Creating Inclusive Classrooms: Moving Beyond Cursory Curriculum - - PowerPoint PPT Presentation

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Creating Inclusive Classrooms: Moving Beyond Cursory Curriculum Development

Stacy A. S. Williams, PhD., NCSP, LP Stacy.Williams@marist.edu Marist College February 26, 2019

Presentation Goals

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Goal 1

• Identify

strategies to develop transformational course objectives linked to course content and assessment. Goal 2

• Identify activities

to facilitate inclusive classroom climate and promote social justice awareness.

Syllabus Construction

Cosmetic Changes Transformational Changes

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How can I create Diverse Learning Objectives? How can I link objectives, course content and assessment?

Syllabus Construction

Awareness Course Content Classroom Climate/Culture

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Race Pedagogy

SP Awareness

• Empirical Reality
• Education
• Research
• Experiental Reality
• Personal Idenity
• Biases

Students

• Experiental Reality
• Biases
• Microaggressions
• Color Blind
• Resistance
• Emotional Reaction
• Anger
• Guilt

Facilitation Skills

• Ground Rules
• Educate
• Systems of Oppression
• Emotion

Management

• Instigate
• Media
• Humor

Williams & Conyers, 2016

Awareness Course Content Classroom Climate/Culture

Syllabus

Syllabus Learning Outcomes External Bodies Course Specific Objectives Activities & Materials Who is included? What is included? How is it included? From whose perspective? Context PWI HBC Urban/Rural Process Delivery Methods

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Classroom Climate and Group Dynamics Students Teaching Methods Instructors Curriculum

Awareness Course Content Classroom Management

Curriculum Example

• College Faculty & Staff Summer Seminar in Curriculum &

Program Transformation

– Alfred University, Alfred State College & St. Bonaventure University – Resources

• Privilege, Power, and Difference, by Allan Johnson, McGraw Hill, 2nd Ed. 2006
• A Different Mirror, by Ronald Takaki, Rev. Ed., Little Brown Pub., 2008
• Teaching For Diversity and Social Justice, Adams, Bell & Griffin Eds. Routledge, 2nd
• ed. 2007.
• Readings For Diversity and Social Justice, Adams, Blumenfeld, Eds., Routledge, 3rd ed.

2013.

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Program Goal/Mission

• “The unequal distribution of social, economic, and political power in the United States

and in other countries is sustained through a variety of individual beliefs and institutional practices. These beliefs and practices have tended to obscure the origins and operations of social discrimination such that this unequal power distribution is

• ften viewed as the natural order. Faculty, administrators, and students are often

unaware of the challenges faced by students who represent populations historically subject to discrimination. A change throughout the curriculum that engages students in the intellectual examination of the complexity of the structures, systems, and ideologies that sustain discrimination and the unequal distribution of power and resources in society is necessary.”

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Questions to Guide Syllabus Construction

Who is included in the content of your curriculum/program? Whose issues are explored? Who is left out? Who created and defined your discipline/area? How did their perspectives affect the ways your discipline was constructed? Whose perspectives were ignored in the development of your discipline/area? What epistemological assumptions undergird your curriculum/program? How might other ways of knowing reshape your curriculum/program?

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Questions to Guide Syllabus Construction

Who is advantaged in your field? Who is disadvantaged? Whose interests does your curriculum/program serve? From whose perspective is your course taught/program directed? Whose perspectives are excluded, marginalized, or minimized? How would inclusion of these perspectives change what/how you teach/direct?

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Questions to Guide Syllabus Construction

How does your curriculum/program support and help maintain the dominant culture? In what ways could your curriculum/program challenge the dominant culture? What are the ethical considerations implicit in your curriculum/program? What may be the impact of the application of your curriculum or program in the real world? Who is affected? In what ways?

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Questions to Guide Syllabus Construction

How might your curriculum/program play a role in effecting social justice? Who is advantaged by your teaching/leading style? Who is disadvantaged? How might your teaching/leading style play a role in effecting social justice?

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SYLLABUS REVIEW

Preliminary Analysis

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Preliminary Analysis – Syllabus Review

• A chi-square test of independence was performed to examine

CIC and non-CIC members attention to diversity and inclusion learning objectives pre/post assessment.

– There was no difference between CIC and non-CIC members in their attention to diversity and inclusion learning objectives at pre-assessment and post assessment, X2 (1, N = 33) = 3.56, p .059.

• CIC members included more diversity and learning objectives than non-CIC

members; however there was no increase at post assessment.

• Hence, CIC and non CIC members continued their practice pre and post

assessment.

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Preliminary Analysis – Syllabus Review

• A chi-square test of independence was performed to examine

CIC and non-CIC members attention to diversity and inclusion assessments.

– There was a significant difference between CIC and non-CIC members in their attention to diversity and inclusion assessments at pre- assessment and post assessment, X2 (1, N = 32) = 3.94, p .04

• CIC members both at pre/post assessment included more diversity related

assessments than non-CIC members.

• However there wasn’t an increase in CIC members including more diversity

related assessments.

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Preliminary Analysis – Syllabus Review

• A chi-square test of independence was performed to examine

CIC and non-CIC members attention to diversity and inclusion lecture topics.

– There was no difference between CIC and non-CIC members in their attention to diversity and inclusion topics at pre-assessment (X2 (a, N= 32) = .075, p .78 and post assessment, X2 (1, N = 32) = .553, p .45. – There was an increase in CIC members focus on diversity related topics at post assessment; however this was not significant.

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Preliminary Analysis – Syllabus Review

• A chi-square test of independence was performed to examine

CIC and non-CIC members attention to the type of diversity (i.e., Awareness, Application, Action) and inclusion activities covered in the curriculum.

– There was a significant difference between CIC and non-CIC members in their attention to the type of diversity and inclusion covered at pre- assessment and post assessment, X2 (2, N = 27) = 5.86, p .05 – CIC members at pre/post diversity content were more applied, while non-CIC members inclusion of diversity tended to increase awareness.

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SYLLABUS EXAMPLE

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Measurement & Evaluation Consultation in the Schools Educational Psychology Psychoeducational Assessment of Disabilities

Measurement & Evaluation

• Learning Objectives

– Evaluate various perspectives on evaluation and determine the possible effects on measurement practices. [Fall 2015] – Evaluate various perspectives on evaluation and determine the possible effects on measurement practices (i.e., culture). [Fall 2017]

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Measurement & Evaluation

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Diversity & Inclusion Statement

Measurement & Evaluation

Self- Reflection Presentation Assessments Waking up White

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Fall 2017 Fall 2016

Consultation in the Schools

• Learning Objective

– Understand that ecological, systems, and social justice perspectives

• ffer a useful framework for broadly conceptualizing the setting or
• rganizational context in which consultation occurs.

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Consultation in the Schools

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Marginalized Group Experience School Cultural Analysis Paper Case Summary Paper

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Educational Psychology

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Papers

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Questions to Guide Syllabus Construction

How does your curriculum/program support and help maintain the dominant culture? In what ways could your curriculum/program challenge the dominant culture? What are the ethical considerations implicit in your curriculum/program? What may be the impact of the application of your curriculum or program in the real world? Who is affected? In what ways?

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CONTENT DEVELOPMENT

Resource Review

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Syllabus Content

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• http://qc-cuny.academia.edu/SherrieProctor
• http://multiculturalschoolpsychology.weebly.com/publications.html

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SJ Resources

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Self- Study

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TEACHING METHODS

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Teaching Methods

Action Projects Conceptual Models Processing Question Post Media Simulations

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Classroom Climate and Group Dynamics Students Teaching Methods Instructors Curriculum

Facilitation Principles

Seek Understanding Before Responding Get Distance & Gain Perspective Share Observations Non- Judgmentally Consider Timing, Tone, and Word Choice

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Ineffective Strategies

• Do nothing.
• Sidetrack the conversation.
• Appease participants.

– Allowing the conversation to be sidetracked. – Avoiding confrontation with the points being made by the participant. – Stressing commonalities and avoiding differences. – Discussing superficial issues without exploring deeper personal meanings.

• Terminate discussion.
• Become defensive.

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Successful Strategies

Understand one’s racial/cultural identity. Acknowledge and be open to admitting one’s racial biases. Be comfortable and open to discussing topics of race and racism.

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Successful Strategies

Understand the meaning of emotions. Validate and facilitate discussions of feelings. Control the process and not the content of race talk.

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Successful Strategies

Unmask the difficult dialogue through process observations and interventions. Do not allow a difficult dialogue to be brewed in silence. Understand differences in communication styles.

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Successful Strategies

Forewarn, plan, and purposefully instigate race talk. Validate, encourage, and express admiration and appreciation to participants who speak when it is unsafe to do so.

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PROCESS EXAMPLE

Promoting Classroom Climate

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Psychoeducational Assessment of Disabilities

• Deliberate attempt to foster faculty/student relationship
• 5 – 10 minute getting to know you activity at the beginning of

each class

• Faculty & Student Led

– Student Led

• Student emailed group outlining the parameters of the activity prior to class, so

that classmates would be prepared.

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Email Sent Prior to First Class

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First Class

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Sharing Stories Identify an Image that is reflective of who you are as a person/teacher!

https://www.edweek.org/tm/articles/2018/08/15/first-day-school-sharing-stories-builds-trust.html?cmp=soc- facebook-shr&fbclid=IwAR0fE06VriOAtMY7z7NgNIxaB_mW0B7m0bJi6jqPTAI8fz2fDE3eA49ushc

Other Activities

T-Shirt Thursdays Sports Day International Day Yoga in the Classroom Candy Thursday

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Circle of Objects (My Cultural Heritage)

• Place your object on the table.
• Talk about its link to your culture, family history, class

background.

Identity Groups (Who am I?)

• Native American or American Indian
• African American
• Caribbean American
• West Indies
• East Indies
• Asians
• European Americans

Identity Groups (Who am I?)

• Upper Middle Class
• Middle Class
• Lower Middle Class
• Working Class
• Atheists
• Spiritual, but not Religious
• Protestant
• Catholic

Identity Groups (Who am I?)

• Immigrant
• First Generation
• Second Generation
• Third Generation
• Italian
• Irish
• Jewish
• Hispanic
• German
• Polish

Pair Share – Group Discussion

• What’s great about being a member of this identity group?
• What’s tough about it?
• What do you wish people knew about this group?
• What do you want people to never do, say, or think again about your group?

Resources

• http://www.crlt.umich.edu/FCIT
• http://www.difficultdialoguesuaa.org/handbook

BREAK-OUT SESSION

Review syllabus Share ways in which you have attempted to increase diversity and inclusion initiatives. In what ways would you like to improve your syllabus? What information presented may be helpful in modifying your syllabus? Think of the questions shared at the beginning. Whose needs does your syllabus serve? Who is left out of your syllabus?

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WRAP-UP

Questions, Concerns, Comments

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QUESTIONS, COMMENTS, CONCERNS

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