How do you reach students who
are culturally and racially different from you? This course provides
thought-provoking background and practical suggestions for teachers seeking the
answer to this question. Participants explore their own assumptions about race,
class, and culture; and learn strategies for creating classrooms that are
culturally inviting to all. Classroom footage illustrates principles of
Culturally Responsive Teaching, including affirming students’ cultural
connections, stressing collectivity as well as individuality, and managing the
classroom with firm, consistent, caring control. Join presenter Gary Howard as
he leads workshop participants in activities that explore historical and
personal perspectives. What groups were empowered to take part in government
when the Constitution was drafted? What voices have been added to the
conversation since then, and how has a history of disenfranchisement affected
the ways in which we view each other? Mr. Howard makes a compelling case for
knowing who your students really are, advocating an approach that celebrates
culture and history, rather than requiring students to give up parts of their
identities in order to survive in school. Finally, we hear from teachers who
are trying a new approach to cultural difference and visit their classrooms to
see the results.
About This Course
Course Objectives
After
completing this course, educators will know:
•
Culturally competent behaviors, beliefs, and attitudes
• The direct relationship between teachers’ level of
cultural competence and students’ level of achievement
• How issues of privilege and social dominance impact
student success and engagement
• Seven principles of culturally responsive teaching
• Eight foundational principles on which a culturally
responsive classroom is based
Student Learning Outcomes
After
completing this course, educators will apply the following skills:
•
Assess their own practices related to the seven principles of
culturally responsive teaching
•
Use
the perspectives and lived experiences of their diverse students as
springboards to greater engagement, motivation, and success
•
Create
a professional vision incorporating key concepts and personal reflections from
this course
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WAYS TO TAKE THIS COURSE
Simply Audit this Course
Can't commit to all of the lectures, assignments, and tests? Audit this course and have complete access to all of the course material, tests, people, portfolios, and the online discussion forum. You decide what and how much you want to do.
Try for a Certificate
Looking to test your mettle? Participate in all of the course's activities (we use the honor code around here) and if your work meets the 85% requirements, you'll receive a personalized certificate to showcase your achievement. You can also apply for course credit (if desired).
Course Staff
Gary Howard
Gary R. Howard has over 35 years
of experience working with issues of civil rights, social justice, equity,
education, and diversity, including 28 years as the Founder of the REACH Center
for Multicultural Education. He is a keynote speaker, writer, and workshop
leader who travels extensively throughout the United States and Australia. Mr.
Howard completed his undergraduate work in Cultural Anthropology and Social
Psychology at Yale University and did graduate work in ethics and social
justice at Yale Divinity School. He has served as an Adjunct Professor at both
Western Washington University and Seattle University. He holds a Masters’
Degree in education. Mr. Howard has provided extensive training in cultural
competence and culturally responsive practice to schools, universities, social
service agencies, and businesses throughout the United States and Australia. He
is the author of numerous articles on race, justice, and multicultural issues
and has developed collections of curriculum materials that are being used
internationally. His most recent book, We Can't Teach What We Don't Know (Second
Edition, 2006), was published by Columbia University and is considered a
groundbreaking work examining issues of privilege, power, and the role of White
leaders and educators in a multicultural society.
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