The cooking lesson is an application of culturally responsive pedagogy. Instructors first take initiatives to understand their students’ backgrounds and needs, establish inclusion, make learning contextual, and be acquainted with their students by using their language. More strategies encompass building relationships with students and delivering different forms of content to engage students and enhance classroom dynamics. The practicality with personalization and integration of UDL addresses diverse learners’ needs and keeps them engaged in the classroom.

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Culturally Responsive Strategies:

• Active learning strategies with experiential learning activities

• Project-based learning

• Inquiry-based learning

• Adaptive learning

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1. Understand the Students

• Teacher (T) fills in the survey with students (Ss) in case they have not yet developed the linguistic competencies to read all the questions. A questionnaire was created on Surveymonkey, and it is downloadable via  https://www.surveymonkey.com/r/7XBNRYV

 

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2. Establish Inclusion

• T introduces the topic of the lesson and displays pictures of food, including tacos and sushi, on the screen. T asks Jacob and Jasper, “Have you tried this cultural food before?” and “Do you know where they are from?”. T acknowledges Ss' answers and gives responses to them.

• T further asks Mary and Nancy, “Have you tried other cultural food?” and “What have you tried?”

• T invites all four Ss to share unique experiences with the food mentioned by asking, “Now, take a minute and think of a uniquely personal experience when you tried the cultural food. Who were you with? Where were you at that time? What were the taste and texture? Did you like it? Did you ask for more, or did you vomit right after taking it?”

• T pays active listening to all Ss’ experiences, applauds for contribution, and gives positive feedback on courage and active participation.

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3. Make Learning Contextual

• T showcases two countries’ flags (Mexico and Japan) on the screen and asks Ss, “Have you seen these flags before, Jacob?” “Do you know which country represents, Jasper?” T gives positive feedback to Jacob and Jasper for answering questions.

• T showcases pictures of tacos and sushi on the screen and asks, “Mary, where is sushi originated from?” “Nancy, where are tacos originated from?”

• T applauds for their contribution and gives positive feedback to Mary and Nancy.

 

4. Use Student Vocabulary

• T looks at the survey and realizes that “Pokemon” is all Ss’ favorite cartoon.

• T asks Ss to pair up and create a Pokemon name for the team.

• Jacob pairs up with Jasper, and Mary pairs up with Nancy.

• Jacob’s team is named Charizard, and Mary’s team is named Eevee.

 

5. Deliver Forms of Content

• T asks the teams whether they prefer making tacos or sushi.

• Ss in each team give opinions on the preference and make a choice.

• T respects all decisions made by the teams.

• Jacob’s team chooses to make sushi, and Mary’s team makes tacos.

• T plays each video of making tacos and sushi once and asks each team to recall the procedures of their choice after a discussion.

• Ss interacts with each team member and makes notes of the procedures.

• T invites Jacob to demonstrate the procedures of making sushi with playdoh and asks Mary’s team to criticize.

• T then Mary’s to demonstrate the procedures of making tacos with playdoh and asks Jacob’s team to criticize.

• T distributes recipes for each team and asks them to follow the instructions to make tacos and sushi with editable ingredients.

 

6. Build Relationships

• Ss interact with each other when making the dish

• T approaches each team and interacts with them. T asks, “What are you going to do next? Do you like the texture of raw fish?”

• T walks around and offers help whenever Ss need help.

• T videotapes and takes snapshots of the cooking progress.

• T invites each team to take photos of each other and the final product.

 

7. Call on Each Student

• T encourages and invites each student to reflect on the cooking experience by asking, “Which step was comparatively more difficult, Jacob?” “Which step did you enjoy the most, Jasper?” “What hygienic procedures for food safety were you aware of, Mary?” “Which step was the easiest, Nancy?”

• T asks, “Do you want to try another team’s dish?”

• T respects responses from all Ss and encourages an exchange of dishes, given that all Ss prefer a try.

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