As a visual device, the project’s word web expands the vocabulary involved with CRT and CRA. The six groups describe key points to show how words, beliefs, actions, and decisions are related. When educators develop as culturally responsive teaching, they must have the ability to connect words to implement ideas. The word groups explain the: (a) seven forms of biases; (b) learning styles dimensional; (c) multidimensional needs of students; (d) 3 C’s theme; (e) qualitative attributes of culturally responsive pedagogy; and (f) components of multicultural education. Seven forms of biases. The Pennsylvania Depart of Education (2013) acknowledges that the field of education has curricular bias in its materials and structure. With invisibility,
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36-45).
Components of multicultural education. The University of Washington College of Education (n.d.), validates that multicultural education is a reform movement and a process, which complements the flowchart’s process of whether a teacher is following the “Yes” or “No” trail in the directional paths. Without satisfying the five components of multicultural education, educators can easily overlook the equal educational opportunities for all students, not limited to CLD learners. The domains include:
content integration – incorporating diverse cultural histories and examples to teach subjects and disciplines;
knowledge construction process – fostering an environment that helps students construct their own knowledge, as well as supporting ways students interpret “biases, frames of reference, and perspectives within a discipline” (University of Washington College of Education, n.d.);
prejudice reduction – alleviating negative attitudes and fallacies towards different races and ethnicities;
equity pedagogy – adjusting teaching practices in a fair manner to facilitate learning and improve academic achievement for CLD
36-45).
Components of multicultural education. The University of Washington College of Education (n.d.), validates that multicultural education is a reform movement and a process, which complements the flowchart’s process of whether a teacher is following the “Yes” or “No” trail in the directional paths. Without satisfying the five components of multicultural education, educators can easily overlook the equal educational opportunities for all students, not limited to CLD learners. The domains include:
content integration – incorporating diverse cultural histories and examples to teach subjects and disciplines;
knowledge construction process – fostering an environment that helps students construct their own knowledge, as well as supporting ways students interpret “biases, frames of reference, and perspectives within a discipline” (University of Washington College of Education, n.d.);
prejudice reduction – alleviating negative attitudes and fallacies towards different races and ethnicities;
equity pedagogy – adjusting teaching practices in a fair manner to facilitate learning and improve academic achievement for CLD