Running head: CASE STUDY DISCUSSION 1

Case Study Discussion

Xiayu Guo

Colorado State University

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Introduction

This is the weekly discussion assignment for EDAE620: Adult Teaching Method

and Process. The purpose of the assignment is to discuss a case study (Beverly’s class) by

using Culturally Responsive Teaching (CRT) framework. In this course, I learned some

teaching methods about adult education. The focus of these methods is about culture. The

educator need to consider students in different ages and cultural backgrounds. It is highly

possible that my future students are from different countries. In this case, I should apply

the CRT framework to my own teaching.

In this case study material, there is an assistant professor named Beverly. She

teaches American history and her students are Latino and African-American, but Beverly

has very little experience with these two cultures. The students have difficulties in writing

assignments in English and they treat Beverly in a distant manner. Beverly wants to

interest all students in American history so she treats everyone the same way. However,

she ignores cultural and ethnic differences.

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Assignment Description and Discussion Questions

Last night we spoke about creating conditions that could promote motivation for

our learners. In creating these conditions, we create a learning environment. The

Culturally Responsive Teaching (CRT) framework is just one lens by which we can

create a learning environment. In this week’s readings, you will find an article by Jane

Vella and also a .pdf document on her 12 principles for effective adult learning. For this

discussion, please read through the case study found under week 3, then answer the

following questions using applications from either the CRT framework or Vella’s

principles or both (or other resources if you find them more fitting):

1. Which 2-3 items stand out for you as significant teaching and learning issues?

First, I think an educator should create a supportive environment for learners.

When people learn a new concept, sometimes it’s hard for them to accept this concept

(e.g. something about American history). From my learning and teaching experience,

maybe it’s because this concept is difficult. It makes learners lose confidence. Or

educators cannot lead them appropriately. For example, when I was in elementary and

middle school, I was really struggling with math. It was too difficult so I couldn’t handle

it very well. Every math class made me nervous. If I got low grades in my homework and

exams, my math teacher punished me. The condition became worse and worse during 12

years. Nowadays, when I teach my students, I always pay attention to my words,

behavior and learning environment. I’d like to create a supportive environment where

small mistakes can be tolerated. I try to encourage them instead of punishment. In week 2

discussion, I mentioned that I advocate a nurturing perspective. There is a point in

nurturing perspective I completely agree, “High standards must be matched with a high
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level of support”. I think encouragement can be a kind of support. With encouragement,

students are highly motivated. They are interested in learning but not forced to learn by

teacher or parents. In this way, students can reach the high standard gradually.

Conversely, if students are always punished, they definitely lose the interest of learning.

Second, I believe that before class, an educator should get to know their students’

strengths and weaknesses as early as possible. I’m taking ESP class in my department.

One focus in this class is need assessment/analysis. It’s very important because educators

need to know what students want/need to learn and what they lack. Only in that way can

educators develop course syllabus and curriculum. Last class I had an opportunity to

teach ESL students. In the first class, I did an icebreaker activity. I asked my students

what they want to know in this course (like what we did in the first class). Students’

answers are valuable information for me to develop the course. My students told me their

needs and lacks in this course so I can decide my teaching difficulties and focus

correctly.

2. What could Beverly do to improve the sense of community among her students?

I notice that Beverly treats every student the same way and tries to ignore cultural

and ethnic differences. Yes, educators should treat every student the same way, but it

means educators cannot treat students who are performing well and performing poorly

differently. Discrimination is not an appropriate behavior. However, as an educator,

especially an educator whose students are from different cultural backgrounds, he/she

should consider cultural elements in their teaching process. Each student is an individual.

Beverly can prepare different materials for them. Also, Beverly should respect students

and their cultural differences Her students are Latino and African-American, so Beverly
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should try to understand cultures, values and history before class. It’s good for her to

design some activities that help students to get to know each other. Additionally, after

knowing the cultures and history, Beverly can compare American history to Latino and

African-American history. It might be easier for students to understand teaching content,

I think, if Beverly knows her students and students know their classmates in every aspect,

the sense of community will be improved.

3. How can Beverly be more culturally responsive in her approach to teaching?

Beverly should respect different cultures so she can create a safe, capable and

acceptable learning atmosphere. According to the motivation framework for Culturally

Responsive Teaching (Wlodkowski & Ginsberg, 1995), Beverly needs to take account of

learners’’ experiences. For example, culture is often related to history. Beverly can

discuss the cultural shocks that students experienced in the USA, and then connect these

different cultures and habits with history. She and learners should mutually respect and

interact to one another. And it’s important to connect experiences to learning. During the

teaching process, Beverly can find a way for learners to learn effectively.

4. Concerning diversity, how is this case relevant to you?

I taught English in China, all my students are Chinese so it’s nothing about

cultural diversity, but I want to say something about my former experience. To be honest,

although I don’t want to admit, I think most educators don’t use Cultural Responsive

Teaching. I taught ESL class last semester. My students were from Saudi Arab, China,

Thailand, Iran, Vietnam, Japan, Korea and countries in South America. I didn’t consider

many things about culture. I know I should create a respectful atmosphere but I don’t

know a respectful atmosphere is an element of culture. I observed INTO classes last year
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and I didn’t find anything about culture. I think it’s an important part in teaching process.

I will definitely pay attention to learners’ cultural background in the future.

Conclusion

I will combine culture and teaching with my classes. As Wlodkowski says, I need

to establish inclusion, developing attitude, enhancing meaning and engendering

competence. I will be an ESL teacher after graduation. In ESL class, I believe my

students are from many countries. At the beginning, they may have emotional distance

with each other. In order to build inclusion, I will hold some activities after class, such as

potluck, cultural discussion and gathering in a restaurant. Students and I can have

conversations and discussions in a casual environment and forget what we learned in

class. During the conversation, students are allowed to do self-introduction. Although

self-introduction seems to be a very common activity, it is a strategy for establishing

inclusion because students can know each other’s cultural background and experiences

(Wlodkowki, 2008). Another strategy to establish inclusion is to encourage students to do

collaborative learning. I will design some pair work activity for my students. When I

develop students’ attitude, I will develop self-efficacy learning. There are 2 strategies I

want to use. One is using relevant models and demonstrate expected learning, another

one is encouraging students. In the class, I give students models and samples in every

learning activity. When students finish the activity successfully, I give them some

rewards. When they make mistakes, I will help them find out the reasons and problems.

As for enhancing meaning and engendering competence, I will evoke and sustain

students’ interest and focus more on assessment. For example, I use story-telling activity.

In this activity, students can share their own stories and experiences about learning
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content. I think they can be more interested in the class when they tell their stories.

Assessment is an important process in learning and I will use assessment in my class. For

example, I asked students to write short paragraphs and I collect these paragraphs in

writing class. I assess students’ work from grammar, cohesion or organization. After

assessment, I give students feedback. If students correct their mistakes carefully, they can

make great progress in learning.

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Reference

Wlodkowski, R. J., (2008). Enhancing Adult Motivation to Learn. 3rd ed. San Francisco,

CA: Jossey Bass.

Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity & Motivation: Culturally

Responsive Teaching. Jossey-Bass Higher and Adult Education Series. Jossey-

Bass Inc.