Author:
Beverly Sande
Subject:
Education
Material Type:
Module, Unit of Study
Level:
Graduate / Professional
Tags:
  • Branch Alliance for Educator Diversity
  • BranchEd
  • CRT-HigherEd
  • Diversity and Inclusion
  • branched-fofbi
  • crt-highered
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher

    Diversity Equity and Inclusion: Instructional Practices for Pre-service and In-service Teacher

    Overview

    The development of this module was sponsored by Branch Alliance for Educator Diversity to facilitate the development of OER as instructional materials for teacher education courses.

     

    About this Unit

     

    Diversity, equity, and inclusion (DEI) have been hot topics in our current affairs. The importance of implementing equitable educational experiences in our schools, especially for diverse populations, has prompted educator preparation programs to redesign their curricula to incorporate student learning outcomes that specifically target knowledge and skills in working with diverse populations, providing equitable educational experiences, and implementing frameworks that encourage inclusive practices. An integral component of this module is the provision of resources and activities that focus on culturally relevant pedagogy. 

    The goal of this module is to provide supplemental information, activities, and resources to teacher candidates on how best to work with diverse learners. 

     

    General Overview

    Introduction to the unit

    The diverse learner is profiled in terms of disproportionate positions within our society and schools. A case is made for why intense attention is needed for this population, the points of greatest need for this population, and why certain types of instruction are more appropriate for those students with differential learning styles and the most significant educational needs. In-depth knowledge and skills in how to implement research-based practices to teach the diverse population are critical. 

    This module explores the implementation of quality education through the lens of diversity equity and inclusion. The module provides access to resources, practical experiences, and collaborative experiences for teacher candidates to explore. 

    Audience: 

    The intended audience of this course are adults, instructors, and educators who work with adults, particularly in Educator Preparation Programs. The content and activities are designed for graduate-level students. 

    Length of course:

    This resource has been designed to supplement three-six weeks of a semester-long course.

    Unit-level outcomes: 

    While engaging with this unit, Teacher Candidates will be able to (TCWBAT):

    1. Respond appropriately to the diverse needs of all individuals within the school community, inclusive of race, color, national or ethnic origin, ancestry, age, religion or religious creed, disability or handicap, sex or gender, gender identity, and/or expression, sexual orientation, genetic information, or any other characteristic protected under applicable federal, state or local law.

    2. Implement quality programs to ensure that all students’ individual needs are met through quality, flexible instructional programs, and services.

    3. Provide effective and culturally sensitive leadership for staff and parents in the administration of all programs

    4. Implement and maintain the appropriate school safety policies and procedures necessary, to ensure a safe and effective learning environment

    5. Apply knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession

     

    Technology requirements:

    Minimum Recommended Hardware and Software:

    • Intel PC or Laptop with Windows 7; Mac with OS X; Smartphone or iPad/Tablet with Wi-Fi
    • High-speed Internet access
    • 8 GB Memory
    • Hard drive with 320 GB storage space
    • 15” monitor, 800x600, color or 16 bit
    • Sound card w/speakers
    • Microphone and recording software
    • Keyboard & mouse
    • The most current version of Google Chrome, Safari, Internet Explorer or Firefox

    Note: Be sure to enable Java & pop-ups in the Web browser preferences

    Participants should have a basic proficiency of the following computer skills:

    • Sending and receiving email
    • Working knowledge of the Internet
    • Proficiency in Microsoft Word (or a program convertible to Word)
    • Proficiency in the Acrobat PDF Reader
    • Basic knowledge of Windows or Mac O.S.

    Netiquette (online etiquette):

    Students are encouraged to participate in all discussions and virtual classroom chats as directed. Students are to be respectful and courteous to others on discussions boards. Foul or abusive language will not be tolerated.

     

    Unit 1 Implementing diversity equity and inclusion practices in your classroom

    Embracing Culturally Responsive Teaching

    Content:

    In this unit, teacher candidates will learn to distinguish between diversity, equity, and inclusion. They will learn about the legal implication for discrimination and their roles and responsibilities as professionals in practicing DEI.

    Unit 1 Objectives:

    Teacher candidates will be able to (TCWBAT):

    1. Respond appropriately to the diverse needs of all individuals within the school community, inclusive of race, color, national or ethnic origin, ancestry, age, religion or religious creed, disability or handicap, sex or gender, gender identity, and/or expression, sexual orientation, genetic information, or any other characteristic protected under applicable federal, state or local law.

    1.1- TCWBAT develop a general understanding of DEI

    1.2- TCWBAT read and interpret the laws that protect diverse learners.

    1.3- TCWBAT use best practices to meet the needs of diverse learners in their classrooms.

    5. Applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

    5.1- TCWBAT list and model professional roles and responsibilities that ensure DEI.

    Unit 1 Learning Activities

    Activities:

    1. Readings: Laws protecting diverse learners. Go to the resources section to review each of the laws listed below.

    • Every Student Succeeds Act (ESSA)

    • Individuals with Disabilities Education Act (IDEA)

    • American with Disabilities Act

    2. Video: DEI in a nutshell: Watch this video to gain a better understanding of DEI. 

    • Definition of DEI

     

    3. Discussion

    • Synchronous discussion platforms:

      • Using Google Meets/Teams, work with a classmate to reflect and discuss incidents of discrimination that have occurred to you or someone you know. How did that make you feel? How did you react? Based on your experience, how will you protect your students from discrimination?

    • Asynchronous discussion platforms:

      • Discussion Topic 1- Current legal trends to accommodate diversity or ensure equity. Read this articlehttps://www.findlaw.com/civilrights/discrimination/discrimination-in-education-federal-laws.html

      • Discussion Topic 2- Read the article "Five Powerful Ways to Take REAL Action on DEI (Diversity, Equity & Inclusion)" and identify your individual bias that might inhibit or enhance one or more of the strategies listed. 

    Unit 1 Assessments

    Written assignment

    1. Annotated Article summary and presentation: Identify a research article on diversity, equity, or inclusion as relates to P-12 schools. Write an annotated summary of the article. Be ready to share the highlights of your article with peers. 

    2. Lesson Plan Writing: Using the lesson plan template provided, write a lesson plan (in any subject area) that differentiates content in ways that account for the diverse learners in your c classroom. Be sure to describe the diversity (cultural, racial, disability, etc) in your hypothetical classroom. 

    Unit 1 Resources

    Resources:

    1. Americans with Disabilities Act: https://www2.ed.gov/about/offices/list/ocr/docs/hq9805.html 
    2. Every Student Succeeds Act (ESSA): https://www.ed.gov/essa
    3. Individuals with Disabilities Education Act: https://sites.ed.gov/idea/
    4. How to Foster a Strong DEI School Culture: https://www.schoolworks.org/stepping-up-diversity-equity-and-inclusion/
    5. Unrealized Impact: The Case for Diversity, Equity, and Inclusion:  http://www.unrealizedimpact.org/wp-content/uploads/2017/07/Unrealized_Impact-ExecSummary-Final-072017.pdf
    6. What Equity Really Means in Schools: https://resilienteducator.com/classroom-resources/what-equity-really-means-in-schools/ 
    7. What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom: https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

    Unit 2 Understanding how to review, redesign and implement a DEI program/curriculum

     

    Content: 

    In this unit, teacher candidates will begin to explore some of the research-based instructional practices that can be used in their classrooms to ensure they meet the diverse needs of their students. Teacher candidates will explore the following topics:

    1. Universal Design for Learning
    2. Evidence-based Instructional Practices
    3. High Leverage Instructional Practices

    Unit 2 Objective:

    Teacher candidates will be able to (TCWBAT):

    2. Implement quality programs to ensure that all students’ individual needs are met through quality, flexible instructional programs, and services.

    2.1- TCWBAT review current curriculum in schools for elements that meet DEI standards

    2.2- TCWBAT evaluate quality, flexible, and inclusive instructional programs.

    2.3-TCWBAT demonstrate high leverage instructional strategies designed to ensure success for all students.

    2.4 TCWBAT evaluate P-12 services using a DEI lens.

     

      Unit 2 Learning Activities

      Asynchronous Activities

      1. Universal Design For Learning:

      The first step to ensuring equitable access to appropriate education experiences is designing those experiences in such a way that all students have access to academic content and that the teacher is meeting the needs of all learners. That begins by embracing the concept of UDL.

      UDL to Change the World

      2. The UDL Guidelines:

      Review the UDL Guidelines for a deeper understanding of how to implement UDL in your own classroom.

      3. Lesson Plan: Beyond learning how to design a high-quality lesson plan, it is essential that all teacher candidates review and analyze the curriculum for equity and inclusivity. For the sake of this unit, we will focus on literacy skills and explore evidence-based strategies for high-quality literacy instruction. Review the instructions strategies for the Reading Rockets Curriculum/Program. For the selected instructional methods, explore strategies used for differentiation for second language learners, students of varying reading skills, students with learning disabilities, and younger learners.

      4. High Leverage Practices:

      High Leverage Practices

      Watch this video on HLPs.

      High Leverage Practices

      5. Discussion Topic: Student presentations: Identify between two and four instructional practices or services provided to diverse learners at your school, school district, or state and determine their impact on student outcome.

      Unit 2 Assessment

      Written Assessment: 

      1. Curriculum Analysis: Review a reading or mathematics curriculum designed for core instruction. Identify various built-in adaptations, accommodations, and modifications for culturally and linguistically diverse students, and struggling learners and/or students with disabilities. You will then include additional changes to the curriculum that you deem necessary for culturally and linguistically diverse students, and students with exceptional learning needs. Justify your changes.

      2. Review the attached summary of evidence-based Reading programs. identify various built-in adaptations accommodations, and modifications for culturally and linguistically diverse students, and struggling learners and/or students with disabilities. Based on your readings and activities for this unit, how does the reading program incorporate practices that meet the needs of all learniners? What needs to be added or incorporated in the program design to make all inclusive. 

       

      Unit 2 Resources

      Resources:

      1. Universal Design for Learning: https://www.cast.org/impact/universal-design-for-learning-udl#.XLj1d-hKhPZ
      2. High Leverage Practices for Students with Disabilities: https://highleveragepractices.org/
      3. IES What Works Clearing House: https://ies.ed.gov/ncee/wwc/

       

       

      Unit 3 Developing culturally responsive teaching and leadership that ensure students' academic and behavioral success

      Culturally responsive teaching and leading  

      Content: 

      This final unit ties in teacher candidates' knowledge of DEI and high-quality instructional practices to individual teacher candidates' disposition to becoming responsive teachers. It is essential that all teacher candidates know what it means to be culturally responsive to all their students in the classroom. Equipped with knowledge of instructional practices that benefit all students, knowing how to proactively respond to all students' needs is paramount. More importantly, teacher candidates need to think of their roles as leaders. How does one lead students, faculty, and staff in a culturally responsive way?

       

      Unit 3 Objectives

      Teacher candidates will be able to (TCWBAT):

      3. Provide effective and culturally sensitive leadership for staff and parents in the administration of all programs

      3.1- TCWBAT gain knowledge on how to provide effective and culturally sensitive leadership to faculty, staff, students, and parents.

      3.2- TCWBAT model leadership skills that honor DEI

      3.3- TCWBAT embrace equity by allowing student voice in decision making

      4. Implement and maintain the appropriate school safety policies and procedures necessary, to ensure a safe and effective learning environment

      4.1- TCWBAT identify best practices that ensure inclusion and safety for all students.

      4.2 TCWBAT develop protocols that ensure a safe and effective learning environment for all.

       

      Unit 3 Learning Activities

       

      Activities: 

      1. Discussion

        • Synchronous 

          • Face-to-face or Zoom: Review the attached PowerPoint in class.

        • Asynchronous Activities:

      • What is culturally responsive teaching? What does it mean to be a culturally response teacher?
      Supporting Schoolwide Culturally Responsive Practice

      3. Discussion Activity: Watch this video and reflect on some of your classroom practices and classroom experiences. What has been presented that demystifies your notion of culturally responsive teaching/pedagogy? Have you identified practices that you will let go of and some that you will incorporate in your classroom?

       

      • CULTURALLY RELEVANT PEDAGOGY IN MATHEMATICS: A CRITICAL NEED

         

      4. Reading Research Articles: Review the attached research articles. Identify five to ten practices that you would implement and a teacher leader. Create a Prezi that clearly describes the 5-10 key practices including examples of how you would implement those practices. 

      Unit 3 Assessment

      Assessment: 

      1. Philosophy Paper: Write a six to ten-page philosophy paper with a focus on the following components:

      • Culturally responsive instruction practices
      • Culturally responsive classroom management practices
      • Culturally responsive assessment practices
      • Culturally responsive leadership practices

      2. What is true inclusion? Watch this video. Write. a research paper that describes what true inclusion really means? How will you implement diversity, equity, and inclusion with this insight?

      On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge

       

      Unit 3 Resources

      1. Getting Started With Culturally Responsive Teaching: https://www.edutopia.org/article/getting-started-culturally-responsive-teaching

      2. Culturally Relevant Pedagogy: https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp