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University of St. Francis logo · College of Education · Regional Educational Academy for Leadership

Culturally Responsive Instruction: Elements of Success
EEND and MSED-692

  • Template 2015
  • Section TMPL
  • 1 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/19/2020

Mission Statement

As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 


Introduces the elements of culturally responsive pedagogy and how to use these elements to address the instructional needs of the diverse student population.  Candidates will learn how to create a student-centered, collaborative environment that promotes student achievement.


College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will develop an understanding that Culturally Responsive Teaching “is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning (Ladson-Billings, 1994). Candidates will learn that Culturally Responsive Teaching involves several elements: a culturally competent teacher, a culturally responsive classroom environment, and culturally responsive pedagogy.

Serving the Community

Candidates will learn how to effectively use cultural diversity to create student-centered instruction that takes into account students’ families and neighborhood. Additionally, Candidates will learn how to bridge cultural differences through effective communication, both student to student, and school to parents.

Finding Our Professional Selves

Candidates will develop an understanding of the importance of Culturally Responsive Instruction when creating instructional plans for all students, as well as a culturally responsive environment. Candidates will have the opportunity to apply new knowledge of Culturally Responsive Instruction to classroom activities, lesson plans, and curriculum. Candidates will also demonstrate the ability to communicate their ideas about Culturally Responsive Instruction by interacting with colleagues in a professional manner.


Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. Recognize the elements of culturally responsive education and its implementation (CREDE 1,2,4; NBPTS 1,2,3,4,5).
  2. Recognize how culturally responsive education impacts student achievement (CREDE 3; NBPTS 1,2,3,4)
  3. Describe the characteristics of culturally competent teachers (CREDE 3,4,5; NBPTS 1,2,3,4,5)
  4. Develop a culturally responsive classroom environment (CREDE 3,4,5; NBPTS 1,3,4,5)
  5. Apply knowledge of culturally responsive instruction by modifying current lesson plans to reflect culturally responsive elements (CREDE All, NBPTS 1,2,3,4)
  6. Apply knowledge of culturally responsive instruction to design culturally responsive pedagogy for the classroom (CREDE All, NBPTS All)


All required materials will be supplied within the course.


Candidates will respond to weekly discussion prompts.

  • Course outcomes 1,2
  • Standards CREDE 1,2,3,4; NBPTS 1,2,3,4,5

Culturally Responsive Professional Growth Goals
Candidates will create professional growth goals for themselves based on the findings of their Culturally Responsive Teacher Survey.

  • Course Outcomes 2, 3
  • Standards CREDE 3,4,5, NBTS 1,2,3,4,5

Culturally Responsive Environment Activities
Candidates will analyze and collect 4 activities that will assist teachers in creating a culturally responsive environment within their classroom.

  • Course outcomes 2,3,4
  • Standards CREDE 2; NBTS 1,2,3,4; CREDE 3,4,5; NBTS 1,2,3,4,5; CREDE 3,4,5; NBTS 1,3,4,5

Develop a Culturally Responsive Lesson Plan
Candidates will develop a lesson plan or revise an existing lesson plan to incorporate culturally responsive elements as outlined in the Culturally Responsive Lesson Plan Descriptors from The Center for Strengthening the Teaching Profession.

  • Course outcome 5
  • Standards CREDE 1,2,3,4,5; NBPTS 1,2,3,4

Develop a Culturally Responsive Curriculum
Candidates will construct culturally responsive modifications to current classroom management and instructional practices by applying current research on culturally responsive pedagogy.

  • Course outcome 6
  • Standards CREDE 1,2,3,4,5; NBPTS 1,2,3,4,5

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Kennedy-White, K., Zion, S., Kozleski, E., & Fulton, M. (2005). Understanding Culture.
On Point, (2), Retrived from

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

Kennedy-White, K., Zion, S., Kozleski, E., & Fulton, M. (2005). Cultural identity and teaching. On Point, (2), Retrived from

Richards, H., Brown, A., & Ford, T. U.S. Department of Education. (2006). Addressing diversity in schools: Culturally responsive pedagogy. Retrieved from The National Center for Culturally Responsive Education Systems website

Metropolitan Center for Urban Education. (2008). Culturally responsive classroom management strategies. Retrieved from Responsive Classroom Mgmt Strat2.pdf

Irvine, J. (2009). Relevant: Beyond the basics. Teaching Tolerance. (36), Retrieved from

Ford, D. (2007). Welcome all students to room 202: Creating culturally responsive classrooms.

Gifted Child Today, 28(4), 28-30. Retrieved from http://eric.ed.gove/PDFS/EJ720372.pdf

Metropolitan Center for Urban Education. (2008). Culturally responsive differentiated
instructional strategies. Retrieved from

Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms. Teaching
Exceptional Children, 33(4), 4-9. Retrieved

Bazon, B., Osher, D., & Fleischman, S. (2005). Creating culturally responsive schools.
Educational Leadership, 63(1), 83-84. Retrieved from Responsive-Schools.aspx.

Center for Research on Education, Diversity, and Excellence. (n.d.). The five standards of effective pedagogy. Teaching Tolerance, Retrieved from

Howard, G. (2007). As diversity grows, so must we. Educational Leadership, 64(6), 16-22. Retrieved from,-So-Must-We.aspx

Campell-Whately, G. Culturally responsive instruction: Lesson design and delivery. University of North Carolina, Retrived from 4290Spring2010/CulturallyResponsiveInstruction111705.ppt

Center for Strengthening the Teaching Profession. (2009, September), Culturally responsive lesson plan descriptors. Retrieved from

Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 59(3), 280-298.

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.

Gollnick, D. M., & Chinn, P. C. (2002). Multicultural education in a pluralistic society (6th ed.). New York: Merrill.

Kafele, B. (2011, September 09). Motivating black males to achieve in school and life: A
conversation with baruti kafele., Retrieved from

Kuykendall, C. (Ed.). (1991). Improving black student achievement by enhancing students' self image . Chevy Chase, MD: Mid-Atlantic Equity Center.

Kunjufu, J. (2002). Black students, middle class teachers. Chicago, IL: African American Images Publishing.

Ladson-Billings, G. (2001). But that’s just good teaching! the case for culturally relevant pedagogy. Theory Into Practice, 34, [Electronic version]. Retrieved October 21, 2010 from Professional Development Collection.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of african american
children. (1 ed.). Jossey-Bass

National Center for Educational Statistics. U.S. Department of Education (2013). The condition of education. Retrieved from website:

Noguero, P. (Performer) (n.d.). Culturally responsive teacing. [Audio podcast]. Retrieved from

Pierson, R. (Performer) (2013). Every kid needs a champion [Web]. Retrieved from

Prensky, M. (2001). Digital natives, digital immigrants, part ii: Do they really think differently?

On the Horizon (NCB University Press, 9(6), Retrieved from

Robinson, K. (Performer). (2013, April). How to escape education’s death valley [Web Video]. Retrieved from robinson how to escape educations deathvalley.html

Shade, B.J., Kelly, C. & Oberg, M. (1998). Creating Culturally responsive classrooms,
Whashington, D.c.: American Psycholotical Association

Thomas, D., & Stevenson, H. (2009). Gender risks and education: the particular classroom challenges for urban low-income african american boys. American Educational Research Association, 33(160), Retrieved from doi: 10.3102/0091732X08327164

Tyler, K., Boelter, C. (2008). Linking black middle school students’ perceptions of teachers’ Expectations to academic engagement and efficacy. The Negro Educational Review, 59, 27-44. [Electronic version]. Retrieved June 24, 2009 from Professional Development Collection

Understanding black male learning styles. (2011, February 23). Hudson Valley Press Online. Retrieved from

U.S. Department of Education, National Center for Education Statistics. (2009). Status and trends in the education of racial and ethinic minorities (NCES 2010-015). Washington, DC: Retrieved from