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Summary |
This assignment engages teacher
candidates in the integration of AI tools to design culturally responsive
lessons. Through reflective AI journals and CRT lesson development,
candidates learn to incorporate AI tools in ways that address the unique
cultural and linguistic needs of diverse student populations, fostering
inclusive and engaging classrooms. |
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Topics |
Artificial Intelligence in
education Culturally Responsive Teaching
(CRT) AI-supported lesson planning Language translation applications AI content generation |
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Audience |
Teacher candidates (pre-service
educators) focusing on the integration of AI and CRT in lesson planning. The
assignment is suitable for students in educational technology, teaching
methods, or curriculum design courses. |
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Difficulty |
Medium. The assignment involves
both reflective thinking on AI’s role in education and practical application
in lesson planning. It would take approximately 2-3 weeks to complete,
including journal entries and lesson design. |
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Strengths |
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Weaknesses |
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Dependencies |
Prerequisite knowledge includes
basic understanding of culturally responsive pedagogy and general educational
technology use. Candidates need access to AI-supported educational tools such
as adaptive learning platforms or language translation software, along with
standard computing requirements (e.g., internet access, laptop or desktop
computer). |
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Variants |
Instructors can vary this
assignment by focusing on specific AI tools relevant to their educational
context or by adjusting the depth of reflection required. Follow-on
assignments could include peer reviews of AI-enhanced lesson plans or
collaborative AI tool demonstrations, where candidates share and critique
AI's impact on lesson effectiveness and inclusivity. |
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Activities |
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Engage |
Think: How do you think your role as a teacher will change with the introduction of various AI tools? |
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Explore |
Watch AI (LLM) videos Read AI Article |
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Explain |
Complete Journal - Also attached to assignment as word document
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Activities |
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Engage |
Think: In what ways can AI (LLM) be biased or pose
ethical dilemmas for teachers? |
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Explore |
Read AI (LLM) Articles |
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Explain |
Complete Journal
(Respond to Week 2 prompt in Journal link/document from Week 1)
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Activities |
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Engage |
Think: Have you tried ChatGPT or Magic School to support your teaching? If so, in what ways? |
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Explore & Explain |
Journal Week 3
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Activities |
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Engage |
Watch: |
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Explore & Explain |
Journal Week 4
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Elaborate |
Go to AI (LLM) Lesson Plan - Step 1 Lesson 1 and complete this assignment |
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Activities |
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Engage |
Choice: If you have a scripted curriculum, choose a lesson that you will need to teach in the next month (Math, ELA or Science). I suggest a lesson you would like to improve OR Google a lesson plan for a standard/topic you will teach in the next month. |
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Explore |
Later, you will be asked to identify elements of culturally responsive teaching in the lesson above. To help you identify and/or add elements, review the following document. You will be asked to identify these elements in your lesson (if they are there) Culturally Responsive Instruction Observation Protocol (CRIOP) |
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Apply |
Directions: 1. Identify your lesson topic, grade, standards (Google or Scripted) 2. Write your lesson based on your choice (complete lesson plan template). Make adaptations so that lesson is culturally responsive. The lesson you submit should be an example of a lesson you would teach - exactly as you would teach it Note: Rubric is at the end of the document 3. Complete Reflection Questions/Tasks at the end of lesson plan document 4. Submit completed lesson plan to D2L (Title the document "Lesson 1_Your Name") |
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Activities |
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Engage |
Watch AI (LLM) videos |
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Explore & Explain |
Journal Week 4
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Elaborate |
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Activities |
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Explore |
Review the following
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Apply |
Directions:
Submit completed lesson plan to D2L (Title the document "Lesson 2_Your Name") and submit the ChatGPT conversation with all prompts highlighted. |
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Activities |
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Engage |
Think: What wonderings do you have about AI (LLM)? |
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Explore & Explain |
Watch AI (LLM) videos Journal Week 6
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Elaborate |
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Activities |
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Engage |
Review Lesson 1 & Lesson 2 from previous weeks assignments |
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Evaluate |
Directions (Template & Rubric)
a. Lesson 1: Initial draft before using AI (Self + CRIOP) b. Lesson 2: ChatGPT generated Lesson plan (AI+ CRIOP)
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Activities |
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Engage |
In previous weeks, you have submitted a lesson plan based on google or a scripted curriculum you are using (AI Lesson Plan - Step 1 Lesson 1) and an AI (LLM) generated lesson plan (AI Lesson Plan - Step 2 Lesson 2). You have also analyzed the strengths and weakness of each lesson plan in relation to the lesson being culturally responsive (AI Lesson Plan - Step 3 Comparison). This week, you will submit one lesson plan that is a mix (ie best) of Lesson Plan - Step 1 Lesson 1, AI (LLM) Lesson Plan - Step 2 Lesson 2 and your own ideas. The purpose of this lesson is to demonstrate your ability to design a culturally responsive lesson. You will choose the best/most culturally responsive elements of the google/scripted curriculum, AI (LLM) designed lesson and then change/add elements that you believe would make the lesson plan include elements of CRIOP that were missing (ie include your own voice). |
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Explore |
Review the following
Identify the elements you want to include in your lesson plan. |
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Apply |
Directions:
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Activities |
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Explore |
Read Building AI: Student Creators Meet Artificial Intelligence |
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Synthesize |
Complete this Journal Week 7 after you have completed your Final Lesson Plan |
This journal prompt is designed to elicit your insights on
how AI (LLM) can contribute to your growth as a teacher. Refer to the weekly
assigned videos and articles as you address the specific journal questions
provided each week.
Week
1: What is AI (LLM) and how is it similar/different to what
you currently use in teaching? Everyday life?
Week
2: What are the limitations/ethical considerations of AI
(LLM) as it relates to bias and/or -isms?
Week
3: Fill in the table below
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Starter
Prompt (and any follow up prompts) |
What were
the strengths of the AI (LLM) product? |
What were
the limitations? (ie what would you need to
supplement/add/change as a teacher) |
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Week
4
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Beginner Tools |
What were the strengths of the AI
(LLM) Produced product? |
What were the limitations? (ie what would you need to supplement/add/change as a
teacher) |
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Week
5
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Intermediate Tool |
What were the strengths of the AI
(LLM) Produced product? |
What were the limitations? (ie what would you need to supplement/add/change as a
teacher) |
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Week
6
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Advanced Tool |
What were the strengths of the AI
(LLM) Produced product? |
What were the limitations? (ie what would you need to supplement/add/change as a
teacher) |
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Week
7
How can AI (LLM) help you in becoming a better teacher?
How can AI (LLM) help you in becoming a more culturally
responsive teacher?
Lesson Plan 1Template
Grade Level _________
Topic_____________ Time Frame ________________
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Lesson
Overview |
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Subject:
[Response] |
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Topic:
[Response] |
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Standards
( Common Core State Standards, Next Generation
Science Standards (SEPs), Other Appropriate Standards) [Response] |
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Rationale:
Purpose/Teacher collaboration/Community Connection [Response] |
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Unit
Overview (Student Learning Opportunity:
Student designing, Students Working in Teams, Learning Connected to the Real
World, Opportunities with local
community Organizations) [Response] |
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Learning Outcomes/Objectives (Including Academic and/or Social
Emotional Objectives,) [Response] |
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Academic Language:
Vocabulary [Response] |
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Assessment
of Lesson Objective(s) [Response] |
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Instructional
Materials and Technology [Response] |
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Lesson
Procedures |
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Differentiation/
Planned Supports: Accommodations/Modifications [Response] |
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Opening [Response] |
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Instructional
Procedures (Including Formative Assessments) [Response] |
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Closing [Response] |
Reflection
Question/task
Rubric
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Categories |
Exceed the expectation (3 points) |
Meet the expectation (2 points) |
Need improvement (1 point) |
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Lesson 1 |
● Clarity and specificity of the lesson topic, ensuring it aligns with curriculum objectives. ● Appropriateness of the selected grade level for the lesson. ● Identification and inclusion of relevant educational standards (e.g., state standards, Common Core, etc.). ● Evidence of thorough research and references to external resources such as Google, textbooks, and classroom materials. |
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Lesson Plan 2 Template
Grade Level _________
Topic_____________ Time Frame ________________
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Lesson
Overview |
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Subject:
[Response] |
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Topic:
[Response] |
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Standards
( Common Core State Standards, Next Generation
Science Standards (SEPs), Other Appropriate Standards) [Response] |
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Rationale:
Purpose/Teacher collaboration/Community Connection [Response] |
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Unit
Overview (Student Learning Opportunity:
Student designing, Students Working in Teams, Learning Connected to the Real
World, Opportunities with local
community Organizations) [Response] |
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Learning Outcomes/Objectives (Including Academic and/or Social
Emotional Objectives,) [Response] |
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Academic Language:
Vocabulary [Response] |
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Assessment
of Lesson Objective(s) [Response] |
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Instructional
Materials and Technology [Response] |
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Lesson
Procedures |
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Differentiation/
Planned Supports: Accommodations/Modifications [Response] |
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Opening [Response] |
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Instructional
Procedures (Including Formative Assessments) [Response] |
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Closing [Response] |
Reflection
Questions/Task
Rubric
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Categories |
Exceed the expectation (3 points) |
Meet the expectation (2 points) |
Need improvement (1 point) |
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Lesson 2 |
● Coherence and alignment of the AI (LLM)-generated content with the lesson topic, grade level, and standards. ● Clarity and organization of the lesson plan, including clear objectives, activities, and assessments. ● Appropriate use of technology and AI (LLM) in the lesson plan, enhancing learning outcomes. |
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Directions:
Comparison
Lesson 1 (Add and delete lines as needed)
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CRIOP |
Strength |
Weakness |
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Lesson 2 (Add and delete lines as needed)
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CRIOP |
Strength |
Weakness |
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Reflection Questions
Rubric
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Categories |
Exceed the expectation (3 points) |
Meet the expectation (2 points) |
Need improvement (1 point) |
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Step 3 |
● Thorough comparison and analysis of the AI (LLM)-generated lesson plan with two other self-created lesson plans on the same topic. ● Identification of strengths and weaknesses in each lesson plan, including considerations for cultural responsiveness and diversity. ● Reflection on how CRT (Culturally Responsive Teaching) principles are integrated into the AI (LLM)-generated lesson plan compared to the others. ● Evidence of critical thinking and insights gained from the comparative analysis. |
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Lesson Plan Template
Grade Level _________
Topic_____________ Time Frame ________________
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Lesson
Overview |
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Subject:
[Response] |
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Topic:
[Response] |
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Standards
( Common Core State Standards, Next Generation
Science Standards (SEPs), Other Appropriate Standards) [Response] |
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Rationale:
Purpose/Teacher collaboration/Community Connection [Response] |
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Unit
Overview (Student Learning Opportunity:
Student designing, Students Working in Teams, Learning Connected to the Real
World, Opportunities with local
community Organizations) [Response] |
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Learning Outcomes/Objectives (Including Academic and/or Social
Emotional Objectives,) [Response] |
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Academic Language:
Vocabulary [Response] |
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Assessment
of Lesson Objective(s) [Response] |
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Instructional
Materials and Technology [Response] |
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Lesson
Procedures |
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Differentiation/
Planned Supports: Accommodations/Modifications [Response] |
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Opening [Response] |
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Instructional
Procedures (Including Formative Assessments) [Response] |
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Closing [Response] |
Reflection Questions/Task
Rubric
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Categories |
Exceed the expectation (3 points) |
Meet the expectation (2 points) |
Need improvement (1 point) |
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Step 4 |
● Clarity and completeness of the final lesson plan, including a well-defined structure with objectives, activities, and assessments. ● Evidence of revisions and improvements based on the comparative analysis in Step 3. ● Alignment of the lesson plan with the identified grade, standards, and CRT principles. ● Clear and practical implementation guidelines for educators, including suggestions for differentiation and accommodations. |
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Culturally Responsive Instruction
Observation Protocol (CRIOP)
Fourth Revised Edition (January 2017)
DIRECTIONS
After designing your lesson
plan, review the lesson plan for evidence of each “pillar” of Culturally
Responsive Instruction. If an example of
the following descriptors was observed, write notes and explain your evidence.
If a “non-example” of the descriptors was observed, write notes on which that
non-example was found in your lesson plan.
CRIOP © 2012 The Collaborative Center for Literacy
Development and The Center for Culturally Relevant Pedagogy. Funded by the State of Kentucky and the US
Department of Education Office of English Language Acquisition. Please use the following citation when
referencing the CRIOP instrument:
Powell, R., Cantrell, S. C., Correll, P. K.,
& Malo-Juvera, V. (2017). Culturally Responsive Instruction Observation
Protocol (4th ed.).
Lexington, KY: University of
Kentucky College of Education.
I. CLASSROOM RELATIONSHIPS (CRTL A. Self
awareness and Relationships to others; H. Student Representation in the
Learning Environments)
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CRI Indicator |
For example, in a
responsive classroom: |
For example, in a
non-responsive classroom: |
Notes: Explain your evidence of examples |
Notes:
Explain your evidence of non-example |
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1. The teacher demonstrates an ethic of care (e.g., equitable relationships, bonding) |
Generally
Effective Practices: ●
Teacher refers to
students by name, uses personalized language with students ●
Teacher conveys
interest in students’ lives and experiences Practices
that are Culturally Responsive: ● There is a “family-like” environment in the
classroom; there is a sense of belonging; students express care for one
another in a variety of ways ● Teacher promotes an environment that is safe and
anxiety-free for all students, including culturally and linguistically
diverse students; students seem comfortable participating in the classroom ● Teacher differentiates patterns of interaction and
management techniques to be culturally congruent with the students and
families s/he serves (e.g., using a more direct interactive style with
students who require it) |
● Teacher permits and/or promotes negativity in the
classroom, e.g., criticisms, negative comments, sarcasm, etc. ● Teacher does not address negative comments of one
student towards another ● Teacher stays behind desk or across table from
students; s/he does not get “on their level” ● Teacher does not take interest in students’ lives and
experiences; is primarily concerned with conveying content ● Teacher does not seem aware that some students are
marginalized and are not participating fully in classroom activities ● Some students do not seem comfortable contributing to
class discussions and participating in learning activities ● Teacher uses the same management techniques and
interactive style with all students when it is clear that they do not work
for some |
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2. The teacher communicates high expectations for all students |
Generally
Effective Practices: ●
There is an
emphasis on learning and higher-level thinking; challenging work is the norm ●
Students do not
hesitate to ask questions that further their learning; there is a “culture of
learning” in the classroom ● Teacher expects every student to participate
actively; students are not allowed to be unengaged or off-task ● Teacher gives feedback on established high standards
and provides students with specific information on how they can meet those
standards Practices
that are Culturally Responsive: ● There are group goals for success as well as
individual goals (e.g., goals and charts posted on walls); every student is
expected to achieve ● Students are invested in their own and others’
learning ; they continuously assist one another ● Teacher takes steps to assure that emerging
bilinguals understand directions and have access to the same content and
learning as native speakers |
● Teacher has low expectations ,
consistently giving work that is not challenging or frustrating students by
giving them tasks that are unreasonably difficult ● Teacher does not call on all students consistently ● Teacher allows some students to remain unengaged,
e.g., never asks them to respond to questions, allows them to sleep, places
them in the “corners” of the room and does not bring them into the
instructional conversation, etc. ● Teacher does not establish high standards; evaluation
criteria require lower-level thinking and will not challenge students ● Teacher feedback is subjective and is not tied to
targeted learning outcomes and standards ● Teacher expresses a deficit model, suggesting through
words or actions that some students are not as capable as others ● Teacher does not explicitly assist emerging
bilinguals to assure they understand directions and content |
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3. The teacher creates a learning atmosphere that engenders respect for one another and toward diverse populations |
Generally
Effective Practices: ●
Teacher sets a
tone for respectful classroom interaction and teaches respectful ways for
having dialogue and being in community with one another ●
Teacher implements practices that teach collaboration and respect,
e.g., class meetings, modeling and reinforcing effective interaction, etc. ●
Students
interact in respectful ways and know how to work together effectively ● Teacher and students work to understand each other’s
perspectives Practices
that are Culturally Responsive: ● Positive and affirming messages and images about
students’ racial and ethnic identities are present throughout the classroom ● Teacher affirms students’ language and cultural
knowledge by integrating it into classroom conversations ● Teacher encourages students to share their stories
with one another and to have pride in their history and linguistic and
cultural identities ● Classroom library and other available materials
contain multicultural content that reflect the perspectives of and show
appreciation for diverse groups ● Classroom library (including online resources)
includes bilingual texts that incorporate students’ native languages |
● Teacher shows impatience and intolerance for certain
student behaviors ● Lack of respectful interaction amongst students may
be an issue ● Teacher establishes a competitive environment whereby
students try to out-perform one another ● Teacher does not encourage student questions or
ridicules students when they ask for clarification ● Posters and displays do not show an acknowledgement
and affirmation of students’ cultural and racial/ethnic/linguistic identities ● Classroom library and other available materials
promote ethnocentric positions and/or ignore human diversity ● Classroom resources do not include any bilingual
texts ● Teacher never affirms students’ native languages and
cultures |
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4. Students work together productively |
Generally
Effective Practices: ●
Students are
continuously viewed as resources for one another and assist one another in
learning new concepts ●
Students are
encouraged to have discussions with peers and to work collaboratively |
● Students are discouraged from assisting their peers ● Students primarily work individually and are not
expected to work collaboratively; and/or students have a difficult time
collaborating ● Teacher dominates the decision-making and does not
allow for student voice ● The emphasis is on individual achievement ● Classroom is arranged for quiet, solitary work, with
the teacher being “center stage” |
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II. FAMILY COLLABORATION (CRTL F. Family and Community Collaboration)
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CRI Indicator |
For example, in a
responsive classroom: |
For example, in a non-responsive
classroom: |
Notes: Explain your evidence of examples |
Notes:
Explain your evidence of non-example |
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1. The teacher establishes genuine partnerships (equitable relationships) with parents/ caregivers |
Generally
Effective Practices: ● Parents’/caregivers’ ideas are solicited on how best
to instruct the child; parents are viewed as partners in educating their
child ●
There is
evidence of conversations with parents/caregivers where it’s clear that they
are viewed as partners in educating the student Practices that are
Culturally Responsive: ● Teacher makes an effort to understand families and
respects their cultural knowledge by making a concerted effort to develop
relationships in order to learn about their lives, language, histories, and
cultural traditions ● Teacher makes an effort to communicate with families
in their home languages (e.g.,learning
key terms in the student’s home language, translating letters, using
translation tools involving a family liaison, etc.) |
● Parents’/caregivers are never consulted on how best
to instruct their child, and/or their suggestions are not incorporated in
instruction ●
No effort made
to establish relationships with caregivers ●
There is
evidence of a “deficit perspective” in which families and caregivers are
viewed as inferior and/or as having limited resources that can be leveraged
for instruction ●
All
communication with families is in English. |
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2. The teacher reaches out to meet parents in positive, non-traditional ways |
Generally
Effective Practices: ● Teacher conducts home visit conferences ● Teacher makes “good day” phone calls and establishes regular
communication with parents Practices
that are Culturally Responsive: ● Teacher plans parent/family activities at locations
within the home community ● Teacher meets parents in parking lot or other
locations that may be more comfortable for them |
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Communication
with parents/caregivers is through newsletters or similar group correspondence,, where they are asked to respond passively
(e.g., signing the newsletter, versus becoming actively involved in their
child’s learning) ● Teacher conducts phone calls, conferences, personal
notes to parents for negative reports only (e.g., discipline) |
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3. The teacher encourages parent/family involvement |
Generally
Effective Practices: ● Parents are encouraged to be actively involved in
school-related events and activities ● Parents/caregivers are invited into the classroom to
participate and share experiences Practices
that are Culturally Responsive: ● Parents from diverse linguistic and cultural
backgrounds are invited to share their unique experiences and knowledge
(e.g., sharing their stories, reading books in their native language,
teaching songs and rhymes in their native language, etc.) |
● Parents/caregivers are never involved in the
instructional program ● There is no evidence of home/family connections in
the classroom |
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4. The teacher intentionally learns about families’ linguistic/cultural knowledge and expertise to support student learning |
Practices
that are Culturally Responsive: ● Teacher identifies
families’ “funds of knowledge” so it can be used to facilitate student
learning (e.g., through home visits; social events for families where
information is solicited;
conversations with parents and students about their language,
culture, and history; attending community events; home literacy projects;
camera projects etc.) |
● Families’ “funds of knowledge” are never
identified |
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III. ASSESSMENT PRACTICES (CRTL C.
Students as individuals; G.Content
Selections in All Curricula)
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CRI Indicator |
For example, in a
responsive classroom: |
For example, in a non-responsive
classroom: |
Notes: Explain your evidence of examples |
Notes:
Explain your evidence of non-example |
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1. Formative assessment practices are used that provide information throughout the lesson on individual student understanding |
Generally Effective
Practices: ●
Teacher
frequently assesses students’ understanding throughout instruction and uses
assessment data throughout the lesson to adjust instruction ●
Students are
able to voice their learning throughout the lesson ●
Informal assessment
strategies are used continuously during instruction, while students are
actively engaged in learning, and provide information on the learning of
every student (e.g. “talking partners,” whiteboards, journal responses to
check continuously for understanding) ●
Teacher modifies
instruction or reteaches when it’s clear that students are not meeting
learning targets |
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Assessment
occurs at the end of the lesson ●
Assessment is
not embedded throughout instruction ●
Assessment is
regarded as a set of evaluation “tools” that are used to determine what
students have learned (e.g., exit slips, quizzes, etc. that are administered
after instruction has occurred versus examining students’ cognitive
processing during instruction) ●
Teacher follows
the lesson script even when it’s clear that students are not meeting learning
targets ●
The goal is to
get through the lesson and cover the content versus assuring student
understanding |
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2. Students are able to demonstrate their learning in a variety of ways |
Generally
Effective Practices ●
Divergent responses
and reasoning are encouraged; students are able to share the processes and
evidence they used to arrive at responses versus simply providing “the”
correct answer Practices
that are Culturally Responsive: ●
Students with
limited English proficiency and/or limited literacy can show their conceptual
learning through visual or other forms of representation (e.g., drawing, labelling,
completing graphic organizers etc. depending upon their level of English
language acquisition) |
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Most or all tests are
written and require reading/writing proficiency in English ● Teacher expects students to tell “the” answer ● Students have a narrow range of options for
demonstrating competence (e.g., multiple choice tests, matching, etc.) |
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3. Authentic assessments are used frequently to determine students’ competence in both language and content. |
Generally Effective Practices: ●
Students’ written and
oral language proficiency is assessed while they are engaged in purposeful
activity ●
Teacher primarily uses
authentic, task-embedded assessments (e.g., anecdotal notes, targeted
observation, rubrics/analysis of students’ written products, math
charts/journals, etc.) Practices that are Culturally Responsive: ●
Teacher assesses both
academic language and content |
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Assessments
measure discrete, isolated skills and/or use short, disconnected passages ●
Students’
linguistic competence is never assessed, or is evaluated solely through
standardized measures ●
Assessments are
“exercises” that students must complete versus meaningful, purposeful work |
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4. Students have opportunities for self-assessment |
Generally
Effective Practices: ● Students are encouraged to evaluate their own work
based upon a determined set of criteria ● Students are involved in setting their own goals for
learning ● Students are involved in developing the criteria for
their finished products (e.g., scoring rubrics) |
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Assessment is
always teacher-controlled |
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IV. INSTRUCTIONAL
PRACTICES ( CRTL C. Students as individuals; D.
Students as Co-Creators)
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CRI Indicator |
For example, in a
responsive classroom: |
For example, in a
non-responsive classroom: |
Notes: Explain your evidence of examples |
Notes:
Explain your evidence of non-example |
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1. Instruction is contextualized in students’ lives, experiences, and individual abilities |
Generally
Effective Practices: ● Learning activities are meaningful to students and
promote a high level of student engagement ● Materials and real-world examples are used that help
students make connections to their lives ● Learning experiences build on prior student learning
and invite students to make connections Practices
that are Culturally Responsive: ● Teacher uses instructional methods/activities that
provide windows into students’ worlds outside of school (e.g., “All About Me”
books, student-created alphabet walls, camera projects, etc.) ● Teacher views students’ life experiences as assets
and builds on students’ cultural knowledge, linguistic knowledge, and
“cultural data sets,” making connections during instruction in the various
content areas ● Materials and examples are used that reflect diverse
experiences and views ● Families’ “funds of knowledge” are integrated in
learning experiences when possible; parents are invited into the classroom to
share their knowledge |
●
Learning tasks
and texts reflect the values and experiences of dominant ethnic and cultural
groups ●
No attempt is
made to link students’ realities to what is being studied; learning
experiences are disconnected from students’ knowledge and experiences ● Skills and content are presented in isolation (never
in application to authentic contexts) ●
Teacher follows the
script of the adopted curriculum even when it conflicts with her own or the
students’ lived experiences ●
Learning experiences
are derived almost exclusively from published textbooks and other materials
that do not relate to the classroom community or the larger community being
served ●
Families “funds of
knowledge” are never incorporated in the curriculum; parents are never
invited to share their knowledge |
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2. Students engage in active, hands-on, meaningful learning tasks, including inquiry-based learning |
● Learning tasks allow students to practice and apply
concepts using hands-on activities and manipulatives ● Learning activities promote a high level of student
engagement ● Exploratory learning is encouraged ●
Teacher engages
students in the inquiry process and learns from students’ investigations
(e.g., inquiry-based and project-based learning) ●
Students are
encouraged to pose questions and find answers to their questions using a
variety of resources ●
Student-generated
questions form the basis for further study and investigation |
● Students work passively at their seats on
teacher-directed tasks ● Passive student learning is the norm (e.g., listening
to direct instruction and taking notes, reading the textbook, seatwork,
worksheets, etc.) ● Exploratory learning is discouraged ● Teacher is the authority ● Students are not encouraged to challenge or question
ideas or to engage in further inquiry ● Students are not encouraged to pose their own
questions ●
All knowledge/ideas
are generated by those in authority (e.g., textbook writers, teachers) |
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3. The teacher focuses on developing students’ academic language |
Generally
Effective Practices: ● There is an emphasis on learning academic vocabulary
in the particular content area ● Students are taught independent strategies for
learning new vocabulary ●
Key academic vocabulary and language structures are
identified prior to a study or
investigation Practices that are Culturally Responsive: ●
Teacher develops
language objectives in addition to content objectives, having specific goals
in mind for students’ linguistic performance ●
Teacher articulates
expectations for language use (e.g “I want you to
use these vocabulary words in your discussion; I expect you to reply in a
complete sentence” etc.) ●
Teacher scaffolds
students’ language development as needed (sentence frames, sentence starters,
etc.) ● Academic language is taught explicitly (identifying
it in written passages, dissecting complex sentences, using mentor texts,
creating “learning/language walls,” etc.) |
● Little attention is paid to learning academic
vocabulary in the content area ● New words are taught outside of meaningful contexts ●
Students are not
taught independent word learning strategies ●
Teacher does not
articulate expectations for language use ●
The teacher does not
establish language objectives for students; only content objectives are
evident ●
Teacher does not
scaffold students’ language development ● No attention is given to the language used in
particular disciplines; academic language is not addressed ● Students are evaluated on their use of academic
discourse but it is never taught explicitly |
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4. The teacher uses instructional techniques that scaffold student learning |
●
Teacher uses a variety
of teaching strategies to assist students in learning content (e.g.,
demonstrations, visuals, graphic organizers, reducing linguistic density,
etc.) ●
Teacher models,
explains and demonstrates skills and concepts and provides appropriate
scaffolding ●
Teacher uses
“comprehensible input” (e.g., gestures, familiar words and phrases, slower
speech, etc.) to facilitate understanding when needed ●
Teacher builds on
students’ knowledge of their home languages to teach English (e.g., cognates,
letter-sound relationships, syntactic patterns) |
● Teacher primarily uses traditional methods for
teaching content (e.g., lecture, reading from a textbook) with few
scaffolding strategies ● Teacher does not always model, explain and
demonstrate new skills and concepts prior to asking students to apply them ● Teacher does not use visuals, comprehensible input
etc. to facilitate understanding ● Teacher does not build upon students’ home languages
to teach terms, skills and concepts in English |
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5. Students have choices based upon their experiences, interests and strengths |
●
Students have multiple
opportunities to choose texts, writing topics, and modes of expression based
on preferences and personal relevance ●
Students have some
choice in assignments ●
Students have some
choice and ownership in what they are learning |
● Teacher selects texts, writing topics, and modes of
expression for students ● All assignments are teacher-initiated ● Students have no choice or ownership in topic of
study or questions that will be addressed |
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V. DISCOURSE ( CRTL E. Leveraging Student Advocacy;
G. Content Selections in All Curricula; H. Student Representation in the
Learning Environment)
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CRI Indicator |
For example, in a
responsive classroom: |
For example, in a
non-responsive classroom: |
Notes: Explain your evidence of examples |
Notes:
Explain your evidence of non-example |
|
1. The teacher promotes active student engagement through discourse
practices |
●
Teacher employs a
variety of discourse protocols to promote student participation and
engagement (e.g., call and response, talking circles, read-around, musical
shares, etc.) ●
All students have the
opportunity to participate in classroom discourse ●
Teacher uses various
strategies throughout the lesson to promote student engagement through talk
(e.g., partner share, small group conversation, interactive journals, etc.) |
●
The main form of
classroom discourse is Initiate-Respond-Evaluate (IRE) where the teacher
poses a question and individual students respond ●
The teacher
controls classroom discourse by assigning speaking rights to students ●
Not all students
have the opportunity to participate in classroom discussions ●
Some students
are allowed to dominate discussions |
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2. The teacher promotes equitable and culturally sustaining discourse practices |
Generally
Effective Practices: ●
Students use
collaborative, overlapping conversation and participate actively, supporting
the speaker during the creation of story talk or discussion and commenting
upon the ideas of others ●
Teacher uses
techniques to support equitable participation, such as wait time, feedback,
turn-taking, and scaffolding of ideas Practices
that are Culturally Responsive: ●
Students speak in
their home language/dialect when it is situationally appropriate to do so ●
There is an emphasis
on developing proficiency in students’ native language as well as in Standard
English; bilingualism/ multilingualism is encouraged (e.g., students learn
vocabulary in their native languages; students read/write in their native
languages; students learn songs and rhymes in other languages, etc.) |
●
Discourse
practices of various cultural groups are not used during instruction ●
Students are
discouraged from using their home language or dialect and communicating in
culturally specific ways, even when it is situationally appropriate to do so ●
Emerging bilingual students
are discouraged from using their native language, both inside and outside of
school ●
Students are
discouraged from communicating in a language other than English ●
There is no evidence
of attempts to promote bilingualism/multilingualism |
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3. The teacher provides structures that promote academic
conversation |
Generally Effective
Practices: ●
Students engage
in genuine discussions and have extended conversations ●
Teacher
explicitly teaches and evaluates skills required for conducting effective
academic conversations Practices that are
Culturally Responsive: ●
Teacher provides
prompts that elicit extended conversations and dialogue (e.g. questions on
current issues; questions that would elicit differing points of view) |
●
Students are
discouraged from talking together, or conversations are limited to short
responses ●
Teacher rarely asks
questions or provides prompts that would elicit extended dialogue ●
Teacher does not teach
skills required for academic conversations |
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4. The teacher provides opportunities for students to develop
linguistic competence |
Generally Effective
Practices: ●
Teacher provides many
opportunities for students to use academic language in meaningful contexts ●
Students are engaged
in frequent and authentic uses of language and content (drama, role play,
discussion, purposeful writing and communication using ideas/concepts/vocabulary
and syntactic structures from the field of study) Practices
that are Culturally Responsive: ●
Students are taught
appropriate registers of language use for a variety of social contexts and
are given opportunities to practice those registers in authentic ways |
●
Students’ use of
language is limited and they do not use language in authentic ways ●
Students are not
taught about the registers of language use; they are expected to use Standard
English in all social contexts |
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VI. CRITICAL CONSCIOUSNESS (CRTL A. Self-awareness and
Relationships to others;
B.Systems of
Oppression; D.Students
as Co-Creators; E. Leveraging Students Advocacy)
|
CRI Indicator |
For example, in a
responsive classroom: |
For example, in a
non-responsive classroom: |
Notes: Explain your evidence of examples |
Notes:
Explain your evidence of non-example |
|
1. The curriculum and planned learning experiences provide opportunities for the inclusion of issues important to the classroom, school and community |
Generally
Effective Practices: ●
Students are
engaged in experiences that develop awareness and provide opportunities to
contribute, inform, persuade and have a voice in the classroom, school and
beyond ● Community-based issues and projects are included in
the planned program and new skills and concepts are linked to real-world
problems and events Practices
that are Culturally Responsive: ● Students explore important contemporary issues
(poverty, racism, global warming, human trafficking, animal cruelty, etc.) ● Teacher encourages students to investigate real-world
issues related to a topic being studied and to become actively involved in
solving problems at the local, state, national, and global levels |
●
The focus of
literacy and content instruction is to teach the skills and information
required to “pass the test”; learning occurs only as it relates to the
standard curriculum ●
Teacher does not
encourage critical thought or questioning of contemporary issues ●
Teacher does not
encourage application to real-world issues; accepts or endorses the status
quo by ignoring or dismissing real life problems related to the topic being
studied |
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2. The curriculum and planned learning experiences incorporate opportunities to confront negative stereotypes and biases |
Practices
that are Culturally Responsive: ●
Teacher facilitates
students’ understanding of stereotypes and biases ●
Teacher encourages students
to examine biases in popular culture that students encounter in their daily
lives (TV shows, advertising, popular songs, etc.) ●
Teacher makes
intentional use of multicultural literature to facilitate conversations about
human differences ●
As appropriate to the
grade level being taught, teacher helps students to think about biases in
texts (e.g., “Who has the power in this book? Whose perspectives are
represented, and whose are missing? Who benefits from the beliefs and
practices represented in this text?” etc.) ●
As appropriate to the
grade level being taught, teacher challenges students to deconstruct their
own cultural assumptions and biases both in the formal and informal
curriculum |
●
Teacher does not
encourage students to examine biases in instructional materials or popular
texts; texts are considered to be “neutral” ●
Teacher never
addresses issues related to human differences ●
Teacher makes
prejudicial statements to students (e.g., girls are emotional; immigrants
don’t belong here; etc.), and/or fails to challenge prejudicial statements of
students |
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3. The curriculum and planned learning experiences integrate and provide opportunities for the expression of diverse perspectives |
Generally
Effective Practices: ●
Students are
encouraged to challenge the ideas in a text and to think at high levels Practices
that are Culturally Responsive: ●
Texts include
protagonists from diverse backgrounds and present ideas from multiple
perspectives ●
Students are
encouraged to explore alternative viewpoints ● Opportunities are plentiful for students to present
diverse perspectives through class discussions and other activities ● Students are encouraged to respectfully disagree with
one another and to provide evidence to support their views |
●
The conventional,
dominant point of view is presented and remains unchallenged ●
Few texts are
available to represent diverse protagonists or multiple perspectives ●
Biased units of study
are presented that show only the conventional point of view (e.g., Columbus
discovered America) or that ignore other perspectives (e.g., a weather unit
that does not include a discussion of global warming) ●
No or very few texts
are available with protagonists from diverse cultural, linguistic, and/or
socioeconomic backgrounds ●
No opportunities are
provided for students to learn about or to present diverse views |
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