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LEARNING TO BE CULTURALLY RESPONSIVE ONLINE

SYLVANIA DISTRICT IN-SERVICE 2019

Prepared by Heather Guevara, Max Macias, & Casey Twining

https://tinyurl.com/PCC-CROT

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A Review of Culturally Responsive Online Teaching

D2L tools and strategies for:

Adding video to your course

Syllabus redesign

Facilitating Productive Discussions

Where to get assistance

Other Resources

TODAY'S PRESENTATION

OUTLINE OF TOPICS

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CULTURALLY RESPONSIVE TEACHING AND CRITICAL RACE THEORY

A BACKGROUND

“When the cultural heritages and assumptions about what is valued, expected, and taught compete with other compelling realities, teachers take on a facilitator role while they relinquish their status as knowledge brokers. Becoming culturally responsive means that teachers as well as students have to negotiate new standards and norms that acknowledge the differences and the similarities among and between individuals and groups.”

-Elizabeth B. Kozleski

5 minutes- Max, Heather Casey

Definition of Critical Race Theory and culturally responsive teaching

Culturally responsive teaching definition:

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).

One definition of Critical Race Theory:

Critical race theory (CRT), 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.

According to CRT, racial inequality emerges from the social, economic, and legal differences that white people create between “races” to maintain elite white interest in labour markets and politics and as such create the circumstances that give rise to poverty and criminality in many minority communities.

Though the intellectual origins of the movement go back much further, the CRT movement officially organized itself in July 1989.

Theory, but practicality. Please don’t feel like you can remember.

Counter narratives, neutrality of law, permanence of racism.

Source: https://www.britannica.com/topic/critical-race-theory

Section Notes- Heather no more than 2 minutes

Culturally Responsive Online Teaching Inquiry group started a year ago because of a GAP IN LITERATURE.

Year READING, DISCUSSING, COLLATING RESOURCES , TOOK ONLINE CLASS on EQUITY AND ONLINE TEACHING

Working DEFINITION of CULTURALLY RESPONSIVE ONLINE TEACHING…. SHORT version:�It’s all that you already know about CULTURALLY RESPONSIVE ONLINE TEACHING BUT…

Seeks to establish culture of inclusion by ENSURING TECHNOLOGY IS NOT A BARRIER, but is leveraged to create opportunities additional opportunities for engagement, active learning, supporting different learning styles, multimodal learning, alternative formats for content and assignments, universal design for learning, while acknowledging the primacy of lived experiences and a student’s life goals.
It also acknowledges the importance of relationships within the online space, and that role that technology is playing in facilitating social activities in a class including creating authentic spaces for all participants.

Again, technology is leveraged, so we’re going to talk about VIDEO, SYLLABUS, and DISCUSSIONS.

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INSTRUCTOR VIDEOS

Using video capture tools inside of D2L to create an introduction video, and later- video feedback.

WHY A VIDEO

How to model an appropriate and sharing environment.

SELECTIVE VULNERABILITY

3 minutes best, no more than 5 minutes

Video background

How to record good audio

Look at the camera (eye contact)

VIDEO DOS AND DON'TS

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“THIS SYLLABUS IS A CONTRACT BETWEEN YOU AND YOUR INSTRUCTOR.

PLEASE READ IT CAREFULLY.

If you decide to continue in this course, it means that you have thoroughly read the syllabus and accept all requirements as stated.”

RETHINKING THE SYLLABUS

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REDESIGN CURRENT SYLLABUS

How to update the language to make

it YOUR syllabus!

CONSIDER A NEW STRUCTURE

Borrow principles from the

“u ser manual”

O R

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14 minutes

Notes

�What is a counter narrative? - Max

Define counter narrative: “Counter-narrative refers to the narratives that arise from the vantage point of those who have been historically marginalized.

The idea of “counter-“ itself implies a space of resistance against traditional domination.

A counter-narrative goes beyond the notion that those in relative positions of power can just tell the stories of those in the margins. Instead, these must come from the margins, from the perspectives and voices of those individuals.

A counter-narrative thus goes beyond the telling of stories that take place in the margins. The effect of a counter-narrative is to empower and give agency to those communities.

By choosing their own words and telling their own stories, members of marginalized communities provide alternative points of view, helping to create complex narratives truly presenting their realities.”

Source: https://centerforinterculturaldialogue.files.wordpress.com/2014/10/key-concept-counter-narrative.pdf

Strategies- intro disc and reframing mistakes - Heather

Peer to peer assistance/support-Heather

Prompting deeper responses - Casey

Example: introduction discussion, other options rather than ‘why you’re taking this class’, Post an excerpt from one of your favorite stories, and tell us about it.

Using anonymous discussions for more than help- Casey

Having an anonymous Q+A can allow students to ask questions they may be worried about.

Heather- Notes

Using Discussions to Reframe Mistakes AND using those “flat” intro discussions to dive authentically deeper with students

How to I make my discussions relevant, not so boring? “reframing mistakes as learning” Intentional growth mindset. TIP: use discussion forum to offer a “mistake,” learn other ways of doing things from peers. “Select one item/problem/area you struggle on the exam/assignment. Show your work. Then find a post from someone who missed something that you got right. Offer suggestions for improving their work or offer an alternative explanation for the answer. Also demonstrates multiple ways of knowing, learning. PEER to PEER assistance.�
How many have an intro discussion that’s a little like, “Name, Major, year at PCC, educational or career goal?” Can sound a little flat--- not counter narrative. BUT as you do discover demographic and personal information about your students. TIP: keep a printed roster, jot down information you learn about students: “parent,” “ft worker,” “wants to work in Criminal Justice.” Then tailor your feedback on assignments, offer additional readings, or even PCC support services that might be relevant.

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ONLINE DEVELOPMENT FACILITATORS

Work with one of our ODFs to make your course more accessible and responsive.

INSTRUCTIONAL TECHNOLOGY SPECIALISTS

Get support with D2L and the other tools you may use as you redesign.

CROT VIA CCC ONLINE NETWORK

Get in touch with us to be added to the list of interested people to enroll.

INSTRUCTOR RESOURCES

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Additional Links of Interest:

Gloria Ladson-Billings on Culturally Responsive Teaching video clip (3 minutes)

Michael W: ‘Social Media Anthropologist’

Sleeper Video: How one teacher reframed their impression of a sleepy student

Carol W. Growth Mindset: Moving away from predestined abilities into unlimited growth and learning potential

Link to Resources document