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Culturally relevant pedagogy strategies for preservice teachers in urban classrooms
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Content
Running head: CRP FOR PRESERVICE TEACHERS
CULTURALLY RELEVANT PEDAGOGY STRATEGIES FOR PRESERVICE TEACHERS
IN URBAN CLASSROOMS
Leyanna Richard
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 2020
Copyright 2020 Leyanna Richard
CRP FOR PRESERVICE TEACHERS
ii
Acknowledgements
I would like to thank my committee members for giving me the opportunity to share my passion
with them. Thank you Dr. Hirabayashi and Dr. Nava for your support and encouragement. I
would like to especially thank Dr. Yates for all of your guidance, early morning zoom meetings
and your willingness to listen when I just needed to vent. Thank you for being patient with me
through this process. Thank you to my TEMS cohort, we are truly transformational leaders.
To my amazing niece Kadence, Auntie loves you. I did this for you! You can be anything you set
your mind to. Remember we have Black girl magic, we will shine even when it looks bleak. To
my brother Michael, you are always in my corner cheering me on. Thank you for the
encouragement, the reminders to get my homework done and the unwavering love and support.
To my Village, Makieba, Isaiah, Mike W, Dionne, Mattalyn, Tamora, Tyler, Lynita, and Kristal
you guys have loved me and supported me throughout this entire journey. Thank you for
understanding when I missed events because I was “doing homework” or “reading articles” for
school. My “ANGELS” in heaven, I hope I make you all proud!
Special thanks to the faculty, staff and students at Gompers Middle School, King Drew Magnet
High School and Edison Middle School. You guys fueled this passion and desire more than you
know. To my “sistahs” and sorors of Delta Sigma Theta Sorority Inc., love you all!
Lastly, to my mother Vicki Johnson. You are the most amazing person I know. You are my
sounding board, my confidante and most importantly my MOM. Thank you for loving me so
unconditionally I believed I could accomplish anything! You have always pushed me to be my
very best and I love you so much for that! When things got rough you were my biggest
cheerleader. You encouraged me to apply to USC when I didn’t even believe in myself. Without
you, this would not have happened. I LOVE you beyond words.
I will always fight for equality for Black and Brown students in my community. I will never
forget why I became a teacher and will continue to encourage and hopefully inspire our future
generation.
Fight on!
CRP FOR PRESERVICE TEACHERS
iii
Table of Contents
Acknowledgements ......................................................................................................................... ii
List of Tables ...................................................................................................................................v
Abstract .......................................................................................................................................... vi
Chapter One: Introduction ...............................................................................................................1
Statement of the Problem .....................................................................................................1
Evidence for the Problem of Practice ..................................................................................3
Importance of the Problem...................................................................................................4
Instructional Needs Assessment ..........................................................................................5
Definition of Terms..............................................................................................................6
Designer Positionality ..........................................................................................................7
Organization of the Design Blueprint ..................................................................................9
Chapter Two: Review of the Literature .........................................................................................10
Content of the Curriculum .................................................................................................10
Culturally Relevant Pedagogy Within Urban School Settings ..........................................10
Prior Attempts ....................................................................................................................16
Approaches to the Curriculum Design ...............................................................................17
Chapter Three: The Learners and Learning Context .....................................................................19
Learner Profile ...................................................................................................................19
Description of the Learning Environment .........................................................................22
Chapter Four: The Curriculum.......................................................................................................25
Overall Curriculum Goal, Outcomes, and Summative Assessment ..................................25
Cognitive Task Analysis (Information Processing Analysis) ............................................26
General Instructional Methods Approach ..........................................................................27
CRP FOR PRESERVICE TEACHERS
iv
Description of Specific Learning Activities ......................................................................28
Delivery Media Selection ..................................................................................................34
Chapter Five: Implementation and Evaluation Plan ......................................................................37
Implementation of the Course ............................................................................................37
Implementation of the Evaluation Plan..............................................................................38
Conclusion to the Curriculum Design................................................................................46
References ......................................................................................................................................48
Appendix A: After Course Evaluation Tool ..................................................................................55
Appendix B: Delayed Evaluation Tool (Pre/Post) .........................................................................57
Appendix C: Unit Overview, Material and Lesson Plans ............................................................. 61
CRP FOR PRESERVICE TEACHERS
v
List of Tables
Table 1: Unit Overview 29
Table 2: Media Choices 36
Table 3: Indicators, Metrics, and Methods for External and Internal Outcomes 39
Table 4: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 40
Table 5: Required Drivers to Support Critical Behaviors 41
Table 6: Evaluation of the Components of Learning for the Program. 44
Table 7: Components to Measure Reactions to the Program 45
CRP FOR PRESERVICE TEACHERS
vi
Abstract
There is a wide achievement gap between African American and Latinx students and their White
and Asian counterparts. This is often because they are not connected to the material, feel that
teachers do not understand them, and ultimately have no motivation to engage in class. As such,
these students are sent out of class because they are bored and tend to act out with behavioral
issues. The purpose of this curriculum is to help preservice teachers make connections with their
students and the community where they work. Based on sociocultural and social cognitive
theories, each unit has a different theme pertaining to culturally relevant pedagogy in urban
classroom settings. Upon completion of the curriculum, learners will be able to address their
biases and positionality, interact with students and families in urban communities, and create
lesson plans that are engaging and reflect the needs of Black and Brown students. Assessments
include daily journal reflections, creating lesson plans, and a collection of strategies that can be
used to help support learning in their classrooms. A complete curriculum implementation plan is
provided as well as an evaluation plan that measures achievement of curriculum goals and
outcomes. If implemented and followed properly, teachers will be able to utilize these tools
throughout their teaching careers. They will continuously grow in the profession and will help
close the racial equity gap that persists in the educational system.
Running head: CRP FOR PRESERVICE TEACHERS
1
Chapter One: Introduction
Students in urban areas are experiencing achievement gaps at unprecedented levels
(Ansell, 2004; Camera, 2016). Many teachers have a difficult time keeping students motivated,
engaged, and interested in learning (Gay & Kirkland, 2003). Students are asked to conform to the
dominant European narrative of sitting down and being quiet even though, culturally, they are
taught different ways of interacting with adults. As we see in urban educational settings, students
are falling further behind the curve, and it is becoming increasingly difficult for students in these
settings to catch up to their White counterparts. As a product of this antiquated educational
system that has been failing kids for years, we must point out the inequalities and cultural biases
that African American and Latinx students have had to endure for years. If you believe it is
several factors that have contributed to this social injustice, the first step in approaching it must
be from the teachers’ perspective. Teachers need to know who they are as people, their
prejudices and biases, and understand the context in which they teach, including knowledge and
assumptions to be effective in the classroom (Gay & Kirkland, 2003).
Statement of the Problem
Many teachers do not receive the proper training in their teacher education programs. In
credentialing programs throughout the U.S., some teachers receive very little training on how to
address the specific needs of African American and Latinx students in the urban classroom
(Elmore, 2002; Howard, 2016). Educators in schools with the most severe performance problems
face challenging conditions like extreme poverty, unstable family and community patterns, and
cultural and language diversity (Elmore, 2002). Some teachers would argue they have not
received training from their respective universities on how to address these issues. Theory on
CRP FOR PRESERVICE TEACHERS
2
how to address all students was heavily taught, but they did not gain practical knowledge on how
to manage urban classrooms.
Environment problem of practice. Culturally relevant pedagogy (CRP) in daily lessons
and how to deal with community and familial pressures and influences were glossed over or not
addressed (Darling-Hammond, 2015; Ladson-Billings & Tate, 1995). Instead of conforming to
students’ needs, many teachers simply follow their lesson plans and label students who reject the
dominant narrative as special education students or as having behavioral issues (Howard, 2002;
Howard, 2014). In addition to CRP not being embedded in lesson plans, African American and
Latinx students are the largest racial groups in special education (Felton-Koestler, 2017). In
California, 64% of special education students are African American or Latinx while 25% are
White students (Lucile Packard Foundation, 2019).
Goal. The goal of this curriculum is to arm future teachers via pre-service courses or
workshops that will expose them to practical applications for teaching African American and
Latinx students in urban settings. They will be taught specific strategies to keep students engaged
through CRP and management strategies that focus on student voice, student empowerment, and
embracing cultural differences. To provide teachers a deeper understanding of how to address
racial issues in the urban school setting, the curriculum addresses CRP (Brown-Jeffy & Cooper,
2011) and critical race theory (CRT; Ladson-Billings & Tate, 1995) at length.
Even though 80% of America’s teachers are White middle-class women, students should
be taught in diverse ways and not just from a Eurocentric perspective (Loewus, 2017). Having
teachers understand that not all students learn the same way will be the primary target. The goal
is to give teachers various strategies to engage all students independent of teacher or student race
and ethnicity.
CRP FOR PRESERVICE TEACHERS
3
Evidence for the Problem of Practice
This is a problem that affects African American and Latinx students throughout the
United States. Some teachers are not properly prepared to walk into the classroom with the skills
and knowledge to address diverse needs (Grossman, Hammerness, & McDonald, 2009;
Anderson, 2012). This is not specific to California, as it has an impact throughout the entire
nation. Any teacher education program can benefit from this curriculum. Even teachers who
have already begun teaching can benefit from this curriculum, not necessarily just pre-service
teachers. Understanding the students and community in which they serve is a challenge that
teachers throughout the profession struggle with. This curriculum needs to be designed as a
combination of methods and foundation knowledge so teachers can obtain optimal benefit.
Conceptual tools, principles, and frameworks as well as practical tools of strategies and tips need
to be incorporated to be beneficial to preservice teachers (Grossman et al., 2009).
As the achievement gap continues to grow, teachers need to do more to address their
students’ needs. Students in urban classrooms are increasingly falling behind their White and
Asian counterparts. Statistics show that African American and Latinx students are graduating
high school at rates of 78% and 80%, respectively, compared to 89% of White students and 91%
of Asian students (National Center for Education Statistics, 2019). Teachers are failing to make
connections with students inside or outside of the classroom and continuously only teach
material that represents dominant culture (Anderson, 2012). Since the U.S. is run by the
dominant culture, which happens to be a Eurocentric (White) male culture, other races must
assimilate to the culture, and, when they are not successful, they are labeled as requiring
remediation or special education (Howard, 2016). Culturally responsive teaching or pedagogy is
a “theoretical model that not only addresses student achievement but also helps students to
CRP FOR PRESERVICE TEACHERS
4
accept and affirm their cultural identity while developing critical perspectives that challenge
inequities that schools (and other institutions) perpetuate” (Ladson-Billings, 1995, p.161) If
students learned from topics on which they have prior knowledge and experience, they will begin
to connect to the material and have greater success and a deeper perspective within the
educational framework (Gay, 2002). In this curriculum, one of the driving forces is to enable
educators to understand that students come with a variety of experiences, backgrounds, and
perspectives that should be incorporated into teaching, instead of forcing students to conform to
a specific ideology of race and culture. In an urban school, teachers should take into account the
students within the community and develop lessons that can be connected to the home life,
perspectives, and experiences of students of color while maintaining academic integrity and
appropriateness.
Importance of the Problem
Universities need to do more for teachers to equip them to face the reality of teaching
upon graduation or completion of their programs. Many teachers are struggling to make
connections with their students and with the schools and communities in which they serve.
Understanding students by taking a deeper dive into their culture is the first connection that
needs to be made for educators. Forty percent of teachers leave the profession within 5 years of
entering, whereas those who serve in urban settings with a higher concentration of students of
color are leaving at 70% higher rates (Carver-Thomas & Darling-Hammond, 2017). Urban
classrooms can and often do present many challenges for teachers in the development of
productive learning spaces (Brown, 2004). The problem here is that many teachers are not
properly trained to be successful in their classrooms. They are in a constant battle with students
because they want them to conform to particular ideologies (i.e., Eurocentric viewpoints).
CRP FOR PRESERVICE TEACHERS
5
If it is truly believed that all students can be successful and have the potential to reach
college, we need to give all students the tools and resources to do just that. The start of that
process needs to be addressed in teacher education programs. Not all teachers have the mindset
that all students can achieve success, and not all teachers believe that students learn differently
due to cultural influences and backgrounds. In this country’s recent climate due to the Black
Lives Matter movement, more emphasis has been placed on how we make connections and
educate our youth. There is a spotlight now on the teaching and learning of African American
and Latinx students with greater emphasis than ever before.
Instructional Needs Assessment
As was stated earlier, the fact that 80% of this country’s teachers are White middle-class
women (Loewus, 2017), is problematic when referencing CRP. Teacher education programs do
not have the courses needed to address the needs of all students and all learners (Grossman et al.,
2009). As the achievement gap continues to grow between African American and Latinx students
and their White counterparts, there is a need to address specific strategies and practical skills for
working with a diverse group of students.
Curriculum goal, outcomes and capstone assessment. The overall goal of this
curriculum is to create a one-semester course for pre-service teachers to provide specific ideas,
knowledge, and skills aligned with CRP. This curriculum is specific for secondary teachers
entering or returning to urban school settings. Included in the curriculum are strategies that will
help create a positive classroom environment that is conducive to learning and student
interaction. This curriculum will address strategies for reactionary and prevention techniques for
teachers who have challenges with student behavior due to a cultural mismatch. Teacher
educators at the end of the course will begin the work of teaching at urban inner-city schools and
CRP FOR PRESERVICE TEACHERS
6
begin to teach marginalized students in a more cohesive and meaningful way. During the
semester, teachers will be held accountable for completing a portfolio. In the portfolio, with the
help and guidance of the instructor and classmates, the teacher will produce a comprehensive
class syllabus, culturally relevant lesson plans, a classroom management plan, and a recording of
themselves teaching for critique and critical reflection. Students will receive feedback and input
from the professor as well as from classmates.
Definition of Terms
Achievement gap- differences between the test scores of minority and/or low-income
students and the test scores of their White and Asian peers (Ansell, 2011).
Classroom management- Classroom management refers to activities of classroom
teachers who create a positive classroom climate in which effective teaching and learning can
occur (Brown, 2004; Martin & Sugarman, 1993)
Critical race theory- the view that race, instead of being biologically grounded and
natural, is socially constructed and that race, as a socially constructed concept, functions as a
means to maintain the interests of the White population that constructed it (Ladson-Billings &
Tate, 1995)
Culturally relevant pedagogy- focuses on the academic and personal success of
students as individuals and as a collective by ensuring they engage in academically rigorous
curriculum and learning, that they more fully understand and feel affirmed in their identities and
experiences, and that they are equipped and empowered to identify and dismantle structural
inequities—positioning them to transform society (Brown-Jeffy & Cooper, 2011; Ladson-
Billings & Tate, 1995)
CRP FOR PRESERVICE TEACHERS
7
Eurocentric perspective- A perspective centered on a European or Anglo-American
viewpoint with the same values and experience (Nordenbo, 1995).
Marginalized populations- are those excluded from mainstream social, economic,
cultural, or political life. Examples of marginalized populations are groups excluded due to race,
religion, political or cultural group, age, gender, or financial status (Allen, Scott, & Lewis, 2013).
Positive learning environment- For students to learn, they must feel safe, engaged,
connected, and supported in their classrooms and schools (Banks, 2014).
Urban school- urban school districts operate in densely populated areas serving
significantly more students. Urban school districts are frequently marked by higher
concentrations of poverty, greater racial and ethnic diversity, larger concentrations of immigrant
populations and linguistic diversity, and more frequent rates of student mobility (Hudley, 2013)
Designer Positionality
The designer of this curriculum is an African American woman who is a product of the
urban inner-city school system, specifically the second-largest school district in the nation: Los
Angeles Unified School District (LAUSD). As a student in LAUSD, she remembers having three
African American teachers in her entire school history and struggled with learning the
Eurocentric perspective. As a current practitioner and someone who received her teaching
credential approximately 20 years ago, the designer’s passion is to educate inner-city students
and staff schools with the best teacher candidates possible.
Critical race theory (CRT) points out race and ethnicity have not been theorized and have
been used as a way to continue the trend of inequity among those non-European marginalized
races (Ladson-Billings & Tate, 1995) Theorists argue that race has a larger impact than those of
the dominant culture want to admit to or even acknowledge. Yosso (2005) defines “Critical Race
CRP FOR PRESERVICE TEACHERS
8
theory as a framework that can be used to theorize, examine and challenge the ways race and
racism implicitly and explicitly impact on social structures, practices and discourses” (p.70).
When this theory is presented in the realm of education, it tends to refer to how marginalized
students often do not have access to quality education, which continues to foster the achievement
gap and educational inequalities (Ladson-Billings & Tate, 1995) By focusing on CRT in this
curriculum, W.E.B. Du Bois’s concept of “double consciousness” and the racial construct of the
U.S. will be examined for reconstruction and dissection (Ladson-Billings & Tate, 1995; Yosso,
2005). Howard (2003) suggests,
Teacher practice and thought must be reconceptualized in a manner that recognizes and
respects the intricacies of cultural and racial difference. Teachers must construct
pedagogical practices in ways that are culturally relevant, racially affirming and socially
meaningful for their students. (p.199)
Lastly, this curriculum will also address the deficit thinking that happens in the
educational process of teaching students in culturally diverse and low socioeconomic status
(SES) communities. Students in these communities are looked at as incapable of learning
because they either have not been taught or do not know how to conform to the dominant
narrative (Howard, 2010). If given the resources and opportunity and treated with competency
and non-biased attitudes, students from all and any diverse community will have academic
success.
CRP FOR PRESERVICE TEACHERS
9
Organization of the Design Blueprint
This dissertation is divided into five chapters. In Chapter One, the statement and
importance of the problem are identified and explained. Definitions of key terms and recurring
themes will be identified and explained as well as the designer’s positionality and connections to
the curriculum. Character Two will be the review of literature. The designer will highlight what
research suggests regarding CRP in urban school settings. Chapter Three will discuss the learner
and learning context. The learner’s abilities, cognitive characteristics, and physiological
characteristics will be identified in this chapter. The description of an ideal learning environment
will also be suggested in Chapter Three. Chapter Four will consist of the overall curriculum goal
and outcomes. It will also identify the summative assessments that will be used within the
curriculum. Lastly, in Chapter Five, the implementation and evaluation plan will be discussed
and conceptualized.
CRP FOR PRESERVICE TEACHERS
10
Chapter Two: Review of the Literature
Content of the Curriculum
This literature review will be presented in two separate parts. The first part will address
the theories behind why CRP needs to be embedded in teaching practices when teaching
historically marginalized populations. The literature addresses deficit mindsets and biases that
some teachers have of students who may be culturally different from them. The literature will
also reveal tips and strategies that have been proven effective to address the achievement gap
between students of color and their White counterparts. The second part of Chapter Two will
address the different instructional approaches that will be utilized to teach this curriculum to pre-
service teachers.
Culturally Relevant Pedagogy Within Urban School Settings
The CRP framework. Teachers who utilize the CRP framework in the teaching context
and in their classrooms have a wide range of methods and perspectives that will be beneficial for
all students. Understanding and utilizing the CRP framework in urban classrooms will help
students understand different perspectives. This framework challenges the dominant ideology,
which is a Eurocentric viewpoint that does not support students of color and has a negative
deficit model approach (Solórzano & Yosso, 2001). In American history, the Eurocentric
ideology has been taught to students in all classrooms that follow traditional pacing plans and
books. Ladson-Billings (1995) suggests certain actions to help students learn from CRP. First,
teachers must understand all students are able and capable of success regardless of race or SES
(Ladson-Billings, 1995). This speaks to believing all students can learn and be taught; it just
depends on the who, what, and how. To teach students, CRP teachers have to understand
CRP FOR PRESERVICE TEACHERS
11
themselves and their positionality before they can be insightful about others (Ladson-Billings,
1995).
Caring, communication, curriculum, and instruction should be the basic tenets of
teachers’ embedding CRP into their teaching practices (Gay, 2010). Teachers who fully
understand and teach to those tenets do not believe in racial stereotypes and discrimination. By
checking their own biases and privilege, they have a better understanding of their students and
can be empathic to students from diverse backgrounds. Racial stereotypes transcend the belief of
knowledge-only deficiencies but also address character/personality, intelligence/educational, and
physical appearance (Solórzano & Yosso, 2001). The key to student success at school comes
from teachers. Teachers must create a community of learners and build relationships with
students to create a culture of academic success (Ladson-Billings, 1995). Teachers in urban
school settings need to think about their population when constructing and delivering their
lessons to encourage access to prior knowledge and validity of students’ resources. Tone,
structure, and quality of instruction are determined largely by teachers’ attitudes and
expectations as well as their pedagogical skills (Gay, 2010). All students are capable of learning
and fully engaging in this type of class environment. The research shows that students in special
education will benefit the most from CRP.
CRP within diverse classrooms, including special education. Urban schools have the
highest special education populations because teachers are often trying to conform African
American and Latinx students to learning from a Eurocentric viewpoint. By trying to confirm
students to Eurocentric ideologies, students of different cultures tend to check out and become
uninterested in the material. That can be misconstrued as having a learning disability. The
cultural gap between students and teachers has a large impact on classroom connections and
CRP FOR PRESERVICE TEACHERS
12
students’ ability to learn within a specific classroom setting if not addressed (Green & Stormont,
2018). For classrooms to address all students’ needs, teachers need to understand the differences
between equity and equality. Oftentimes, these two concepts are used interchangeably, but they
should not be. Equality, in a sense, can mean that individuals, policies, principles, and
procedures aspire to and work toward the same for all (Milner & Tenore, 2010). Equity, on the
other hand, can be a bit more complex. Equity means that teachers are attempting to provide
students, regardless of their racial, ethnic, cultural, or SES background, with what they need to
succeed—not necessarily the same goals and visions across the board (Milner & Tenore, 2010).
Understanding that these two concepts are different but both are needed to address the diverse
needs of all students is crucial in urban education.
Student needs have to be at the forefront of teachers’ minds when creating a classroom
that embodies CRP. Teachers need to understand their students and the issues that have a direct
impact on their daily activity (Milner & Tenore, 2010). Learning them individually and
collectively as a community should be the initial step teachers take when school first begins. This
will eliminate severe discipline problems because teachers took the time to learn their students
and have a better understanding of their everyday lives. Students with disabilities have a wider
achievement gap, which can increase discipline problems due to the teachers’ inability to
scaffold and make material culturally relevant (Milner & Tenore, 2010). Many home-based
variables have been studied as possible causes of the growing achievement gap issue, including a
student’s family’s income level, home language, parent involvement, and the student’s overall
cognitive potential (Williams, 2011). By addressing those needs, students will have a better sense
of what they need to do to get ahead. This will encourage students to fit in and become a part of
the class community, as they will not view themselves as outsiders and will make connections
CRP FOR PRESERVICE TEACHERS
13
within themselves and in the community. Students have an opportunity to be a part of the
mainstream culture in their classrooms. They will feel like they do not have to conform to the
dominant narrative of learning approaches but can be themselves with teachers who truly care
about them.
Community building. For teachers to be successful in urban school settings, they must
first understand the students and the community in which they serve. By understanding the
community and its historical perspective, educators learn more about their students and their
stories. Schools need to be deliberate about having teachers, students, and community members
interact with each other in authentic ways. For schools to be successful, implementing a
schoolwide positive behavior intervention system (SWPBIS ) would be beneficial for teachers to
interact with the community (Flannery & McGrath Kato, 2017). Having a SWPBIS committee
means students, faculty, staff, parents, and community members work together to bring positive
behavioral suggestions and ideas into the school site’s discipline plan (Flannery & McGrath
Kato, 2017). Having these community resources involved with school decision-making processes
is a clear way to get community buy-in, teachers familiar with the neighborhood they work in,
and voices heard that oftentimes feel suppressed.
Students in a marginalized community need an opportunity to have access to a non-
punitive discipline structure that fosters repairing harm that has been done instead of punishing
undesired behavior (Vaandering, 2010). For this reason, Flannery and McGrath Kato (2017),
advocates for a more restorative justice approach to discipline that calls for community building
instead of punitive actions. Restorative Justice (RJ) is a theory that focuses on restitution for the
victims who have been harmed (Milner & Tenore, 2010). It focuses on mediation and agreement
and brings a voice to those who were harmed on how to make it right. When trying to make
CRP FOR PRESERVICE TEACHERS
14
students feel safe and build community with a classroom, RJ strategies are important to focus on.
RJ is transformative and is not intended to stand alone as a discipline policy but in conjunction
with pre-existing discipline models. Creating a safe and brave environment is crucial to class
dynamics. Students will not be motivated to learn and engage in class if they feel like they have
no value and their perspectives are not respected.
Teacher ’s positionality. To understand our biases and assumptions stemming from
cultural differences, teachers must be able to recognize and state their positionality. Positionality
theory examines whether who we are, based on our experience, influences what or how we know
(Kezar, 2000). Positionality theory acknowledges that people have multiple, overlapping
identities and thus make meaning from various aspects of their identity, including social class,
professional standing, and so forth (Kezar, 2000). The issue with some is that they believe their
culture is above all others and have a narrow mindset regarding different cultures. In the field of
sociology, agency refers to the thoughts and actions taken by people that express their individual
power (Cole, 2019). Human agency is conceptualized as important to understanding power
relations. Power conditions do not simply shape people; people shape power conditions and the
resultant relations (Kezar, 2000). This agency dictates the positionality, bias, and personal stance
of individuals and begins to affect how educators view their students. Data shows the effect
racial stereotypes can have on Black students’ achievement. Researchers discovered that, when
Black students can affirm their sense of themselves and feel valued, their achievement in school
increases (Williams, 2011).
As important as the mastery of techniques for instructional effectiveness is teachers’
knowing who they are as people, understanding the contexts in which they teach, and
questioning their knowledge and assumptions (Gay & Kirkland, 2003). Teachers need to be held
CRP FOR PRESERVICE TEACHERS
15
accountable for being self-aware, critical, and more conscious regarding whom they teach, what
they teach, and how they teach it. Without these basic tenets in the classroom, the Eurocentric
narrative will continue and students will not get the cultural knowledge needed to have a cultural
impact and change dominant thinking. Students need to feel safe in class and feel that their
teachers will deliver lessons with which they can connect. Motivation and effective lesson
planning needs to be carefully examined to ensure rigorous quality lessons where teachers are
motivating students to learn using multiple modalities.
Motivation and effective lesson planning. The stereotype is that teachers and students
are not motivated to learn in urban settings. These false assumptions taint the educational system
in these settings (Gay & Kirkland, 2003). Teachers walk into urban school settings with this type
of deficit thinking that creates a bigger divide between students and the community. For these
reasons, incorporating CRP into lesson planning as a regular ongoing occurrence to create a
socially conscious classroom becomes critical for students to learn (Mensah, 2011).
Collaborating with others to focus on the students’ diverse needs will be the steps in the process
of getting students motivated and engaged in learning (Mensah, 2011).
For students to want to learn the material, they have to be engaged with the content
(Martin, 2007). Even teachers who are not fully engaged with the content tend to either skip that
section or they do not teach it with robust rigorous intent like they do the subject they are
interested in (Renchler, 1992). School stakeholders must create a culture of empathy and embed
motivational techniques for students to want to engage in learning (Renchler, 1992). To fully
understand motivational techniques, both intrinsic and extrinsic techniques have to be embedded
in the curriculum. In short, intrinsic motivation is being motivated by actions or feelings from
within oneself, and extrinsic motivation pertains to feelings and actions from obtaining rewards
CRP FOR PRESERVICE TEACHERS
16
and awards from external factors (Martin, 2007). Once students can figure out the difference
between the two and find both motivational factors within the classroom, they will most likely
begin to engage more in class and want to be there. Teachers who utilize these strategies in their
classrooms have greater success in terms of student performance. Students are motivated by
educators who actually care about them and want them to achieve academically and have
personal gains.
One of the most consistent components that has been a trend throughout the literature and
that is referenced for this curriculum is teacher–student connections and community building.
Before instruction can take place, students need to feel like they are valued and part of the larger
classroom community (Flannery & McGrath Kato, 2017; Gay, 2010; Ladson-Billings, 1995;
Mensah, 2011; Vaandering, 2010;). Students must feel safe and valued if they are to receive the
information that is being taught to them. Students are motivated to learn if they know their
teachers care about them (Gay, 2010; Howard, 2003; Ladson-Billings, 1995). Research suggests
that, before teachers can learn how to make connections with their students, they must first learn
how to identify their own biases and how to address them effectively (Darling-Hammond, 2007;
Gay, 2002; Howard, 2003).
Prior Attempts
At the present time, there may be schools that have curriculum fully dedicated to
embedding CRP into everyday teaching. However, for most university programs, the curriculum
has sections dedicated to CRP but not a complete 15-week course. Courses such as “Diverse
Learners” or “Multicultural Learners” offer a broad outlook largely based on theory on how to
address CRP in the classroom. Biases and positionality are not specifically addressed and called
out. Students are not required to first address personal biases and preconceived notions about
CRP FOR PRESERVICE TEACHERS
17
students in urban school settings and then taught specific strategies on how to connect with them
and how to successfully teach all students. This curriculum will have teachers understand the
importance of a different mindset when working with students who have been historically
marginalized and give strategies that will enable everyone to feel connected and invested in
learning.
Approaches to the Curriculum Design
Sociocultural theory. Sociocultural theory suggests that individuals are influenced by
their cultural and social interactions in every aspect of their lives, and these have a direct effect
on their psychological development (Vygotsky, 1997). Knowledge and language constructs are
formed from the cultural and social interactions and people to repeat trends and traditional
practices from learned behaviors (Scott, 2013). Historically, it was thought that there should be a
separation between home influences and school influences, but understanding, acknowledging
and embracing prior knowledge may bring about knowledge and development of very specific
content if the process is authentic (Scott, 2013).
Through this curriculum, teachers will learn from each other and from experienced
teachers who have more culturally diverse opportunities than they might have. Pre-service
teachers will become more aware of students with different cultural and social experiences and
will be able to incorporate CRP within the classroom. Vygotsky (1997) states, “Learning is not
development; however, properly organized learning results in mental development and sets in
motion a variety of developmental processes that would be impossible apart from learning”
(p.99).
Social cognitive theory. Social cognitive theory addresses three distinct modes of
agency: personal agency exercised by an individual, proxy agency in which people secure
CRP FOR PRESERVICE TEACHERS
18
desired outcomes by influencing others to act on their behalf, and collective agency in which
people act in concert to shape their future (Bandura, 2002). These three agentic perspectives
work in tandem and need to be enlisted daily to have any type of impact. The blend of all three
agentic modes should exist cross-culturally and is ever-changing dependent on the situation.
Understanding oneself, one’s influence on others and one’s ability to shape others’ knowledge
and perspective is what new teachers need to be careful about when walking into a classroom.
Self-efficacy is the core belief that one has the power to produce desired effects by one’s actions
(Bandura, 2002). This way of thinking supports the idea of proxy and collective agency by one
person’s actions working together to change the collective.
In this curriculum, preservice teachers will tap into prior knowledge, learn from modeling
and mentor methods, and feel comfortable enough to lead a classroom once the lessons are
complete. Pre-service teachers will learn to be responsible for their classroom environment and
make cross-cultural connections that will encourage cultural differences.
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Chapter Three: The Learners and Learning Context
Learner Profile
In this chapter, the learners and learners’ context will be discussed in relation to the
curriculum that is being presented. In the learners portion of Chapter Three, ability, which
addresses cognitive and physiological characteristics, will be explored. Self-efficacy and prior
knowledge will also be examined to determine the learners’ motivation for considering this
curriculum. In the second part of this chapter, the context of the learner will be analysed. Within
this section, the physical environment, existing curriculum, and learning climate will be
examined to paint the complete picture of learning advantages and limitations.
Ability. For learners who are engaging in CRP in urban school classrooms, both
cognitive and physiological characteristics need to be addressed in the curriculum.
Cognitive characteristics. Learners who are engaging in this curriculum will be college
graduates. They will already have a bachelor’s degree in a specific content domain and will most
likely be in a pre-service credentialing program. Learners will already possess content
knowledge and have the cognitive ability to understand complex words and concepts. Since this
curriculum is intended for secondary pre-service teachers, the learners will understand college-
level academic language and be able to discuss complex concepts intelligently.
Learners will be able to work in groups and produce advanced-level assignments that
include multi-media outlets such as PowerPoint and other presentation methods. All learners will
have the knowledge and skills to use basic computer programs, such as Word, and will have the
ability to research basic concepts using tools such as Google Scholar.
Physiological characteristics. Learners will have full access to any sensory receptors
accommodations needed according to guidelines set forth by the Americans with Disabilities
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20
Act. These accommodations include audio, visual, speech, and wheelchair access. Learners will
vary in age from recent college graduates to those working on a second career as educators.
Learners will be at least 18 years old and will possess the socio-emotional skills to function and
participate in class discussions and mature conversation. Learners will able to move about the
classroom without complications and generally in good health.
Self-efficacy. Bandura (1994) defines self-efficacy as people’s beliefs about their
capabilities to produce designated levels of performance that exercise influence over events that
affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves,
and behave. Similarly, Clark and Estes (2008) redefined self-efficacy as the judgement of one’s
capabilities to organize and execute what is needed to carry out designated levels of
performance. Learners’ confidence and attitude will begin to build during the semester. Since
they are new teachers, they will begin to explore those confidence levels within the course to
address particular needs, beliefs, and attitudes towards their students. Learners may not have the
belief that this course is valuable to them as future teachers and may not be motivated to learn as
much as possible to have an impact on their students. As the learners navigate within the course,
the instructor will provide feedback and modeling, which increases self-efficacy (Pajares, 2006).
Affective characteristics. The learners targeted in this curriculum will have complete
interest in academic learning, but may not see CRP as a necessity in the credentialing course.
They might not understand important learning gaps regarding Latinx and African American
students in a White Eurocentric dominant world of education. Learners will be motivated to
complete the course because it will be a part of their process of becoming a teacher. Teachers
who understand marginalized students’ underrepresentation will be highly motivated to learn
CRP FOR PRESERVICE TEACHERS
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more about embedding CRP in their classroom and encouraged to continue those practices
throughout their careers.
It is important that, during the course, learners understand the impact of their actions in
urban classrooms and that their students need them to be grounded in CRP (Ladson-Billings,
1995) and CRT (Ladson-Billings & Tate, 1995) for their academic success. Learners may or may
not believe that all students can learn and that racial and ethnic groups should not be considered
through a deficit lens or as inept based on race and identity.
Social characteristics. Learners in this course will have many opportunities to be social
with their peers. They will be required to work in groups and complete projects through group
collaboration. Learners will most likely be in their 20s, which suggests they are a part of the
social technology-driven age. From a historical perspective, teachers entering the profession are
middle-class White women. Hopefully, more African American men will enter the profession to
give students an opportunity to relate to someone who looks like them. Learners in this course
have learned in school to respect the teacher/professor but to also challenge thoughts and
opinions contrary to their own. Learners do not necessarily believe in the banking theory (Freire,
1970) that suggests that students are empty vessels into which teachers pour knowledge, but they
do believe that teachers/professors have authority in the classroom and that they need to learn
from them.
Prior knowledge. There is both general world knowledge and specific prior knowledge
that learners will bring to the course.
General world knowledge. Learners who take part in this curriculum will have a fair
amount of general world knowledge. For most of the learners, this will be their first job out of
college. They may have had part-time jobs while attending school, but, for the most part, this
CRP FOR PRESERVICE TEACHERS
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will be their introduction to the professional world. Learners will draw from their personal
experiences with teachers who taught them throughout their educational careers. They will be
able to draw from experiences that made their teachers “good” or “bad” to contribute to their
own classrooms. Learners will have a general knowledge of prejudice and racism existing in
society, but may not know it is a systemic issue within education. Learners may come into the
profession not knowing about the achievement gap disparities among African American and
Latinx students. Each individual will come into the course with their own background and
positionality that will give them perspective and possible biases while engaging in the
curriculum.
Specific prior knowledge. Learners may not have any practical teaching knowledge, but
they will still be able to access this curriculum. Since this is designed for secondary teachers,
they will possess specific content knowledge in their focus areas. This knowledge will enable
them to dive deeper into the notion of embedding CRP into their everyday routine in the
classroom. Learners will be fully aware of the state of the country as far as race, class, and SES
and will draw from personal and collective experiences in class. The instructor will give student-
specific content on CRP, CRT, achievement gap, and other pertinent information needed to
access the curriculum. Students are not expected to have a deep level of understanding of how to
incorporate strategies and concepts of CRP into the classroom.
Description of the Learning Environment
The learning environment is important in this curriculum’s success. Facilitators and
learners must be able to have open communication with each other. A sense of comfort with
technology, equipment, classroom environment, and learning climate must be achieved to
implement this curriculum.
CRP FOR PRESERVICE TEACHERS
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Facilitator characteristics. Facilitators who teach this curriculum need to have specific
content knowledge of how to incorporate CRP in any classroom setting. They should be
knowledgeable about the achievement gap among minoritized students and strategies that will
help close it. Facilitators should know how to use basic technology and navigate online
resources. Understanding adult learning is key to success, and the facilitator must understand
those dynamics. Lastly, the facilitator should have deep knowledge of CRP, understand their
positionality, and be able to push learners to think outside of their comfort zone to look at
different perspectives.
Existing curricula/programs. This curriculum could be an important addition to the
teaching credentialing program that all novice teachers must go through to become a fully
credentialed teacher. This curriculum will be aligned to the California Standards for Teaching
Professionals in several domains. The curriculum will give learners a more in-depth
understanding of how to teach students who have been historically marginalized. This
curriculum will explicitly address deficit model thinking, CRT, and CRP within the urban school
settings and give learners the tools to combat the achievement gap in their environment.
Available equipment and technology. For this curriculum, learners will need access to a
computer with internet connectivity, preferably a laptop. Access to a writing program like Word
and Google Docs is essential to learning. If the university has an online learning platform, the
learner and facilitator must be able to navigate it to access material and resources for class
discussion and participation. A projector, document reader, and screen will be useful for
classroom activities and extended learning opportunities.
Classroom facilities and learning climate. The classroom at the university will be able
to accommodate several different types of learners. Students with special needs, including being
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wheelchair-bound, will be able to move around the room without limitations. The room should
hold 30 to 35 learners with a ventilation system for temperature control. Students will be able to
access the internet in the classroom for group work and possible audio resources. University
leaders will understand the importance of providing pre-service teachers the knowledge, skills,
and abilities to teach children in urban classrooms. The mission of the organization will be to
engage in courageous conversations to debunk stereotypes and promote equality and equity in
the educational system.
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Chapter Four: The Curriculum
Overall Curriculum Goal, Outcomes, and Summative Assessment
Curriculum goal. Teachers who work in urban settings often have students who come
from different racial, ethnic, and cultural backgrounds. Since 80% of our nation’s teachers are
middle-class White women (Loewus, 2017), students of color are being disenfranchised by these
teachers. Teachers in credentialing programs need to be taught specific strategies to successfully
teach students who come from diverse backgrounds. The goal of this curriculum is to provide
teacher candidates with characteristics and skills to help them grow within the teaching
profession and to make connections with students to teach and support them.
First, teacher candidates need to understand their positionality, their personal biases and
misconceptions regarding their students, community, and backgrounds in general. Those who
begin the journey understanding those factors will have a better opportunity to engage with
students from different backgrounds and experiences. Next, teachers need to make connections
with students and the community in which they serve. Understanding that community building is
important in both African American and Latinx cultures will help build trust and understanding
between teacher and school community. Lastly, teachers will be given specific strategies and tips
that have been proven effective to create a positive learning environment in their classrooms.
These strategies are culturally relevant and responsive and include methods that will help
establish the teacher as a resource for guidance and support instead of an adversary.
Curriculum outcomes. Preservice teachers will learn classroom management strategies,
specifically how to design culturally relevant lesson plans. Teachers will learn how to make
connections with students and parents in order to have a more cohesive classroom. Teachers will
be able to successfully teach in urban classrooms with students who exhibit typical and atypical
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26
behaviors that may be difficult to deal with if proper training and rapport have not been
established. This curriculum is designed for novice teachers with little to no experience with
youth in urban communities, particularly African American and Latinx students. At the end of
this course, preservice and novice teachers will have a better understanding of how to connect
with their students and how to incorporate CRP into their lesson plans. Teachers will have a
better understanding of the community in which they serve and will be able to get students to
trust them and feel safe in their classrooms.
Summative assessment. Teachers will receive a grade for completing the course. During
the semester, several benchmarks will be established so that preservice teachers will have real-
world applications and feedback from the professor to create authentic policies and procedures
that can be utilized in their classrooms. Teachers will need to create lessons for the first week of
school that are grounded in how to create a safe environment that establishes trust and
community building. During this process, the professor will give feedback to guide students to
their maximum potential. Also, teachers will be required to review classroom rules and
consequences. This is an important task because they need to be effective and realistic so
students can buy into them.
Cognitive Task Analysis (Information Processing Analysis)
This curriculum is based on a cognitive task analysis (CTA) study conducted by Corpus
(2015) in which she elicited a protocol from four subject matter expert teachers recognized for
their achievement in creating culturally inclusive classrooms.
The goal of the task captured by Corpus (2015) was to determine what and how teachers
incorporate CRP into their classrooms which consist of African American and Latinx students.
She began the task by asking, “How to build a classroom community based on trust, care and
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high expectations in ethnically and culturally diverse low-income/low socioeconomic school
settings?”
Corpus (2015) established several steps to accomplish this task. This curriculum will
focus on four steps. Corpus CTA was geared to in-service teachers, but, in this curriculum,
preservice teachers are the target learners. The following four steps will provide the content of
this curriculum:
1. Prior to the first day of school, acknowledge your own privileges, positionality, stance,
and biases through self-reflection,
2. Identify and understand the demographics, lived experiences, and academic background
of your students,
3. Design purposeful and culturally relevant curriculum, and
4. Integrate opportunities for students to build trust for one another into curricular
assignments.
General Instructional Methods Approach
This curriculum is designed for an instructor-led, classroom-based design. Coaching and
guided design are two strategies that will be utilized. Coaching method in this curriculum refers
to procedures for joint planning and goal setting, resource and information sharing to include
modeling, learner information gathering and practicing, analysis of and reflection on experiences
and feedback from the coach (Trivette, Dunst, Hamby, & O’Herin, 2009). A few andragogical
approaches to this curriculum are helping the learners understand what is being presented and
making connections or disconnections to their own personal problems, concerns, and levels of
understanding (Mezirow, 1991). Also, learners will select relevant learning experiences that
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require choosing from an expanded range of options that may facilitate the learners’ ability to
look at things from an alternative perspective (Mezirow, 1991).
Guided design will help learners with decision making and problem solving. This
includes using real-world problems and examples for mastering learning content using small-
group or team processing and instructor guidance and feedback (Trivette et al., 2009). This
design will facilitate posing and solving of particular problems associated with implementation
of individual and collective action and recognition of the relationship between personal problems
and public issues (Mezirow, 1991). There will be a balance between generative and supplantive
instruction (Smith & Ragan, 2005) wherein learners will be taught different learning strategies
that may be new and unfamiliar, but they will have opportunities to practice how to incorporate
and establish those same strategies in a work setting. Some tasks will be challenging, and
learners may struggle with them, but they will also find some tasks simple to complete. The goal
is not to produce cognitive overload but to create learners who are competent and reflective in
the process of teaching and learning.
Description of Specific Learning Activities
For this curriculum, Gagne’s nine events of instruction will be incorporated into the
lessons. The instructor will follow the following steps: gain attention, inform learners of
objectives, stimulate recall of prior learning, present the content, provide learning guidance, elicit
performance/practice, provide feedback, assess performance and enhance retention and transfer
to the job (Kruse, 2009). In addition, the curriculum will follow the Guided Experiential
Learning model (Clark, Yates, Early, & Moulton, 2008). Thus, the specific activities will include
learning to write a lesson plan, analysis of articles and videos, creating plans for high
expectations, and classroom management procedures.
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Overview of the units. This curriculum is designed as a 12-week course with room for
extensions. Since most college semesters are between 12 and 15 weeks long, modeling and
lesson plan design has built in extension opportunities. The instructor will have the liberty to
revisit topics with which students struggle or need more time. Although it is not a major
component of this curriculum, participants will have an opportunity to discover socio-emotional
learning. “Social-emotional learning (SEL) emphasizes active learning approaches in which
skills can be generalized across curriculum area and contexts (Schonert-Reichl, Kitil, & Hanson-
Peterson, 2017, p.18). Through SEL, learners will make deeper connections with students by
utilizing five competencies of development. Self-awareness, self-management, social awareness,
relationship skills and responsible decision-making are the tenets that will be addressed
throughout (Collie et al., 2012; Schonert-Reichl et al., 2017).
Table 1
Unit Overview
Unit overview Topics that will be covered
Unit 1 Acknowledge your own privileges,
positionality, stance, and biases through self-
reflection.
● Culturally relevant pedagogy
● Critical race theory
● Positionality/bias/Privilege
● Deficit thinking
● Self-Reflection
Unit 2 Identify and understand the
demographics, lived experiences, and
academic background of your students.
● Student motivation
● Community background
● Lived Experiences
● Engagement on all levels
● High Expectations
● Student background and demographics
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Table 1, continued
Unit overview Topics that will be covered
Unit 3 Design purposeful and culturally
relevant curriculum.
● Restorative Justice
● PBIS
● Socio-emotional learning
● Non-punitive discipline structures
● Classroom Management
● Culturally Relevant Pedagogy
● Critical Race Theory
● Deficit Mindset
Unit 4 Integrate opportunities for students to
build trust for one another into curricular
assignments.
● Equity vs Equality
● Safe vs. Brave space
● Apathy
● Empathy
● Incorporating CRP into lesson
planning
Unit 1: How to acknowledge your own privileges, positionality, stance, and biases through
self-reflection, prior to the first day of school.
Terminal Learning Objective
● Given their positionality, personal biases, and assumptions related to marginalized
students in urban schools, teachers will reflect on their philosophy of teaching and
learning and write their reflection in a journal.
Prerequisite analysis (enabling objectives).
● Know terms such as positionality, biases, and assumptions
● Be able to identify their privileges in comparison to their students
● Know the term marginalized students
● Be able to state their personal biases, positionality, assumptions
● Know the process of critical reflection and journaling
● Be able to reflect on their philosophy of teaching and learning
● Know the meaning of a philosophy of teaching and learning
● Be able to write in a journal
Learning activities.
● After introductions and attention activities, assess teachers knowledge of
positionality, biases and assumptions.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
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● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for stating personal biases, positionality, and
assumptions.
● Provide opportunities for practice and feedback.
● Teach prerequisite knowledge of critical reflection by providing
definitions and examples and nonexamples.
● Model the procedure for journaling and critical reflection.
● Provide opportunities for practice and feedback for journaling and critical
reflection.
Assessment
● Teachers will write a reflection in their journal on their personal
positionality, bias, and assumptions regarding working in urban classroom
settings.
Unit 2 Identify and understand the demographics, lived experiences, and academic
background of your students.
Terminal learning Objective
● Given students’ enriched backgrounds, stories, and lived experiences,
Teachers will be able to identify and make connections with students and
their communities by creating a presentation and binder of important (to
the students) geographical sites, cultural identities and influential people in
the community that they represent.
Prerequisite analysis (enabling objectives).
● Be able to retain and build upon skills from Unit 1 on how to journal and
self-reflect
● Know the demographics of the school community in which they serve
● Be able to identify student academic backgrounds and lived experiences
● Be able to connect with students
● Be able to students connect with the teacher and each other
● Know historical community figures and locations to gain perspective of
students backgrounds
● Know what cultural competencies are
● Be able to identify cultural competencies in a classroom
● Be able to identify their biases and presumptions surrounding what
motivates students
● Be able to identify students within specific subgroup populations, such as
EL students, students with special needs, chronically absent students,
homeless students, foster students, etc.
● Know who community leaders are within their schools
● Know the neighborhood and be able to connect with popular hangouts and
locations
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Learning Activities
● Assess prior knowledge of any background of the community
● Teach any necessary prerequisite knowledge surrounding community and
background
● Opportunities for students to present backgrounds and lived experiences
● Provide general knowledge of common experience to students
● Provide opportunities to transfer knowledge to practical use
● Be able to relate to classmates and view concepts in alternative
perspectives
● Be able to identify stereotypes and misconceptions
● Teach how to identify urban classrooms
● Teach how to collect data and record data surrounding student
demographics and population.
● Be able to walk around the neighborhood with colleagues to map
important landmarks and locations
● Provide opportunities for teachers will write down bias and preconceived
notions about students, school and community
● Watch videos of different types of teachers and how they motivate (or
don’t) students despite backgrounds and experiences
Assessment
● Teacher will create a presentation highlighting people, places, or
experiences that have taken place within the community in which they
serve. Teacher will also create a binder with personalized index cards on
each students including strengths and struggles and how to address student
needs.
Unit 3 Design Purposeful and culturally relevant curriculum
Terminal learning Objective
● Given their knowledge of the foundational concepts CRP and CRT,
teachers will create lessons that are well rounded and rooted in those
concepts and void of deficit mindset thinking and which encourages a
positive RJ approach.
Prerequisite analysis (enabling objectives)
● Known data and information from Units 1 and 2 to create a curriculum
that is relevant and cultural that reflects the students not the teachers
perspective
● Know the history of CRP, CRT and Deficit Model Theory
● Be able to access their own knowledge regarding their culture and the
culture of their students
● Be able to identify key components of CRP strategies
● Be able to identify and acknowledge inequities and privilege
● Be able to journal and organize specific thoughts without judgement
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● Know basic terminology and acronyms associated with PBIS, RJ
● Know the foundation of PBIS, RJ and growth mindset
● Be able to identify strategies and tips that are incorporated with PBIS and
RJ
● Know what student voice is and how to embed that into lesson planning.
● Know what Maslow’s hierarchy of needs are and be able to teach it to
students
● Be able to analyze and critique lessons plans from a CRP lens
● Be able to identify and review effective lesson plans
● Create a lesson plan with CRP embedded
● Know different lesson plan models and templates
● Know grade level and content standards for subject they will teach
● Be able to construct lesson plans
● Be able to use feedback from the instructor to revise their lesson plan
Learning Activities
● Assess prior knowledge of the meaning of PBIS, RJ and growth mindset.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model how to construct lesson plans
● Model the procedure to construct lessons plans that are culturally relevant
● Model the procedure for creating an environment that is positive and
restorative.
● Model the procedure for creating a system for having a positive classroom
climate and culture
● Provide opportunities to transfer knowledge to create their own classroom
rules and expectations
Assessment
● Teachers will create a lesson plan that is culturally relevant and address
the diverse needs of the students including embedded behavioral
challenges
Unit 4 Integrate opportunities for students to build trust for one another into curricular
assignments.
Terminal learning Objective
● Given their knowledge of students, backgrounds, lived experience, CRP
and how to construct relevant and responsive activities within the
classroom, teachers will create a classroom that is safe for students to be
open to creativity without ridicule that aligns with a rubric.
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Prerequisite analysis (enabling objectives)
● Be able to access previously learned knowledge about students
● Know difference between equity and equality
● Know specific content area standards that are Common Core aligned
● Be able to teach students that may culturally different than you
● Know the difference between safe space vs. brave space
● Be able to build trust with students
● Know terminology such as empathy and apathy
● Create opportunities for trust and tolerance within the classroom
● Create assignments that are focused on group work and trust
● Be able to create activities and opportunities for students to get to know
each other on a deeper meaningful level including self-worth and self-
identity opportunities
Learning Activities
● Assess prior knowledge of the meaning of diverse learners
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model how to develop trust with students
● Model what empathy, apathy and tolerance looks like in the classroom
● Provide practice and feedback for generating a plan on how to
differentiate instruction for learners with special needs
● Provide opportunities to transfer knowledge to create their own plan that is
all-inclusive in an urban classroom setting
Assessment
● Teachers will create classroom activities and opportunities for students to
get to know each other on a deeper meaningful level including self-worth
and self-identity opportunities
● Classroom teachers will create a classroom that is safe for students to be
open to creativity without ridicule that aligns with a rubric
Delivery Media Selection
Key considerations in choosing media. Clark et al. (2008) emphasize the three key
factors that eventually determine media selection. The first is conceptual authenticity, meaning
whether the media can adequately depict the conditions required for learners to apply new
learning. The second is whether there is a need for immediate corrective feedback. The third is
whether instruction requires sensory information beyond visual and aural.
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For this curriculum, multiple options can be presented for delivering instruction (Clark et
al., 2008). Nearly all principles and methods can be implemented and delivered in nearly all
media. There is no evidence that any particular medium is better or has more learning benefits
that another (Clark et al., 2008). Merrill’s (2002) five principles of instructional methods are
described as follows: provide realistic field-based problems for students to solve, give students
analogies and examples that relate their relevant prior knowledge to new learning, offer clear and
complete demonstrations of how to perform key tasks and solve authentic problems, insist on
frequent practice opportunities during training to apply what is being learned (by performing
tasks and solving problems) while receiving corrective feedback, and require application practice
that includes “part task” (practicing small chunks of larger tasks) but also “whole tasks”
(applying as much of what is learned as possible to solve the complex problems that represent
challenges encountered in operational environments) both during and after instruction (Smith &
Ragan, 2005). Merrill’s instructional methods and the principles on which they are based can be
integrated into nearly any instructional design system or used to construct a new design system
tailored for the needs of specific organizations and/or groups of students (Clark et al., 2008).
General instructional platform selection. This curriculum can be delivered on campus
in a traditional setting. It is also designed to be delivered online with a blend of synchronous and
asynchronous approaches. There must be an instructor present to guide learning and give
immediate feedback, but students do not need to meet in person on a college campus weekly.
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Table 2
Specific Media Choices
Key Factors Synchronous
Live- on
campus
Synchronous
Live- ONLINE
Mix of
Synchronous
and
Asynchronous
Asynchronous
online platform
no live
instruction
Conceptual
Authenticity
Yes- learners
will be able to
interact and
create models
and apply
practice
knowledge.
Yes- learners
will be able to
interact and
create models
and apply
practice
knowledge.
Partial-
Although, at
times, learners
will interact, it
will be limited.
NO- Learners
will not be able
to interact with
each other,
unable to
practice learned
material.
Immediate
Feedback
Yes- Learners
and instructor
will have
interaction, and
feedback from
peers and
instructor is
immediate.
Yes- Learners
and instructor
will have
interaction, and
feedback from
peers and
instructor is
immediate.
Partial- learners
will be able to
obtain feedback
but not always
immediately.
N0- Feedback
will not be
immediate.
Specific Sensory
Requirements
N/A- No specific
sensory
requirements for
this curriculum.
N/A- No specific
sensory
requirements for
this curriculum.
N/A- No specific
sensory
requirements for
this curriculum.
N/A- No specific
sensory
requirements for
this curriculum.
CRP FOR PRESERVICE TEACHERS
37
Chapter Five: Implementation and Evaluation Plan
Implementation of the Course
Smith and Ragan (2005) recommend implementation in six stages. They suggest that, in
the adoption process, the facilitator must follow these six stages: awareness, interest, evaluation,
trial, adoption, and, lastly, implementation (Smith & Ragan, 2005). By keeping these six stages
in mind, the curriculum designer will implement this curriculum in a university setting. There
will be three stages for full implementation. The first step will consist of a lengthier
implementation than in a 15-week college course. It will be spread throughout the entire school
year to gather meaningful feedback and make changes to requirements that may not be realistic
for new teachers. New teachers often struggle with time management. First- and second-year
teachers at the high school where the curriculum designer has a leadership role will be taught this
curriculum over the entire school year. The sessions will be shorter, and content will be specific
to our school community and our students. Teachers will be able to provide immediate feedback
on classroom activities and on whether content and knowledge are applicable to real-world
situations.
During this stage, seasoned teachers will be able to participate if leadership feels they
need more CRP embedded in their classroom. Stage Two will consist of the curriculum designer
teaching this curriculum at the local university. The designer will teach only one section of the
course to pre-service teachers in the credentialing program. New teachers will have an
opportunity to give immediate feedback on most of the activities throughout the implementation
of the curriculum in real time. They will also give feedback at the end of the course on their
overall experience for evaluation. The third and final phase is to teach this curriculum in multiple
sections at a university. The sections will be with pre-service or in-service teachers earning a
CRP FOR PRESERVICE TEACHERS
38
credential or a master’s in education. Teachers will provide feedback that is embedded into the
curriculum during the entire 15-week course. The instructor will also provide feedback and
adjustments if needed during the course.
Implementation of the Evaluation Plan
Curriculum purpose, need, and expectations. In this curriculum design, teachers will
be taught specific strategies to keep their students engaged with CRP and management strategies
that focus on student voice, student empowerment, and embracing cultural differences. There is a
lack of knowledge in urban education that needs to be addressed by making connections to
students with those who may not know or understand those cultural differences. Teachers in
urban settings must be able to have a classroom where students feel safe and brave to be
themselves. The need to close the achievement gap for African American and Latinx students is
paramount in the United States. This curriculum will begin to address those issues.
Evaluation framework. During the implementation and evaluation of this curriculum,
the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) will be the basis of the
plan’s design. The New World Kirkpatrick Model consists of four levels: reaction, learning,
behavior, and results (Kirkpatrick & Kirkpatrick, 2016). This model suggests planning
backward, focusing on results and on how to obtain desired outcomes from implementing the
specific training. As you plan, you go from the fourth level to the first but implement stages one
to four.
Level 4: Results and leading indicators. Kirkpatrick and Kirkpatrick (2016) describe
Level 4 as “the degree to which targeted outcomes occur as a result of the training and the
support and accountability package” (p. 12). First, it must be clarified that outcomes are thought
of in the global sense of the word, not just within the specific departments or individuals at an
CRP FOR PRESERVICE TEACHERS
39
organization. Within this curriculum, the outcome would be to have teachers make critical
connections to students by understanding the student’s culture even if they are not a part of that
culture. They also suggest that leading indicators are short-term observations and measurements
that suggest critical behaviors are on track to create a positive impact on the desired results
(Kirkpatrick & Kirkpatrick, 2016). For this curriculum, each unit builds upon itself. With
constant feedback from the instructor, activities geared towards that process will be beneficial to
the curriculum and will have a direct impact on instruction in urban classrooms. Table 3 shows
the indicators, metrics, and methods for external and internal outcomes for the curriculum.
Table 3
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased positive media Number of media mentions School leadership tracking of media
Increased recognition by the
District
Number of positive mentions and site
visits
School leadership tracking
Increased positive community
perceptions
Number of positive mentions at
community meetings and media
School leadership tracking
Increased local district positive
perceptions
Number of positive mentions in local
district communication
School leadership and local district
leadership tracking
Increased number of awards for
magnet schools
Number of awards National Magnet School Association
and school leadership tracking
Increased number of
acceptances into college
Number of students accepted to college District leadership, Reports by college,
school leadership tracking
Increase teacher retention Number of teachers who stay at their
positions from year to year
Leadership records
Increase test score on State
testing
Student test scores Reported by National Assessment of
Educational Progress (NAEP)
State measurements of standardized
testing from the Department of
Education will be monitored to track
data for students that includes an
increase in instructional minutes
having a direct impact on standardized
test scores
CRP FOR PRESERVICE TEACHERS
40
Table 3, continued
Outcome Metric(s) Method(s)
Internal Outcomes
Increased use of CRP
strategies in the classroom.
Number of CRP strategies used by
teachers in the classroom.
Informal classroom walk-throughs and
feedback by site leadership.
Increased attendance Number of students attending on a
daily basis
Teacher attendance roll. MISIS
attendance platform
Increased student achievement Number of students passing grades Teachers gradebook
Increased graduation rates Number of students graduating School records
Decreased number of referrals
of students sent to the dean’s
office.
Number of referrals to the dean’s
office.
Administration and school leaders will
review referral data of students and
teachers that are sent out.
Increased positive scores in the
School Experience Surveys
where students feel like
teachers understand them and
care about their well-being.
Scores on the survey. School leaders will review annual
data submitted by students and
families.
Level 3: Behavior.
Critical behaviors. Level 3 is continuous monitoring and improvement of critical
behaviors. After completion of the curriculum, learners must be able to transfer the knowledge
obtained and apply it in their classroom. Kirkpatrick and Kirkpatrick (2016) define this level as
the participant’s ability to apply what is learned during training on the job (p. 49). During this
level, critical behaviors must be identified with pathways to reaching desired outcomes. Table 4
highlights the critical behaviors of pre-service teachers to build CRP in urban classrooms
regardless of personal cultural background.
Table 4
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1.Teachers will build
positive relationships by
creating a classroom that is
culturally relevant through
activities, classroom
routines and procedures on
a daily basis.
Number of activities
observed.
Number of students
engaged with
activities/class discussion
Informal teacher walk-
throughs
Monthly
CRP FOR PRESERVICE TEACHERS
41
Table 4, continued
Critical Behavior Metric(s)
Method(s)
Timing
2 Teachers will go out into
the neighborhood and make
connections with
neighborhood community
members to build a sense of
community and make
connections for the school.
The number of staff on
neighborhood walks
The number of staff that
visit local establishments
Number of community
members on School based
committees
Sign-in sheets collected by
school leaders
Club sponsorships
Observations
Monthly
3 Teachers will create daily
lessons that have CRP
strategies embedded that
reflect students and
community..
Number of lesson plans
connected to CRP
Administrators collect lesson
plans
Monthly
Required drivers. Kirkpatrick and Kirkpatrick (2016) defines critical behaviors as key
actions that are performed on the job that will have a big impact on obtaining desired results.
Required drivers have a direct impact on the outcomes of applying what was learned in training
to real life on the job. Required drivers are processes and systems that reinforce, monitor,
encourage, and reward performance of critical behaviors on the job (Kirkpatrick & Kirkpatrick,
2016). Table 5 highlights specific methods that support each required driver to reinforce,
monitor, encourage, and reward each critical behavior.
Table 5
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Visits to model teachers
classrooms for best practices
Monthly 1, 2, 3
Constructive feedback from
observations
on-going 1, 2, 3
Lesson planning workshops monthly 1, 2, 3
CRP FOR PRESERVICE TEACHERS
42
Table 5, continued
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Encouraging
Building relationships with
students
Daily 1, 2, 3
Learning the community
businesses and bringing in
sponsorships
All year long 1, 2, 3
Rewarding
CRP teacher of the Month
recognition
Monthly 1, 2, 3
Pay additional hour to teach
other teachers tips and
strategies of CRP
Monthly 1, 2, 3
Monitoring
Data collection of community
resources and who contributes
to school activities
Yearly review for tax relief 1, 2, 3
Weekly observations for
evidence of CRP into lesson
planning
Weekly 1, 2, 3
Organizational support. This curriculum will have a positive impact on school sites once
teachers have completed it. Increasing teachers’ knowledge base on how to genuinely connect
with their students and the community can only lead to more engagement and better
understanding of cultural differences. Administrators supporting teachers by ensuring lesson
plans are culturally responsive and giving critical feedback and opportunity for growth, teachers
will have a deeper understanding of their students. This is not an overnight process, but allowing
teachers to learn new skills and procedures and then bringing them back into the classroom is
just the beginning. After that is established, feedback and evaluation is the only way for teachers
to try to learn how to fully implement the curriculum. Having hands-on experiences from what
teachers actually learn from the curriculum is one of the most important parts of implementing a
successful plan. Level 3 is the most important level in Kirkpatrick and Kirkpatrick’s (2016)
model because training alone is not enough to produce desired results. However, continuous
CRP FOR PRESERVICE TEACHERS
43
performance monitoring and improvement to the system is what is needed to have the curriculum
fully implemented (Kirkpatrick & Kirkpatrick, 2016). Monitoring, reinforcing, encouraging, and
rewarding required drivers to support critical behaviors is central to successfully implement and
evaluate the curriculum.
Level 2: Learning
Learning goals. The goal of this curriculum is to provide preservice teachers the tips,
strategies, and skills to make connections with the students and communities they serve by
embedding CRP into everyday lesson plans. Learners will be able to understand their privilege
and preconceived notions that are stereotypically associated with urban youth. By the conclusion
of this course, learners will be able to
1. Describe their positionality, personal biases, and assumptions related to marginalized
students in urban schools.
2. Describe their philosophy of teaching and learning.
3. Demonstrate how to make connections with students and their communities
4. Demonstrate how to address students within specific subgroup populations such as EL
students, students with special needs, chronic absent students, homeless, foster students,
etc.
5. Create lessons that are rooted in CRP strategies.
6. Explain the difference between RJ and punitive discipline strategies.
7. Create a classroom that is a safe and brave space for all to learn.
Components of learning evaluation. In this curriculum, learners will participate in class
discussions, including partner, small groups, and whole-class discussions. Formative and
summative assessments will be embedded in the learning process. Participants will keep a
CRP FOR PRESERVICE TEACHERS
44
journal for self-reflection and track their growth with feedback opportunities from the instructor.
Observation and opportunities to role-play with colleagues will give learners the practice of
learned tips and strategies that will be implemented in the classroom. Table 6 outlines the
components of learning and timing for this curriculum.
Table 6
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Personal stance, bias and assumptions Beginning of course and every unit
throughout
Group work, reading and group discussions Throughout the course
Individual work, small-group and whole-group
presentations
Throughout the course
Procedural Skills “I can do it right n o w .”
Observations of modeled activities After every class session
Review and discuss assigned reading articles After every class session
Attitude “I believe this is w or thwhi le.”
Writing in a journal weekly for self-reflection
and
Weekly after every class session
Review of risk and benefits of each topic At the beginning of every class session
Have candid open conversations about
personal experiences
At the beginning of every class session
Confidence “I think I can do it on the job.”
Practice CRP tips and strategies Throughout the course
Model what you will do in the classroom with
peers before attempting
Throughout the course
Write comprehensive lesson plans of taught
content
After Unit 3
Commitment “I will do it on the job.”
Final presentation project End of Course
Practice of CR Lesson plans After Units 3 and 4
Level 1: Reaction. Level 1 Reaction is “The degree to which participants find the
training favorable, engaging, and relevant to their jobs” (Kirkpatrick & Kirkpatrick, 2016, p. 36).
This indicates that a quick, easy, and efficient measurement tool needs to be in place to capture
CRP FOR PRESERVICE TEACHERS
45
information needed to obtain if participants thought the curriculum was beneficial and
transferable. Table 7 outlines the tools used and the timeframe in which they are given.
Table 7
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Reflective Journal After every class session
Attendance Every class session
Class Discussion Throughout every lesson
Discussion of Articles Every class session
Relevance
Learner shares authentic personal experiences Throughout every lesson
Share out of applications in their classroom Throughout every lesson
Customer Satisfaction
Course evaluation End of the course
Consistent feedback Throughout the lesson
Evaluation tools. Kirkpatrick and Kirkpatrick (2016) suggest that evaluations should be
conducted during the training on various levels and after the training to obtain maximum
feedback. Taking the blended evaluation approach, participants will get Level 1 questions related
to the confidence and commitment to apply what they have learned on the job in addition to
Level 2 questions related to anticipated application and outcomes (Kirkpatrick & Kirkpatrick,
2016. Evaluations should always be learner-centered so that it focuses on critiquing the program.
Immediately following the program implementation. After completing the semester-
long course, participants will be asked to complete a survey to provide immediate feedback for
the instructor. That immediate feedback will give the instructor an opportunity to make
adjustments to the curriculum. The survey (Appendix A) consists of questions utilizing a 5-point
Likert scale that engages quality, frequency, and content knowledge. There are also three open-
ended questions to gage how participants applied specific skills and concepts in their classrooms
CRP FOR PRESERVICE TEACHERS
46
after completing the course.
Delayed for a period after the program implementation. Appendices B and C
highlight evaluation tools for pre- and post-evaluations of the curriculum. In the pre-evaluation,
administered on the first day of class, the instructor will get a better understanding of how to
address participants’ specific needs to focus on strengths and weaknesses. Through the delayed
post-evaluation tool, the instructor will track what concepts, skills, and attitudes resonate with
the participants long after they have completed the course. The evaluation tool is on a 5-point
Likert scale with three open-ended questions. Each question addresses how to move forward
with future adjustments with the curriculum for a more succinct program for preservice teachers.
Conclusion to the Curriculum Design
The curriculum was designed to highlight the importance of racial and cultural
inequalities that consistently plague urban classrooms. Engaging teachers to see their bias,
personal stance, and positionality is the first step to actually teaching students who may come
from different backgrounds and SES. Different does not mean bad or deficient; it just means
everyone comes with unique experiences and knowledge that needs to be tapped into for
motivation and engagement. The curriculum was designed specifically for those who are
entering urban classrooms that have predominantly African American and Latinx students. Those
two sub-groups have the largest academic achievement gaps, and deliberate efforts need to be
established to help close those gaps.
The curriculum is a four-unit course that has built-in reflection opportunities,
assessments, role-playing, and practice to aid teachers in what can be done in their classrooms
immediately while taking the course. The intended impact is to change the mindset of teachers
who only teach the dominant Eurocentric narrative to find value in CRP. The hope for this
CRP FOR PRESERVICE TEACHERS
47
course is to open the dialogue among educators to address their bias, learn tips and strategies that
are critical to teaching minority students, and learn pivotal information about student
engagement, motivation, and sense of belonging. If those factors are completed and
implemented, this curriculum will be a success.
CRP FOR PRESERVICE TEACHERS
48
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Appendix A: After Course Evaluation Tool
Course Title__________________________ Semester/Year_____________________
Directions: Please circle the appropriate level to indicate the degree to which you
agree with the statement.
LEVELS
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
The activities aided
me in learning new
material to present in
my classroom
1
2
3
4
5
The articles that we
read were insightful
and sparked
thoughtful discussions
1
2
3
4
5
I was encouraged to
share personal
experiences without
being judged
1
2
3
4
5
Learning what others
do in the classroom
help me focus on my
own classroom
1
2
3
4
5
The instructor
provided critical
feedback that has
contributed to my
learning experience
1
2
3
4
5
I am able to utilize
what I have learned
and implement it in
my classroom
1
2
3
4
5
From learning objective on the syllabus I will apply (skill or concept) that I learned immediately in my classroom:
CRP FOR PRESERVICE TEACHERS
56
How do you think this curriculum will improve your classroom?
What specific outcome are you hoping to achieve as a result of attending this course?
CRP FOR PRESERVICE TEACHERS
57
Appendix B: Delayed Evaluation Tool (Pre)
Course Title______________________ Semester/Year________________
Directions: Please circle the appropriate level to indicate the degree to which you
agree with the statement.
LEVELS
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
I believe it will be
worthwhile for me to
learn my positionality
1
2
3
4
5
I am committed to
applying what I
learned from this
course into my
classroom daily
1
2
3
4
5
I anticipate I will learn
some new tips and
strategies for
implementing CRP
into my classroom
1
2
3
4
5
I believe I will see a
positive impact if I
consistently apply
what I have learned in
my classroom.
1
2
3
4
5
I believe hearing from
others from different
cultures will broaden
my knowledge base
1
2
3
4
5
From reading the syllabus I am most interested to learn about: (skill or concept)
CRP FOR PRESERVICE TEACHERS
58
How do you think this curriculum will improve your classroom?
What specific outcome are you hoping to achieve as a result of attending this course?
CRP FOR PRESERVICE TEACHERS
59
Appendix B: Delayed Evaluation Tool (Post)
Course Title______________________ Semester/Year________________
Directions: Please circle the appropriate level to indicate the degree to which you
agree with the statement.
LEVELS
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
After hearing from
others from different
cultures I have a
different perspective
on things.
1
2
3
4
5
I believe it was
worthwhile for me to
learn my positionality
1
2
3
4
5
I am committed to
applying what I
learned from this
course into my
classroom daily
1
2
3
4
5
I have learned some
new tips and
strategies for
implementing CRP
into my classroom
daily
1
2
3
4
5
I believe I will see a
positive impact if I
consistently apply
what I have learned in
my classroom
1
2
3
4
5
I still refer to the final
project when creating
material for my
classroom
1
2
3
4
5
I have found (Skills/concepts) the most beneficial in my classroom with consistent implementation:
CRP FOR PRESERVICE TEACHERS
60
This curriculum has changed my classroom practices by:
As a result of taking this course I have (applied/learned/attitude):
CRP FOR PRESERVICE TEACHERS
61
Appendix C: Unit Overview, Material and Lesson Plans
Leyanna Richard Culturally Relevant Pedagogy for
Pre-Service Teachers in Urban
Classrooms. Copyright, 2020: Leyanna Richard
Who am I? Why I do this? ● Born and Raised in LA ● 2 Parent home ○ Neither went to college ● LAUSD graduate ○ 12th counselor suggested CC I had 3.3 GPA ● Bachelors in Pub Admin, Master in Pub Admin, Master in Education, Teachers Cred and Admin Cred,
Ed.D ● TA, Teacher(SpEd and General Ed), Coordinator, AP ○ Middle School and High School ● Positionality and Personal Bias
How did you get here? Who are
you? Provide background of WHY we became teachers. State personal positionality. Share your “Why” Share your journey into teaching. Answer
questions regarding personal journey. Show you tube video. Have class share their why and
personal journeys.
The WHY….. https://youtu.be/IPYeCltXpxw Introduce yourself and have students introduce themselves. Show the youtube video “Start with
the Why” by Simon Sinek.
Course Goals Outcomes Introduce the course goals and outcomes Goal: Understand individual positionality and bias. Understand the importance of community
building and cultural awareness and diversity. Learn how to create culturally relevant and
responsive environment within your classroom. Outcomes: Be able to reflect and maintain a journal about concepts being taught. Understand the
community that you work in and maintain a record of key people, places and landmarks that are
significant to students and others in the community. Create lesson plans that are culturally
relevant and responsive. Create activities that build community within your classroom and
empower student identity and voice. Read the syllabus. Review assignments and due dates. Answer questions about the course goal
and outcomes. Teachers will be asked what their personal goal is for taking the class and instructed to write
down on a piece of paper with or without their name on it.
Why is this course needed? Stimulate motivation and curiosity on why this course is important to take. Benefits: ● Learn how to effectively teach in urban school settings. ● Make connections to students even if you don't have similar cultural attributes. ● Genuinely learn about your new school community and its historical contributions. Risks that are avoided: ● Conforming to the Eurocentric dominant perspective ● Making assumptions from TV or prior knowledge biases ● Not having true self-reflection and addressing your privilege or bias. Ask questions such as: “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 classroom?” Learners write down their answers and connect their personal goals with the course goals.
Unit Overview Topics that will be covered Unit 1 Acknowledge your own privileges, positionality, stance, and biases
through self-reflection. ● Culturally relevant pedagogy ● Critical race theory ● Positionality/bias/Privilege ● Deficit thinking ● Self Reflection Show all the units in the course to provide a mental model and assist the learners to organize their
learning. Show that the sequence is “as performed” or other structure. Provide a description of the activities, tools, and artifacts that will be used in each unit. Review syllabus. Go over important dates and assignments. Go over readings. Review office hours
and contact information. Go over learning objectives and Units for the 15 week course Teachers follow the syllabus and take notes and annotate important assignments and units for
future reference.
Unit 2 Unit 2 Identify and understand the demographics, lived experiences,
and academic background of your students. ● Student motivation ● Community background ● Lived Experiences ● Engagement on all levels ● High Expectations ● Student background and demographics
Unit 3 Unit 3 Design purposeful and culturally relevant
curriculum. ● Restorative Justice ● PBIS ● Non-punitive discipline structures ● Classroom Management ● Culturally Relevant Pedagogy ● Critical Race Theory ● Deficit Mindset
Unit 4 Unit 4 Integrate opportunities for students to build
trust for one another into curricular assignments. ● Equity vs Equality ● Safe vs. Brave space ● Apathy ● Empathy ● Incorporating CRP into lesson planning
Questions?? Show the audience you anticipated
their questions. Leave room for Q&A, but use the Appendix
as a way to show that you both thought
about those questions and have solid
answers with supporting information. Let
the audience test their understanding of the
problem and the solution you’ve outlined -
questions give them a chance to talk
themselves into your approach, and give you
a chance to show mastery of the subject. NEXT CLASS ● The Unexamined Whiteness of teaching: how White
teachers maintain and enact dominant racial
ideologies by Bree Picower ● Encouraging reflection and critical friendship in
Preservice Teacher Education by Bognar & Krumes
Unit 1 Positionality and
Personal Bias Week 1
Can you identify any bias? https://youtu.be/Dd7FixvoKBw Facilitate a group discussion regarding his bias. Talk openly about if they found his actions offensive or not. Why?
Objective Personal Bias Positionality Assumptions Objective: Given their positionality, personal biases and assumptions related to
marginalized students in urban schools, teachers will reflect on their philosophy of
teaching and learning and write their reflection in a journal.
Unit 1 Lesson 1 Show the Benefits and Risks slide Benefits: ● Connect with their students ● Understand the concept of Deficit Mindset thinking ● Be more self aware of personal bias and positionality. Risks: ● Teaching classes that have no meaning to the students ● Continue to think that students in Urban/inner cities can’t achieve academic success. ● Does not make connections with students/community
Personal experiences? ● Positionality ● Bias ● Privilege ● Marginalized Students Ask: Have you ever experienced bias? Have you even expressed bias? Today: we are going to learn about bias in the classroom and something call your positionality
Discussion ● Personal stance ● Critical
Reflection New terms to know: ● Positionality ● Bias ● Priviledge ● Personal Stance ● Critical Reflection ● marginalized students Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples
Making an
Impact...HOW?? Model the procedure for stating personal biases, positionality, and assumptions. Model writing/journaling. Teach the process of critical reflection. Teach how to post weekly reflections on Lit readings into google doc. Model using my own experiences as a teacher Model using journals from my real life reflective practices. Model how to use Google Docs in class Teachers follow along and write the steps down. Teachers follow along on their laptop in Google Docs to see it in realtime.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide opportunities for teachers to practice stating their biases, privilege and personal stances
during class. Provide teachers with opportunities to speculate what students would think about them just from
what they see and personal biases. Ask teachers to express their personal experiences in small groups, or write them down Teachers either share in groups or work individually. Provide Teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Teachers will use these skills for the duration of the class with weekly journals assignments
Big Ideas What are your
takeaways? Ask teachers to share their “take-aways” from the class Teachers share out
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next weeks
reading Come to class ready to discuss
Reading assignments.
Unit 1 Implicit Bias Week 2
The Look?? https://youtu.be/aC7lbdD1hq0
Objective Positionality Implicit Bias Assumptions
Unit 1 Lesson 2
Discussion ● Fit the Description? ● Color Blind? ● You don't belong here? ● Are you lost? ● Microaggressions ● Racial Profiling ● Implicit Bias ● Explicit Bias
PRACTICE Making an
Impact...HOW??
Journaling/Feedback ● Google Docs ● Feedback ● Shared community
Big Ideas What are your
takeaways?
Questions??
NEXT WEEK Submit to Google Docs before NEXT
class Check Syllabus for next weeks
reading Come to class ready to discuss
Reading assignments.
Unit 1 (continues) Educational Philosophy Week 3
Your thoughts?? https://www.edutopia.org/blog/what-your-educational-philosophy-ben-johnson
Objective Teaching and Learning Personal Bias Marginalized students
Unit 1 Lesson 3
Discussion https://www.ted.com/talks/simon_sinek_ho
w_great_leaders_inspire_action?utm_campaig
n=tedspread&utm_medium=referral&utm_so
urce=tedcomshare Why Become a Educator? Can All students learn? What about
students with disabilities? What is your philosophy on teaching
and learning? Evidence to support you thinking.
PRACTICE Making an
Impact...HOW??
Journaling/Feedback ● Google Docs ● Feedback ● Shared community
Big Ideas What are your
takeaways?
Questions??
NEXT WEEK Submit to Google Docs before NEXT
class Check Syllabus for next weeks
reading Come to class ready to discuss
Reading assignments.
1
Copyright, 2020: Leyanna Richard
Scope and Sequence Table
Introduced=I
Reinforced=R
Mastered=M
Unit 1
Lessons 1-3
Unit 2
Lessons 4-6
Unit 3
Lessons 7-9
Unit 4
Lessons 10-12
W
k
1
w
k
2
w
k
3
w
k
4
w
k
5
w
k
6
w
k
7
wk
8
wk
9
wk
10
wk
11
wk
12
Positionality
Bias and
privilege
(personal)
I R R R R R R R R R M
Student
cultural
background
and
positionality
I R R R R R R R R R M
Philosophy
of Teaching
and learning
I R R R R R R R M
Community,
demographics
and
experiences
I R R R M
School
systems and
subgroups
I R R M
Academic vs.
Social
strengths
and needs of
students.
I R R R R R R
Culturally
Relevant
I I R R R M
Theories-
CRT/ Deficit
Model
Theory,
Cultural
Capital
Theory
I R R R R
2
Copyright, 2020: Leyanna Richard
Maslow’s
Hierarchy of
needs/ Lack
of resources
I R R R
Lesson
planning
I R R R
Researching
Common
Core
Standards
I R R
Cultural
relevant
Curricular
Assignments
(teacher
generated)
aligned with
CCSS
I R R R R
Modeling
activities
that teachers
might utilize
I R R R R R R R R R R
Creating a Positive Culture in your Classroom
Course Overview
Plan and Instructor’s Guide
Duration:
Lesson Materials
Computer, projector, google slides, syllabus
Learner Characteristic Accommodations
Learners are adults that have chosen to take this course. They want to know more about CRP, but may feel
uncomfortable that they may not know. Some learners may be more open than others because of the topics
presented in class.
Facilitator’s Notes
This is the first class. It is more important to make connections and build a culture of community instead of
rushing through the material. If time runs out, it is okay. Course overview can be reviewed briefly during the
next class (or learners can read on their own and email questions and concerns to be addressed in the next
class).
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 45 mins Provide a background of WHY we
became teachers.
State personal positionality. Share
your “Why” Share your journey into
teaching. Answer questions
regarding personal journey. Show
youtube video. Have class share
their why and personal journeys.
Introduce yourself and
have students introduce
themselves. Show the
youtube video “Start
with the Why” by Simon
Sinek.
Teachers will
have to share
out the content
they teach,
school
placement, and
their “WHY” to
the group.
Course Goal 10 mins Introduce the course goals and
outcomes
Goal: Understand individual
positionality and bias. Understand
the importance of community
building and cultural awareness and
diversity. Learn how to create a
culturally relevant and responsive
environment within your classroom.
Outcomes: Be able to reflect and
maintain a journal about concepts
being taught. Understand the
community that you work in and
Read the syllabus.
Review assignments and
due dates. Answer
questions about the
course goal and
outcomes.
Teachers will
be asked what
their personal
goal is for
taking the class
and instructed
to write down
on a piece of
paper with or
without their
name on it.
1
Copyright, 2020: Leyanna Richard
maintain a record of key people,
places, and landmarks that are
significant to students and others in
the community. Create lesson plans
that are culturally relevant and
responsive. Create activities that
build community within your
classroom and empower student
identity and voice.
Purpose for
the Course
10 mins Stimulate motivation and curiosity
on why this course is important to
take.
Benefits:
● Learn how to effectively
teach in urban school
settings.
● Make connections to
students even if you don't
have similar cultural
attributes.
● Genuinely learn about your
new school community and
its historical contributions.
Risks that are avoided:
● Conforming to the
Eurocentric dominant
perspective
● Making assumptions from
TV or prior knowledge
biases
● Not having true
self-reflection and
addressing your privilege
or bias.
Ask questions such
as: “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
classroom?”
Learners write
down their
answers and
connect their
personal goals
with the course
goals.
Course
Overview
25 mins Show all the units in the course to
provide a mental model and assist
the learners to organize their
learning. Show that the sequence is
“as performed” or other structures.
Provide a description of the
activities, tools, and artifacts that
will be used in each unit.
Review syllabus. Go
over important dates
and assignments. Go
over readings. Review
office hours and contact
information. Go over
learning objectives and
Units for the 15-week
course
Teachers
follow the
syllabus and
take notes and
annotate
important
assignments
and units for
future
reference.
Total Time 90 mins
2
Copyright, 2020: Leyanna Richard
Unit 1 Overview
How to acknowledge your own privileges, positionality, stance, and biases through
self-reflection, prior to the first day of school.
Terminal Learning Objective
● Given their positionality, personal biases, and assumptions related to marginalized
students in urban schools, teachers will reflect on their philosophy of teaching and
learning and write their reflection in a journal.
Prerequisite analysis (enabling objectives).
● Know terms such as positionality, biases, and assumptions
● Be able to identify their privileges in comparison to their students.
● Know the term marginalized students
● Be able to state their personal biases, positionality, assumptions
● Know the process of critical reflection and journaling.
● Be able to reflect on their philosophy of teaching and learning
● Know the meaning of a philosophy of teaching and learning
● Be able to write in a journal.
Learning activities.
● After introductions and attention activities, assess teachers’ knowledge of
positionality, biases, and assumptions.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and
non-examples.
● Model the procedure for stating personal biases, positionality, and
assumptions.
● Provide opportunities for practice and feedback
● Teach prerequisite knowledge of critical reflection by providing
definitions and examples and non-examples.
● Model the procedure for journaling and critical reflection.
● Provide opportunities for practice and feedback for journaling and critical
reflection
Assessment
● Teachers will write a reflection in their journal on their personal
positionality, bias, and assumptions surrounding working in urban
classroom settings.
3
Copyright, 2020: Leyanna Richard
Unit 1
Lessons 1-3
Unit 2
Lessons 4-6
Unit 3
Lessons 7-9
Unit 4
Lessons 10-12
Wk
1
wk
2
wk
3
wk
4
wk
5
wk
6
wk
7
wk
8
wk
9
wk
10
wk
11
wk
12
Positionality
Bias and
privilege
(personal)
I R R R R R R R R R M
Student
cultural
background
and
positionality
I R R R R R R R R R M
Philosophy
of Teaching
and
learning
I R R R R R R R M
Community,
demographics
and
experiences
I R R R M
School
systems and
subgroups
I R R M
Academic
vs. Social
strengths
and needs of
students.
I R R R R R R
Culturally
Relevant
Pedagogy
I I R R R M
Theories-
CRT/
Deficit
Model
Theory,
Cultural
Capital
Theory
I R R R R
Maslow’s
Hierarchy
of needs/
Lack of
resources
I R R R
Lesson
planning
I R R R
Copyright, 2020: Leyanna Richard
Researching
Common
Core
Standards
I R R
Cultural
relevant
Curricular
Assignments
(teacher
generated)
aligned with
CCSS
I R R R R
Modeling
activities
that
teachers
might utilize
I R R R R R R R R R R
Unit overview Topics that will be covered
Unit 1 Acknowledge your own privileges,
positionality, stance, and biases through
self-reflection.
● Culturally relevant pedagogy
● Critical race theory
● Positionality/bias/Privilege
● Deficit thinking
● Self Reflection
Unit 2 Identify and understand the
demographics, lived experiences, and
academic background of your students.
● Student motivation
● Community background
● Lived Experiences
● Engagement on all levels
● High Expectations
● Student background and demographics
Unit 3 Design purposeful and culturally
relevant curriculum.
● Restorative Justice
● PBIS
● Non-punitive discipline structures
● Classroom Management
● Culturally Relevant Pedagogy
● Critical Race Theory
● Deficit Mindset
Unit 4 Integrate opportunities for students to
build trust for one another into curricular
● Equity vs Equality
● Safe vs. Brave space
2
Copyright, 2020
assignments. ● Apathy
● Empathy
● Incorporating CRP into lesson
planning
Unit 1: How to acknowledge your own privileges, positionality, stance, and biases through
self-reflection, prior to the first day of school.
Terminal Learning Objective
● Given their positionality, personal biases and assumptions related to marginalized
students in urban schools, teachers will reflect on their philosophy of teaching and
learning and write their reflection in a journal.
Prerequisite analysis (enabling objectives).
● Know terms such as positionality, biases and assumptions
● Be able to identify their privileges in comparison to their students.
● Know the term marginalized students
● Be able to state their personal biases, positionality, assumptions
● Know the process of critical reflection and journaling.
● Be able to reflect on their philosophy of teaching and learning
● Know the meaning of a philosophy of teaching and learning
● Be able to write in a journal.
Learning activities.
● After introductions and attention activities, assess teachers knowledge of
positionality, biases and assumptions.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for stating personal biases, positionality, and
assumptions.
● Provide opportunities for practice and feedback
● Teach prerequisite knowledge of critical reflection by providing
definitions and examples and nonexamples.
● Model the procedure for journaling and critical reflection.
● Provide opportunities for practice and feedback for journaling and critical
reflection
3
Copyright, 2020
Assessment
● Teachers will write a reflection in their journal on their personal
positionality, bias and assumptions surrounding working in urban
classroom settings.
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 1- Lesson 1 Positionality
Unit Duration:
3 weeks
Introduction:
Share your personal experiences in education as a student and as an educator.
Learning Objective(s)
Terminal Objective:
● Given their positionality, personal biases and assumptions related to marginalized
students in urban schools, teachers will reflect on their philosophy of teaching and
learning and write their reflection in a journal.
Enabling Objective(s):
● Know terms such as positionality, biases and assumptions
● Be able to identify their privileges in comparison to their students.
● Know the term marginalized students
● Be able to state their personal biases, positionality, assumptions
● Know the process of critical reflection and journaling.
● Be able to reflect on their philosophy of teaching and learning
● Know the meaning of a philosophy of teaching and learning
● Be able to write in a journal.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric
https://youtu.be/Dd7FixvoKBw
The Unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies
by Bree Picower
Encouraging reflection and critical friendship in Preservice Teacher Education by Bognar & Krumes
Learner Characteristic Accommodations
4
Copyright, 2020
Facilitator’s Notes
Students will need to learn how to access Google drive and how to turn in assignments in online platforms.
Might need to take time to review that.
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Show a video clip of “key and peele”
show called substitute teacher.
https://youtu.be/Dd7FixvoKBw
Facilitate a group
discussion regarding his
bias.
Talk openly
about if they
found his
actions
offensive or
not. Why?
Learning
Objectives
Objective: Given their
positionality, personal biases
and assumptions related to
marginalized students in urban
schools, teachers will reflect on
their philosophy of teaching and
learning and write their
reflection in a journal.
Show the slide with the
unit objective and ask
teachers to read it.
Ask for understanding.
Teachers read
and then
respond.
Reasons for
Learning
- Benefits
- Risks
Show the Benefits and Risks slide
Benefits:
● Connect with their students
● Understand the concept of
Deficit Mindset thinking
● Be more self aware of
personal bias and
positionality.
Risks:
● Teaching classes that have
no meaning to the students
● Continue to think that
students in Urban/inner
cities can’t achieve
academic success.
● Does not make connections
with students/community
State the benefits and
risks
Ask the
teachers to add
what they see
as benefits and
risks.
Overview Explore the teachers knowledge of
biases
Ask: Teachers
respond and
5
Copyright, 2020
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
Explore what is new: bias in the
classroom and positionality.
Our strategies for today:
● Class discussion
● Review articles
● Model how to identify your
positionality
● Practice for yourself
● Write in your journal.
Have you ever
experienced bias?
Have you even
expressed bias?
Today: we are going to
learn about bias in the
classroom and
something call your
positionality
The strategies for today.
engage in
discussion
Prerequisite
Knowledge
New terms to know:
● Positionality
● Bias
● Priviledge
● Personal Stance
● Critical Reflection
● marginalized students
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for stating
personal biases, positionality,
and assumptions.
Model writing/journaling.
Teach the process of critical
reflection.
Teach how to post weekly
reflections on Lit readings into
google doc.
Model using my own
experiences as a teacher
Model using journals
from my real life
reflective practices.
Model how to use
Google Docs in class
Teachers
follow along
and write the
steps down.
Teachers
follow along on
their laptop in
Google Docs to
see it in
realtime.
Practice and
Feedback
Provide opportunities for teachers
to practice stating their biases,
privilege and personal stances
during class.
Provide teachers with opportunities
to speculate what students would
think about them just from what
they see and personal biases.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers either
share in groups
or work
individually.
6
Copyright, 2020
Authentic
Assessment
Teachers will write a reflection
in their journal on their personal
positionality, bias and
assumptions surrounding
working in urban classroom
settings.
Provide teachers with
Google Doc folder so
they can turn in
reflection and it be a
living document.
Teachers
submit
reflection
individually
through google
docs
Retention
and Transfer
Build upon self reflecting skills to
become more critical in nature.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly reflection.
Provide guiding
questions and feedback
before next class
Teachers will
use these skills
for the
duration of the
class with
weekly
journals
assignments
Big Ideas
Positionality
Critical Reflection
Privilege
Ask teachers to share
their “take-aways” from
the class
Teachers share
out
Advance
Organizer
for the Next
Unit
Next unit:
Racial Profiling
Implicit Bias
School Demographics
Preview the next units
topics and made
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
7
Copyright, 2020
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 1- Lesson 2 Implicit Bias
Unit Duration:
3 weeks
Introduction:
Share your personal experiences in education as a student and as an educator.
Learning Objective(s)
Terminal Objective:
● Given their positionality, personal biases and assumptions related to marginalized
students in urban schools, teachers will reflect on their philosophy of teaching and
learning and write their reflection in a journal.
Enabling Objective(s):
● Know terms such as positionality, biases and assumptions
● Be able to identify their privileges in comparison to their students.
● Know the term marginalized students
● Be able to state their personal biases, positionality, assumptions
● Know the process of critical reflection and journaling.
● Be able to reflect on their philosophy of teaching and learning
● Know the meaning of a philosophy of teaching and learning
● Be able to write in a journal.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric
“How do you respond to teachers that say they dont see color” by Larry Ferlazzo
“ Beginning and ending with black suffering” Michael Dumas
Learner Characteristic Accommodations
Facilitator’s Notes
Students might feel uncomfortable driving around the neighborhoods of their school due to bias and
preconceived notions, you must address it. Talk about safety and what that will look like EVERYWHERE you
go. Point out every neighborhood has the same components.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Show the video of the “The Look”
from P&G regarding how perceived
Facilitate a group
discussion regarding his
Talk openly
about how the
video made
1
Copyright, 2020: Leyanna Richard
notions and stereotypes are still
prevalent in today's society.
https://youtu.be/aC7lbdD1hq0
bias and racial profiling.
.
them feel
and/or
personal
experiences.
Learning
Objectives
Given their positionality,
personal biases and assumptions
related to marginalized students
in urban schools, teachers will
reflect on their philosophy of
teaching and learning and write
their reflection in a journal.
Show slide with Unit
objective and ask
teachers if they have
questions or concerns
from previous class.
Teachers read
and respond.
Teachers may
have questions
from previous
class.
Reasons for
Learning
- Benefits
- Risks
Benefits:
● Break down sterotypes and
racial profiling bias.
● Ability to see students
(specifically African
American & Latino)
students NOT as threats
● Begin to see a different
perspective of marginalized
people.
Risks:
● Continue to view
marginalized people as
threats
● Reinforced negative
stereotypes
● Refuses to acknowledge
racial profiling is
wrong/bad
State the risk and
benefits
Ask teachers to
add and
risk/benefits
that they see.
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.)
● Explore Teachers
knowledge about racial
profiling.
● Review knowledge
regarding privilege and
biases
● New Knowledge: Societal
racism: racial and cultural
threats
● New Knowledge: Implicit
Bias
Our strategies for today:
● Class discussion
● Review articles
Ask:
Have you ever had
someone (explicitly or
implicitly) tell you you
didn't belong
somewhere?
Ever have the police say
“you fit the description”?
Ever hold on to your
purse with a (African
AMerican or Latino)
male got into an elevator
with you?
Today we are going to
explore Implicit bias,
Teachers
respond and
engage in
discussion.
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Copyright, 2020: Leyanna Richard
● Model how society
continues to perpetuate
racial profiling.
● Practice for yourself
● Write in your journal.
racial profiling and
precieved threats based
on culture and race.
The strategies for today
will be the following...
Prerequisite
Knowledge
Racial Profiling
Implicit Bias
Positionality
Bias
Preconceived notions
Privilege
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for identifying
racial profiling and implicit bias.
Provide feedback on journaling and
reflecting.
Teach how to annotate literature to
maximize note taking.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Teachers
follow along
and write
down the
steps.
Practice and
Feedback
Post weekly reflection. Provide
guiding questions and feedback
before next class.
Provide opportunities for teachers
to point out and share implicit
biases.
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Teachers will create a document
of microaggressions and
implicit biases that they have
experienced and witnessed
throughout personal
experiences.
Provide teachers with
Google Doc folder so
they can turn in
reflection and it be a
living document.
Teachers
submit
reflection
individually
through google
docs
Retention
and Transfer
Build upon self reflecting skills to
become more critical in nature.
Expand knowledge of implicit bias,
racial profiling and student
perspective.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly reflection.
Provide guiding
Teachers will
use these skills
for the
duration of the
class with
weekly journal
assignments.
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Copyright, 2020: Leyanna Richard
questions and feedback
before next class
Big Ideas
Microaggressions
Implicit Bias
Racial Profiling
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Review the description for the paper
that is due in two weeks regarding
their personal philosophy of urban
education.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
4
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 1- Lesson 3 Educational Philosophy
Unit Duration:
3 weeks
Introduction:
Share your personal experiences in education as a student and as an educator.
Learning Objective(s)
Terminal Objective:
● Given their positionality, personal biases, and assumptions related to marginalized
students in urban schools, teachers will reflect on their philosophy of teaching and
learning and write their reflection in a journal.
Enabling Objective(s):
● Know terms such as positionality, biases, and assumptions
● Be able to identify their privileges in comparison to their students.
● Know the term marginalized students
● Be able to state their personal biases, positionality, assumptions
● Know the process of critical reflection and journaling.
● Be able to reflect on their philosophy of teaching and learning
● Know the meaning of a philosophy of teaching and learning
● Be able to write in a journal.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric
Excerpts from Enhancing Professional Practice by Charlotte Danielson
Excerpts from The art and Science of Teaching by Robert Marzano
https://www.thoughtco.com/design-your-educational-philosophy-2081733
Learner Characteristic Accommodations
Facilitator’s Notes
Students will have different philosophical views. Based on backgrounds and even political views. You might
not want to share your personal beliefs to stay objective.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Analyze “What is your Educational
Philosophy” by Ben Johnson.
Facilitate a group
discussion on Ben
Talk openly
about what you
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Course Overview and Lesson Plan Templates
https://www.edutopia.org/blog/wh
at-your-educational-philosophy-ben
-johnson
Johnson’s Educational
Philosophy
agreed or
disagreed with
his article.
Learning
Objectives
Objective: Given their
positionality, personal biases,
and assumptions related to
marginalized students in urban
schools, teachers will reflect on
their philosophy of teaching and
learning and write their
reflection in a journal.
Review Slide with the
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly.
Reasons for
Learning
- Benefits
- Risks
Show slide with Benefits and Risks:
Benefits:
● Understand and articulate
your personal philosophy
on education (Teaching and
Learning)
● Know what others think
about Education and
Teaching and Learning.
● Take a stand about personal
philosophy.
Risks:
● Adopting a philosophy that
does not support diversity
and inclusion.
● Continue to have a
dominant Eurocentric
perspective
State the Risk and
Benefits
Ask Teachers
to add risks or
benefits that
they feel are
appropriate for
this
unit/lesson.
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.)
Prior Knowledge: Explore teacher
knowledge of what made them
become a teacher. What is their
“Why”?
New Knowledge: Explore different
scholars’ thoughts and opinions
about how to educate and teach
students from the same and/or
different cultural backgrounds.
Strategies:
● Class discussion
● Review articles
● Model how to construct
their own personal
philosophy on T & L.
● Practice for yourself
Ask:
What is your “Why”?
Ask: Can all students
learn?
Show the video TED
TALk- Simon Sinek
https://www.ted.com/t
alks/simon_sinek_how_g
reat_leaders_inspire_acti
on?utm_campaign=teds
pread&utm_medium=ref
erral&utm_source=tedco
mshare
Teachers
respond and
engage in
discussion
2
Course Overview and Lesson Plan Templates
● Write in your journal.
Today: we are going to
construct our personal
Educational Philosophy
by studying others who
have opinions.
The strategies for today.
Prerequisite
Knowledge
● Teaching and Learning
● Educational philosophy
● Your “WHY”
● Inclusion
● Diversity
● Eurocentric perspective
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
and share out
Learning
Guidance
- Lecture
- Demo.
Model the procedure for identifying
what's important to them as a
classroom teacher.
Model how to construct their own
viewpoints regarding student
academic success.
Present research on the
Achievement Gap and how and why
it continues to grow.
Provide feedback on journaling and
reflecting.
Review how to annotate literature
to maximize note taking.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Prepare questions to aid
with research on
different scholars
philosophy on Teaching
and learning.
Teachers
follow along
and write the
steps down.
Teachers
follow along on
their laptop in
Google Docs to
see it in
realtime.
Practice and
Feedback
Provide teachers the opportunity to
share their “why” in a group or with
the Professor (in google docs).
Post weekly reflection. Provide
guiding questions and feedback
before next class.
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups or
individually.
Authentic
Assessment
Teachers will write a 2-3 page paper
citing sources explaining their
Educational philosophy. They will
explain why they feel this will be
beneficial to the students that they
serve.
Provide teachers with a
rubric of what is
expected and why
elements that should be
in the paper.
Teachers either
print paper
and bring it to
class or turn it
in on the online
platform for a
grade.
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Course Overview and Lesson Plan Templates
Retention
and Transfer
Teachers will be able to articulate
their feelings on student academic
success. This will give them an
opportunity to reflect on biases and
preconceived notions surrounding
certain groups of students and their
communities.
Enhance teachers skills
on how to identify
personal biases and how
to disband those feelings
and ideals.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Teaching and Learning Philosophy
Achievement Gap
Educational Philosophy
Ask teachers to share
their “take-aways” from
the class
Teachers Share
out
Advance
Organizer
for the Next
Unit
Next Unit (2) :
Community Demographics
School Demographics
Similarities and differences of
neighborhoods (Theirs and their
students)
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
4
Course Overview and Lesson Plan Templates
Leyanna Richard Culturally Relevant Pedagogy for
Pre-Service Teachers in Urban
Classrooms. Copyright, 2020: Leyanna Richard
Unit 2 School Demographic Week 4
What do you know about South LA? https://youtu.be/UdCq-D077HA Facilitate a group discussion regarding the history of Watts/South LA? Ask if anyone knows
anything about this particular neighborhood. Talk openly if they ever heard of the Watts Tower or visited the landmark.
Objective Community Background Lived
Experiences Given students enriched backgrounds, stories and lived experiences, Teachers will be able to
identify and make connections with students and their communities by creating a presentation
and binder of important (to the students) geographical sites, cultural identities and influential
people in the community that they represent. Show the slide with the unit objective and ask teachers to read it. Ask for understanding. Teachers read and then respond.
Unit 2 Lesson 4 Show the benefits and risk slide: Benefits: ● Know the area that you work in ● Understand the history of the neighborhood of your students ● Make cultural connections ● Learn systematic racism and marginalization of entire neighborhoods and community. Risks: ● Create a bigger divide between teacher and student ● Teacher is scared of the students and neighborhood due to historical perspectives. State the benefits and risks Ask the teachers to add what they see as benefits and risks.
Do you know this community? ● Landmarks ● Historical background ● Community resources Teachers express any knowledge that they may know (or have heard) about the neighborhood
that they work in. (positive or negative). Teachers will research each particular neighborhood that they work in by getting out in the
community, asking questions and google. Our strategies for today: ● Class discussion ● Review articles ● Model how to research specific topics ● Model how to address community members in a positive approach ● Practice for yourself ● Write in your journal. ASK: Have you ever walked around your school community? Do you know where the kids hangout after school? Do you know anyone in the community where you work? Today we are going to look at the neighborhood where we work. Figure out community
landmarks and places that our students visit daily. The strategies for today will be the following ….
Discussion ● School Report Card ● Socioeconomic status ● Ethnic makeup of the
community. ● Community landmarks ● Demographics/ ethinic makeup of the community ● Socio-economic status ● Schools report card ● Historical aspect of the community Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples Model the procedure for researching community landmarks and history. Model how to use google maps to create a map to explore the community. Model how to make quick connections with people without looking suspicious. Provide feedback on journaling and reflecting. Teach how to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments. Model how to annotate journal articles. Teachers follow along and write down the steps.
PRACTICE Making an
Impact...HOW?? Teachers will create a presentation highlighting people, places or experiences that have taken
place within the community in which they serve . Teachers will have 5 min presentations (no more than 5 slides) about the community where they
work. Teachers submit it online or create a google slide presentation and share it with the professor.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers opportunity to share facts that they didn't know about the school community. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually.
Big Ideas What are your
takeaways? Teachers will understand the how, what and why of that community. This will help them make
better connections with students and parents. Once background knowledge is obtained teachers will begin to breakdown preconceived notions
and assumptions about students, parents and communities. Provide Teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Knowing the community Community building Making connections Understanding historical aspects Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next weeks
reading Come to class ready to discuss
Reading assignments.
Unit 2 (continues) Your School/Your
Community Week 5
Should she keep her job? https://youtu.be/sQ4_grFwqRs Show a video of a real life teacher...Whats your opinion? https://youtu.be/sQ4_grFwqRs Facilitate a discussion on your opinion...Should the teacher still have her job? Talk openly if you were offended by her words and actions.
Objective Geographical Sites Cultural Identities Influential People Given students enriched backgrounds, stories and lived experiences, Teachers will be able to
identify and make connections with students and their communities by creating a presentation
and binder of important (to the students) geographical sites, cultural identities and influential
people in the community that they represent. Show the slide with the unit objective and ask teachers to read it. Ask for understanding Teachers read and then respond
Unit 2 Lesson 5 Show the Benefits and risk slide Benefits: ● Understanding students lived experiences and backgrounds ● Create a classroom that students feel comfortable in. ● Learn specifics about students, families and the community. Risks: ● Teachers continue to have a deficit mindset. ● Doesn't make connections with students, families nor the community. State the benefits and the risks Ask the teachers to add what they see as benefits and risks.
Discussion ● Inner City students-
(those kids/these kids) ● Single Parent homes ● Immigrants ● Students with
disabilites ● Lived experiences ● Value in all
experiences? Teachers will express knowledge that they heard about students on the campus. Focusing on
comments like “those kids”, “this neighborhood”, “inner-city kids are …”. Teachers will learn as much information regarding students on the campus as possible i.e
percentage of single parent families, students with IEPs, EL students, socio-economic status of
families etc … Teachers will learn how to talk to students about lived experiences. Our strategies for today: ● Class discussion ● Review articles ● Model how to research specific topics ● Model how to create a presentation on google slide/powerpoint ● Practice for yourself ● Write in your journal. ASK: Have you or any teacher on this campus used words like “These kids”? What did you all
mean by that? ASK: What percentage of your students have two parents in their home? How do you know? Today we are going to focus on the school that you work at. We are going to explore how to find
specific information about your kids and their families. What do you do when your kids come into your classroom and say things like …”Someone robbed
the store last night” or “We went to an imigration rally last night, I’m sleepy”?
The strategies for today will be the following …. Teachers respond and engage in discussion.
PRACTICE Making an
Impact...HOW?? Teachers will continue to add slides to the presentation highlighting people, places or experiences
that have taken place within the community in which they serve. They will add slides about
student demographics. Teachers will have 7 min presentations (no more than 7 slides) about the community where they
work and the students on their campus. Teachers submit it online or create a google slide presentation and share it with the professor.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers opportunity to share facts that they didn't know about their schools and
students. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually
Big Ideas What are your
takeaways? Teachers will expand their knowledge on the how, what and why of that community. This will
help them make better connections with students and parents. Once background knowledge is obtained teachers will begin to breakdown preconceived notions
and assumptions about students, parents and communities. Provide Teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Know your students Know your school Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next week's
reading Come to class ready to discuss
Reading assignments. Next Class: Teachers will continue to present their slides from the information that they have obtained. Teachers will begin to create a binder of information for their classroom students. They will begin
to take a class and focus on them for specific information. Preview the next units topics and make connections with the course overview Teachers follow along and make notes.
Unit 2 (continues) Academic vs. Social (strength and weaknesses) Week 6
Is this what is needed? https://www-tandfonline-com.libproxy2.usc.edu/doi/pdf/10.1080/10824669.200
0.9671381?needAccess=true Purkey and Smith list nine variables that address what urban schools need to address student
achievement....What are your thoughts? 1. School-site management 2. Administrative leadership. 3. Staff stability. 4. Curriculum articulation and organization. 5. Staff development. 6. Parental involvement and support. 7. Schoolwide recognition 8. Maximized learning time. 9. District support . Facilitate a group discussion regarding what these nine variables look like and actually mean at
school sites. Talk openly about what they agree or disagree with. Teachers can even draw connections from
their schools that they attended.
Objective Enriched Backgrounds Connections Value Students Given students enriched backgrounds, stories and lived experiences, Teachers will be able to
identify and make connections with students and their communities by creating a presentation
and binder of important (to the students) geographical sites, cultural identities and influential
people in the community that they represent. Show the slide with the unit objective and ask teachers to read it. Ask for understanding. Teachers read and then respond.
Unit 2 Lesson 6 Show the benefits and risk slide: Benefits: ● Learn individual students backgrounds ● Can empathize with students and their home situations ● Understand important knowledge about students and make connections with them. Risks: ● Instead of empathy teachers sympathize with students and treat them different ● Teachers have a deficient mindset for students because of their background. ● Teachers don't understand the difference of equity and equality. State the benefits and risks Ask the teachers to add what they see as benefits and risks.
Discussion ● Equality ● Equity ● Student Behavior ● Student interactions ● Student patterns ● Academics vs Social norms
and behaviors ● Do you meet your students
needs? Present Slide on equity and equality https://images.app.goo.gl/H7gghzW8FivEWGsz7 Analyze the data from your own classroom. Take notes on student behavior, patterns and interactions. Our strategies for today: ● Class discussion ● Review articles ● Model how to read and understand IEPs and student integration systems (MISIS-LAUSD). ● Model how to take notes on student behaviors and interactions. ● Practice for yourself ● Write in your journal. ASK: What do you notice about equality? Equity? How do you feel about this concept in your
classroom? ASK: Which students on your roster can benefit from equitable classroom? ASK: How do you address individual students needs (academically and socially)? The strategies for today will be the following …. Teachers respond and engage in discussion. ● Acronyms for Special Education population ● Triggers, antecedents and escalation and de-escalation
● Student seating charts ● Student backgrounds and lived experience. Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples
PRACTICE Making an
Impact...HOW?? Teachers will create a binder of information for at least one class that they teach. The binder will
have learning disabilities of students, important information that might affect teaching and
learning in the classroom. Teachers will have a binder that is completed with information about their most challenging class. Teachers show the classroom the binder (it's a living document) and explain how most of the
information was obtained. Model the procedure for finding information on individual students. . Model how to use the districts information systems for parent, student information. . Model how to identify students that have not been identified as special education, but may have
learning disabilities. Review how to take notes on students. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Teach how to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments.
Model how to annotate journal articles. Teachers follow along and write down the steps.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers opportunity to share facts that they didn't know about the school community. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually.
Big Ideas What are your
takeaways? Teachers will understand each student in their class and begin to understand why they make
specific choices. This will help them make better connections with students and parents. Once background knowledge is obtained teachers will begin to breakdown preconceived notions
and assumptions about students, parents and communities. Provide Teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Know more information about your students. Help them to maximize learning in your classroom. Give all students a fair shot at learning in your classroom. Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next week's
reading Come to class ready to discuss
Reading assignments.
Unit 2 Identify and understand the demographics, lived experiences, and academic
background of your students.
Terminal Learning Objective
● Given student’s enriched backgrounds, stories, and lived experiences,
Teachers will be able to identify and make connections with students and
their communities by creating a presentation and binder of important (to
the students) geographical sites, cultural identities, and influential people
in the community that they represent.
Prerequisite analysis (enabling objectives).
● Be able to retain and build upon skills from Unit 1 on how to journal and
self-reflect.
● Know the demographics of the school community in which they serve
● Be able to identify student academic backgrounds and lived experiences.
● Be able to connect with students
● Be able to connect students with the teacher and each other.
● Know historical community figures and locations to gain perspective of
students backgrounds
● Know what cultural competencies are
● Be able to identify cultural competencies in a classroom
● Be able to identify their biases and presumptions surrounding what
motivates students
● Be able to identify students within specific subgroup populations such as
EL students, Students with special needs, chronic absent students,
homeless, foster students etc…
● Know who community leaders are within your school.
● Know the neighborhood and be able to connect with popular hangouts and
locations.
Learning Activities
● Assess prior knowledge of any background of the community
● Teach any necessary prerequisite knowledge surrounding community and
background.
● Provide opportunities for students to present backgrounds and lived
experiences
● Provide general knowledge of common experience to students
● Provide opportunities to transfer knowledge to practical use.
● Be able to relate to classmates and view concepts in alternative
perspectives.
● Be able to identify stereotypes and misconceptions.
● Teach how to identify Urban classrooms
1
Copyright, 2020: Leyanna Richard
● Teach how to collect data and record data surrounding student
demographics and population.
● Be able to walk around the neighborhood with colleagues to map
important landmarks and locations.
● Provide opportunities for teachers will write down bias and preconceived
notions about students, school and community.
● Watch videos of different types of teachers and how they motivate (or
don't) students despite backgrounds and experiences.
Assessment
● Teachers will create a presentation highlighting people, places or
experiences that have taken place within the community in which they
serve. Teachers will also create a binder with personalized index cards on
each student including strengths and struggles and how to address student
needs.
2
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 2- Lesson 4 School Demographics
Unit Duration: 3 Weeks
Introduction: Do you know the kids and the community where you work?
Learning Objective(s)
Terminal Objective:
● Given students enriched backgrounds, stories and lived experiences,
Teachers will be able to identify and make connections with students and
their communities by creating a presentation and binder of important (to
the students) geographical sites, cultural identities and influential people in
the community that they represent.
Enabling Objective(s):
● Be able to retain and build upon skills from Unit 1 on how to journal and self-reflect.
● Know the demographics of the school community in-which they serve
● Be able to identify student academic backgrounds and lived experiences.
● Be able to connect with students
● Be able to connect students with the teacher and each other.
● Know historical community figures and locations to gain perspective of students
backgrounds
● Know what cultural competencies are
● Be able to identify cultural competencies in a classroom
● Be able to identify their biases and presumptions surrounding what motivates students
● Be able to identify students within specific subgroup populations such as EL students,
Students with special needs, chronic absent students, homeless, foster students etc…
● Know who community leaders are within your school.
● Know the neighborhood and be able to connect with popular hangouts and locations.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
Learner
Action/
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Copyright, 2020: Leyanna Richard
(Supplantive) Decision
(Generative)
Gain
Attention
Show a video clip of the Watts
Towers.
https://youtu.be/UdCq-D077HA
Facilitate a group
discussion regarding the
history of Watts/South
LA? Ask if anyone knows
anything about this
particular
neighborhood.
Talk openly if
they ever
heard of the
Watts Tower
or visited the
landmark.
Learning
Objectives
Given students enriched
backgrounds, stories and lived
experiences, Teachers will be able to
identify and make connections with
students and their communities by
creating a presentation and binder
of important (to the students)
geographical sites, cultural
identities and influential people in
the community that they represent.
Show the slide with the
unit objective and ask
teachers to read it.
Ask for understanding.
Teachers read
and then
respond.
Reasons for
Learning
- Benefits
- Risks
Show the benefits and risk slide:
Benefits:
● Know the area that you
work in
● Understand the history of
the neighborhood of your
students
● Make cultural connections
● Learn systematic racism
and marginalization of
entire neighborhoods and
community.
Risks:
● Create a bigger divide
between teacher and
student
● Teacher is scared of the
students and neighborhood
due to historical
perspectives.
State the benefits and
risks
Ask the
teachers to add
what they see
as benefits and
risks.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
Teachers express any knowledge
that they may know (or have heard)
about the neighborhood that they
work in. (positive or negative).
Teachers will research each
particular neighborhood that they
work in by getting out in the
community, asking questions and
google.
Our strategies for today:
ASK:
Have you ever walked
around your school
community?
Do you know where the
kids hangout after
school?
Do you know anyone in
the community where
you work?
Teachers
respond and
engage in
discussion.
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Copyright, 2020: Leyanna Richard
to learn...and
how you are
going to learn
it.)
● Class discussion
● Review articles
● Model how to research
specific topics
● Model how to address
community members in a
positive approach
● Practice for yourself
● Write in your journal.
Today we are going to
look at the
neighborhood where we
work. Figure out
community landmarks
and places that our
students visit daily.
The strategies for today
will be the following ….
Prerequisite
Knowledge
● Community landmarks
● Demographics/ ethinic
makeup of the community
● Socio-economic status
● Schools report card
● Historical aspect of the
community
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for researching
community landmarks and history.
Model how to use google maps to
create a map to explore the
community.
Model how to make quick
connections with people without
looking suspicious.
Provide feedback on journaling and
reflecting.
Teach how to annotate literature to
maximize note taking.
Model using laptop and
projector.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Teachers
follow along
and write
down the
steps.
Practice and
Feedback
Provide teachers opportunity to
share facts that they didn't know
about the school community.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Teachers will create a presentation
highlighting people, places or
experiences that have taken place
within the community in which they
serve .
Teachers will have 5 min
presentations (no more
than 5 slides) about the
community where they
work.
Teachers
submit it
online or
create a google
slide
presentation
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Copyright, 2020: Leyanna Richard
and share it
with the
professor.
Retention
and Transfer
Teachers will understand the how,
what and why of that community.
This will help them make better
connections with students and
parents.
Once background knowledge is
obtained teachers will begin to
breakdown preconceived notions
and assumptions about students,
parents and communities.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Knowing the community
Community building
Making connections
Understanding historical aspects
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Next Class:
A few students will present their
slides with the information that they
discovered.
Teachers will download their
schools report cards and california
dashboard and review information
for next class.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
6
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 2 Lesson 5- Your School
Unit Duration: 3 weeks
Introduction: Learning your classroom
Learning Objective(s)
Terminal Objective:
● Given students enriched backgrounds, stories and lived experiences,
Teachers will be able to identify and make connections with students and
their communities by creating a presentation and binder of important (to
the students) geographical sites, cultural identities and influential people in
the community that they represent
Enabling Objective(s):
● Be able to retain and build upon skills from Unit 1 on how to journal and self-reflect.
● Know the demographics of the school community in-which they serve
● Be able to identify student academic backgrounds and lived experiences.
● Be able to connect with students
● Be able to connect students with the teacher and each other.
● Know historical community figures and locations to gain perspective of students
backgrounds
● Know what cultural competencies are
● Be able to identify cultural competencies in a classroom
● Be able to identify their biases and presumptions surrounding what motivates students
● Be able to identify students within specific subgroup populations such as EL students,
Students with special needs, chronic absent students, homeless, foster students etc…
● Know who community leaders are within your school.
● Know the neighborhood and be able to connect with popular hangouts and locations.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric
Learner Characteristic Accommodations
Facilitator’s Notes
Students will have the opportunity to build upon their slideshow and turn in a final presentation for feedback
and comments. However they will be graded on what they did so far.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
Learner
Action/
1
Copyright, 2020: Leyanna Richard
(Supplantive) Decision
(Generative)
Gain
Attention
Show a video of a real life
teacher...Whats your opinion?
https://youtu.be/sQ4_grFwqRs
Facilitate a discussion
on your opinion...Should
the teacher still have her
job?
Talk openly if
you were
offended by
her words and
actions.
Learning
Objectives
Given students enriched
backgrounds, stories and lived
experiences, Teachers will be able to
identify and make connections with
students and their communities by
creating a presentation and binder
of important (to the students)
geographical sites, cultural
identities and influential people in
the community that they represent.
Show the slide with the
unit objective and ask
teachers to read it.
Ask for understanding
Teachers read
and then
respond
Reasons for
Learning
- Benefits
- Risks
Show the Benefits and risk slide
Benefits:
● Understanding students
lived experiences and
backgrounds
● Create a classroom that
students feel comfortable
in.
● Learn specifics about
students, families and the
community.
Risks:
● Teachers continue to have a
deficit mindset.
● Doesn't make connections
with students, families nor
the community.
State the benefits and
the risks
Ask the
teachers to add
what they see
as benefits and
risks.
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.)
Teachers will express knowledge
that they heard about students on
the campus. Focusing on comments
like “those kids”, “this
neighborhood”, “inner-city kids
are …”.
Teachers will learn as much
information regarding students on
the campus as possible i.e
percentage of single parent families,
students with IEPs, EL students,
socio-economic status of families
etc …
Teachers will learn how to talk to
students about lived experiences.
ASK: Have you or any
teacher on this campus
used words like “These
kids”? What did you all
mean by that?
ASK: What percentage of
your students have two
parents in their home?
How do you know?
Today we are going to
focus on the school that
you work at. We are
going to explore how to
find specific information
Teachers
respond and
engage in
discussion.
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Copyright, 2020: Leyanna Richard
Our strategies for today:
● Class discussion
● Review articles
● Model how to research
specific topics
● Model how to create a
presentation on google
slide/powerpoint
● Practice for yourself
● Write in your journal.
about your kids and
their families.
What do you do when
your kids come into
your classroom and say
things like …”Someone
robbed the store last
night” or “We went to an
imigration rally last
night, I’m sleepy”?
The strategies for today
will be the following ….
Prerequisite
Knowledge
● Student population
● IEP percentage
● Socio-economic status
● School Report Card
● School Experience survey
● California Dashboard Data
● Community Crime rates
● CELDT Data
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for researching
the school demographics and
student information systems.
Model how to use google slides and
powerpoint.
Provide feedback on journaling and
reflecting.
Teach how to annotate literature to
maximize note taking.
Model using laptop and
projector.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Teachers
follow along
and write
down the steps
Practice and
Feedback
Provide teachers opportunity to
share facts that they didn't know
about their schools and students.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually
Authentic
Assessment
Teachers will continue to add slides
to the presentation highlighting
people, places or experiences that
have taken place within the
community in which they serve.
They will add slides about student
Teachers will have 7 min
presentations (no more
than 7 slides) about the
community where they
work and the students
on their campus.
Teachers
submit it
online or
create a google
slide
presentation
3
Copyright, 2020: Leyanna Richard
demographics. and share it
with the
professor.
Retention
and Transfer
Teachers will expand their
knowledge on the how, what and
why of that community. This will
help them make better connections
with students and parents.
Once background knowledge is
obtained teachers will begin to
breakdown preconceived notions
and assumptions about students,
parents and communities.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Know your students
Know your school
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Next Class:
Teachers will continue to present
their slides from the information
that they have obtained.
Teachers will begin to create a
binder of information for their
classroom students. They will begin
to take a class and focus on them for
specific information.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
4
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 2- Lesson 6 Academic vs Social (strength and weaknesses)
Your Classroom
Unit Duration: 3 Weeks
Introduction: Do you know the kids and the community where you work?
Learning Objective(s)
Terminal Objective:
● Given students enriched backgrounds, stories and lived experiences,
Teachers will be able to identify and make connections with students and
their communities by creating a presentation and binder of important (to
the students) geographical sites, cultural identities and influential people in
the community that they represent.
Enabling Objective(s):
● Be able to retain and build upon skills from Unit 1 on how to journal and self-reflect.
● Know the demographics of the school community in which they serve
● Be able to identify student academic backgrounds and lived experiences.
● Be able to connect with students
● Be able to connect students with the teacher and each other.
● Know historical community figures and locations to gain perspective of students
backgrounds
● Know what cultural competencies are
● Be able to identify cultural competencies in a classroom
● Be able to identify their biases and presumptions surrounding what motivates students
● Be able to identify students within specific subgroup populations such as EL students,
Students with special needs, chronic absent students, homeless, foster students etc…
● Know who community leaders are within your school.
● Know the neighborhood and be able to connect with popular hangouts and locations.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric
https://educationonline.ku.edu/community/advice-for-classroom-teachers
https://www.tandfonline.com/doi/abs/10.1080/00405841003641501
https://www.brookings.edu/articles/unequal-opportunity-race-and-education/
https://images.app.goo.gl/H7gghzW8FivEWGsz7
https://www-tandfonline-com.libproxy2.usc.edu/doi/pdf/10.1080/10824669.2000.9671381?needAccess=tr
ue
1
Copyright, 2020: Leyanna Richard
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Purkey and Smith list nine variables
that address what urban schools
need to address student
achievement....What are your
thoughts?
1. School-site management
2. Administrative leadership.
3. Staff stability.
4. Curriculum articulation and
organization.
5. Staff development.
6. Parental involvement and
support.
7. Schoolwide recognition
8. Maximized learning time.
9. District support .
Facilitate a group
discussion regarding
what these nine
variables look like and
actually mean at school
sites.
Talk openly
about what
they agree or
disagree with.
Teachers can
even draw
connections
from their
schools that
they attended.
Learning
Objectives
Given students enriched
backgrounds, stories and lived
experiences, Teachers will be able to
identify and make connections with
students and their communities by
creating a presentation and binder
of important (to the students)
geographical sites, cultural
identities and influential people in
the community that they represent.
Show the slide with the
unit objective and ask
teachers to read it.
Ask for understanding.
Teachers read
and then
respond.
Reasons for
Learning
- Benefits
- Risks
Show the benefits and risk slide:
Benefits:
● Learn individual students
backgrounds
● Can empathize with
students and their home
situations
● Understand important
knowledge about students
and make connections with
them.
State the benefits and
risks
Ask the
teachers to add
what they see
as benefits and
risks.
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Copyright, 2020: Leyanna Richard
Risks:
● Instead of empathy teachers
sympathize with students
and treat them different
● Teachers have a deficient
mindset for students
because of their
background.
● Teachers don't understand
the difference of equity and
equality.
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.)
Present Slide on equity and equality
https://images.app.goo.gl/H7gghzW
8FivEWGsz7
Analyze the data from your own
classroom.
Take notes on student behavior,
patterns and interactions.
Our strategies for today:
● Class discussion
● Review articles
● Model how to read and
understand IEPs and
student integration systems
(MISIS-LAUSD).
● Model how to take notes on
student behaviors and
interactions.
● Practice for yourself
● Write in your journal.
ASK: What do you notice
about equality? Equity?
How do you feel about
this concept in your
classroom?
ASK: Which students on
your roster can benefit
from equitable
classroom?
ASK: How do you
address individual
students needs
(academically and
socially)?
The strategies for today
will be the following ….
Teachers
respond and
engage in
discussion.
Prerequisite
Knowledge
● Acronyms for Special
Education population
● Triggers, antecedents and
escalation and de-escalation
● Student seating charts
● Student backgrounds and
lived experience.
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for finding
information on individual students. .
Model how to use the districts
information systems for parent,
student information. .
Model using laptop and
projector.
Model using personal
stories and experiences.
Teachers
follow along
and write
down the
steps.
3
Copyright, 2020: Leyanna Richard
Model how to identify students that
have not been identified as special
education, but may have learning
disabilities.
Review how to take notes on
students.
Review how to use google
docs/google slides.
Provide feedback on journaling and
reflecting.
Teach how to annotate literature to
maximize note taking.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Practice and
Feedback
Provide teachers opportunity to
share facts that they didn't know
about the school community.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Teachers will create a binder of
information for at least one class
that they teach. The binder will have
learning disabilities of students,
important information that might
affect teaching and learning in the
classroom.
Teachers will have a
binder that is completed
with information about
their most challenging
class.
Teachers show
the classroom
the binder (it's
a living
document) and
explain how
most of the
information
was obtained.
Retention
and Transfer
Teachers will understand each
student in their class and begin to
understand why they make specific
choices. This will help them make
better connections with students
and parents.
Once background knowledge is
obtained teachers will begin to
breakdown preconceived notions
and assumptions about students,
parents and communities.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Know more information about your
students.
Help them to maximize learning in
your classroom.
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
4
Copyright, 2020: Leyanna Richard
Give all students a fair shot at
learning in your classroom.
Advance
Organizer
for the Next
Unit
Next Class:
A few students will present their
slides and binders with the
information that they discovered.
Introduce Culturally Relevant
Curriculum, theories and Theorist.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
5
Copyright, 2020: Leyanna Richard
Leyanna Richard Culturally Relevant Pedagogy for
Pre-Service Teachers in Urban
Classrooms. Copyright, 2020: Leyanna Richard
Unit 3 Culturally Relevant
Pedagogy Week 7
What is CRP? Discuss with Table Share whole group What is Culturally Relevant Pedagogy? Do you know any theorists or researchers that studied CRP? Teachers will be given 3 minutes to write their idea of CRP on a post-it No name on the post-it. Read the different opinions aloud to see any commonalities or misconceptions. Have an open mind by listening to others ideas and not judging their thoughts and feelings.
Objective CRT CRP Deficit Mindset Given their knowledge of the foundational concepts CRP and CRT teachers will create lessons that
are well rounded and rooted in those concepts and void of deficit mindset thinking and which
encourages a positive restorative justice approach Review Slide with learning objective. Ask teachers if we have hit the target in the previous classes. Ask for any clarifying questions Teachers read and respond accordingly
Unit 3 Lesson 7 Show Slide with Risks and Benefits: Benefits: ● Understands different cultures and styles of teaching and learning. ● Understand urban classrooms and how students learn ● Have an opinion regarding student success and societal deficiencies. Risks: ● Maintain the notion ALL students learn the same ● Does not see cultural differences and similarities. ● Makes it about the teacher instead of the students. State the Risk and Benefits Ask Teachers to add risk or benefits that they feel are appropriate for this unit/lesson.
Discussion ● Privilege vs
underserved
communities ● Academic Scholars
opinion. ● Does Race equal
culture? ● What's your personal
experience? Prior Knowledge: Acknowledge and know the privilege and underserved communities in your city/district. (South
Los Angeles vs. Valley). From Units 1 and 2 know and understand the culture of the community where you work. New Knowledge: Explore different scholars’ thoughts and opinions about how to educate and
teach students from the same and/or different cultural backgrounds. Strategies: ● Class discussion ● Review articles ● Model how to analyze lesson plans from a CRP lens. ● Practice for yourself ● Write in your journal. ASK: From previous classes what have we learned about the culture of our students? ASK: Does race equal culture? Explain. What scholars do we study when looking into CRP? How do we know when a lesson is Culturally relevant? How did Mr. Hall build Cultural Competence to effectively teach his students? https://link-springer-com.libproxy2.usc.edu/content/pdf/10.1007/s11256-009-0143-0.pdf The strategies for today will be the following ….
Teachers respond and engage in discussion
PRACTICE Making an
Impact...HOW?? Model the procedure for identifying Cultural relevant lessons.. Model how to use google scholar to search for scholars that studied and practiced CRP. Model how to identify student cultural differences within the same community . Review how to take notes on students. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Review to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments. Model how to annotate journal articles. Teachers follow along and write down the steps. Research and search for a lesson plan (for any subject) that they would consider Culturally
relevant to bring to class for review and analysis. Teachers will not be given specific criteria or rubrics, they need to analyze the lesson by using
information that was presented in class on what CRP is. Teachers can either print the lesson or download it on their laptop.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers opportunity to share facts that they didn't know about CRP. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually.
Big Ideas What are your
takeaways? Teachers will know how to analyze and identify lessons that are culturally rich for students.
Teachers will see the benefits of teaching students concepts and ideas that are relatable,
appropriate, rigorous and relevant simultaneously. Provide Teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Why CRP is important to urban classrooms. Why it's important to make those connections for students. Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next weeks
reading Come to class ready to discuss
Reading assignments. Next Class: Read the articles from the syllabus and take notes on Critical Race Theory, Deficit Mindset and
Cultural Capital Theory. Preview the next units topics and make connections with the course overview Teachers follow along and make notes.
Unit 3 (continues) Cultural Capital Week 8
Research Discovery Culturally Relevant lesson plans within your content? Table/Group Share Take 5 to 7 minutes and share with your partner the lesson plans you have found that you think
are Culturally Relevant? What makes them CR? Highlight a few key points that helped you decide? Walk around the room and listen for any misconceptions and misunderstandings of CRP. Ask
probing or clarifying questions. Have an open mind by listening to others ideas and not judging their thoughts and feelings.
Objective Restorative Justice Foundational
Concepts Lesson Approach Given their knowledge of the foundational concepts CRP and CRT teachers will create lessons that
are well rounded and rooted in those concepts and void of deficit mindset thinking and which
encourages a positive restorative justice approach Review Slide with learning objective. Ask teachers if we have hit the target in the previous classes. Ask for any clarifying questions Teachers read and respond accordingly
Unit 3 Lesson 8 Show Slide with Risks and Benefits: Benefits: ● Can recognize CRP within a lesson plan. ● Understand urban classrooms and how students learn ● Understand how to make learning engaging for students. ● Make connections with students to encourage academic success. Risks: ● Thinks you have to “dumb-down” lessons to get students engaged. ● Does not understand cultural differences. ● Maintain the notion ALL students learn the same ● Does not see cultural differences and similarities. ● Makes it about the teacher instead of the students. State the Risk and Benefits Ask Teachers to add risk or benefits that they feel are appropriate for this unit/lesson.
Discussion ● Culturally Relevant
Pedagogy ● Critical Race Theory ● Deficit Model Theory ● Cultural Capital Theory ○ 6 tenets included
in this theory Prior Knowledge: From Units 1 and 2 know and understand the culture of the community where you work. CRP and theorist from Lesson 7. New Knowledge: Critical Race Theory Deficit Model Theory Cultural Capital Theory ➔ Aspirational Capital ➔ Familial Capital ➔ Social Capital ➔ Linguistic Capital ➔ Resistant Capital ➔ Navigational Capital Learning Strategies: ● Class discussion ● Review articles ● Model how to create a personalized Cultural Capital Chart ● Model how to analyze/write lesson plans from a CRP lens. ● Practice for yourself ● Write in your journal. Ask: As we dive deeper into CRP what experiences have you had (good or bad) within your own
educational process?
Discuss with your table mates (groups of 2 or 3) the readings for this week. Compare and contrast
the 3 theories that we are examining this week. https://journals-sagepub-com.libproxy1.usc.edu/doi/pdf/10.1177/0042085916668957 https://link-springer-com.libproxy1.usc.edu/article/10.1007/s10643-010-0423-z https://www-tandfonline-com.libproxy1.usc.edu/doi/full/10.1080/1361332052000341006 The strategies for today will be the following …. Teachers respond and engage in discussion.
PRACTICE Making an
Impact...HOW?? What is Cultural Wealth? Why is culture valued? Examples of Deficit/ Growth mindset thinking Implications of statements such as “I don't see color” Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples Model the procedure for identifying Deficit Mindset thinking.. Model how to identify cultural capital. Model how to identify student cultural differences within the same community . Review how to identify Culturally relevant lesson plans. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Review to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments.
Model how to annotate journal articles. Teachers follow along and write down the steps.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers opportunity to share facts on those that they have encountered with a deficit
mindset. Provide teachers the opportunity to think and reflect on their students' cultural capital. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually. Have teachers create their own Cultural capital maps based on their own values and experiences.
They can use drawings, symbols, words, lyrics etc.. Teachers will be given examples of cultural capital maps. Create your own “I Am” poem to share
with the class. Teachers can share via slide, paper, poster, word doc, song etc...
Big Ideas What are your
takeaways? Teachers will begin to understand the value that all students bring with them to the classroom.
Even if culturally they are different, teachers will begin to become aware of racial inequities and
different values that the dominant eurocentric society has placed on students, families and
communities. Provide teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Theorists and theories that focus on the achievement Gap of students in urban classroom settings,
specifically African American and Latino students. Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next week's
reading Come to class ready to discuss
Reading assignments. Next Class: Using a familiar template of lesson planning tool to create a CR lesson for your specific students
(grade level and subject). Provide class time for collegial and professor support and feedback. Preview the next units topics and make connections with the course overview Teachers follow along and make notes.
Unit 3 (continues) Maslow's Hierarchy of Needs Week 9
Who are you? Share “I am” poem Table/Group Share Teachers take 5 minutes to share with their tablemates or the person sitting beside them their
cultural capital map/poem/song. Walk around the room and listen for any misconceptions and misunderstandings of Cultural
capital. Ask probing or clarifying questions Have an open mind by listening to others ideas and not judging their thoughts and feelings.
Objective Enriched Backgrounds Student Connections Value Students Given students enriched backgrounds, stories and lived experiences, Teachers will be able to
identify and make connections with students and their communities by creating a presentation
and binder of important (to the students) geographical sites, cultural identities and influential
people in the community that they represent. Show the slide with the unit objective and ask teachers to read it. Ask for understanding. Teachers read and then respond.
Unit 3 Lesson 9 Show Slide with Risks and Benefits: Benefits: ● Can recognize CRP within a lesson plan. ● Understand urban classrooms and how students learn ● Understand how to incorporate Restorative Justice practices into their classroom. ● Recognize PBIS strategies ● Make connections with students to encourage academic success. Risks: ● Thinks you have to “dumb-down” lessons to get students engaged. ● Doesnt agree with RJ theory and maintains punitive methods. ● Maintain the notion ALL students learn the same ● Does not see cultural differences and similarities. State Benefits and Risks Ask Teachers to add risk or benefits that they feel are appropriate for this unit/lesson.
Discussion ● PBIS ● Restorative Justice for all
students ● https://youtu.be/f0i-Iwf3yBE ● Cultural Capital theorist ● Effective Strategies ● Positive Classroom
Environment Prior Knowledge: From Units 1 and 2 know and understand the culture of the community where you work. CRP, theorist from lesson 7 and theories from lesson 8. New Knowledge: Restorative Justice Positive Behavioral Interventions and Support (PBIS) Learning Strategies: ● Class discussion ● Review articles ● Model how to create a positive classroom environment. ● Model how to analyze/write lesson plans from a CRP lens. ● Practice for yourself ● Write in your journal. ASK: What topics have we talked about during the course of this class? ASK: How do you make connections with your kids? ASK: How do you meet the basic needs of your students? Look at the PBIS website as an overview https://www.pbis.org/pbis/getting-started Look at the RJ website as an overview
https://www.edutopia.org/article/what-heck-restorative-justice-heather-wolpert-gawron Show RJ video at a high school https://youtu.be/f0i-Iwf3yBE The strategies for today will be the following …. Teachers respond and engage in discussion.
PRACTICE Making an
Impact...HOW?? What is RJ? How do you create a Positive Classroom environment? Strategies and tips for student behavior Making connections with students Engaging material Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples Model strategies on how to create a positive classroom environment. Model how to follow RJ practices. Model how to identify student cultural differences within the same community . Review how to identify Culturally relevant lesson plans. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Review to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences.
Provide written feedback to students on weekly reflection assignments. Model how to annotate journal articles. Teachers follow along and write down the steps.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers the opportunity to practice RJ strategies. Provide teachers the opportunity to think and reflect on their students' cultural relevant material. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually. Teachers will have an opportunity to work on a lesson plan that incorporates all that has been
learned regarding CPR, RJ and PBIS. Teachers will have to submit that lesson plan for feedback
and critique. Teachers will be given samples of exemplar lessons that are aligned with the core values and
tenets of CRP. Teachers need to share via google docs or email.
Big Ideas What are your
takeaways? Teachers will have a deeper understanding of the value that all students bring with them to the
classroom. Even if culturally they are different, teachers will become aware of racial inequities
and different values that the dominant eurocentric society has placed on students, families and
communities. Provide teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class Teachers will understand specific strategies and tips on how to engage and connect with students
in Urban school settings, in particular African American and Latino students. Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next week's
reading Come to class ready to discuss
Reading assignments. Next Class: Content Specific strategies and awareness. Bring to class a copy of your Common Core standards
for the subject you teach (or plan on teaching) Preview the next units topics and make connections with the course overview Teachers follow along and make notes.
Unit 3 Design Purposeful and culturally relevant curriculum
Terminal learning Objective
● Given their knowledge of the foundational concepts CRP and CRT
teachers will create lessons that are well rounded and rooted in those
concepts and void of deficit mindset thinking and which encourages a
positive restorative justice approach.
Prerequisite analysis (enabling objectives)
● Known data and information from Units 1 and 2 to create a curriculum
that is relevant and cultural that reflects the students not the teachers
perspective.
● Know the history of CRP, CRT and Deficit Model Theory
● Be able to access their own knowledge regarding their culture and the
culture of their students.
● Be able to identify key components of Culturally Relevant Pedagogy
strategies.
● Be able to identify and acknowledge inequities and privilege.
● Be able to journal and organize specific thoughts without judgement.
● Know basic terminology and acronyms associated with PBIS, RJ.
● Know the foundation of PBIS, restorative justice and growth mindset.
● Be able to identify strategies and tips that are incorporated with PBIS and
RJ
● Know what student voice is and how to embed that into lesson planning.
● Know what Maslow's Hierarchy of needs are and be able to teach it to
students.
● Be able to analyze and critique lessons plans from a CRP lens
● Be able to identify and review effective lesson plans
● Create a lesson plan with CRP embedded
● Know different lesson plan models and templates
● Know grade level and content standards for subject you will teach.
● Be able to construct lesson plans
● Be able to use feedback from the instructor to revise their lesson plan.
Learning Activities
● Assess prior knowledge of the meaning of PBIS, RJ and Growth Mindset.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model how to construct lesson plans
● Model the procedure to construct lessons plans that are culturally relevant.
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Copyright, 2020: Leyanna Richard
● Model the procedure for creating an environment that is positive and
restorative.
● Model the procedure for creating a system for having a positive classroom
climate and culture.
● Provide opportunities to transfer knowledge to create their own classroom
rules and expectations.
Assessment
● Teachers will create a lesson plan that is culturally relevant and address
the diverse needs of the students including embedded behavioral
challenges.
Unit overview Topics that will be covered
Unit 1 Acknowledge your own privileges,
positionality, stance, and biases through
self-reflection.
● Culturally relevant pedagogy
● Critical race theory
● Positionality/bias/Privilege
● Deficit thinking
● Self Reflection
Unit 2 Identify and understand the
demographics, lived experiences, and
academic background of your students.
● Student motivation
● Community background
● Lived Experiences
● Engagement on all levels
● High Expectations
● Student background and demographics
Unit 3 Design purposeful and culturally
relevant curriculum.
● Restorative Justice
● PBIS
● Non-punitive discipline structures
● Classroom Management
● Culturally Relevant Pedagogy
● Critical Race Theory
● Deficit Mindset
Unit 4 Integrate opportunities for students to
build trust for one another into curricular
assignments.
● Equity vs Equality
● Safe vs. Brave space
● Apathy
● Empathy
● Incorporating CRP into lesson
planning
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Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 3 Lesson 7: Culturally Relevant Pedagogy
Unit Duration: 3 weeks
Introduction: What is CRP?
Learning Objective(s)
Terminal Objective:
● Given their knowledge of the foundational concepts CRP and CRT
teachers will create lessons that are well rounded and rooted in those
concepts and void of deficit mindset thinking and which encourages a
positive restorative justice approach
Enabling Objective(s):
● Known data and information from Units 1 and 2 to create a curriculum that is relevant
and cultural that reflects the students not the teachers perspective.
● Know the history of CRP, CRT and Deficit Model Theory
● Be able to access their own knowledge regarding their culture and the culture of their
students.
● Be able to identify key components of Culturally Relevant Pedagogy strategies.
● Be able to identify and acknowledge inequities and privilege.
● Be able to journal and organize specific thoughts without judgement.
● Know basic terminology and acronyms associated with PBIS, RJ.
● Know the foundation of PBIS, restorative justice and growth mindset.
● Be able to identify strategies and tips that are incorporated with PBIS and RJ
● Know what student voice is and how to embed that into lesson planning.
● Know what Maslow's Hierarchy of needs are and be able to teach it to students.
● Be able to analyze and critique lessons plans from a CRP lens
● Be able to identify and review effective lesson plans
● Create a lesson plan with CRP embedded
● Know different lesson plan models and templates
● Know grade level and content standards for subject you will teach.
● Be able to construct lesson plans
● Be able to use feedback from the instructor to revise their lesson plan.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric, sample lesson
plans
https://journals-sagepub-com.libproxy2.usc.edu/doi/pdf/10.1177/0022487109359775
https://link-springer-com.libproxy2.usc.edu/content/pdf/10.1007/s11256-009-0143-0.pdf
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Copyright, 2020: Leyanna Richard
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
What is Culturally Relevant
Pedagogy?
Do you know any theorists or
researchers that studied CRP?
Teachers will be given 3
minutes to write their
idea of CRP on a post-it
No name on the post-it.
Read the different
opinions aloud to see
any commonalities or
misconceptions.
Have an open
mind by
listening to
others ideas
and not judging
their thoughts
and feelings.
Learning
Objectives
Given their knowledge of the
foundational concepts CRP and CRT
teachers will create lessons that are
well rounded and rooted in those
concepts and void of deficit mindset
thinking and which encourages a
positive restorative justice approach
Review Slide with
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly
Reasons for
Learning
- Benefits
- Risks
Show Slide with Risks and Benefits:
Benefits:
● Understands different
cultures and styles of
teaching and learning.
● Understand urban
classrooms and how
students learn
● Have an opinion regarding
student success and societal
deficiencies.
Risks:
● Maintain the notion ALL
students learn the same
● Does not see cultural
differences and similarities.
● Makes it about the teacher
instead of the students.
State the Risk and
Benefits
Ask Teachers
to add risk or
benefits that
they feel are
appropriate for
this
unit/lesson.
Overview Prior Knowledge: ASK: From previous
classes what have we
Teachers
respond and
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Copyright, 2020: Leyanna Richard
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
Acknowledge and know the
privilege and underserved
communities in your city/district.
(South Los Angeles vs. Valley).
From Units 1 and 2 know and
understand the culture of the
community where you work.
New Knowledge: Explore different
scholars’ thoughts and opinions
about how to educate and teach
students from the same and/or
different cultural backgrounds.
Strategies:
● Class discussion
● Review articles
● Model how to analyze
lesson plans from a CRP
lens.
● Practice for yourself
● Write in your journal.
learned about the
culture of our students?
ASK: Does race equal
culture? Explain.
What scholars do we
study when looking into
CRP?
How do we know when
a lesson is Culturally
relevant?
How did Mr. Hall build
Cultural Competence to
effectively teach his
students?
https://link-springer-co
m.libproxy2.usc.edu/con
tent/pdf/10.1007/s112
56-009-0143-0.pdf
The strategies for today
will be the following ….
engage in
discussion
Prerequisite
Knowledge
What a lesson plan actually looks
like.
Components of a lesson plan
The meaning of CRP
Good/Bad examples of CRP lessons
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for identifying
Cultural relevant lessons..
Model how to use google scholar to
search for scholars that studied and
practiced CRP.
Model how to identify student
cultural differences within the same
community .
Review how to take notes on
students.
Review how to use google
docs/google slides.
Model using laptop and
projector.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Teachers
follow along
and write
down the
steps.
5
Copyright, 2020: Leyanna Richard
Provide feedback on journaling and
reflecting.
Review to annotate literature to
maximize note taking.
Practice and
Feedback
Provide teachers an opportunity to
share facts that they didn't know
about CRP.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Research and search for a lesson
plan (for any subject) that they
would consider Culturally relevant
to bring to class for review and
analysis.
Teachers will not be
given specific criteria or
rubrics, they need to
analyze the lesson by
using information that
was presented in class
on what CRP is.
Teachers can
either print the
lesson or
download it on
their laptop.
Retention
and Transfer
Teachers will know how to analyze
and identify lessons that are
culturally rich for students.
Teachers will see the benefits of
teaching students concepts and
ideas that are relatable, appropriate,
rigorous and relevant
simultaneously.
Provide Teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Why CRP is important to urban
classrooms.
Why it's important to make those
connections for students.
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Next Class:
Read the articles from the syllabus
and take notes on Critical Race
Theory, Deficit Mindset and Cultural
Capital Theory.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time
6
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 3 Lesson 8: Cultural Capital
Unit Duration: 3 weeks
Introduction: What is Cultural Capital?
Learning Objective(s)
Terminal Objective:
● Given their knowledge of the foundational concepts CRP and CRT
teachers will create lessons that are well rounded and rooted in those
concepts and void of deficit mindset thinking and which encourages a
positive restorative justice approach
Enabling Objective(s):
● Known data and information from Units 1 and 2 to create a curriculum that is relevant
and cultural that reflects the students not the teachers perspective.
● Know the history of CRP, CRT and Deficit Model Theory
● Be able to access their own knowledge regarding their culture and the culture of their
students.
● Be able to identify key components of Culturally Relevant Pedagogy strategies.
● Be able to identify and acknowledge inequities and privilege.
● Be able to journal and organize specific thoughts without judgement.
● Know basic terminology and acronyms associated with PBIS, RJ.
● Know the foundation of PBIS, restorative justice and growth mindset.
● Be able to identify strategies and tips that are incorporated with PBIS and RJ
● Know what student voice is and how to embed that into lesson planning.
● Know what Maslow's Hierarchy of needs are and be able to teach it to students.
● Be able to analyze and critique lessons plans from a CRP lens
● Be able to identify and review effective lesson plans
● Create a lesson plan with CRP embedded
● Know different lesson plan models and templates
● Know grade level and content standards for the subject you will teach.
● Be able to construct lesson plans
● Be able to use feedback from the instructor to revise their lesson plan.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric, sample
lesson plans
Learner Characteristic Accommodations
1
Copyright, 2020: Leyanna Richard
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Take 5 to 7 minutes and share with
your partner the lesson plans you
have found that you think are
Culturally Relevant? What makes
them CR? Highlight a few key points
that helped you decide?
Walk around the room
and listen for any
misconceptions and
misunderstandings of
CRP. Ask probing or
clarifying questions.
Have an open
mind by
listening to
others ideas
and not judging
their thoughts
and feelings.
Learning
Objectives
Given their knowledge of the
foundational concepts CRP and CRT
teachers will create lessons that are
well rounded and rooted in those
concepts and void of deficit mindset
thinking and which encourages a
positive restorative justice approach
Review Slide with
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly
Reasons for
Learning
- Benefits
- Risks
Show Slide with Risks and Benefits:
Benefits:
● Can recognize CRP within a
lesson plan.
● Understand urban
classrooms and how
students learn
● Understand how to make
learning engaging for
students.
● Make connections with
students to encourage
academic success.
Risks:
● Thinks you have to
“dumb-down” lessons to get
students engaged.
● Does not understand
cultural differences.
● Maintain the notion ALL
students learn the same
● Does not see cultural
differences and similarities.
● Makes it about the teacher
instead of the students.
State the Risk and
Benefits
Ask Teachers
to add risk or
benefits that
they feel are
appropriate for
this
unit/lesson.
2
Copyright, 2020: Leyanna Richard
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.)
Prior Knowledge:
From Units 1 and 2 know and
understand the culture of the
community where you work.
CRP and theorist from Lesson 7.
New Knowledge:
Critical Race Theory
Deficit Model Theory
Cultural Capital Theory
➔ Aspirational Capital
➔ Familial Capital
➔ Social Capital
➔ Linguistic Capital
➔ Resistant Capital
➔ Navigational Capital
Learning Strategies:
● Class discussion
● Review articles
● Model how to create a
personalized Cultural
Capital Chart
● Model how to
analyze/write lesson plans
from a CRP lens.
● Practice for yourself
● Write in your journal.
Ask: As we dive deeper
into CRP what
experiences have you
had (good or bad)
within your own
educational process?
Discuss with your table
mates (groups of 2 or 3)
the readings for this
week. Compare and
contrast the 3 theories
that we are examining
this week.
https://journals-sagepu
b-com.libproxy1.usc.edu
/doi/pdf/10.1177/0042
085916668957
https://link-springer-co
m.libproxy1.usc.edu/arti
cle/10.1007/s10643-01
0-0423-z
https://www-tandfonlin
e-com.libproxy1.usc.edu
/doi/full/10.1080/1361
332052000341006
The strategies for today
will be the following ….
Teachers
respond and
engage in
discussion.
Prerequisite
Knowledge
What is Cultural Wealth?
Why is culture valued?
Examples of Deficit/ Growth
mindset thinking
Implications of statements such as “I
don't see color”
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model the procedure for identifying
Deficit Mindset thinking..
Model how to identify cultural
capital.
Model how to identify student
cultural differences within the same
community .
Model using laptop and
projector.
Model using personal
stories and experiences.
Provide written
feedback to students on
Teachers
follow along
and write
down the
steps.
3
Copyright, 2020: Leyanna Richard
Review how to identify Culturally
relevant lesson plans.
Review how to use google
docs/google slides.
Provide feedback on journaling and
reflecting.
Review to annotate literature to
maximize note taking.
weekly reflection
assignments.
Model how to annotate
journal articles.
Practice and
Feedback
Provide teachers opportunity to
share facts on those that they have
encountered with a deficit mindset.
Provide teachers the opportunity to
think and reflect on their students'
cultural capital.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Have teachers create their own
Cultural capital maps based on their
own values and experiences. They
can use drawings, symbols, words,
lyrics etc..
Teachers will be given
examples of cultural
capital maps. Create
your own “I Am” poem
to share with the class.
Teachers can
share via slide,
paper, poster,
word doc, song
etc...
Retention
and Transfer
Teachers will begin to understand
the value that all students bring with
them to the classroom. Even if
culturally they are different,
teachers will begin to become aware
of racial inequities and different
values that the dominant
eurocentric society has placed on
students, families and communities.
Provide teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Theorists and theories that focus on
the achievement Gap of students in
urban classroom settings,
specifically African American and
Latino students.
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Next Class:
Using a familiar template of lesson
planning tools to create a CR lesson
for your specific students (grade
level and subject). Provide class
time for collegial and professor
support and feedback.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150 min
4
Copyright, 2020: Leyanna Richard
5
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 3 Lesson 9: Maslow's Hierarchy of Needs
Unit Duration: 3 weeks
Introduction: Basic Needs fulfilled
Learning Objective(s)
Terminal Objective:
● Given their knowledge of the foundational concepts CRP and CRT
teachers will create lessons that are well rounded and rooted in those
concepts and void of deficit mindset thinking and which encourages a
positive restorative justice approach
Enabling Objective(s):
● Known data and information from Units 1 and 2 to create a curriculum that is relevant
and cultural that reflects the students not the teachers perspective.
● Know the history of CRP, CRT and Deficit Model Theory
● Be able to access their own knowledge regarding their culture and the culture of their
students.
● Be able to identify key components of Culturally Relevant Pedagogy strategies.
● Be able to identify and acknowledge inequities and privilege.
● Be able to journal and organize specific thoughts without judgement.
● Know basic terminology and acronyms associated with PBIS, RJ.
● Know the foundation of PBIS, restorative justice and growth mindset.
● Be able to identify strategies and tips that are incorporated with PBIS and RJ
● Know what student voice is and how to embed that into lesson planning.
● Know what Maslow's Hierarchy of needs are and be able to teach it to students.
● Be able to analyze and critique lessons plans from a CRP lens
● Be able to identify and review effective lesson plans
● Create a lesson plan with CRP embedded
● Know different lesson plan models and templates
● Know grade level and content standards for subject you will teach.
● Be able to construct lesson plans
● Be able to use feedback from the instructor to revise their lesson plan.
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric, sample
lesson plans
http://fanconij.faculty.mjc.edu/theoriest.pdf
Learner Characteristic Accommodations
1
Copyright, 2020: Leyanna Richard
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Teachers take 5 minutes to share
with their tablemates or the person
sitting beside them their cultural
capital map/poem/song.
Walk around the room
and listen for any
misconceptions and
misunderstandings of
Cultural capital. Ask
probing or clarifying
questions
Have an open
mind by
listening to
others ideas
and not judging
their thoughts
and feelings.
Learning
Objectives
Given their knowledge of the
foundational concepts CRP and
CRT teachers will create lessons
that are well rounded and rooted in
those concepts and void of deficit
mindset thinking and which
encourages a positive restorative
justice approach
Review Slide with
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly
Reasons for
Learning
- Benefits
- Risks
Show Slide with Risks and Benefits:
Benefits:
● Can recognize CRP within
a lesson plan.
● Understand urban
classrooms and how
students learn
● Understand how to
incorporate Restorative
Justice practices into their
classroom.
● Recognize PBIS strategies
● Make connections with
students to encourage
academic success.
Risks:
● Thinks you have to
“dumb-down” lessons to
get students engaged.
● Doesnt agree with RJ
theory and maintains
punitive methods.
State Benefits and Risks Ask Teachers
to add risk or
benefits that
they feel are
appropriate for
this
unit/lesson.
2
Copyright, 2020: Leyanna Richard
● Maintain the notion ALL
students learn the same
● Does not see cultural
differences and
similarities.
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.)
Prior Knowledge:
From Units 1 and 2 know and
understand the culture of the
community where you work.
CRP, theorist from lesson 7 and
theories from lesson 8.
New Knowledge:
Restorative Justice
Positive Behavioral Interventions
and Support (PBIS)
Learning Strategies:
● Class discussion
● Review articles
● Model how to create a
positive classroom
environment.
● Model how to
analyze/write lesson plans
from a CRP lens.
● Practice for yourself
● Write in your journal.
ASK: What topics have
we talked about during
the course of this class?
ASK: How do you make
connections with your
kids?
ASK: How do you meet
the basic needs of your
students?
Look at the PBIS website
as an overview
https://www.pbis.org/p
bis/getting-started
Look at the RJ website as
an overview
https://www.edutopia.o
rg/article/what-heck-re
storative-justice-heather
-wolpert-gawron
Show RJ video at a high
school
https://youtu.be/f0i-Iwf
3yBE
The strategies for today
will be the following ….
Teachers
respond and
engage in
discussion.
Prerequisite
Knowledge
What is RJ?
How do you create a Positive
Classroom environment?
Strategies and tips for student
behavior
Making connections with students
Engaging material
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model strategies on how to create a
positive classroom environment.
Model how to follow RJ practices.
Model using laptop and
projector.
Model using personal
stories and experiences.
Teachers
follow along
and write
down the
steps.
3
Copyright, 2020: Leyanna Richard
Model how to identify student
cultural differences within the
same community .
Review how to identify Culturally
relevant lesson plans.
Review how to use google
docs/google slides.
Provide feedback on journaling and
reflecting.
Review to annotate literature to
maximize note taking.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Practice and
Feedback
Provide teachers the opportunity
to practice RJ strategies.
Provide teachers the opportunity
to think and reflect on their
students' cultural relevant
material.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Teachers will have an opportunity
to work on a lesson plan that
incorporates all that has been
learned regarding CPR, RJ and
PBIS. Teachers will have to submit
that lesson plan for feedback and
critique.
Teachers will be given
samples of exemplar
lessons that are aligned
with the core values and
tenets of CRP.
Teachers need
to share via
google docs or
email.
Retention
and Transfer
Teachers will have a deeper
understanding of the value that all
students bring with them to the
classroom. Even if culturally they
are different, teachers will become
aware of racial inequities and
different values that the dominant
eurocentric society has placed on
students, families and
communities.
Provide teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class
Big Ideas
Teachers will understand specific
strategies and tips on how to
engage and connect with students
in Urban school settings, in
particular African American and
Latino students.
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
4
Copyright, 2020: Leyanna Richard
Advance
Organizer
for the Next
Unit
Next Class:
Content Specific strategies and
awareness. Bring to class a copy of
your Common Core standards for
the subject you teach (or plan on
teaching)
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150 mins
5
Copyright, 2020: Leyanna Richard
Leyanna Richard Culturally Relevant Pedagogy for
Pre-Service Teachers in Urban
Classrooms. Copyright, 2020: Leyanna Richard
Unit 4 Common Core
Standards Week 10
Have you had “The Talk”? https://youtu.be/ovY6yjTe1LE Take a look at the video: The Talk from Proctor and Gamble. This is a subject that African
American and Latino families MUST go through with their children. https://youtu.be/ovY6yjTe1LE Ask: Has anyone had “The Talk” with their kids or remember their parents having “The talk” with
them. Facilitate a discussion regarding why “The Talk” is important. Have an open mind by listening to others ideas and not judging their thoughts and feelings.
Objective Classroom
Teachers CRP Responsive
Activities Given their knowledge of students, backgrounds, lived experience, CRP and how to construct
relevant and responsive activities within the classroom teachers will create a classroom that is
safe for students to be open to creativity without ridicule that aligns with a rubric. Review Slide with learning objective. Ask teachers if we have hit the target in the previous classes. Ask for any clarifying questions Teachers read and respond accordingly
Unit 4 Lesson 10 Show Slide with Risks and Benefits: Benefits: ● Understand content knowledge and how to engage students to learn it. ● How to write a comprehensive lesson plan that has differentiation for all students. ● Understand the State standards and how to properly teach content aligned with state
requirements. Risks: ● Does not teach required material mandated by the state. ● Does not see cultural differences and similarities. ● Teach all kids on the same level in the same traditional way they learned. State the Risk and Benefits Ask Teachers to add risk or benefits that they feel are appropriate for this unit/lesson.
Discussion ● CCSS ● NGSS ● Goals ● Objectives ● Learning Outcomes Prior Knowledge: From Units 1, 2 and 3. Know and understand the culture of the community where you work, CRP
and how to engage all students in the learning process. New Knowledge: Common Core State Standards (CCSS) Next Generation Science Standards (NGSS) Objectives Learning outcomes Goals Learning Strategies: ● Class discussion ● Review articles ● Model how to create objectives and lesson plans from CCSS/NGSS . ● Review how to analyze/write lesson plans from a CRP lens. ● Practice for yourself ● Write in your journal. Start the conversation on reviewing what we have learned so far during the course of the class. Look at one set of CCSS/NGSS and review its contents and how to read them. Pick a subject and go into depth on how to create learning goals and objectives just from
CCSS/NGSS.
Model how to create meaningful lesson plans from this process. The strategies for today will be the following …. Teachers respond and engage in discussion.
PRACTICE Making an
Impact...HOW?? Learning objectives Learning Outcomes Common Core State Standards Next Generation Science Standards Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples Model how to read and understand CCSS and NGSS. Model how to create learning objectives and learning goals Review how to create Culturally relevant lesson plans. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Review to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments.
Model how to annotate journal articles. Teachers follow along and write down the steps.
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers the opportunity to practice creating learning objectives and goals. . Provide teachers the opportunity to think and reflect on their students' cultural relevant material. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers share in groups and individually. Teachers will submit an activity that engages students and gets students to interact with each
other. Professor will pick a few to practice in class. Teachers will be encouraged to be creative and design activities that they think will work, OR
“borrow” from things they have witnessed or participated in in previous settings. Teachers will share ideals via google docs or online platforms.
Big Ideas What are your
takeaways? Teachers will begin to learn techniques and strategies to have classroom connections with
students, and have students connect with each other. Provide teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class. Teachers will understand specific strategies and tips on how to engage and connect with students
in Urban school settings, in particular African American and Latino students. Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next weeks
reading Come to class ready to discuss
Reading assignments. Next Class: Continue to build capacity for lesson planning and teaching tips and strategies for making
connections with teachers and their students. Preview the next units topics and make connections with the course overview Teachers follow along and make notes.
Unit 4 (continues) Connections Week 11
Are you restorative? Activity: Restorative Justice Circle Have class form a circle around the classroom and conduct a Restorative Justice Circle. This is an
introductory circle to model how to get to know your students. Have a printout of the Circle guidelines and process. Have a talking piece that means something to
you so you can show your human side. Have an open mind by listening to others ideas and not judging their thoughts and feelings.
Objective Restorative Justice Foundational
Concepts Lesson Approach Given their knowledge of the foundational concepts CRP and CRT teachers will create lessons that
are well rounded and rooted in those concepts and void of deficit mindset thinking and which
encourages a positive restorative justice approach Review Slide with learning objective. Ask teachers if we have hit the target in the previous classes. Ask for any clarifying questions Teachers read and respond accordingly
Unit 4 Lesson 11 Show Slide with Risks and Benefits: Benefits: ● Understand content knowledge and how to engage students to learn it. ● Create activities that will teach kids how to show empathy with each other. . ● Show students that all of us have similar trials and tribulations and it's ok to have
emotions and feelings. ● Create a safe space where students can share and be open with each other. Risks: ● Does not teach nor require respect and empathy from students . ● Does not value how important empathy and apathy is for students to have. ● Does not create a Brave or safe space within the four walls of your classroom. State the Risk and Benefits. Ask Teachers to add risk or benefits that they feel are appropriate for this unit/lesson.
Discussion ● Culturally Relevant
Pedagogy ○ Tips ○ Strategies ● Apathy ● Empathy ● Activities Prior Knowledge: From Units 1, 2 and 3. Know and understand the culture of the community where you work, CRP
and how to engage all students in the learning process. New Knowledge: RJ circles Culturally responsive strategies and tips Activities that focus on learning more about students, teachers, apathy and empathy. Learning Strategies: ● Class discussion ● Review articles ● Model how to create a classroom that fosters a positive learning environment. ● Continue to review how to analyze/write lesson plans from a CRP lens. ● Practice for yourself ● Write in your journal. Start the conversation on reviewing what we have learned so far during the course of the class. Look at the list of activities that classmates have found and practice them as a class. Pick an activity and analyze it. What worked? What could have been improved? Model how to create meaningful lesson plans from this process. The strategies for today will be the following ….
Teachers respond and engage in discussion.
PRACTICE Making an
Impact...HOW?? Restorative Justice Circles Community building Student triggers Strategies for redirecting if things get too “deep” Provide a definition w/ examples and nonexample for each term Ask teachers to provide their own examples and nonexamples of each term Teachers generate their own examples and nonexamples Model how to create meaningful activities that connect students. Model how to express empathy and apathy amongst students. Review how to create Culturally relevant lesson plans. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Review to annotate literature to maximize note taking. Model using laptop and projector. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments.
Model how to annotate journal articles. Teachers follow along and write down the steps
Journaling/Feedback ● Google Docs ● Feedback ● Shared community Provide teachers the opportunity to practice creating activities that will assist in creating a
classroom that is responsive to students needs. Provide teachers the opportunity to think and reflect on their students' cultural relevant material. Post weekly reflection. Provide guiding questions and feedback before next class Teachers must post weekly reflections on the working google doc. Ask teachers to express their personal experiences in small groups, or write them down Teachers practice in groups and individually. Teachers will continue to submit activities that engage students and get students to interact with
each other. Professor will pick a few to practice in class. Teachers will be encouraged to be creative and design activities that they think will work, OR
“borrow” from things they have witnessed or participated in in previous settings. Teachers will share ideals via google docs or online platforms. Teachers will practice strategies
with classmates.
Big Ideas What are your
takeaways? Teachers will dive deeper on learning techniques and strategies to have classroom connections
with students, and have students connect with each other. Provide teachers with skills on how to continuously reflect critically and journaling to use
throughout their career. Post weekly reflection. Provide guiding questions and feedback before next class. Teachers will understand specific strategies and tips on how to engage and connect with students
in Urban school settings, in particular African American and Latino students. Ask Teachers to share their “take-aways” from today's class. Teachers share out.
Questions??
NEXT WEEK Submit to Google Docs before
NEXT class Check Syllabus for next week's
reading Come to class ready to discuss
Reading assignments. Next Class Review everything that has been learned over the course of the class. Reflect from the first day of
class until now. Write about the process and building capacity in an in-class reflection. Preview the next units topics and make connections with the course overview Teachers follow along and make notes.
Unit 4 The Wrap up (Reflection) Week 12
How do you Reflect Activity Table/Group Share Share with the students your reflection process on how you think the semester went. Write a one
page summary and present it to students. They can ask questions and ask you about how you
came to certain conclusions and assertions. Be open about the process and your deltas and pluses. If you struggled during specific lessons or
activities explain to the students why. Have an open mind by listening to others ideas and not judging their thoughts and feelings.
Objective REFLECTION REFLECTION REFLECTION Teachers will be able to retain knowledge that has been presented over the semester. They will be
able to reflect and use strategies that will enable them to continuously reflect on their practice
and create a classroom that is culturally relevant. Review Slide with learning objective. Ask teachers if we have hit the target in the previous classes. Ask for any clarifying questions Teachers read and respond accordingly.
Unit 4 Lesson 12 Show Slide with Risk and Benefits: Benefits ● Able to connect with your students in a culturally relevant atmosphere. ● Create a positive environment that is conducive to learning Risks: ● Unable to make connections with students ● Unable to see the benefits of learning students culture and teaching styles that are
beneficial to all students. State the Risk and Benefits. Ask Teachers to add risk or benefits that they feel are appropriate for this unit/lesson.
Review ● Unit 1 ○ Acknowledge your own
privileges, positionality, stance,
and biases through
self-reflection. ● Unit 2 ○ Identify and understand the
demographics, lived
experiences, and academic
background of your students ● Unit 3 ○ Design purposeful and
culturally relevant
curriculum. ● Unit 4 ○ Integrate opportunities for
students to build trust for
one another into curricular
assignments. Prior Knowledge: From Units 1, 2, 3 and 4. Know and understand the culture of the community where you work,
CRP and how to engage all students in the learning process. Know how to construct lesson plans that are culturally relevant, know how to make connections
with students and the community. No new knowledge presented. Review and reflection. Learning Strategies: ● Review ● Reflection ● Journal writing ● Class discussion Reflect on what we have learned during the course of the class. Discuss what worked, what didn't,
and changes that should be considered. Teachers respond and engage in discussion.
PRACTICE What practices
did you learn
that made an
IMPACT? Everything that has been taught for the past 12 weeks. Review and redefine specific content that students still struggled with. Teachers generate questions to ask the professor for clarification. Review how to create Culturally relevant lesson plans. Review how to use google docs/google slides. Provide feedback on journaling and reflecting. Model using personal stories and experiences. Provide written feedback to students on weekly reflection assignments. Teachers follow along and write down the steps
Journaling/Feedback ● How was this
process? ● Self-reflection? Provide teachers the opportunity to think and reflect on their students' cultural relevant material. Provide feedback on the class culture and experience. Lead discussion and offer opportunities for others to share their opinions. Whole group discussion. Complete class evaluation. Step out of the room so students don't feel pressured. Be honest and give constructive feedback to the professor.
Class Evaluation What are your
takeaways? Teachers will understand strategies and tips on how to engage and connect with students in
Urban school settings, in particular African American and Latino students. They will also be able
to create lessons that are culturally relevant to the students that they serve. Ask students if class goals and objectives were met. Teachers share their opinions and feedback. Students and teachers can make connections even if they have different cultural backgrounds. In
order to make those connections, teachers must work at understanding and purposefully making
those connections. Ask teachers if they have any other big ideas that they learned during the course of the class. Share with class.
Thank you for a wonderful
Semester!!
Unit 4 Integrate opportunities for students to build trust for one another into curricular
assignments.
Terminal learning Objective
● Given their knowledge of students, backgrounds, lived experience, CRP
and how to construct relevant and responsive activities within the
classroom teachers will create a classroom that is safe for students to be
open to creativity without ridicule that aligns with a rubric.
Prerequisite analysis (enabling objectives)
● Be able to access previously learned knowledge about students
● Know difference between equity and equality
● Know specific content area standards that are Common Core aligned
● Be able to teach students that may be culturally different than you.
● Know the difference between safe space vs. brave space
● Be able to build trust with students
● Know terminology such as empathy and apathy
● Create opportunities for trust and tolerance within the classroom.
● Create assignments that are focused on group work and trust.
● Be able to create activities and opportunities for students to get to know
each other on a deeper meaningful level including self-worth and self
identity opportunities
Learning Activities
● A ssess prior knowledge of the meaning of diverse learners
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model how to develop trust with students
● Model what empathy, apathy and tolerance looks like in the classroom.
● Provide practice and feedback for generating a plan on how to
differentiate instruction for learners with special needs.
● Provide opportunities to transfer knowledge to create their own plan that is
all-inclusive in an urban classroom setting.
Assessment
● Teachers will create classroom activities and opportunities for students to
get to know each other on a deeper meaningful level including self-worth
and self identity opportunities
● Classroom teachers will create a classroom that is safe for students to be
open to creativity without ridicule that aligns with a rubric.
1
Copyright, 2020: Leyanna Richard
Overview of the Units
Unit overview Topics that will be covered
Unit 1 Acknowledge your own privileges,
positionality, stance, and biases through
self-reflection.
● Culturally relevant pedagogy
● Critical race theory
● Positionality/bias/Privilege
● Deficit thinking
● Self Reflection
Unit 2 Identify and understand the
demographics, lived experiences, and
academic background of your students.
● Student motivation
● Community background
● Lived Experiences
● Engagement on all levels
● High Expectations
● Student background and demographics
Unit 3 Design purposeful and culturally
relevant curriculum.
● Restorative Justice
● PBIS
● Non-punitive discipline structures
● Classroom Management
● Culturally Relevant Pedagogy
● Critical Race Theory
● Deficit Mindset
Unit 4 Integrate opportunities for students to
build trust for one another into curricular
assignments.
● Equity vs Equality
● Safe vs. Brave space
● Apathy
● Empathy
● Incorporating CRP into lesson
planning
2
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 4 Lesson 10: Common Core Standards
Unit Duration: 3 weeks
Introduction: What are you actually teaching?
Learning Objective(s)
Terminal Objective:
● Given their knowledge of students, backgrounds, lived experience, CRP and how to
construct relevant and responsive activities within the classroom teachers will
create a classroom that is safe for students to be open to creativity without ridicule
that aligns with a rubric.
Enabling Objective(s):
● Be able to access previously learned knowledge about students
● Know difference between equity and equality
● Know specific content area standards that are Common Core aligned
● Be able to teach students that may be culturally different than you.
● Know the difference between safe space vs. brave space
● Be able to build trust with students
● Know terminology such as empathy and apathy
● Create opportunities for trust and tolerance within the classroom.
● Create assignments that are focused on group work and trust.
● Be able to create activities and opportunities for students to get to know each other on a deeper
meaningful level including self-worth and self identity opportunities
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric, sample lesson
plans
https://youtu.be/ovY6yjTe1LE
Learner Characteristic Accommodations
Facilitator’s Notes
Show teachers how to access CCSS and NGSS standards online if they have never done so before. Show them
how to read the standard and break down the language if they have never done that before now. This may
take a lil extra time, but this is an important step in lesson planning.
3
Copyright, 2020: Leyanna Richard
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Take a look at the video: The Talk
from Proctor and Gamble. This is a
subject that African American and
Latino families MUST go through
with their children.
https://youtu.be/ovY6yjTe1LE
Ask: Has anyone had
“The Talk” with their
kids or remember their
parents having “The
talk” with them.
Facilitate a discussion
regarding why “The
Talk” is important.
Have an open
mind by
listening to
others ideas
and not judging
their thoughts
and feelings.
Learning
Objectives
Given their knowledge of students,
backgrounds, lived experience, CRP
and how to construct relevant and
responsive activities within the
classroom teachers will create a
classroom that is safe for students to
be open to creativity without
ridicule that aligns with a rubric.
Review Slide with
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly
Reasons for
Learning
- Benefits
- Risks
Show Slide with Risks and Benefits:
Benefits:
● Understand content
knowledge and how to
engage students to learn it.
● How to write a
comprehensive lesson plan
that has differentiation for
all students.
● Understand the State
standards and how to
properly teach content
aligned with state
requirements.
Risks:
● Does not teach required
material mandated by the
state.
● Does not see cultural
differences and similarities.
● Teach all kids on the same
level in the same traditional
way they learned.
State the Risk and
Benefits
Ask Teachers
to add risk or
benefits that
they feel are
appropriate for
this
unit/lesson.
Overview
- Prior
Knowledge
- New
Knowledge
Prior Knowledge:
From Units 1, 2 and 3. Know and
understand the culture of the
community where you work, CRP
Start the conversation
on reviewing what we
have learned so far
during the course of the
class.
Teachers
respond and
engage in
discussion.
4
Copyright, 2020: Leyanna Richard
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
and how to engage all students in
the learning process.
New Knowledge:
Common Core State Standards
(CCSS)
Next Generation Science Standards
(NGSS)
Objectives
Learning outcomes
Goals
Learning Strategies:
● Class discussion
● Review articles
● Model how to create
objectives and lesson plans
from CCSS/NGSS .
● Review how to
analyze/write lesson plans
from a CRP lens.
● Practice for yourself
● Write in your journal.
Look at one set of
CCSS/NGSS and review
its contents and how to
read them.
Pick a subject and go
into depth on how to
create learning goals
and objectives just from
CCSS/NGSS.
Model how to create
meaningful lesson plans
from this process.
The strategies for today
will be the following ….
Prerequisite
Knowledge
Learning objectives
Learning Outcomes
Common Core State Standards
Next Generation Science Standards
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model how to read and understand
CCSS and NGSS.
Model how to create learning
objectives and learning goals
Review how to create Culturally
relevant lesson plans.
Review how to use google
docs/google slides.
Provide feedback on journaling and
reflecting.
Review to annotate literature to
maximize note taking.
Model using laptop and
projector.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Teachers
follow along
and write
down the
steps.
5
Copyright, 2020: Leyanna Richard
Practice and
Feedback
Provide teachers the opportunity to
practice creating learning objectives
and goals. .
Provide teachers the opportunity to
think and reflect on their students'
cultural relevant material.
Post weekly reflection. Provide
guiding questions and feedback
before next class
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers share
in groups and
individually.
Authentic
Assessment
Teachers will submit an activity that
engages students and gets students
to interact with each other.
Professor will pick a few to practice
in class.
Teachers will be
encouraged to be
creative and design
activities that they think
will work, OR “borrow”
from things they have
witnessed or
participated in in
previous settings.
Teachers will
share ideals via
google docs or
online
platforms.
Retention
and Transfer
Teachers will begin to learn
techniques and strategies to have
classroom connections with
students, and have students connect
with each other.
Provide teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class.
Big Ideas
Teachers will understand specific
strategies and tips on how to engage
and connect with students in Urban
school settings, in particular African
American and Latino students.
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Next Class:
Continue to build capacity for lesson
planning and teaching tips and
strategies for making connections
with teachers and their students.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
6
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 4 Lesson 11: Making connections
Unit Duration:
Introduction: How do we continuously make connections with our kids?
Learning Objective(s)
Terminal Objective:
● Given their knowledge of students, backgrounds, lived experience, CRP and how to
construct relevant and responsive activities within the classroom teachers will
create a classroom that is safe for students to be open to creativity without ridicule
that aligns with a rubric.
Enabling Objective(s):
● Be able to access previously learned knowledge about students
● Know difference between equity and equality
● Know specific content area standards that are Common Core aligned
● Be able to teach students that may be culturally different than you.
● Know the difference between safe space vs. brave space
● Be able to build trust with students
● Know terminology such as empathy and apathy
● Create opportunities for trust and tolerance within the classroom.
● Create assignments that are focused on group work and trust.
● Be able to create activities and opportunities for students to get to know each other on a deeper
meaningful level including self-worth and self identity opportunities
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric, sample lesson
plans, culturally relevant activities.
Learner Characteristic Accommodations
Facilitator’s Notes
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Have class form a circle around the
classroom and conduct a Restorative
Justice Circle. This is an introductory
Have a printout of the
Circle guidelines and
process. Have a talking
piece that means
Have an open
mind by
listening to
others ideas
1
Copyright, 2020: Leyanna Richard
circle to model how to get to know
your students.
something to you so you
can show your human
side.
and not judging
their thoughts
and feelings.
Learning
Objectives
Given their knowledge of students,
backgrounds, lived experience, CRP
and how to construct relevant and
responsive activities within the
classroom teachers will create a
classroom that is safe for students to
be open to creativity without
ridicule that aligns with a rubric.
Review Slide with
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly.
Reasons for
Learning
- Benefits
- Risks
Show Slide with Risks and Benefits:
Benefits:
● Understand content
knowledge and how to
engage students to learn it.
● Create activities that will
teach kids how to show
empathy with each other. .
● Show students that all of us
have similar trials and
tribulations and it's ok to
have emotions and feelings.
● Create a safe space where
students can share and be
open with each other.
Risks:
● Does not teach nor require
respect and empathy from
students .
● Does not value how
important empathy and
apathy is for students to
have.
● Does not create a Brave or
safe space within the four
walls of your classroom.
State the Risk and
Benefits.
Ask Teachers
to add risk or
benefits that
they feel are
appropriate for
this
unit/lesson.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
Prior Knowledge:
From Units 1, 2 and 3. Know and
understand the culture of the
community where you work, CRP
and how to engage all students in
the learning process.
New Knowledge:
RJ circles
Culturally responsive strategies and
tips
Start the conversation
on reviewing what we
have learned so far
during the course of the
class.
Look at the list of
activities that
classmates have found
and practice them as a
class.
Teachers
respond and
engage in
discussion.
2
Copyright, 2020: Leyanna Richard
to learn...and
how you are
going to learn
it.)
Activities that focus on learning
more about students, teachers,
apathy and empathy.
Learning Strategies:
● Class discussion
● Review articles
● Model how to create a
classroom that fosters a
positive learning
environment.
● Continue to review how to
analyze/write lesson plans
from a CRP lens.
● Practice for yourself
● Write in your journal.
Pick an activity and
analyze it. What
worked? What could
have been improved?
Model how to create
meaningful lesson plans
from this process.
The strategies for today
will be the following ….
Prerequisite
Knowledge
Restorative Justice Circles
Community building
Student triggers
Strategies for redirecting if things
get too “deep”
Provide a definition w/
examples and
nonexample for each
term
Ask teachers to provide
their own examples and
nonexamples of each
term
Teachers
generate their
own examples
and
nonexamples
Learning
Guidance
- Lecture
- Demo.
Model how to create meaningful
activities that connect students.
Model how to express empathy and
apathy amongst students.
Review how to create Culturally
relevant lesson plans.
Review how to use google
docs/google slides.
Provide feedback on journaling and
reflecting.
Review to annotate literature to
maximize note taking.
Model using laptop and
projector.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Model how to annotate
journal articles.
Teachers
follow along
and write
down the steps
Practice and
Feedback
Provide teachers the opportunity to
practice creating activities that will
assist in creating a classroom that is
responsive to students needs.
Provide teachers the opportunity to
think and reflect on their students'
cultural relevant material.
Teachers must post
weekly reflections on
the working google doc.
Ask teachers to express
their personal
experiences in small
groups, or write them
down
Teachers
practice in
groups and
individually.
3
Copyright, 2020: Leyanna Richard
Post weekly reflection. Provide
guiding questions and feedback
before next class
Authentic
Assessment
Teachers will continue to submit
activities that engage students and
get students to interact with each
other. Professor will pick a few to
practice in class.
Teachers will be
encouraged to be
creative and design
activities that they think
will work, OR “borrow”
from things they have
witnessed or
participated in in
previous settings.
Teachers will
share ideals via
google docs or
online
platforms.
Teachers will
practice
strategies with
classmates.
Retention
and Transfer
Teachers will dive deeper on
learning techniques and strategies
to have classroom connections with
students, and have students connect
with each other.
Provide teachers with
skills on how to
continuously reflect
critically and journaling
to use throughout their
career.
Post weekly
reflection.
Provide
guiding
questions and
feedback
before next
class.
Big Ideas
Teachers will understand specific
strategies and tips on how to engage
and connect with students in Urban
school settings, in particular African
American and Latino students.
Ask Teachers to share
their “take-aways” from
today's class.
Teachers share
out.
Advance
Organizer
for the Next
Unit
Next Class
Review everything that has been
learned over the course of the class.
Reflect from the first day of class
until now. Write about the process
and building capacity in an in-class
reflection.
Preview the next units
topics and make
connections with the
course overview
Teachers
follow along
and make
notes.
Total Time 150
mins
4
Copyright, 2020: Leyanna Richard
Creating a Positive Classroom Culture
Lesson Plan and Instructor’s Guide
Unit 4 Lesson 12: Reflection guiding practice
Unit Duration: 3 weeks
Introduction: Do you truly reflect on your practice?
Learning Objective(s)
Terminal Objective:
● Given their knowledge of students, backgrounds, lived experience, CRP and how to
construct relevant and responsive activities within the classroom teachers will
create a classroom that is safe for students to be open to creativity without ridicule
that aligns with a rubric.
Enabling Objective(s):
● Be able to access previously learned knowledge about students
● Know difference between equity and equality
● Know specific content area standards that are Common Core aligned
● Be able to teach students that may be culturally different than you.
● Know the difference between safe space vs. brave space
● Be able to build trust with students
● Know terminology such as empathy and apathy
● Create opportunities for trust and tolerance within the classroom.
● Create assignments that are focused on group work and trust.
● Be able to create activities and opportunities for students to get to know each other on a deeper
meaningful level including self-worth and self identity opportunities
Lesson Materials
Laptop, journal articles/readings, google drive, space for group work, paper description, rubric, sample lesson
plans, culturally relevant activities.
Learner Characteristic Accommodations
Facilitator’s Notes
Share your reflection on how the class went for you with your students. Always model the process with the
students. Prepare a one-page reflection with the class.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
Share with the students your
reflection process on how you think
the semester went. Write a one-page
summary and present it to students.
Be open about the
process and your deltas
and pluses. If you
struggled during specific
Have an open
mind by
listening to
other ideas and
1
Copyright, 2020: Leyanna Richard
They can ask questions and ask you
about how you came to certain
conclusions and assertions.
lessons or activities
explain to the students
why.
not judging
their thoughts
and feelings.
Learning
Objectives
Teachers will be able to retain
knowledge that has been presented
over the semester. They will be able
to reflect and use strategies that will
enable them to continuously reflect
on their practice and create a
classroom that is culturally relevant.
Review Slide with the
learning objective.
Ask teachers if we have
hit the target in the
previous classes.
Ask for any clarifying
questions
Teachers read
and respond
accordingly.
Reasons for
Learning
- Benefits
- Risks
Show Slide with Risk and Benefits:
Benefits
● Able to connect with your
students in a culturally
relevant atmosphere.
● Create a positive
environment that is
conducive to learning
Risks:
● Unable to make connections
with students
● Unable to see the benefits of
learning students’ culture
and teaching styles that are
beneficial to all students.
State Risk and Benefits. Ask Teachers
to add risks or
benefits that
they feel are
appropriate for
this
unit/lesson.
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.)
Prior Knowledge:
From Units 1, 2, 3, and 4. Know and
understand the culture of the
community where you work, CRP
and how to engage all students in
the learning process.
Know how to construct lesson plans
that are culturally relevant, know
how to make connections with
students and the community.
No new knowledge presented.
Review and reflection.
Learning Strategies:
● Review
● Reflection
● Journal writing
● Class discussion
Reflect on what we have
learned during the
course of the class.
Discuss what worked,
what didn't, and changes
that should be
considered.
Teachers
respond and
engage in
discussion.
Prerequisite
Knowledge
Everything that has been taught for
the past 12 weeks.
Review and redefine
specific content that
Teachers
generate
2
Copyright, 2020: Leyanna Richard
students still struggled
with.
questions to
ask the
professor for
clarification.
Learning
Guidance
- Lecture
- Demo.
Review how to create Culturally
relevant lesson plans.
Review how to use google
docs/google slides.
Provide feedback on journaling and
reflecting.
Model using personal
stories and experiences.
Provide written
feedback to students on
weekly reflection
assignments.
Teachers
follow along
and write
down the steps
Practice and
Feedback
Provide teachers the opportunity to
think and reflect on their students'
culturally relevant material.
Provide feedback on the class
culture and experience.
Lead discussion and
offer opportunities for
others to share their
opinions.
Whole group
discussion.
Authentic
Assessment
Complete class evaluation. Step out of the room so
students don't feel
pressured.
Be honest and
give
constructive
feedback to the
professor.
Retention
and Transfer
Teachers will understand strategies
and tips on how to engage and
connect with students in Urban
school settings, in particular African
American and Latino students. They
will also be able to create lessons
that are culturally relevant to the
students that they serve.
Ask students if class
goals and objectives
were met.
Teachers share
their opinions
and feedback.
Big Ideas
Students and teachers can make
connections even if they have
different cultural backgrounds. In
order to make those connections,
teachers must work at
understanding and purposefully
making those connections.
Ask teachers if they have
any other big ideas that
they learned during the
course of the class.
Share with the
class.
Advance
Organizer
for the Next
Unit
Last Class. Thank students for an
amazing semester of
teaching and learning.
Total Time
3
Copyright, 2020: Leyanna Richard
Abstract (if available)
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Asset Metadata
Creator
Richard, Leyanna R.
(author)
Core Title
Culturally relevant pedagogy strategies for preservice teachers in urban classrooms
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
08/02/2020
Defense Date
07/09/2020
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
CRP,culturally relevant pedagogy,OAI-PMH Harvest,pre-service teachers,urban classroom
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Hirabayshi, Kimberly (
committee member
), Nava, Marco (
committee member
)
Creator Email
Leyrrich@aol.com,lrrichar@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-351775
Unique identifier
UC11666264
Identifier
etd-RichardLey-8867.pdf (filename),usctheses-c89-351775 (legacy record id)
Legacy Identifier
etd-RichardLey-8867.pdf
Dmrecord
351775
Document Type
Dissertation
Rights
Richard, Leyanna R.
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
Tags
CRP
culturally relevant pedagogy
pre-service teachers
urban classroom