25 Module 1: Creating/Modifying Learning Materials for Linguistically and Culturally Diverse Students
Course Design
The modules in this micro-credential are designed following the 4A‘s approach.
Activate prior knowledge – includes tasks that help participants make connections to existing schemata
Acquire new knowledge – presents foundational readings and tasks that introduce target concepts
Apply new knowledge – tasks to connect new knowledge to current practice
Assess the knowledge – formative assessment applications and summative assessment suggestions for individuals seeking a micro credential
Module 1 Delivery
Objective:
Modify existing learner materials to ensure culturally responsive content and language comprehension.
Outcomes:
- Identify areas of strength and areas for improvement in application of UDL principles.
- Evaluate materials through a culturally sustaining lens.
- Identify vocabulary in course materials that may need explanation (glossary or pre-teaching).
Framing the Training
Asset-Based Pedagogy
This section of the module is intended to introduce or review concepts of Asset-Based Pedagogies. These concepts underpin the information in all other modules so we encourage participants to complete this section first.
In order to decide if you should direct participants to this section, you can ask yourself the following questions:
- Are participants familiar with the concepts of deficit approaches, difference approaches, and asset-based approaches?
- Are participants familiar with the concepts of Culturally Relevant and Culturally Sustaining Pedagogy?
If participants are not familiar, or only somewhat familiar with these concepts, we advise that this section be completed before progressing to other parts of the module.
Activate
What: Distinguishing between asset based, different based and deficit based pedagogy
How: Personal notes
Acquire
What: The basic concepts of culturally responsive and culturally sustaining pedagogy.
How: Listen to podcast The Look and Feel of Culturally Responsive Instruction with Django Paris + answer questions in Django Paris Podcast Comprehension Questions [Word] Django Paris Podcast Comprehension Questions [PDF]
Apply
How: Read the suggestions for incorporating culturally responsive pedagogy into courses.
UDL
Activate
What: Self-reflection on current supports being provided for ELLs and challenges that you have noted for ELLs
How: Personal note-taking, UDL in Higher Education video
Acquire
What: Basic principles of Universal Design for Learners and how certain principles specifically support ELLs
How: Completion of questionnaire related to the participants’ current adherence to UDL principles (H5P multiple choice); review of cards linking UDL principles to ELL supports (H5P flipcard)
UDL Practices Self-Evaluation Quiz: S1 UDL Practices Quiz [Word] S1 UDL Practices Quiz [PDF]
UDL Principles Supporting ELLs: S1 UDL principles supporting ELLs [Word] S1 UDL principles supporting ELLs [PDF]
Apply
How: Have participants write down one specific action in each category that they could implement in their teaching to support ELLs.
Evaluating and Modifying Materials for Inclusivity
Acquire
What: Develop understanding of the scope of decisions involved in producing culturally responsive materials; examine visual and written materials from a variety of disciplines for cultural inclusivity.
How: Introductory explanation and examination of the Culturally Relevant and Responsive Educator Checklist; presentation of a variety of images and guided questions from S1 Textbook Analysis [PDF] S1 Textbook Analysis [Word] activity; selection of text from a variety of textbooks to examine cultural load:
Business: S1 Textbook Analysis Business [Word] S1 Textbook Analysis Business [PDF]
Design: S1 Textbook Analysis Design [Word] S1 Textbook Analysis Design [PDF]
Healthcare: S1 Textbook-Analysis-Healthcare [Word] S1 Textbook-Analysis-Healthcare [PDF]
Science: S1 Textbook Analysis Science [Word] S1 Textbook Analysis Science [PDF]
Trades: S1-Textbook-Analysis-Trades [Word] S1-Textbook-Analysis-Trades.docx [PDF]
Apply
How: Set a goal of one change to incorporate into your course to create a culturally sustaining learning environment.
Evaluating and Modifying Language in Textbooks
Acquire
What: Develop an understanding of vocabulary that is challenging for ELLs and strategies to apply to course materials to make them accessible for ELLs
How: Learn about challenging vocabulary for ELLs through text analysis. Select from 6 disciplines (6 H5P interactive books); read strategy suggestions (H5P drop-down)
Physics: S1 Algorithms and Language Structure Language Awareness [Word] S1 Algorithms and Language Structure Language Awareness [PDF]
Computer Science: S1 Electricity, Magnetism, and Circuits Language Awareness [Word] S1 Electricity, Magnetism, and Circuits Language Awareness [PDF]
Nursing: S1 Introduction to Nursing Language Awareness [Word] S1 Introduction to Nursing Language Awareness [PDF]
Neuroscience: S1 Neuroscience Language Awareness Task [Word] S1 Neuroscience Language Awareness Task [PDF]
Business: S1 Fundamentals of Business Language Awareness [Word] S1 Fundamentals of Business Language Awareness [PDF]
ECE: S1 Music & Child Language Awareness [Word] S1 Music & Child Language Awareness [PDF]
Apply
How: Analyze a course reading to identify challenging vocabulary and strategies to learn the vocabulary.
Assess
What: For participants completing this module as part of a micro-credential badge, assign a summative assessment that incorporates the concepts covered in the module.
How: SP1 Summative Assessment & Rubric
SPELL 1 Assessment: SPELL 1 Fnl Assessment [Word] SPELL 1 Fnl Assessment [PDF]