Culturally Responsive Instruction Observation Protocol

To observe culturally responsive teaching we used the Culturally Responsive Instruction Observation Protocol, developed by Rebecca Powell and Susan Cantrell. For more information see:

Powell, R., and Cantrell, S. C. (Eds.). (In press).  Framing culturally responsive instruction:  Implementing the CRIOP model in K-8 classrooms. Gorham, ME:  Myers Education Press.

CRIOP consists of six holistic dimensions

Classroom Relationships

This pillar of culturally responsive instruction encompasses dimensions of teacher care and the classroom environment. Teacher care includes respect for students and their backgrounds, empathy and understanding, a commitment to helping, and dedication to teach all children while maintaining high expectations (Rightmyer, 2011 in Powell & Rightmeyer, 2011). Cultura1ly responsive classroom environments emphasize student collaboration, shared community goals, and affirmation of students’ social and cultural identities (Powell, 2011).

Family Collaboration

Collaborating with families is an integral component of culturally responsive instruction. Promoting open communication between families and the teacher, developing partnerships with parents and caregivers, and valuing families’ ” funds of knowledge” are culturally responsive practices that build family collaboration (Seitz, 2011 in Powell & Rightmeyer (eds), 2011).

Assessment Practices

Cultivating a “culture of learning” is the goal of assessment in culturally responsive classrooms (Powell, 2011). Discovering students’ strengths and literacy competencies and observing students’ potential for learning are attributes of culturally responsive assessment practices. Through formative assessment strategies that allow students to demonstrate their learning in various forms, culturally responsive teachers gain information about students’ literacy practices and modify their instruction to meet students’ needs.

Instructional Practices

A framework for culturally responsive instruction incorporates students’ cultural knowledge and affirms students’ racial and cultural identities (Cox, 2011). Culturally responsive learning experiences integrate families’ “funds of knowledge”. Teachers practicing CRI will use students’ prior learning to plan and guide instruction, will emphasize vocabulary development, and will incorporate opportunities for student collaborative learning and inquiry-based experiences (Cantrell & Wheeler, 2011 in Powell & Rightmeyer, 2011)).

Discourse

Teachers practicing culturally responsive instruction provide abundant opportunities for student conversation and explicitly teach the “language of power”(Powers, 2011 in Powell & Rightmeyer, 2011). Elements of discourse practices in culturally responsive classrooms include valuing students’ home languages, incorporating strategies to prompt academic conversations and developing language objectives that lead to linguistic competence.

Sociopolitical Consciousness

Culturally responsive instruction encompasses exploring issues important to students and their families, encouraging students to engage in problem-solving of real-world issues, and analyzing biases in texts and aspects of popular culture (Carter, 2011, in Powell & Rightmeyer, 2011) In culturally responsive classrooms, teachers strive to teach students to evaluate texts critically and to examine the ideologies and perspectives presented in various textual forms.

For this project, the CRIOP dimensions were translated into Spanish and Chinese.