Team CAGTeam CAGCultural Awareness GroupCultural Awareness Group

EA 516

Designing Educational Offerings

Ruth Gannon Cook, Ed.D.

Lourdes Rocha

Mike Quinn

Desmond Kemp

Ramona Keys

Maggie Rouman

Agenda:Agenda:Original DesignADDIE – 5 StepsNeeds Analysis3 Stages6 FacetsFinal ThoughtsConclusion

Original DesignOriginal Design

Who, What, Why When and Where?The audienceThe informationNeed

Design & DevelopPragmatismConstructivism

Original DesignOriginal Design

ImplementProfessionalsParticipants

EvaluateSelf-reflectionPost surveys

5 Steps 5 Steps ADDIEADDIE

AnalyzeDesignDevelopImplementEvaluate

ADDIEADDIEAnalyzeWho – all professional educatorsWhat – cultural awareness in an educational settingWhere – college school settingWhy – reflect diverse communities, collaboration and teamwork,

interpersonal communication skills and cultural awareness.

DesignInteractive workshops – two full day sessions. 9am-5pm.Part LectureEvaluationVideos – of self interactions during breakout sessions.

ADDIEADDIEDevelopIdentify Needs – level knowledge with feedback from participants.Research on topic – cultural awarenessResearch on creative activities

ImplementSurvey with participantsResearch awareness (look at experts in the field of cultural awareness)Research activities for breakout sessionsStart each day with an ice breaker activity – getting to know you activity

ADDIEADDIE

EvaluateVideo – participants view their independent sessionSelf Reflection – allow time for self reflection and commitmentSurvey – what worked, what can be changed, what can be done

differently

Needs Analysis-Design SurveyNeeds Analysis-Design SurveyWhat is the name of our department? Program Designers and Trainers

What do we hope to accomplish with this training?To bring cultural awareness to educational professionals.

Who will this training be designed for?Educators

How many modules/training sessions do you think it might take to provide this training?Two

Needs Analysis-Design SurveyNeeds Analysis-Design SurveyWhy are we holding this seminar?For professional development and growth.

Are there any problems that we foresee with the delivery of this training? With employees? With other departments? With management?Advertising, funding, advance notice of number of attendees, space for group setting and individual breakout session rooms, technical support, consent of department chairs.

List all the personnel names and titles of those who should receive training.Community member, educators, students, administrators, researchers

Needs Analysis-Design SurveyNeeds Analysis-Design SurveyIs there a specific date you would like to accomplish this training by?

During the academic year (September-May) in order to maximize attendance and support.

What types of technology would be needed?Computer, DVD, Face to face recording devise, projector.

Where would you like to have the planning and summary meetings for this training?

DePaul University Library conference room – monthly.

Needs Analysis-Design SurveyNeeds Analysis-Design SurveyAre there any other thoughts or suggestions you could share with us to help this training be productive for your department and for everyone involved?

It will be important to have an opening ice-breaker session before the overall presentation.

It is important that we make this seminar inter-active for increased participation.Participants will be video taped during the one-on one session for

peer and self review.

3 Stages3 Stages

Stage 1 – Desired Results

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan

3 Stages3 StagesStage 1 – Desired Results

In creating this lesson plan on Cultural Awareness in the Educational Workplace, Team CAG established a goal to develop a workshop for educational professionals to identify the cultural differences in the workplace. This professional development workshop will create an inclusive community and improve interpersonal communication skills of practitioners.

Learners will cross examine stereotypes of

Gender, Race, & SexualityWhat are harsh words?

Professionals will begin to build new approach

within the team to assess their behavior

Professionals will reflect on their

self awareness and effectiveness

within a group

Stage 2 – Assessment Evidence

Professionals will use the video observation as assessment tool through interaction to assure their personal ideas of the subject. They will be able to share within the team their personal observations and receive a reaction from the team.

3 Stages3 StagesStage 3 – Learning Plan

Activity 1: Ice-Breaker, getting to know you discussion for the team. Each team member will be asked to give a brief history of their cultural background and personal experience.

Activity 2: Professionals will engage in realistic dramatic roles that requires them to fill the shoes of other people. Each person will listen for ideas, observe body language and gestures.

W= Help the students know Where the unit is going and What is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? H= Hook all students to Hold their interest? E= Equip students, help them Experience the key ideas and Explore the issues? R= Provide opportunities to Rethink and Revise their understandings and work? E= Allow students to Evaluate their work and its implications? T= Be Tailored (personalized) to the different needs, interests, and abilities of learners? O= Be Organized to maximize initial and sustained engagement as well as effective learning?

6 Facets6 Facets

Facet 1: Can ExplainFacet 1: Can ExplainParticipants can identify and demonstrate the

lessons learned in cultural awareness seminar .Participants can learn to avoid and overcome

common misunderstanding about different cultures.

Participants can substantiate applicable facts by exploring: theories, self reflections, and make meaningful connections via self analysis.

Facet 2: Can InterpretFacet 2: Can InterpretThe participants can find personal meaning by

discussing personal experiences and interpreting the events that influenced their prejudice.

The cultural awareness seminar will give birth to purpose the participants ideologies and personal values.

The participants will understand that this is an opportunity for effectively demonstrating cultural awareness and gain a sense of sensitivity

Facet 3: Can ApplyFacet 3: Can ApplyParticipants can effectively employ how

to deal with uncomfortable situations.Such as racial comments and slurs.

Facet 4: Sees in PerspectiveFacet 4: Sees in PerspectiveParticipants can evaluate and support the theory

behind cultural awareness.Participants who understand the content of

cultural awareness. Realizes that America is a melting pot. In order to live in unity we must try to understand different cultures.

Participants can broaden their view and accept social responsibility of fostering a diverse society.

Facet 5: Demonstrates EmpathyFacet 5: Demonstrates EmpathyThe participant is able to empathize with

others.Participants can understand how it feels to

be ostracized. Participants can observe, listen sensitively

and perceive what other do not.

Facet 6: Reveals Self-KnowledgeFacet 6: Reveals Self-KnowledgeParticipants understand that personal viewpoints

and prejudices influence ones understanding.Participants understand that honesty is

imperative when evaluating personal values and convictions.

Participants know that when engaging with diverse groups, a positive attitude is important to promote advocacy for cultural awareness.

Symphony Chart for: Cultural Awareness in the Educational Workplace-Part 1- by: Team CAG Date: 2/20/10

Rational Objective: Participants will understand how educators can support and effectively serve students and families from various cultural backgrounds.

Competency Objective: Can describe and utilize cultural reciprocity as a method of improving communication between parents and professionals.

Experiential Objective: Participants will be enthusiastic about utilizing this new communication tool of cultural reciprocity.

Tables of four/ 16 participants Or groups of two/8 participants

ORCHESTRATION I pod with music playing from various cultures: African, Latin, Native-American and Asian, PowerPoint, laptop, photos and ‘artifacts’ from families of different cultures displayed around the room and case study handouts.

PRELUDE MOVEMENT I MOVEMENT II MOVEMENT III POSTLUDE During this presentation you will: 1-Understand American cultural values and how and why they shaped the education system. 2-Understand how embedded beliefs and lack of cultural knowledge have led to misunderstandings between parents, students and education professionals. 3-Learn about cultural reciprocity and how to apply this method in professional situations by doing an activity with a case study. 4-First we’re going to introduce ourselves. Tell the class three things about yourself: Name, job title, and something that no one can tell about you by looking at you.

Margaret Mead once said, “If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human possibilities and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place.” (Show quote) -What word or image comes to mind when you hear this quote? -We’re going to do a “Calling Card Activity”. -I’m going to give you 15 minutes to walk around the room and get as many people’s responses as you can. -Can I have a few volunteers to share some of the responses? (10 min.)

Show PowerPoint. PowerPoint will explain: -What American cultural values are and how they shaped the education system. -How and why embedded beliefs and lack of cultural knowledge have led to misunderstandings. -What cultural reciprocity is and how to apply. -Included will be video vignettes of four families: African American, Native American, Asian American and Latin American. -We will have a discussion about our cultural experiences. Everyone has to tell the class three things about their cultural/ethnic background. -What is a special tradition you or your family keep? -How do you communicate in your culture? -Have you ever been discriminated against?

-Divide into four groups. Each group has to read a case study about someone from a different ethnic background (African American, Native American, Asian American and Latin American). -You will have 30 min. to fill out your graphic organizer with the following information: ----Describe the family: i.e., cultural background, economic class, employment status and, who are the family members. (objective) -----List three of the family’s cultural traditions that stand out to you. (reflective) -----What difficulties with the educational system are the parents/child having? (interpretive) -----List three solutions (decisive) Each group will have 15 min. to report about their case study and solutions.

What images remain in your mind about this lesson? How will you use cultural reciprocity?

Time: 30 min. Time: 30 min. Time: 90 min. Time: 120 min. Time: 15 min.

Symphony Chart for: Cultural Awareness in the Educational Workplace-Day 2 by: Team CAG Date: 2/20/10

Rational Objective: Participants will understand how educators can support and effectively serve students and families from various diverse backgrounds.

Competency Objective: Can describe and utilize cultural reciprocity as a method of improving communication between students, parents and professionals.

Experiential Objective: Participants will be enthusiastic about utilizing this new communication tool of cultural reciprocity.

Tables of four/ 16 participants Or groups of two/8 participants

ORCHESTRATION I pod with music playing from various cultures: African, Latin, Native-American and Asian, PowerPoint, laptop, photos and ‘artifacts’ from families of different cultures displayed around the room and case study handouts.

PRELUDE MOVEMENT I MOVEMENT II MOVEMENT III POSTLUDE

During this presentation you will: 1-Understand the history and role of gender and sexuality and how they have influenced the education system. 2-Understand how embedded beliefs and lack of knowledge about gender/sexuality have led to misunderstandings between parents, students and education professionals. 3-Continue to apply cultural reciprocity in a video taped activity. 4-Let’s review what we learned yesterday. What was one thing that stood out for you about yesterday?

Assemble three experts in the fields of gender studies, and diversity awareness. -We’re going to do an activity called “Reporter”. -You’ll be broken up into three groups. Each group must ask your “expert” questions about his/her background, and achievements. You will have 15 minutes to do this. -Each group will tell the class a little about your expert’s background and introduce them. You will have 5 min.

We will have a diversity roundtable. Each expert will lecture or give a presentation about the following topics: 1-Women’s studies 2-Gender/Sexuality 3-Cultural and Racial issues -Each presentation will be about 30 minutes long. -There will be brief question and answer period with the panel. 10 min.

-Divide into four groups. Each group has to read a case study involving a situation between a professional and a student. They will then role-play (two people being the professionals, and two the students) and show how they would resolve the issue using cultural reciprocity. Each group will be videotaped. This will take 30 min. ---15 min. to plan and 15 min. to videotape. -We will then watch each group’s video, journal and write reactions to each video. We will also share reactions with the class.

What are some factual things you learned today? How did some of the case studies and videos make you feel? What are some problems that exist in the educational system regarding race, culture, gender and sexuality? How will you use what you’ve learned in this workshop in your workplace? Please fill out this survey.

Time: 15 min. Time: 30 min. Time: 120 min. Time: 120 min. Time: 15 min.

Team CAGTeam CAGCultural Awareness GroupCultural Awareness Group

References:

Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners: Strategies for teachers and trainers. San

Francisco: Jossey-Bass.

Wiggins, G., & McTighe, J. (2005). Understanding by design, 2nd. Ed. Alexandria, VA: Association for Supervision and Curriculum

Development.