EDUC 2025 - Creating Culturally Responsive Classrooms Credits: 3
Hours/Week: Lecture 3 Lab None
Course Description: This course introduces prospective teachers/paraeducators to theory and approaches of multicultural education, in addition to the stereotypes and inequities found within diverse classroom, family, and community settings. Topics include awareness of differing perspectives around race, gender, sexual orientation, class, nationality, ability, religion, and building equitable classrooms. Students are required to participate in 10 hours of field experience activities in a classroom setting and must provide their own transportation. A Minnesota Human Services background study with no restrictions may be required.
Prerequisite(s): Course placement into college-level English and Reading OR completion of ENGL 0950 with a grade of C or higher OR completion of RDNG 0940 with a grade of C or higher and qualifying English Placement Exam OR completion of RDNG 0950 with a grade of C or higher and ENGL 0090 with a grade of C or higher OR completion of ESOL 0051 with a grade of C or higher and ESOL 0052 with a grade of C or higher.
Recommendation: EDUC 1045
- Student Learning
- Instructional strategies promoting diversity
- Stages of learning development
- Diverse Learners
- Institutional & Structural
- Effects of students’ home, school, and community environments
- Instructional Strategies
- Cognitive processes
- Culturally responsive teaching
- Learning Environment
- Individual work
- Group work
- Gender differences
- Cultural differences
At the end of this course students will be able to:
- identify implications for teachers of gender, culture, language and socio-economic diversity.
- demonstrate the mindset and professional dispositions and their impact on the methods used in teaching children.
- describe how students internalize knowledge, acquire skills, and develop thinking behaviors.
- explain how a student’s physical, social, emotional, moral, and cognitive development influence learning.
- identify developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains.
- describe dehumanizing biases, discrimination, prejudices, and institutional and personal racism, and sexism.
- describe how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
- identify the contributions and lifestyles of the various racial, cultural, and economic groups in our society.
- recognize the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture.
- describe cultural and community diversity.
- explain community and cultural norms.
- discuss multiple perspectives of subject matter, including attention to a student’s personal, family, and community experiences, and cultural norms.
- develop strategies to form learning communities in which individual differences are respected.
- explain the cognitive processes associated with various kinds of learning.
- explain human motivation and behavior, drawing from the foundational sciences of psychology, anthropology, and sociology.
- describe how social groups function and influence people, and how people influence groups.
- identify how cultural and gender differences can affect communication in the classroom.
Competency 1 (1-6)
Competency 2 (7-10)
Courses and Registration
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