Culturally Responsive Teaching – EDUC 542

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/27/2021

Course Description

An introduction to the culturally responsive teaching pedagogy that acknowledges, responds to, and celebrates cultural differences and offers equitable educational access to students from all cultural backgrounds. Students will explore the dynamics of race, class, and culture and how they affect diverse school populations.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

This course provides the candidate with an overview of culturally responsive teaching, and examines the power of cultural responsive caring as an essential part of the educational process.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Analyze current literature on cultural differences, equitable education, and access to education.
  2. Evaluate the dynamics of race, class, and culture on diverse school populations.
  3. Discuss the implications for culturally responsive teaching and learning for students with diverse backgrounds in urban education schools.
  4. Facilitate learning by thinking beyond the content while leveraging students’ cultural
    factors.
  5. Create classroom environments where diversity in culture can flourish, and where
    conflicting views can be safely expressed through dialogue.
  6. Explore the intricacies of a biblical worldview on race, class, culture, and the effects
    on responses.

Course Assignment

Textbook Readings and Lecture Presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the teacher candidate will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each Discussion. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150 words. (MLO: A, C)

Journal Critiques (3)

The candidate will evaluate and critique 1 research article from varying professional journals. The paper will include a title page, a reference page, and have a 225-250-word limit. Title page, in-text citations, and the reference page are not included in the word limit. (MLO: A, B, C, D)

Personal Debate Paper

The candidate write a 3-page paper (excluding title page and bibliography) in current APA format. The candidate will demonstrate that he/she is able to consider both sides of an issue equally and can articulate cholarly, thoughtful, and balanced arguments. The paper must include at least 3 scholarly references. (MLO: B, C, D)

Research to Practice Presentation

The candidate will develop a presentation. The presentation must be 20-25 minutes in length, and a script must be included in the notes section of the PowerPoint. The presentation must include a minimum of 4 scholarly references and 1 relevant Bible verse. (MLO: B, C, D)

Topic Analysis Paper

The candidate will write a 3-4-page paper (excluding title page, reference page, and abstract) in current APA format. The candidate will compare 1 review of a major academic book from the time it was published (older than 5 years) to understand how new ideas may be supported or criticized within the scholarly community. The paper must include 1 citation from the textbook review and 2 citations from scholarly journal articles. (MLO: A, B, C)

Teacher Training Presentation

The candidate will develop a 30 min. presentation in current APA format related to culturally responsive teaching for a specific audience. The presentation must include a minimum of 5 resources. (MLO: A, C, D)