Module 6 - Culturally Relevant Pedagogy

Activity 1 - Group work, reaction to Culturally Responsive Differentiated Instructional Strategies

• How are many of the issues covered are transferable to the community college classroom?
• How do you consider formative and summative assessment as it relates to meeting the needs of your students?
• How do you interpret "respectful activities?"
• What experiences do you have with flexible grouping?
• How would you order the 7 Building Blocks of Differentiated Instruction from easiest to manage to most difficult to manage?  What is your reasoning behind this order?
• What criticisms do you have about culturally responsive differentiated instructional strategies?
• In addition to the reading, what has worked for you?  How do you know it worked?

Activity 2 - Cultural and Diversity Advocacy

• Beyond optimizing your teaching & the learning environment for a diverse group of students, how do you or can you take another step by becoming a (stronger) advocate for your students?
• What can you do at the department level?
• What can you do at the college level?
• What can you do for the community that Kirkwood serves?
• What support is available to you to at these levels?
• What additional support do you need? 

Diversity Focus in Cedar Rapids, Iowa

 Kirkwood Community College's

 International Programs for Faculty & Staff

Opportunities with Fulbright

 

Opportunities with our GEN partners

Feedback Session

Notice: This is not an official module of the project pilot.  This week we will be reflecting on and evaluating the first 5 modules.  Next week, we will conclude the pilot with our 6th and final module.


Session Objectives: By the end of this session, participants should be able to...

1. Identify the highlights of the pilot project's first 5 modules
2. Identify topics or ideas regarding diversity and intercultural competence that needed more emphasis
3. Identify topics or ideas regarding diversity and intercultural competence that should have been included
4. Suggest alternative options for structuring the organization of the Culturally Responsive Classroom
5. Discuss best frames of time to offer the series to a larger Kirkwood faculty audience
6. Express interest in facilitating all or parts of a module or two for a future project on the Culturally Responsive Classroom
7. Determine the value of interactive activities (In the Box/Out of the Box, Fishing Polar Bears, Redundancia) in relation to the value of discussions
8. Review the syllabus, commenting especially on the performance standards

Activity 1 - Discuss highlights of the pilot project

Activity 2 - Discuss suggestions for improvement on the pilot project

Activity 3 - Participate in developing a strategy for next steps beyond the pilot

• Structure of the series (one full day, multiple days in a week, once a week, semester long)
• Synchronous and/or asynchronous delivery
• Facilitators and guest speakers
• Ratio of interactive activities and discussions

 Activity 4 - Performance standards

• Review the syllabus, or
• Take time to provide evidence of one's learning and growth

 Alternative Activities

• Review and/or comment on videos
• Review and/or comment on recommended online resources