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Reference:
READY FOR RIGOR.cdr (crtandthebrain.com) by Zaretta Hammond
Metacognition, Multiple Intelligences and Cooperative Learning by Regina M., Shia Bruce C., and Howard Steven McGee
Zaretta Hammond on Equity and Student Engagement (ascd.org)
Free Personality Test - Find Out Your 16 Personalities Type (example)
Class Projects and Activities
Welcome to our Global Learning Community
Welcome Global Learning Community Gathering Flyer
Introduction
In today's globalized world, fostering a global learning community that brings together people from diverse cultures, backgrounds, and regions is crucial. As an educator with 25 years of experience and a background in linguistics and technology education, I am committed to expanding my knowledge and application of equity pedagogy, with a focus on culturally responsive teaching and inclusive practices. My passion for promoting equity in education has been fueled by my participation in professional learning series on safe and supportive learning environments and equitable computer science education.
Creating a more equitable learning environment for all students by consistently applying the principles of equity pedagogy in my teaching is a top priority. I am dedicated to reflecting on my teaching practices and making necessary changes to better serve my students and support their success. Through my involvement in the Equity Pedagogy Community of Praxis, I have gained valuable insight and adopted effective teaching and learning strategies such as multiple intelligences, metacognition, cooperative learning, and culturally responsive teaching.
Multiple Intelligences
Multiple Intelligences is a theory developed by Howard Gardner, which suggests that intelligence is not a single ability, but a combination of various abilities that operate independently. The theory identifies eight types of intelligence, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligence. By recognizing and developing each type of intelligence, students can learn to leverage their strengths and improve their weaknesses. In a global learning community, the theory of multiple intelligences is essential as it recognizes the diverse talents and abilities of learners from different cultures and backgrounds.
Multiple Intelligences Implementation
To help students engage in activities and learning tools that align with their strengths, Multiple Intelligence assessments are used to understand their learning styles. The main goal is for students to identify their strengths and use them to enhance their learning experience.
To begin, students will access the Free Personality Test website, select the Multiple Intelligence assessments, and share their results by posting the link. As an example, I will share my own results, highlighting my strengths and career path.
Next, students will create a post sharing their own results and reflect on whether they find them accurate, as well as discussing their career aspirations. They will also create a learning log where they reflect on their learning process, identify areas of strength and weakness, and set goals for improvement.
To further engage students, a project will be assigned where they can showcase their strengths in various intelligences. For example, a linguistic learner can write a poem, while a musical learner can create a song about a particular topic.
Additionally, students will explore and share Multiple Intelligence activities and AI tools that can enhance their learning experience and cater to their unique learning styles. This will empower students to utilize their strengths and achieve academic and personal success.
The curated AI tools and activities can also cater to students with different learning styles.
For example,
Linguistic intelligence: Gimkit
Logical-mathematical intelligence: Wolfram Alpha
Spatial intelligence: Google Earth
Bodily-kinesthetic intelligence: Teachable Machine
Musical intelligence: AIVA
Interpersonal intelligence: ChaGPT
Intrapersonal intelligence: Happify
naturalistic intelligence: iNaturalist
Click to see students sharing their Multiple Intelligence Activities
Metacognition
Metacognition refers to the awareness and understanding of one's own thought processes. It is an essential tool for learners to develop critical thinking skills and self-regulated learning. By fostering metacognition, students can learn to reflect on their learning process, set goals, monitor their progress, and adjust their strategies to achieve their learning objectives. In a global learning community, metacognition is essential as it enables learners to understand their cultural biases and helps them develop a global perspective.
Metacognition Implementation
For many years, I have asked my students curate portfolios and learning journals to help them reflect on their learning process and track their progress. With more and more resources oriented towards education like Kami, Padlet, and Canva, I ask my students to use these resources to create learning journals and portfolios. Learning journals and portfolios can be considered metacognition projects as they involve the student reflecting on their own learning and progress, which is a key aspect of metacognition. In a portfolio, students compile and curate their work and reflect on their learning process, including their strengths, weaknesses, and areas for growth. This process allows students to develop a deeper understanding of their own learning and metacognitive abilities. Additionally, creating a portfolio involves organization and planning, which are also important metacognitive skills.
Student Portfolios
Chinese 2 Canva Portfolio Sample 1
Chinese 2 Canva Portfolio Sample 2
Chinese 1 Padlet Portfolio Sample 1
Chinese 1 Padlet Portfolio Sample 2
Cooperative Learning
Cooperative learning is a teaching and learning strategy that encourages students to work together in small groups to achieve a common goal. By working in a team, students can learn to communicate effectively, share their knowledge and skills, and support each other's learning. In a global learning community, cooperative learning is essential as it fosters collaboration and builds cultural awareness and understanding.
Cooperative Learning Implementation
As a world languages teacher, I heavily encourage my students to collaborate through conversations and peer reviewing to strengthen their ability to speak a language. Any form of cooperative learning projects facilitate deeper connections and understanding among classmates, which is extremely important for the development of language understanding. Through these collaborative activities, students have had the opportunity to learn more about each other, fostering a sense of community and support within the classroom.
Culturally Responsive Teaching
Culturally responsive teaching is an approach to teaching that recognizes and respects the cultural backgrounds and experiences of students. It involves incorporating cultural references and perspectives into the curriculum, creating a positive and inclusive classroom environment, and building strong relationships with students. In a global learning community, culturally responsive teaching is essential as it fosters cultural awareness, empathy, and understanding.
Culturally Responsive Teaching Implementation
Ask students to research and present on a topic related to their own culture or the culture of their peers. For example, students can create a presentation on traditional foods, festivals, and customs from their own culture or a culture they are interested in learning more about.
Chinese-Vietnamese Comparison - Google Slides
Comparison between Cheongsam( China)with Ao Dai (Vietnam).pptx - Google Slides
Chinese-Persian Comparison Project - Google Slides
Chinese weddings vs Western weddings - Google Slides
Although my courses are online, I encourage students to interact as much as possible. My students, which come from all backgrounds and cultures, have held gatherings as a way to share the food and art of their cultures. Most recently, one of my students generously offered to host one of these gatherings at her family's Community Center, where we engage in various activities such as potlucks and art projects while sharing our diverse cultures. We also invite guest speakers to teach our students about Chinese art and crafts and encourage them to share their talents during these gatherings. For instance, during our recent gathering, one student performed on the pipa, a Chinese instrument. Former students and community members are also welcome to join us, providing our students with the opportunity to share what they have learned with the wider community.
Reflection
I have consistently updated my curriculum and projects to align with the principles of equity pedagogy, as I learn new knowledge and teaching strategies. With a focus on metacognition, multiple intelligences, cooperative learning, and culturally responsive teaching, my curriculum promotes student-centered learning that values and celebrates the diversity of learners' backgrounds, cultures, and learning styles.
The use of multiple intelligence projects acknowledges that students have different strengths and preferences when it comes to learning. By providing a range of learning experiences that cater to diverse learning styles, the curriculum promotes a more inclusive and equitable learning environment.
Incorporating metacognition projects into the curriculum reflects the principles of equity pedagogy by promoting student-centered learning that recognizes and values the diversity of learners' backgrounds, cultures, and learning styles. By encouraging students to reflect on their own learning processes and strategies, the curriculum empowers them to take ownership of their education and advocate for their own educational needs. This approach recognizes that every student learns differently and values their individual strengths, interests, and cultural backgrounds. By providing opportunities for students to choose their project topics, create conversations related to their careers, and select the media they use to express their learning, the curriculum becomes more inclusive and culturally responsive, benefiting student learning and success.
By incorporating cooperative learning projects, students from diverse backgrounds can collaborate and interact with each other, which is a critical aspect of equity pedagogy. Such projects help in fostering a sense of community and promoting intercultural understanding among students. In my courses, I have observed that students have developed strong relationships that extend beyond the classroom, becoming friends and supporting each other through their academic and personal journeys. They share experiences related to choosing majors, colleges, or careers, creating a supportive network that benefits their learning and growth.
Finally, the culturally responsive teaching projects are designed to engage students with different cultural backgrounds and experiences. This approach recognizes the importance of valuing and integrating diverse cultural perspectives and knowledge into the curriculum to make learning more relevant and meaningful for all students.
The comparison projects are a popular choice among students, as they not only learn how to use the target languages to share their cultures, but also become cultural ambassadors, sharing their own cultural backgrounds with their peers. These projects promote cultural exchange and understanding, as students learn to appreciate the diversity and richness of their classmates' cultural backgrounds, while also gaining a deeper understanding and appreciation of their own cultural heritage.
In order to foster a global learning community, I have introduced various activities and projects, including occasional in-person gatherings for our Chinese courses. Despite teaching Chinese 1 synchronously online and Chinese 2 asynchronously, I believe it is important to create a stronger sense of community within our courses. These changes were implemented to promote equity and inclusivity in the classroom and create a more engaging and effective learning experience for all students. By incorporating these principles into the curriculum, my aim is to equip students with the necessary tools and opportunities to succeed academically and develop as global citizens who can navigate and contribute to an increasingly diverse and interconnected world. Joining our Equity Pedagogy Communities of Praxis has also provided me with additional opportunities to learn and collaborate with colleagues in this vital area.
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