Culturally Relevant Teaching Online Strategies and Practices Promising teaching and learning practices engage all students authentically in the classroom. They also help to deconstruct misconceptions around identity and psychosocial outcomes (self-efficacy, coping mechanisms) for students of color. The results are: • •
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Students are more likely to feel comfortable seeking help School is perceived as an equal domain; less guilt about not working or being primary wage earner—school is a means to a better life Empowers students to be actively engaged Enables both students and faculty to recognize a wide range of intellectual talents that enrich the learning experience for all students Conveys a sense of belonging; membership in the classroom, they fit in
Five Key Teaching and Learning Strategies
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Acknowledge the realities of students; things like finances, transportation, family responsibilities, employment, stressful life events, prejudice, stereotypes, academic proficiency, generation status (e.g. first generation American) Be inclusive and responsive — familiarize yourself with the social, cultural, and political realities students experience; it empowers students socially and emotionally
Fear, anxiety, stress, and threat changes brain chemistry. Working memory can be hijacked when stress factors are significant. Being inclusive and responsive will rescue the signals held by the brain’s amygdala, thereby enhancing learning.
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Curriculum should recognize relevant content—increasing confidence and authentic interest o for example, demonstrate the role of diverse people who develop or exemplify content—don't focus on slavery, the civil rights movement, or the farm movement; they are overused and they don't highlight important contributions, but instead highlight social oppression o attend to present day realities—technology, current events, and popular culture o creating a better life for themselves and their families is often a primary goal
Prepared by Francine Van Meter, Title V Activity Coordinator, February 2017 | www.cabrillo.edu/services/ccg
be authentic, open, and transparent by practicing the content you will deliver to make activities more effective Emphasize how content applies to life challenges o
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Connect content to what’s important in students’ lives. Students make meaning by connecting to existing schema. avoid highlighting examples that are stereotypical in nature; for example hip hop music, or professional athletics; they are not overtly related to academics and tend to marginalize the course Employ content that expresses different viewpoints on the same topic o denote the reasons why practices are critical for success o develop critical thinking skills; multiple readings on the same topic, emphasize perspectives and why o feature guest speakers and lecturers of diverse backgrounds; 83% of CC teaching force are white faculty, mostly female o
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Use culturally relevant posters, props, charts, slides, timelines, photo essays, and whiteboards to aid comprehension by “picturing” or labeling. Students paint a mental picture with multisensory experiences. •
Help students look for opportunities for internships—and help students follow through
ONLINE EXAMPLES Icebreakers and introspectives can include blog posts, discussion board introductions, 1 minute videos.
o Career goals and making families proud are a motivational factor for attending college o Instructors can play a role in motivating students towards success by communicating the benefits of an education
Awareness Activities www.edchange.org/multicultural/activit yarch.html
Prepared by Francine Van Meter, Title V Activity Coordinator, February 2017 | www.cabrillo.edu/services/ccg
2 CRITICAL REFLECTION •
Reflective action on issues that pertain to race and culture o who am I / what are my core values / core assumptions / actions o course assignments can push students to reflect on their major and field of study, career and professional goals, social stereotypes, and messages conveyed in popular media o use journaling, essays, concept mapping, service learning, self-assessments and inventories Henry Ossawa Tanner drawing 1937,
3 COLLABORATIVE LEARNING •
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Smithsonian American Art Museum
Working on projects in class, discussing ideas in ONLINE EXAMPLES groups, engaging in out-of-class assignments in groups; lecture only format is not an effective Writing assignments, group projects, teaching tool case studies, interview professionals in Allow students to learn from one another and share the field, reading points of reflection. personal perspectives; identify similar challenges (results in increased sense of belonging and Affinity groups (e.g. students in same mattering) major), or non-affinity groups (students employ effective collaborative rubrics that from different racial groups). encourage everyone to equally contribute Webinar reviews in preparation for an Faculty members must model expectation/norms for exam. Or use quizlet.com collaborative work; students must be held to high expectations Mix up the activities: o experiential learning; hands on engagement in the community/field; increases authentic interest in course learning o critical reflection (e.g. library research, industry visit, community service, campus-based service, investigative research) o music or entertainment events, panels/symposia, externship clusters, cultural immersion activities
“Neurons that play together, stay together.” Expose content to students at least 7 times in multiple formats—lecture (readings), discussion, lab, homework, study groups, flash cards, scenario-based games.
Prepared by Francine Van Meter, Title V Activity Coordinator, February 2017 | www.cabrillo.edu/services/ccg
4 INTRUSIVE TEACHING PRACTICES • •
Ask students if they have questions, “What questions are out there? What would benefit us from reviewing in more detail?” Affirmative validation vs. micro insult (communicating a sense of surprise)
Engagement apprehension occurs when a student is afraid of being perceived as “ignorant,” or “stupid,” by the instructor or a peer. Recognize concerns early on and find ways to engage the student one-on-one to encourage them and provide support.
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o “I’m glad you’re here.” vs. “Huh, you made it.” o “You are really good at this!” vs. “Wow, you are very articulate!” o “Wonderful job, do you mind if I show others?” vs. “Show the class how well you write.” Foster a sense of belonging: “I appreciate your commitment to this course,” “thanks for speaking up,” and “how are your other classes going?” Reach out to students about goal aspirations Remind them of deadlines and provide timelines Use academic support resources o mandate use of support resources; credit for attending at least one or more office hours, meeting before or after class, using tutoring services, transfer center, exchanging drafts of papers with students Provide encouragement in the margins of papers, feedback/comments in online submissions (communicate in a manner that is authentic); Canvas also provides for audio/video feedback
Try NQA (no questions asked) coupons for missing a homework assignment. And consider using green or blue ink for marking papers.
5 ONLINE EARLY ALERT PRACTICES • •
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Proactively support students; early notification/alerts (start at beginning of semester) Monitor participation and assignment outcomes; faculty must be up-to-date on grading, and take regular attendance o monitor not only participation, but low scores, access reports, incomplete course work, and disengagement in class discourse Set up markers in Canvas and auto generate messages; when patterns occur, step in Refer to counseling when appropriate; tutoring, financial aid, Accessibility Services Center, etc.
Prepared by Francine Van Meter, Title V Activity Coordinator, February 2017 | www.cabrillo.edu/services/ccg
DESIGNING FOR EQUITY “Enacting equity requires a continual process of learning, disaggregating data, and questioning assumptions about relevance and effectiveness.” — University of Southern California, Center for Urban Education, Rossier School of Education. •
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Collect data disaggregated by race and ethnicity each semester to determine if there are inequities in representation or outcomes. Cabrillo’s Data Dashboard (see below) provides faculty a snapshot of their students by section, prior to and throughout the semester. http://dw-reports/reports-powerbi/browse/ Conduct self-assessment (like interviews with faculty, staff, and students) to determine how students experience actual day-to-day practices. Change practices to fit the unique needs of students.
Equity resources for students, faculty, and staff are located on the Office of Equity website at http://cabrillo.edu/services/equity Teaching Men of Color in the Community Colleges, an online course offered by the Center for Organizational Responsibility and Advancement (CORA) Accelerated Teaching Techniques by Joe McCullough, Physics Instructor 5 Principles for Creating Equity by Design, Center for Urban Education, University of Southern California
Prepared by Francine Van Meter, Title V Activity Coordinator, February 2017 | www.cabrillo.edu/services/ccg
