Module 1.2
Teaching with Learning in Mind:
Using Culturally Responsive Instruction to Align Course Activities with
How the Brain Learns

Overview Description

Our goal in Module 1.2 is to gain an understanding of the varying learning processes of diverse student populations, expand upon the knowledge surrounding cultural responsiveness gained in Module 1.1 and participate in activities that encourage us to engage in the learning experience. Cultures can shape the way we learn, think, and communicate. Understanding how best to engage culturally diverse students has the potential to help them sustain their motivation to excel/successfully complete their STEM coursework. Much like we did in Module 1.1 we will engage in self-reflection, conversation, see a demonstration, and end with a “pledge” to try an activity with students in an upcoming course. In completing module 1.2, we hope that you will come to realize that learning occurs in different ways, engagement and motivation are critical aspects of the learning process, and how to sustain culturally responsive classroom practices.

Preparation and Pre-work

Think of a significant learning event from your past where you were highly engaged. Write down a short description of the major events that occurred that were important. Try to focus on the reasons you were engaged, stayed engaged, what people or parts of the learning situation were relevant to you. For example, who helped you learn, was there a mentor, or a method that you used to learn? What obstacles did you face at the beginning, middle, or end? How did you overcome these obstacles? The learning event should be from your adulthood, but not necessarily from academia or your formal education. Think of hobbies, learning a language, learning to drive a car, etc.

Guiding rule: It should be something from your life outside academia in order to pull ourselves outside of our expertise in our subject areas.

Some examples: learning to drive, learning how to cook or bake a complex dish, learning how to sail, woodworking, working on a car, painting etc.

Pre-work:

Be ready to share the story with another person in a breakout at the initial part of the live session.

Learning Intentions for Module 1.2

1. Activity: Analyze a personal learning experience from your own life for cultural engagement elements.

2. View concrete examples of how to put cultural engagement into your STEM teaching practice.

3. Exercise: Make modifications to a learning experience in a course you teach to create a culturally engaging i.e., culturally responsive, learning experience for your Latinx/Hispanic students.

Training Slides

Module 1.2: Teaching with Learning in Mind: Using Culturally Responsive Instruction to Align Course Activities with How the Brain Learns

Developed in collaboration with ESCALA Educational Services, Inc. (escalaeducation.com) and delivered by ESCALA as a training to STEM faculty at Westchester Community College, 1/13/2022

Permission to use this module or content from this module is required from ESCALA Educational Services, Inc.

If permission is granted, proper attribution and the ESCALA logo is required on each slide that is used. Contact Dr. Melissa L. Salazar, CEO, ESCALA Educational Services, Inc at inquiry@escalaeducation.com.

Zoom Training Webinar Recording

link <-- Permission to view the recording is is required from ESCALA Educational Services, Inc.

Concepts

Engagement has been defined in many different ways and is often contingent upon context. We are defining student engagement as a student’s cognitive and emotional investment in and active participation in their learning.

Motivation pertains to the value student’s place on their learning, their self-belief that they can be successful within the course, agency to achieve high levels of performance and overcoming barriers in order to achieve. Motivation is often needed for engagement and is a driver for persistence in human behavior.

Culturally responsive, as we are defining it, is related to the value we put on student’s prior knowledge, the assets they bring to the classroom, inclusive language in curricula and in our pedagogical practices as instructors.

Culturally Responsive Instruction to Align Course Activities with How the Brain Learns

1. Activity 1 - Discuss your pre-assignment: Share “Engaged Learning Story” with a small group

2. Activity 2 - Analyze your “Engaged Learning Story” in terms of individuated or collectivist cultural frameworks

Take-away Activity

Post-workshop Activity - ESCALA

Sources and Other Information

Additional/Related concept sources:

• Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: understanding the mechanisms of student success. Higher education research & development, 37(1), 58-71. link to article

• Kinzie, J., Gonyea, R., Shoup, R., & Kuh, G. D. (2008). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, (115), 21-38. https://doi.org/10.1002/tl.323

• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.

• Weissmann, G. S., Ibarra, R. A., Howland-Davis, M., & Lammey, M. V. (2019). The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM. Journal of Geoscience Education, 67(4), 320-329. link to article

• Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. Alicia Chavez and Susan Longerbeam (Stylus, 2016).

• Cultural Frameworks Book

• Interview about College Engagement w/ George Kuh and Jillian Kinzie