Multicultural Curriculum & Instructional Design

The course: CI5313 Curriculum and Instructional Design for Multicultural Classrooms

provided the opportunity to learn about the critical role the achievement cycle plays in

developing a curriculum that is accessible to all learners. The modules provided different tools

that can be used to develop a curriculum framework that can be used to develop a multicultural

curriculum in any content area. Research was completed to learn about evidence-based

instructional strategies to integrate into the curriculum unit that can increase diverse student

achievement. Finally, an integrated, multicultural curriculum unit was developed using the

created curriculum framework and presented to colleagues for feedback. The reflection below

details how the knowledge gained, strategies identified and curricular tools used to modify a

curriculum as well as how I will apply what I have learned to current my teaching practices.

New Strategies for Curriculum and Instruction

Learning about the achievement cycle in this course cleared the misconception that

standardized teaching was simply teaching to the test. The achievement cycle consists of a

relationship among standards, curriculum and instruction that guides student success. It is the

close, interactive relationship of standards-based curricula, performance evaluation, and

instruction that results in authentic learning (Gillenwaters, 2016). An increase in student

achievement for all learners can be expected when all three components are closely intertwined

and influence each other. The achievement cycle can move in either direction because it is

dictated by the performance and needs of the students. The primary focus of standards should

not be on the high-stakes tests (Reeves, 2001) but used to assess student performance compared

to a state and/or national standard and not to other students work. The curriculum provides a

roadmap that guides the learning activities that will be used to teach the content and skills
detailed in the standards and the different assessments that will be conducted. The instructional

activities need to be researched based and appropriate for all students in the classroom.

According the achievement cycle an effective instruction is multicultural, relevant, and rigorous

and is student driven and the assessments are ongoing and range from informal and formal. This

course has shown me that assessment is more than a score on a standardized, multiple-choice

test. It is not used to determine the effectiveness of the teacher but should be used to indicate

students development of skill and construction of knowledge and how to support the student

with their areas of growth with immediate and constructive feedback. For a successful

achievement cycle, the assessment needs to be closely tied to the standards and authentic. The

effectiveness of the instructional methods and the learning of the students is continually assessed

through formative assessments and summative assessments. The more information we have

about students, the clearer picture we have about achievement or where gaps may occur

(Gerrison and Ehringhaus, 2009). Formative assessments allows the teacher to check for

understanding of student learning and adapt instruction and provide support as necessary.

Checking for understanding with a summative assessment happen far down the learning path to

provide information at the classroom level and to make instructional adjustments and

interventions in the learning process (Gerrison and Ehringhaus,2009 ). Integrating different

types of formative assessments to access all learners current understanding is appropriate and

provides accurate representation of what each student knows. Formative assessments include

white board response, hand gestures, KWL charts, exit tickets and student discussions. I plan to

utilize formative assessments as way to determine which students require additional support and

which students require more rigor. Summative Assessments at the end of a curriculum unit

should be appropriate, authentic and tied to the standards.

 This course has provided information about project-based learning as a research-based

effective method of assessing student learning of diverse learners. Project-based learning allows

for students to demonstrate their learning through problem solving where they apply their

knowledge to a relevant situation. This is an example of an authentic learning experience where

real understandings can be observed by the teacher and produced by the student. Learning

experiences should not be a one-size-fit-all like a multiple choice test that is so often used to

assess student learning. I plan to further integrate project-based assessments determine student

achievement because all students have an opportunity to demonstrate their learning. Students

will continue to take standardized tests, however the project-based assessments will be used as a

more accurate reflection of the student learning.

Various approaches to designing curriculum such as an interdisciplinary approach, single

or multi-subject can be used to design a curriculum. However, to be effective the curriculum

must be driven by the state or national standards and integrate multicultural perspectives to be

equally accessible to all learners. The approach that I found the most appealing and appropriate

for diverse students is the backwards design where the goals and assessment are established prior

to mapping out the learning activities. This approach is new and different from the traditional

method of design I previously learned. Different from following the textbook as the guide along

with the provided standardized multiple choice test that would culminate the unit. This course

provided the opportunity to develop a curriculum using an integrated, multicultural focus while

integrating research-based instructional strategies. Using the achievement cycle as a guide and

Robert Marzanos strategies for developing rigorous learning a curriculum unit integrating

Biology and English standards was created. A curriculum framework that was developed as an

assignment was also used to develop a curriculum that was rigorous, relevant, standards-based,
and accessible to all learners. The summative assessment is project-based and will allow all

learners to demonstrate learning.

Changing How We Teach

An observer of a student-centered classroom should expect to see students working

independently, in pairs, small groups with or without the teacher and hear all different types of

conversation about a common concept. The teacher should blend in with the students and not

seen in their usual post at the front of the classroom. This type of classroom environment is

evident when a learners language, ethnicity, race, beliefs, and socioeconomic status considered

when planning instruction. Each student is different, therefore the one-size-fits-all approach

does not address each learners needs. Students have a natural, intrinsic motivation to learn

(Owens, 2016). The students need to feel comfortable in their learning environment to engage in

academic risk-taking. Students need opportunities to explore, make predictions, use their

imagination and collaborate with other students to build upon their intrinsic motivation. Using

real-world situations and offering choices motivates students to invest more effort into their

learning (Owens, 2016). Student-centered activities include using collaborative and cooperative

learning as well as inquiry investigations. Grouping of students is flexible and based on prior

knowledge and experience. All students are held and assessed on the same content and skill but

the journey towards the achievement of the standard is different depending on the strengths and

capacity of the student. Research-based instructional strategies that support differentiated

instruction include the Flipped Classroom, Hands-on Inquiry Investigations and Menu Choice

Activities.

I look forward to implementing these research-based strategies into the curriculum. The

Flipped Classroom allows for students to learn at their own pace. The building knowledge is
completed outside of the classroom through technology integration while classroom time is spent

on student-centered activities that allow the student to apply and transfer knowledge. During this

time I can do informal assessments of students through observations, student discussions, inquiry

activities and independent practice. I expect to have more time to provide specific and

immediate feedback for the student during their learning process when using these instructional

strategies. The responsibility of the learning is on the student and the teacher provides the

necessary scaffolds as information is uncovered and understanding deepens. Hands-on inquiry

activities allow for the students to construct knowledge through prediction and exploration.

Providing students with a menu of differentiated activities that can be selected to demonstrate

their learning gives all students equal access to building knowledge and developing skills.

Student achievement needs to be addressed school-wide to make an impact. Providing

professional development about the benefits of implementation of the achievement cycle when

addressing student achievement of diverse learners provides support and resources necessary to

implement a change. Students need to experience rigorous, relevant, standards-based learning

everyday in each classroom to allow for students to build knowledge and develop skills

necessary to be life-long learners. Preparing teachers to work with culturally and linguistically

learners involves training and collaboration with colleagues. Creating grade-level teams to plan

for integrating literacy skills such as reading and writing across the disciplines to ensure all

learners have adequate time developing and honing these competencies. Integrated curriculum

units can be developed and implemented when teachers are provided with a curriculum

framework that will guide the creation of a curriculum that is multicultural, rigorous and utilizes

research-based strategies. Common assessments can be formed to address the specific needs of

students.
 Preparing Students for the 21st Century

Research has found that when people write about what they have learned they retain 70%

of the content, but when they write about what they have learned and talk about it, they retain

90% of the content (Daniels et al. 2007). Providing daily opportunities for students to read, write

and discuss their understandings and questions is necessary for dual language learners to develop

the writing and communication skills to be successful in the 21st century. Writing to learn

teaches students to discover new knowledge as they writeto sort through previous

understandings, draw connections, and uncover new ideas (Gillenwaters, 2016). Literacy skills

can easily be integrated into science content and the regular exposure to reading and writing will

only improve these skills in diverse learners. All students need to be held to the same rigorous

standards and the teacher needs to be prepared to provide all the necessary supports for the

student to develop the skills and learn the content detailed in the standards. This course has

deepened my understanding of the true impact an educator has on the learning process of the

student. Teacher-centered instruction is not teaching but simply re-stating information and

expecting students to magically learn. Instruction needs to be tailored to the needs and the

student strengths must be utilized to be able to engage and motivate students to want to learn, not

just passively participate. Student need to develop skills that will prepare them to be able to

develop solutions for unique problems in the 21st century and it is the responsibility of the

teacher to ensure this happens for all learners not just the privileged.

Conclusion

During this course I have had the opportunity to learn how the achievement cycle impacts

student achievement. Using the curricular tools provided such as Marzanos strategies for

increasing rigor, Blooms Taxonomy and Backwards curriculum design, I was able to develop a
curriculum unit that was accessible to all students. A curriculum framework was created and can

be shared with colleagues interested in created a curriculum that is rigorous, relevant and

standards-based. Research-based instructional strategies appropriate for diverse learners such as

differentiated instruction results in an effective curriculum accessed by all learners. With the 21st

century requiring different skill sets and perspectives the curriculum needs to be modified to

ensure that it is appropriate to the students it is meant to be preparing. We are only as strong as

our weakest link, and if we continue this imbalance of education then we will not progress as

expected.

References

Bishop, C. c., Caston, M. m., & King, C. c. (2014). Learner-centered environments: Creating

effective strategies based on student attitudes and faculty reflection. Journal Of The

Scholarship Of Teaching & Learning, 14(3), 46-63. doi:10.14434/josotl.v14i3.5065

Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: Every teachers guide.

Portsmouth, NH: Heinmann

Garrison, C., Chandler, D., & Ehringhaus, M. (2009). Effective classroom assessment: Linking

assessment with instruction. Westerville, OH: National Middle School Association and

Measured Progress.

Gillenwaters, B. (2016). Curriculum and Instructional Design: Module 4: Strategies for

Success. Lecture. Retrieved from http://ace.edu (Links to an external site.)

Reeves, D. b. (2001). Standards make a difference: The influence of standards on classroom

assessment. National Association of Secondary School Principals. NASSP Bulletin; Jan

2001; 85(621).
Owens, G., Ed.D. (2016). Module 1 Presentations: Motivational and affective factors: Part 1:

What is learning. Lecture presented in American College of Education.