Course Number and Title:
EDC 221 Culturally Responsive Practices
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
ENG 101 and ECE 120 or EDC 150 or EDC 151
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course explores competencies for culturally responsive practices for engaging learners from an asset-based approach. Emphasis is placed on common skills and knowledge that research and theory indicate as critical to enacting culturally responsive practices with fidelity. Teacher candidates explore strategies for engaging diverse families and communities to enrich the classroom experience for all learners.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
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Analyze practices of culturally responsive teaching and their implication on learning. (CCC 3,5; PGC1, 2)
-
Compose a personal bias profile and address biases that may impact education. (CCC 4,5; PGC 2, 3, 5)
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Create a classroom philosophy that fosters a culturally responsive learning environment with respect for diverse learners and points of view. (CCC 1,2; PGC 1,2,3)
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Analyze strategies to support and foster a growth mindset for all students to achieve high expectations. (CCC 2, 5 ; PGC 1, 3,4)
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Collaborate with diverse groups in culturally responsive ways. ( CCC 3, PGC 1, 2, 4 )
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Develop a portfolio of examples of how we could promote inclusivity both inside and outside the classroom. (CCC 3,5,6 PGC 2, 6)
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Model norms, practices, and standards that support families and communities in an effort to engage learners and provide meaningful experiences for all. (CCC 1,3, 4: PGC 3,5,7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
1. Analyze practices of culturally responsive teaching and their implication on learning.
- Summarize the importance of culturally responsive research in teaching and learning.
- Examine system-level education data to determine the relationship between data and student outcomes.
- Describe evidence-based practices for culturally responsive teaching and learning.
- Analyze the teacher’s role in creating a culturally responsive learning environment to foster the growth and development of all students.
2. Compose a personal bias profile and address biases that may impact education.
- Examine what is meant by implicit biases and how they impact teaching.
- Analyze the impact of personal background, biases, and worldviews on relationships with colleagues, stakeholders, students, and families.
- Discuss how current social issues and circumstances can influence teaching dispositions.
- Develop strategies for addressing biases in the classroom setting.
3. Create a classroom philosophy that fosters a culturally responsive learning environment with respect for diverse learners and points of view.
- Analyze a lesson for culturally responsive teaching techniques.
- Identify ways in which student motivation and engagement can be increased through personalization and ownership.
- Develop a lesson that brings a real-world issue into the classroom in a way that is culturally responsive and accounts for diversity.
- Create classroom guidelines that foster a culturally responsive learning environment.
4. Analyze strategies to support and foster a growth mindset for all students to achieve high expectations.
- Analyze ways in which a growth mindset can be equitably cultivated in the classroom.
- Compare strategies to support social and emotional growth and development in students in the dominant and minority cultures.
- Identify problem-solving strategies that develop a growth mindset.
- Discuss the importance of planned learning activities to support the social and emotional growth of students.
5. Collaborate with diverse groups in culturally responsive ways.
- Describe the characteristics of culture.
- Compare and contrast cultural norms.
- Compare communication norms among diverse groups.
- Explain strategies for communicating with diverse groups.
- Examine how mass media impacts what we believe about different cultures.
6. Develop a portfolio of examples of how we could promote inclusivity inside and outside the classroom.
- Define what it means to be inclusive and anti-racist.
- Evaluate class literature with a focus on diversity and inclusion.
- Create a plan for a community project that supports inclusivity.
- Evaluate how teamwork and collaboration can support inclusivity.
- Develop a project-based learning experience to be a catalyst for inclusivity.
7. Model norms, practices, and standards that support families and communities in an effort to engage learners and provide meaningful experiences for all.
- Compile a list of ways families can be part of their child’s learning.
- Identify communication strategies to update families on what students are learning and ways to support learners.
- Identify a class or school need and seek community resources to meet the need.
- Demonstrate an open house presentation that considers the diverse population the school serves.
- Conduct a parent-teacher conference using equitable and culturally responsive practices.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Exams (Summative) (Equally Weighted) Midterm 10% Final 10% | 20% |
Research Artifacts (4) (Summative)(equally weighted) | 40% |
Group Project (Summative) | 10% |
Website (Summative) | 10% |
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Apply knowledge of the physical, social, emotional, cognitive, and language development of K-6 children in a classroom setting.
- Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
- Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
- Apply understanding of multicultural education and sensitivity to and a respect for diversity.
- Access and employ educational technology.
- Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.