User:FCoohill
Return to: ETAP 623 Spring 2018 Section 6476 | Felicia's Mini-Course
🗺Virtual Passport Around the World!🗺
About Me
My name is Felicia Coohill and I am currently a graduate student in the Curriculum Development and Instructional Technology Masters program here at SUNY Albany. Aside from being a student, I am also a full time teacher in a public school in Brooklyn. As a public school teacher in Brooklyn, I have a diverse range of students, many of whom are immigrants, so I really wanted to do a mini-course on an area that would benefit my own teaching in a meaningful way.
My Topic/Purpose
What if you could explore the world without leaving the classroom? Well, with technology being so prominent in our society, this has become entirely possible. The purpose of this course is to guide educators on how to explore the geography, history, government, and culture of countries around the world with the assistance of technology in order to create a culturally responsive classroom.
Components of this course will include the following:
✧ What is culturally-responsive pedagogy?
✧ What is the theory and practice behind culturally-responsive classroom environments?
✧ How can we use technology to create a culturally-responsive classroom?
✧ How can we assess culturally-responsive learning?
Needs Assessment
In order to target the needs of the participants of this course, the following pre-assessment was created on SurveyMonkey.
Cultural Responsive Pre-Assessment
However, to make it simpler for the teachers and paras in my school, I created a paper-based version of this pre-assessment.
Additionally, you can take this pre-assessment before participating in the course to see how much information you already know and again at the end to self-assess whether or not you have met the learning objectives that should be achieved by the end of this course later on.
The results of the assessment were as followed:
Analysis of the Learner and Context
Upon analyzing the results of my needs assessment, it was clear that almost none of the teachers in a school full of immigrants knew what culturally responsiveness meant at the most basic level, so it was clear that I needed to be explicit with this course to ensure that my participants would be successful. This is not to say that all teachers fall under this category, but I decided that if a group of teachers who should know the term more so than others didn't know it, then there was a higher potential that other participants might not know the term either. With these findings, I decided to begin my course by simply introducing the term and what it means before delving into how to create a culturally responsive course.
Performance Objectives
By partaking in this course, learners will be able to:
🌍 Identify the components of a culturally-responsive classroom.
🌎 Analyze the theories and practices behind culturally-responsive learning.
🌏 Examine a curriculum map of culturally-responsive teaching in practice.
🌍 Design content to create a culturally-responsive classroom of their own.
🌎 Develop an assessment to evaluate whether or not culturally-responsive learning objectives have been met.
Curriculum Map
Unit 1:Culturally-Responsive Pedagogy
Performance Objective: What is culturally-responsive pedagogy?
Unit 2: Theory and Practice
Performance Objective: What is the theory and practice behind culturally-responsive classroom environments?
Unit 3: Media & Technology
Performance Objective: How can we use media and technology to create a culturally-responsive classroom?
Unit 4: Assessment
Performance Objective: How can we assess culturally-responsive learning?
References and Resources
Committee on Developments in the Science of Learning. (2000).How People Learn: Brain, Mind, Experience, and School. National Academy Press. Washington, D.C. Retrieved from https://www.nap.edu/read/9853/chapter/10