How to Create a Culturally Responsive and Inclusive Classroom with the ASLM (Session 9E)
Main Topic: Education, Teaching and Classroom Practices
Session Type: Skill Share
Today’s students are tech-savvy and social, but in many classrooms, they are asked to put away their devices and stop talking. Students today struggle in the classroom because the classroom environment is so different from every other setting in their lives. The answer seems obvious: bridge the gap between the classroom and the rest of the students’ life experiences. To accomplish this, the STEMD2 R&D group developed the Authentic Social Learning Model (ASLM). This model is a new approach to Authentic Learning by incorporating a Connectivist perspective. The ASLM has been taught to teachers in Hawai’i with promising results of improved classroom engagement and achievement. Siemens (2006) coined the term connectivism to describe learning in the digital age. According to Siemens (2005), the existing learning theories of behaviorism, cognitivism, and constructivism could not address the learning that occurs in classrooms that have been impacted by technological change. Technology may not have changed the look of classrooms, but it has certainly changed the thinking and learning styles of the students in the classrooms. It is time for teachers and administrators to realize that students are different and embrace new strategies to address their new style of learning. Using the ASLM model, teachers will no longer spend their days teaching from the pulpit at the front of the room. Instead, teachers will facilitate learning in a student-centered environment that increases motivation, engagement, and success. There are four major components to the ASLM: connectivist learning, inclusive education, project-based learning (PBL), and assessment. In this presentation, each component of the ASLM will be explained through practical examples with emphasis on how they relate to the 21st-century learners. Participants will be taught the ASLM model and its components as the fundamentals needed to master the skill of teaching 21st-century learners. Participants will walk away with the know how of creating a classroom environment that allows the teacher to individualize instruction for every student, support students in utilizing social learning strategies, including social technologies, to acquire and apply new knowledge, and encourage learning in collaborative effort between the teacher and the students.
- Have an understanding of the Authentic Social Learning Model
- Be able to use ASLM strategies to design and implement social learning strategies to enhance collaboration in classrooms.
- Be able to individualize instruction for every student
- Be able to create a collaborative learning environment between the teachers and the students
Keywords: Inclusive Education, Diverse classrooms, Educational Strategies, 21st Century Learning, Professional Development, Connectivism, Authentic Learning
Dr. Kaveh Abhari Center of Disability Studies, College of Education at the University of Hawaiʻi at Mānoa - Principal Investigator and Affiliate Faculty, at STEMD², CDSDr. Kaveh AbhariCenter of Disability Studies, College of Education at the University of Hawaiʻi at Mānoa - Principal Investigator and Affiliate Faculty, at STEMD², CDS
Center of Disability Studies, College of Education at the University of Hawaiʻi at Mānoa
Kaveh Abhari is an Associate Professor of Information Systems at San Diego State University and Associate Specialist at the Center on Disability Studies at the University of Hawaii at Manoa. His research focuses on the applications of digital technologies in democratizing innovation, entrepreneurship, and education. Dr. Abhari has founded the Digital Innovation Lab (DiLab) to research human-centered digital transformation, and STEMD² R&D Group to support STEM education in underserved communities. He currently leads federally funded research and service projects on inclusive teaching, social learning, and alternative education. He holds a Ph.D. in communication and information Sciences, a Ph.D. in marketing, and a master’s degree in electrical engineering with 20 years of experience in the industry.
Ms. Moa Viebke Center of Disability Studies, College of Education at University of Hawaiʻi at Mānoa - Learning Management System Research CoordinatorMs. Moa ViebkeCenter of Disability Studies, College of Education at University of Hawaiʻi at Mānoa - Learning Management System Research Coordinator
Center of Disability Studies, College of Education at University of Hawaiʻi at Mānoa
Moa Viebke earned her a B.S in Management Information Systems from San Diego State University. She is currently the Learning Management System Research Coordinator at the University of Hawaiʻi, Center on Disability Studies, STEMD² R&D Lab, where she leads the learning management systems and the development and dissemination of research-based resources to enhance engagement and achievement for middle-school math students in Hawaiʻi. She also designed and delivered professional development programs to help teachers across the state to create inclusive and authentic, social learning environments.