Skip To ContentSkip To Content

    Sequence of Modules

    Provided by the Department of Equity and Race Relations

    Adapted from Sue and Sue’s Cultural Proficiency Framework of "Awareness, Knowledge, Skills and Advocacy” and Margery Ginzberg’s Culturally Responsive Instructional Strategies from “Motivational Frameworks” of Relationship, Relevance, Rigor and Results

    1. Stepping stones to our Racial Identity:
      1. Outcomes:
        1. Community building,
        2. Uncovering our racial lens,
        3. Examining implicit bias
        4. Learning that everyone has a racial lens.
        5. Exploring what this means for our work with students?

    2. Micro-Aggressions:
      1. Outcomes:
        1. Examining the definition of “micro-aggression”
        2. Exploring the different forms of micro-aggressions
        3. Understanding how and why we all perpetuate micro-aggressions
        4. Practice interrupting micro-aggressions
        5. Become more comfortable talking about race.

    3. White Privilege/Color Line:
      1. Outcomes:
        1. Examining our racial privilege and oppression.
        2. Observing the reality of the system of racism/discrimination physically
        3. Discussing how to intentionally and constructively work to institutionalize equity.

    4. Examining our Implicit Biases/ Stereotype Activity
      1. Outcomes:
        1. Defining stereotypes for particular groups.
        2. Noticing trends, differences, and similarities.
        3. Acknowledging of the existence of stereotypes and implicit bias in our society
        4. Exploring how stereotypes and bias impact us as teachers, and our students.

    5. We the People:
      1. Outcomes:
        1. Reflecting on the history of institutional and structural racism.
        2. Exploring how different groups have been affected by institutional and structural racism.
        3. Looking at how school systems are institutions that perpetuate racism.
        4. Exploring how we can interrupt and transform public education to support progress for all students.

    6. Race: The Power of an Illusion:
      1. Outcomes:
        1. Working with the much acclaimed series to examine the historical timeline of race and racism in the USA.
        2. Exploring race as a ‘social construct’
        3. Exploring the very real physical, emotional, mental, and economic, effects of this ‘social construct’ on our students and families.

    7. Culturally Responsive Instruction (Introduction):
      1. Outcomes:
        1. Defining Culturally Responsive Instruction using the Motivational Framework: Relationships, Relevance, Rigor and Results.
        2. Exploring how to implement Culturally Responsive Instructional strategies in the classroom.
        3. Developing goals for implementing Culturally Responsive Instruction in the Classroom.

    8. Culturally Responsive Instruction/ The Results of Disrespect &The Language of Caring:
      1. Outcomes:
        1. Developing Positive Instructional Strategies and Classroom Leadership.
          1. Facilitating relationship building in the classroom
          2. Maximizing meaningful student engagement,
          3. Reducing discipline problems in the classroom.

    9. Collaborative Action Research for Equity:
      1. Outcomes:
        1. Implementing Culturally Responsive Instruction by focusing on students of color in each of our classes, with whom we are not yet successful.
        2. Structuring a learning experience (or meeting) using the Motivational Frameworks,
        3. Exploring the results of the aforementioned planned learning experience.

    10. Racial Caucuses:
      1. Outcomes:
        1. People of color and white people meeting separately to do our different work toward implementing racial equity in education.
        2. Relationship building; White facilitator(s) with the white caucus and a person(s) of color with the POC caucus.
        3. Gaining tools to talk about social justice work and how it relates to white privilege and racism for white people, and internalized racism for People of Color.
        4. Holding each other accountable for actions and behaviors related to racism.

    (All sessions are interactive and employ adult learning principles. We use a combination of media, reflection in solitude, and community and culturally responsive, interactive instructional strategies. We continually ask: “So what?” and “How does this relate to our practice as educators?” i.e. how does it relate to and enhance our culturally responsive teaching and learning, and ultimately how does it benefit our students?)

    © Department of Equity and Race Relations November, 2014