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 question | Motivational strategy | Learning 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 concepts 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 question | Motivational strategy | Learning activity |
| 4. Engendering competence: How do I create or affirm an understanding that participants have effectively learned something that 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. |