| CODE | EDU5959 | |||||||||
| TITLE | Differentiated Culturally Responsive Instruction and Interaction | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | This study-unit will prepare participants to be culturally responsive in their teaching, training or interaction with clients. It underlines the importance of knowing the cultural baggage the learners or clients bring to the learning situation or other service setting. Participant instructors will be supported to adapt the learning environment, content, process, and product of lessons to make them meaningful to all their learners by taking account of diverse learner values, language and cultural background and prior knowledge. Participants from other education or therapeutic settings will be supported to adapt their training or therapeutic interventions to the strengths and needs of their learners or clients. They will be expected apply such adaptations with their actual learners or clients. All will be expected to demonstrate empathic relationships with learners or clients from cultures different from their own and to reflect on the process. Study-unit Aims: This unit aims to provide participants with an opportunity to develop competences in the adaptation, implementation and evaluation of differentiated culturally responsive teaching, training or interaction with clients. They will be able to empathise with the different cultural identities of their learners or clients and how this is exhibited in their motivation, preferred language and cultural values. They will also develop skills in how to adapt actual lessons, training sessions or client intervention approaches to make the experience meaningful for each of their learners or clients. They will be encouraged to make use of reflective practice throughout their attempt to engage their learners or clients meaningfully, actively, and successfully. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Analyse the relation between differentiated teaching and culturally responsive education or analyse differentiated training or intervention programmes that are culturally responsive; - Evaluate the cultural responsiveness of their own lessons, training sessions or therapeutic interventions; - Evaluate the relation of lesson content, process and product or training or intervention activities to the cultural baggage of their learners or clients; - Describe and evaluate ways in which content, process and product of lessons or training and intervention repertoires can be differentiated to make them meaningful to learner or client diversity. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate empathic relationships with learners or clients; - Design differentiated lessons, training sessions or interventions that are culturally responsive in content, process and product to the cultural diversity of learners or clients; - Demonstrate skills in entwining the cultural baggage of learners within their actual teaching, training or intervention with clients; - Implement and evaluate culturally responsive lessons, training or client interaction that ensure the active engagement of all the diversity of learners or clients; - Demonstrate skills in adapting teaching and learning or other forms of interaction with clients to the specific cultural strengths and needs of a particular learner or client; - Demonstrate skills in reflective and reflexive culturally responsive practice. Main Text/s and any supplementary readings: Main Texts: - Fiedler, C. R. et al. (2008). Culturally responsive practices in schools. The checklist to address proportionality. Teaching Exceptional Children, 40(5), 52-59. - Gay, G. (2010). Culturally responsive teaching Theory, research and practice (2nd ed.). New York:Teachers' College Press. - Richards, G., & Armstrong, F. (Eds.). (2011). Teaching and learning in diverse and inclusive classrooms. London: Routledge. Supplementary Readings: - Bartolo, P.A., Janik, I., Janikova, V., Vilkiene, V., Calleja, C., Cefai, C., Chetcuti, D., Hofsaess, T., Koinzer, P., Mol Lous, A., Ale, P., Wetso, G.M., Humphrey, N. (2007). Responding to student diversity: Teacher鈥檚 handbook. Malta: University of Malta. - Bartolo, P.A., Agius Ferrante, C., Azzopardi, A., Bason, L., Grech, L., & King, M. (2002). Creating inclusive schools: Guidelines for the implementation of the national minimum curriculum policy on inclusive education. . Malta: Ministry of Education. - Bartolo, P. A., & Smyth, G. (2008). Teacher education for diversity. In A. Swennen, & M. van der Klink (Eds.), Becoming a teacher educator (pp. 117-132). Netherlands: Springer. - Bartolo, P.A., Hofsaess, T., Mol Lous, A. (Eds) (2007). Responding to student diversity: Teacher education and classroom practice. Malta: University of Malta. - Davis, B.M. (2012). How to teach students who don't look like you: Culturally responsive teaching. California: Corwin Press. - Humphrey, N., Bartolo, P. A., Ale, P., Calleja, C., Hofsaess, T., Janikova, V., Mol Lous, A., Vilkiene, V., Wetso, G. M. (2006). Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education, 29(3), 305-318. - Sheets, R.H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. London: Pearson. |
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| STUDY-UNIT TYPE | Lecture | |||||||||
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| LECTURER/S | Colin Calleja |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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