This document discusses collaboration in education. It emphasizes that collaboration requires active participation from all parties and brings different strengths and perspectives. When done effectively, collaboration benefits everyone involved. It also discusses how teachers can create a culture of collaboration in the classroom through modeling, questioning, responding to students, encouraging discussion, and using reflective journals. Additionally, the document defines culturally responsive teaching as understanding students' unique backgrounds and capitalizing on their cultural experiences to promote learning. It provides examples of behaviors like viewing diversity as an asset, feeling responsible for cultural responsiveness, understanding how students learn, and designing instruction that builds on students' prior knowledge. Finally, it suggests strategies for culturally responsive teaching like communicating high expectations, actively engaging students, facilitating learning

1. Teacher as
Collaborator
Schorette Emerich EIM 504

2. Education Collaboration :
Requires active participation
Brings different strengths and interests to
the relationship
Everyone who contributes gains from the
collaboration in some way.
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3. Students need to feel assured that
they are free to express their own
opinions and viewpoints without
fear of being criticized.¹
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4. Creating a Culture of Collaboration
Teacher Modeling
Think aloud
problematic situations
Share successful and
unsuccessful
experiences
Model appropriate
behavior for students
Questioning
Challenge students
by questioning
them in ways that
require them to
think critically
before answering.
Quality Responding
Respond to students
in a way that shows
sincere interest in
knowing more about
their thoughts and
feelings.
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5. Peer Interactions &
Discussions
Encourage classroom
discussion that allows
students to share ideas,
points of view, and to
question each other in a
positive setting.
Creating a Culture of Collaboration
Reflective Journals
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Use structured and
unstructured journaling to
have students respond to
their thoughts, feelings,
and learning processes.

6. Culturally Responsive Teachers
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A culturally responsive teacher is one who understands and capitalizes on the unique
cultural attributes, prior experiences, and performance styles of students in order to
activate prior knowledge and promote student achievement.

7. 6 Key behaviors of Culturally Responsive Teachers
Socially Conscious
Understands that a student’s
understanding is influenced by
their culture.
Accepts Diversity
Views student’s diverse
backgrounds as assets rather
than liabilities.
Takes Responsibility
Feels personally responsible for
helping schools be more
responsive to students.
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Understands Learners
Understands how learners
construct knowledge.
Interest
Knows about the lives of
their students.
Instruction Design
Designs instruction that build
upon students’ prior
knowledge and experiences
and stretches them beyond
what is familar.

8. If collaborative learning is to make
the most of the rich cultural
diversity that is represented among
learners, then we must ensure
comprehensive, active, and
committed participation.²
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9. Strategies for Culturally Responsive Teaching
Communicate high
expectations
Actively engage
students in learning.
Facilitate learning
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Visit student’ families and
communities
Anchor your curriculum in
the everyday lives of your
students
Select participation structures for
learning that reflect students’ ways of
knowing and doing.
Share control of the
classroom with your
students.

10. Increase Global Understand through Technology
1. Find a grade level lesson plan or topic for increasing global
understanding.
Suggested Website: PBS Learning Media
2. Identify technologies, websites, and software you might use
to support this lesson. Justify why you’ll use them,
3. Consider how you’ll address student learning from the
activity. How will you evaluate the effectiveness of the
students and the technologies you’ve selected?
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11. Works Cited
Cennamo, K., Ross, J. D., & Ertmer, P. A. (2019). Technology integration for meaningful
classroom use: a standards-based approach. Cengage.
Smith, D. R., & Ayers, D. F. (2006). Culturally Responsive Pedagogy and Online Learning:
Implications for the Globalized Community College . Community College Journal of Research
and Practice, (30), 401–415.
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