In today's diverse educational landscape, it is imperative to address the varied learning needs of individuals to ensure equitable access to education. One effective way to promote equity in education is through the implementation of multimodal instruction.
Creating Culturally Responsive Curriculum and Instruction with the Brain in Mind in a Digital World!
Overview:
This session examines the intersection of neuroscience, digital equity, and culturally responsive pedagogy in support of all learners. Participants will learn how to design
- Digital Equity, UDL, and Technology Integration
Key Themes:
Neuroeducation: Understand how the brain learns best, through safety, connection, relevance, and joy.
Cultural Responsiveness: Embed students’ cultural experiences into curriculum and instruction using frameworks like Culturally Relevant Pedagogy (Ladson-Billings) and Historically Responsive Literacy (Muhammad).
Digital World Integration: Use technology not just as a delivery method but as a bridge to storytelling, creativity, and critical thinking, especially for multilingual learners and students of color.
Universal Design for Learning (UDL): Apply brain-based principles of engagement, representation, and expression with cultural and linguistic responsiveness.
Foundational Research on Culturally Responsive Pedagogy
- Ladson-Billings, G. (1995).
- Toward a theory of culturally relevant pedagogy.
- American Educational Research Journal, 32(3), 465–491.
- https://doi.org/10.3102/00028312032003465
- Gay, G. (2010).
- Culturally Responsive Teaching: Theory, Research, and Practice (2nd ed.).
- Teachers College Press.
- Muhammad, G. (2020).
- Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.
- Scholastic.
Neuroscience and Brain-Based Learning
- Jensen, E. (2005).
- Teaching with the Brain in Mind (2nd ed.).
- ASCD.
- Immordino-Yang, M. H. (2016).
- Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience.
- W. W. Norton & Company.
- Sousa, D. A. (2016).
- How the Brain Learns (5th ed.).
- Corwin.
Digital Equity, UDL, and Technology Integration
- CAST (2018).
- Universal Design for Learning Guidelines version 2.2.
- http://udlguidelines.cast.org
- Lisenbee, P. S., & Ford, C. M. (2018).
- Culturally responsive digital storytelling: Supporting students’ voice and identity through technology.
- Contemporary Issues in Technology and Teacher Education, 18(4), 620–637.
- https://citejournal.org/volume-18/issue-4-18/
- Resta, P., & Laferrière, T. (2015).
- Digital equity and intercultural education.
- Education and Information Technologies, 20(4), 743–756.
- https://doi.org/10.1007/s10639-015-9419-z
- National Center for Education Statistics (NCES). (2022).
- Digital Access in the U.S. Public Schools.
- https://nces.ed.gov/
Culturally Responsive Technology and Learning
- Paris, D., & Alim, H. S. (2017).
- Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World.
- Teachers College Press.
- Tichavakunda, A. A. (2021).
- Black Campus Life: The Worlds Black Students Make at a Historically White Institution.
- SUNY Press. (Discusses tech and identity in academic environments.)
- Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019).
- Implications for educational practice of the science of learning and development.
- Applied Developmental Science, 24(2), 97–140.
- https://doi.org/10.1080/10888691.2018.1537791
Middle School Integrated Lesson Plan: Place-Based Poetry and Cultural Arts
Title: Chattanooga Rising: Exploring Place-Based Poetry through Black Music, Art, and Theater
Grade Level: 6th–8th Grade (Middle School)
Length: 1–2 weeks (5–10 sessions)
Theme: Place-Based Poetry, Cultural Memory, and Creative Expression
Anchor Text: "Chattanooga" by Ishmael Reed
Theoretical Frameworks:
- Historically Responsive Literacy (Gholdy Muhammad)
- Sociocultural Theory (Vygotsky)
- Universal Design for Learning (CAST, 2018)
- Culturally Responsive SEL (CASEL)
Learning Objectives:
- Students will analyze and interpret Ishmael Reed's poem "Chattanooga" to explore the intersections of place, identity, and history.
- Students will express their personal and cultural narratives through original poetry, visual art, and performance.
- Students will use digital tools to document, share, and present their creative work.
- Students will develop social-emotional skills through reflection, community building, and voice.
- Students will explore how Black music, art, and theater shape cultural identity and resistance.
Standards Alignment:
- ELA: CCSS.ELA-LITERACY.RL.6-8.2, W.6-8.3, SL.6-8.4
- Social Studies: D2.His.1.6-8, D2.Civ.2.6-8
- Visual & Performing Arts: National Core Arts Standards (Anchor Standards 1-7)
- Technology: ISTE Standards for Students 1.1, 1.6, 1.7
Materials:
- Poem: "Chattanooga" by Ishmael Reed (print and digital)
- Audio recordings of jazz, blues, and hip-hop from Chattanooga
- Digital tools: Canva, Book Creator, Flipgrid, Soundtrap
- Art supplies: poster paper, paints, collage materials
- Headphones, devices, projectors
Chattanooga
Multimodal instruction refers to the use of multiple sensory modalities, such as visual, auditory, kinesthetic, and tactile, to deliver information effectively. By incorporating diverse instructional methods, educators can cater to the various learning preferences and abilities of students, ultimately creating a more inclusive learning environment. At "Cultivating Equity Through Multimodal Instruction," we believe that embracing multimodal instructional approaches is key to supporting diverse learning needs. Our services and resources are designed to help educators integrate a variety of teaching techniques and technologies to engage students and enhance their learning experience. By incorporating visual aids, hands-on activities, technology tools, and personalized learning strategies, educators can better accommodate students with different learning styles, preferences, and abilities.
This approach not only supports academic achievement but also fosters a sense of belonging and inclusivity among all learners. In promoting equity through multimodal instruction, educators can empower students to reach their full potential and cultivate a more inclusive and supportive learning environment. By recognizing and addressing the diverse learning needs of students, we can create a more equitable educational system where every individual has the opportunity to thrive. Join us at "Cultivating Equity Through Multimodal Instruction" as we work towards creating a more inclusive and equitable educational landscape through the power of multimodal instruction. Together, we can ensure that every student receives the support and resources they need to succeed.