EDU 505: Culturally Responsive Pedagogy

Course Description

This course will focus on developing the mindsets, knowledge, and instructional practices essential for culturally responsive and sustaining pedagogy in educational settings. Students will examine how identity, culture, language, and power influence teaching and learning. Grounded in the neuroscience of learning and evidence-based instructional strategies, the course provides a framework for supporting academic success and affirming students’ cultural assets. Emphasis will be placed on fostering inclusive environments, addressing bias and inequity, and engaging in critical self-reflection to advance equity and excellence in education. Designed for current and educators, this asynchronous online course supports culturally responsive planning, instruction, and leadership. (3 credits)

Prerequisites

  • EDU 501: Integrated Foundations of American Education
  • EDU 503: Curriculum Design Models

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Critically analyze how cultural identity, privilege, and bias influence educator decision-making and student learning in diverse educational settings, using self-reflection and professional ethical standards. [CAEP: RA1.1, RA1.2, RA5.4]
  2. Evaluate and synthesize key research, theoretical frameworks, and evidence-based practices that inform culturally responsive and sustaining pedagogy using qualitative and/or quantitative methods. [CAEP: RA1.1, RA1.2]
  3. Design and apply culturally and linguistically responsive instructional strategies that promote equitable, high-engagement learning environments for diverse learners. [CAEP: RA1.1, RA2.2, RA3.4]
  4. Create inclusive instructional plans and learning experiences that incorporate students’ cultural and linguistic backgrounds, prior knowledge, and community assets. [CAEP: RA1.1, RA2.2]
  5. Engage in critical, research-informed self-reflection on cultural identity, pedagogy, and classroom norms to support anti-bias, equitable teaching practices. [CAEP: RA1.1, RA5.4]
  6. Develop and lead collaborative strategies to engage students, families, educators, and community partners in culturally affirming and inclusive educational practices. [CAEP: RA1.1, RA2.1]

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

25%

Blogs (Week 1-8)

25%

Assignments (Weeks 1-7)

25%

Final Project (Week 8)

25%

Total

100%

Required Textbooks

(Available through Charter Oak State College's Book Bundle):

  • Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
  • Hollie, S. (2018). Culturally and linguistically responsive teaching and learning: Classroom practices for student success (2nd ed.). Shell Education.

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,5

Topic: Foundations of Culturally Responsive Pedagogy

  • Review Syllabus
  • Review Course Policies
  • Review Key Assessment Instructions
  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment – Mapping Culturally Responsive Practice to My Teaching Context

2

2,3

Topic: The Neuroscience of Learning and Culture

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Designing Instruction that Aligns with the Culturally Wired Brain

3

1,3,6

Topic: Culturally Responsive Relationships

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Learning Partnership Plan: Applying TRUST and VABB

4

3,4

Topics: Designing Culturally Responsive Instruction

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Culturally Responsive Lesson Plan Design

5

2,3,4

Topics: Culturally Responsive Literacy, Language, and Vocabulary

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Culturally Responsive Literacy Mini-Unit Plan

6

3,4,5

Topics: Creating Inclusive and Culturally Affirming Learning Environments

  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment – Equity in the Environment: Self-Audit and Responsive Design

7

1,5,6

Topics: Family, Community, and Cultural Partnership in Education

  • Read and Review:
    • Read Culturally and Linguistically Responsive Teaching and Learning (Hollie, 2018): Review Chapters 1 & 2; Appendix C (Rings of Culture) and Appendix I (Situational Appropriateness Practice)
    • Read Culturally Responsive Teaching and The Brain (Hammond, 2015): Return to Chapter 4 for reflection on relational trust and internal readiness
    • View Building Belonging With Cultural Ambassadors[YouTube video] (Edutopia, 2024)
  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Assignment - Equity Through Engagement: Designing Inclusive Family & Community Partnerships

8

1,5,6

Topic: Leading for Equity and Sustaining Culturally Responsive Practice

  • Read and Review:
    • Read Culturally and Linguistically Responsive Teaching and Learning (Hollie, 2018): Chapter 8
    • Read Culturally Responsive Teaching and The Brain (Hammond, 2015): Epilogue and “Invitation to Inquiry” sections throughout the book (recommended review)
    • View Zaretta Hammond: How to Combat Learning Loss[YouTube video] (Edthena, 2021)
  • Read and view assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Participate in Blog/Vlog
  • Submit Final Project - Culturally Responsive Action Plan: Advancing Equity in Your Educational Context
  • Complete Course Evaluation

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.