Teachers are culturally responsive when they develop their
1. Socio-cultural consciousness:A teacher’s ownway of thinking, behaving, and being are influenced by race, ethnicity, social class, and language.
2. Attitude:A teacher’s affirming attitude toward students from culturally diverse backgrounds significantly impacts student learning, belief in themselves, and overall academic performance.
3. Commitment and skills:A teacher’s role as an agent of change confronts barriers/obstacles to those changes and develops skills for collaboration.
4. Constructivist views:A teacher’s contention that all students are capable of learning requires building scaffolding between what students already know through their own experiences and what they need to learn.
5. A teacher’s learning about a student’s past experiences, home and community culture, and world in and out of school helps build relationships by increasing the use of these experiences in the context of teaching and learning.
6. Culturally responsive teaching:A teacher’s use of strategies that support a constructivist view of knowledge, teaching, and learning assists students in constructing knowledge, building on their personal and cultural strengths, and examining the curriculum from multiple perspectives, thus creating an inclusive classroom environment.
Effective Teaching is Culturally Responsive when it:
1. Holds high expectations for all students andhelp all students learn, as measured by value added or other test-based growthmeasures or by alternativemeasures
2. Contributes to positive academic, attitudinal, and social outcomes for students, such as regular attendance, on-time promotion to the next grade, on-time graduation, self-efficacy, and cooperative behavior
3. Uses diverse resources to plan and structure engaging learning opportunities, monitor student progress formatively, adapt instruction as needed, and evaluate learning using multiple sources of evidence
4. Contributes to the development of classrooms and schools that value diversity and civic mindedness
5. Collaborateswith colleagues, administrators, parents, and education professionals to ensure student success, particularly the success of high-risk students or those with special needs
Part 2 of the final project is to submit your best lesson plan that you deem to be culturally responsive. Use the actual template required by your school. Create, edit, or tweak a lesson plan you
would teach in real life in your content area.
1. Submit your detailed, complete lesson plan for a segment of teaching (i.e. morning literacy, 90-minute HS biology lesson, 45-minutes art connections class, etc.)
2. Write a 500-1000 words maximum reflection connecting your learning journey to the lesson plan you submitted. Use resources, activities, and “a-ha” moments in the course to justify your decisions in the lesson plan.
3. Include a reference list of the resources from the course that you mention in your final reflection. No formal styling is needed, but a simple numbered list with available information is sufficient using the template below:
Example: Author. Date. Name of Source. Link.
CRP Final Project Rubric:
100%: Student shows meaningful reflection and synthesizes class materials into 4 or more relevant connections. Module learning is applied to the educator’s respective pedagogical practices (content area, grade-levels, school-specific challenges, stakeholders, needs, ideas, etc.) in rich detail. Verbal, oral, and/or presentational communication is professional, polished, and visually organized.
90%: Student provides a satisfactory reflection but does not synthesize class materials into more than 2-3 relevant connections. Module learning is applied to the educator’s current practices in sufficient detail. Verbal, oral, and/or presentational communication is strong but lacks consistent professional polish and visual organization.
80%: Student identifies 1-2 new connections and has reflected in manner related to the prompt. Details in reflection could be more robust & clear. Student has attempted to apply materials and concepts to their current pedagogical sphere as an educator but could strengthen professional delivery and organization for ease of understanding.
70%: Student makes a general connection and/or reflection is superficial. Application of materials and concepts is lacking and/or disconnected from their current role in the classroom. Communication and organization are unclear in multiple areas.
60%: Student fails to make a connection or reflect appropriately. There is little to no application of materials and concepts to their current role as an educator. Message and structure are unclear, disconnected, or extremely lacking substance/detail throughout the work sample.
0%: Assignment not turned in on time.
Suggestions by content areas: ● MATH
○ https://www.edweek.org/teaching-learning/opinion-twelve-ways-to-make-math-more-cu lturally-responsive/2020/12#:~:text=For%20example%2C%20students%20can%20rol e,to%20collaborate%20(Kagan%202010).
● SCIENCE ○ https://activatelearning.com/culturally-responsive-science-curriculum-the-key-to-unlock
ing-student-potential/#:~:text=Culturally%20responsive%20science%20curriculum%20 allows,engaged%20and%20motivated%20to%20learn.
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