graphic organizer identifying the components.
Model using “think aloud” strategy to identify examples of a climate of academic
excellence in articles. Continue to model thinking through examples and
nonexamples in professional practice. List on chart paper.
Images:
[Photograph images of academic failure] (n.d.). Retrieved from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=HmOxWt7_E-
TIjwThoZyABA&q=images+of+academic+failure&oq=images+of+academic+failure&gs_l=psy-
ab.3...20280.27180.0.27734.21.21.0.0.0.0.97.1567.21.21.0....0...1c.1.64.psy-ab..0.0.0....0.m0VjizaGd8M
Divide learners into groups.
Instruct groups to use articles to identify examples and nonexamples of a climate of
academic excellence. Learners should also use information from professional practice
to draw illustrations and write words on chart paper.
As learners work in collaborative groups to develop arguments, provide guided
feedback by listening, asking guiding questions, and probing for deeper thinking.
Image:
[Photograph of literature] (2017). Retrieved from https://www.timeshighereducation.com/student/subjects/what-can-
you-do-english-literature-degree#survey-answer
Provide learners with the opportunity to carousel group posters by spending a
selected amount of time at each poster, viewing, and moving onto the next.
As learners view posters and reflect, prompt them to use the rubric to evaluate.
Learners may leave comments with sticky notes.
At the conclusion of carousel activity, facilitate a whole group discussion by reading
some of the Post-It notes attached to the posters.
Image:
Arbelaez, J.C. (2012). A bunch of post its [Photograph]. Retrieved from http://www.coroflot.com/juanca/digital-art
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
14
Explain Course flowchart highlighting next lesson in the flow of the course
15
Explain where lesson objectives fall in Scope and Sequence chart.
16
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Provide learners with 11”x17” size paper and instruct them to search magazines for
images that express their understanding of culturally responsive teaching and create
a collage.
Select volunteers to share with the whole group.
Image:
[Photograph of heart collage] (n.d.). Retrieved from http://www.shapecollage.com/
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge of how to recognize the cultural competencies of a classroom
helps educators validate the cultural experiences of students and supports their
connections to learning. Recognizing the sociopolitical climate of our society and
explaining it to students supports their empowerment in taking informed action in
their communities.
Risks Avoided: Failing to recognize the importance of cultural competencies and
understanding the sociopolitical climate could lead to perpetuation of the status quo
and the continued struggle for educational success for students of color.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting next lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Display graphic organizer and sentence stems and read them orally.
Instruct learners to complete organizer with demographic information from their
individual teaching contexts. Additionally, learners will fill in sentence stems to create
a statement that represents the possible impact of the sociopolitical climate of our
society on their students.
Have learners share their information and statements with a partner and them select
volunteers to share with the whole the group.
Image:
[Photograph of first grade self portraits] (2014). Retrieved from https://thecolorsofanartroom.com/2014/03/08/grade-1-
self-portraits/
Refer to articles for today’s lesson. Identify the definition for a cultural competencies
in a classroom and complete organizer with information.
Model using “think aloud” strategy to identify examples in articles. Continue to model
thinking through examples and nonexamples in professional practice using
demographic information.
Images:
[Photograph images of identity] (n.d.). Retrieved from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=bGWxWuXfOcvMjwSMt5rgCQ&q=images+
of+identity&oq=images+of+identity&gs_l=psy-
ab.3..0l3j0i8i30k1l2.269165.275291.0.275959.27.22.3.1.1.0.161.2007.17j5.22.0....0...1c.1.64.psy-
ab..7.17.1160...0i67k1j0i10i24k1.0.VP431BTmj8c
Refer to articles for today’s lesson. Identify the definition for a cultural competencies
in a classroom and complete organizer with information.
Model using “think aloud” strategy to identify examples in articles. Continue to model
thinking through examples and nonexamples in professional practice using
demographic information.
Images:
Scherman, R. (2015). The Civil Rights Movement [Photograph]. Retrieved from
https://www.interexchange.org/articles/career-training-usa/2015/09/28/socio-political-movements-mid-20th-century/
Instruct groups to use articles to identify examples and nonexamples of components.
Learners should also use information from professional practice to create a role play
situation that illustrates an example and nonexample of the components.
As learners work in collaborative groups to identify examples and nonexamples,
provide guided feedback by listening, asking guiding questions, and probing for
deeper thinking.
Image:
[Photograph of literature] (2017). Retrieved from https://www.timeshighereducation.com/student/subjects/what-can-
you-do-english-literature-degree#survey-answer
Provide learners with the opportunity to present their illustrated examples and
nonexamples through plays.
As learners watch and listen, they should take notes on examples and nonexamples
and make connections to literature.
Image:
Marcus, J. (2017). Lin-Manuel Miranda with the cast of Hamilton [Photograph]. Retrieved from
https://www.telegraph.co.uk/theatre/what-to-see/what-is-hamilton-a-12-step-guide-to-your-new-musical-obsession/
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
13
Explain Course flowchart highlighting next lesson in the flow of the course
14
Explain where lesson objectives fall in Scope and Sequence chart.
15
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Instruct learners to reference their notes throughout the course and use the new
knowledge to create a seven question quiz to administer to their peers.
Display unit sequence chart and lesson objectives from the course.
Select volunteers to read one of their questions.
Quizzes will be administered in pairs during the next lesson.
Image:
[Clipart image of quiz time] (2017). Retrieved from http://interactive.wttw.com/whereinchicago/quiz
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: Knowledge of examining instructional lesson plans for elements of cultural
responsiveness is essential to implementing the practice when in the field.
Risks Avoided: Failing to examine and reconstruct instructional plans could lead to
the risk of not being culturally responsive in teaching practices.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Show video of instruction.
Display notes of each component from previous lessons.
Divide learners into three groups. Assign one component to each group and instruct
groups to investigate the video and lesson plans for areas where they can incorporate
their component in order to make the lesson culturally responsive.
Have learners share their information with the whole the group.
Video:
[JoeErker]. (2011, February 21). Culturally Responsive Teaching and Learning.flv [Video File]. Retrieved from
https://www.youtube.com/watch?v=_uOncGZWxDc
Display instructional lesson plan and identify each part by reading components of a
lesson plan orally.
Model using “think aloud” strategy to deconstruct the lesson plan for the examination
of the components of CRT. Continue to model thinking through where to incorporate
each component, using reasoning from literature and learner feedback from
discussion.
Reconstruct lesson plan and discuss changes by comparing it with original
instructional plan
Provide learners with the opportunity to work on reconstructing their lesson plans to
include evidence of the three main components of CRT.
Facilitate discussion regarding learner experiences in deconstructing and
reconstructing lesson plans.
As learners discuss, listen for and encourage connections to literature.
Images:
[Images of constructing] (n.d.). Retrieved from
https://www.google.com/search?biw=1414&bih=668&tbm=isch&sa=1&ei=22qxWs7ROMqgzwLq_43oDA&q=images+
of+constructing&oq=images+of+constructing&gs_l=psy-
ab.3...32786.34565.0.34864.6.5.1.0.0.0.60.265.5.5.0....0...1c.1.64.psy-
ab..0.5.210...0j0i67k1j0i13k1.0.fvzgmjXWWC8
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
11
Explain Course flowchart highlighting next lesson in the flow of the course
12
Explain where lesson objectives fall in Scope and Sequence chart.
13
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/

Instruct learners to create pairs and administer their quiz (created in last session) to
their partner.
After the completion of the quiz, partners should discuss correct and incorrect
answers. Prompt learners to discuss why answer are correct or incorrect.
Select volunteers to share partner discussion and experience with the quiz with the
whole group.
Image:
[Clipart image of quiz time] (2017). Retrieved from http://interactive.wttw.com/whereinchicago/quiz
Read Unit Terminal Objective, Lesson Enabling Objectives, and Lesson Assessment
Benefits: The ability to reflect on growth through the course is essential to the
personal and professional growth of learners as they move toward becoming
culturally responsive in their teaching.
Risks Avoided: Failing to reflect on growth of practice could result in stagnation in
practice and perpetuation of the status quo as it relates to the academic
advancement of students of color.
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
4
Explain Course flowchart highlighting lesson in the flow of the course
5
Explain Rodgers (2002) reflective cycle and reference literature.
Explain where this lesson falls in the reflective cycle. Illicit student comments about
connections to literature.
Image:
[Rodgers Reflective Cycle] (2016). Retrieved from https://www.aacu.org/peerreview/2016/summer/Eynon
6
Explain where lesson objectives fall in Scope and Sequence chart.
7
Review steps from slide presented in Unit 1 Lesson 1 to prompt learners to write a
statement of teaching and learning.
Remind learners that they must identify a Who, What, When, Where, How and Why
in their statements.
Have volunteers share their statements with the whole the group.
8
Display two statements: one basic statement to reflect the base knowledge of a
learner at the beginning of the course; and another statement inclusive of the
knowledge learned in the course.
Display two philosophy of education statements.
Model using “think aloud” strategy to compare and contrast the two statements.
Highlight the similarities representative in the two statements.
Complete Venn Diagram graphic organizer and continue to use “think aloud” strategy
to identify the differences in the two statements.
Facilitate discussion of the evidence of growth between the two statements
Divide learners into groups.
Instruct learners to retrieve philosophy of education statements written in the first
lesson. (Provide copies of statements to each learner for easy access)
Instruct learners examine both statements for similarities and highlight or underline
similar areas in statements. Learners should then complete Venn Diagram to display
similarities and differences between the two statements.
Prompt groups to discuss areas of growth from the first statement to the second.
As learners work in collaborative groups, provide guided feedback by listening, asking
guiding questions, and probing for deeper thinking.
Image:
[Clipart of similarities and differences] (n.d.). Retrieved from https://freeessay.com/compare-and-contrast-essays/
Display charts on Biases, Assumptions, and Beliefs created in Unit 1 Lesson 1.
Instruct learners to work in collaborative groups and carousel to each chart and write
comments on possible changes in their thinking after new knowledge presented in the
course.
Image:
Arbelaez, J.C. (2012). A bunch of post its [Photograph]. Retrieved from http://www.coroflot.com/juanca/digital-art
Instruct learners to “pre write” by writing down key ideas from the lesson.
Overarching question will serve as this week’s prompt for their reflective journals.
Discuss requirements for reflective journal response due before next session.
Journal responses do not have a particular word or page limit but must be
comprehensive enough to display reflection on new knowledge. Responses maybe a
narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied by at least 100 words to describe).
Image:
[Reflective journal] (2013). Retrieved from https://research-methodology.net/reflective-journal-sample-european-business-
environment-module-coursework/
12
Display course overview with reflective cycle and flow chart.
Discuss course objective and review assessment requirements.
Answer learner questions regarding final assessment.
Image:
[Clipart image of portfolio] (n.d.). Retrieved from http://www.softicons.com/web-icons/free-large-design-icons-by-aha-
soft/portfolio-icon

Abstract (if available)

Abstract Recent studies show that the teaching population in the United States has continued to remain homogenous (White, female, middle-class), while the student population continues to become increasingly heterogeneous (students of color, low income). Although teacher preparation programs across the nation are attempting to address the issues brought about with this growing cultural disparity, many fail to adequately prepare their teachers to tackle the cultural differences through their instruction. The purpose of this curriculum is to guide teachers through a critically reflective process that raises their awareness of issues of race, culture, power, and identity, while examining relevant culturally responsive teaching practices and incorporating them into their pedagogy. By applying social constructivism as a theoretical approach, teachers will have the opportunity to examine various racial, cultural and societal perspectives to develop a cultural consciousness leading to cultural responsiveness. The curriculum is four units with each unit addressing a component of Rodgers (2002) reflective cycle. As a summative assessment, teachers will complete an exit interview and produce a structured portfolio with the following components reflective of culturally responsive pedagogy: video, class observations, instructional lesson plans, instructional action plan, and reflective journal. Implementing culturally responsive teaching practices positively affects the academic performance of students and employing them in these critical years can alter the current projections of educational outcomes for Black and Latino students.

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Asset Metadata

Creator Arthur, Ahoba (author)

Core Title Developing a critical consciousness toward culturally responsive teaching through critical reflection: A professional development curriculum for elementary teachers

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/26/2018

Defense Date 01/30/2018

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

Tag critical pedagogy,culturally relevant pedagogy,culturally responsive teaching,elementary education,elementary teachers,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Hirabayashi, Kimberly (committee member), Lundeen, Rebecca (committee member), Shed, Eric (committee member)

Creator Email ahobaa@yahoo.com,ahobaart@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-35132

Unique identifier UC11672274

Identifier etd-ArthurAhob-6529.pdf (filename),usctheses-c89-35132 (legacy record id)

Legacy Identifier etd-ArthurAhob-6529.pdf

Dmrecord 35132

Document Type Dissertation

Format application/pdf (imt)

Rights Arthur, Ahoba

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