Workshop Plan Designed with the Use of Motivational Framework for Culturally Responsive Teaching is just a guide only for other general workshops. It is an Education workshop plan for Culturally Responsive Teaching, but, of course it is also useful for your reference if you need to design a workshop for your own specialty and for your organisation. Adopted from Wlodkwoski, R.J 1997. Motivation with a Mission: Understanding motivation and culture in workshop design in New perspectives on designing and implementing effective workshops by Fleming, J.A. 1997. New directions for adult and continuing education. Jossey-Bass publication.

Motivational condition and questionMotivational strategyLearning activity
1. Establishing inclusion: How do I create or affirm
a learning atmosphere in which participants
feel respected and connected?
Multidimensional sharing

Collaborative learning
> After participants have introduced themselves,
they form small groups and share a topic or skill
that they value teaching and that elicits
strong emotions in them because of
their cultural or social background.

> Participants brainstorm particular strident
words, actions, triggers or incidents
that they find very challenging to manage.
2. Developing attitude: How do I create
or affirm a favourable disposition
toward learning through personal
relevance and choice?
Make the learning activity an irresistible invitation to learn> Participants form triads and one (or more)
of them shares a method he or she has
used effectively to respond to one of the
challenges listed. Groups report, and the teacher
lists these methods next to the indicated challenges. Teacher circles those he or she
will teach today and invites faculty to continue
to share insights and experience.
3. Enhancing meaning: How do I create engaging and challenging
learning experiences that include learner perspectives a values?
Use a variety of presentation styles to convey four different

Posing a problem

Creating a stimulation
> Teacher uses an overhead projector and handouts to describe ground rules: uses
an exercise to communicate the concept of
‘think, pair, share’. shows a short
controversial video to which participants
react by journaling and uses volunteer models as a cooperative learning base group in action.

> The teacher asks the participant to think of the language and attitudes of their students and to
revise or add to the ground rules to make them
more understandable an culturally respectful.

> Participants role-play a cooperative learning group discussing a controversial court decision involving gender issues.
Motivational condition and questionMotivational strategyLearning activity
4. Engendering competence:
How do I create or affirm
an understanding that participants
have effectively learned something

they value and perceive
as authentic to their real world
Performance assessment

Feedback (multicultural)

Feedback (general workshop)
> Participants respond to a case
study in which a faculty member loses
control of a class. Participants conceptualise what
might have been done in the moment as well as
what might have done to prevent

this incident.

> Participants compare their responses
to the case study with the suggestions
of three faculty members who are experienced
multicultural educators.

> Workshop concludes with each participant
posting an action plan for his or her own course
based on today’s learning. The workshop leader
and the participant visit the posters in carousel
fashion to offer supportive comments and suggestions.

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