Developing a South-Asian Curriculum: Navigating Feedback and Enhancing Student Learning in a Multicultural Classroom

Initially, in our course profile, I (Humaira)and Jashandeep, both of us stated that we were developing our course module based on the South-Asian curriculum. However, after receiving feedback from reviewers, it was noted that the Grade-3 lessons created were not suitable for the age and grade level. Despite this, English is introduced in our curriculum from an early age (Play and Nursery School), and we believe that it will not be difficult for students to understand the guidelines and questions provided in the Google Classroom. Our workload is consistent with what is expected in our curriculum, and there are numerous resources available online that can provide insight into our teaching methods. We are committed to ensuring quality and quantity in our curriculum, and we have created our lessons based on our classroom teaching experience and expertise.

We have made all the necessary information available for accessing the Google Classroom, and our module is transparent so that anyone can access the lessons and assessment tools. If anyone has difficulty accessing the classes, we encourage them to reach out to us so that we can resolve the issue. Although we teach the same subject, we have separate classes based on our different topics and teaching styles. Additionally, we can also use our mother tongue (Hindi & Bangla) for instructional purposes to ensure that our learners and parents can understand the lessons easily. We have provided detailed instructions on how to begin each lesson, including the necessary materials, assignments, and assessment methods. We have taken the feedback of the reviewers into consideration and will work on making our instructions more concise in the next module.

We have explained how we will cover all aspects of the course, including classwork, assessment, and homework. Due dates for homework are mentioned in Jashandeep’s module, while in Humaira’s module, the due date for homework will be explained in the face-to-face class and emailed to the student’s webmail. All classes will be conducted both in-person and online, and online students will receive full support from their teacher to complete their learning. Students who are physically present in the classroom can view the videos uploaded on Google Classroom via the classroom projector and take all the quizzes using the classroom computers. As for team activities, students who attend classes remotely will be automatically grouped with their peers through the Socrative software’s built-in program, as they will be taking the quiz simultaneously. To ensure that online students receive comprehensive support and assistance, we will provide all necessary help for successful learning.

To assess our students, we will be utilizing Google Jam board and Socrative as a formative assessment, while following the South-Asian curriculum for summative assessment, which includes mid-terms and finals. This process allows us to evaluate each student individually and we have also outlined how their grades will be determined for each task. As our curriculum is based on scoring/grading, rather than rubrics, there is no need for rubrics. Additionally, students will be able to apply what they have learned from videos to complete quizzes and other activities.

In general, our reviewers have provided us with moderate feedback on our lesson plan. They have pointed out several shortcomings, and we have attempted to address them in our explanation. As international students, we are still familiarizing ourselves with the Canadian curriculum, and we are making every effort to create an effective and appealing class module that aligns with it. We had originally intended to include videos in our native language to enhance the authenticity of the lesson, and we obtained permission from our professor to do so. However, we ended up using English-language videos during the lesson design phase to facilitate the reviewers’ feedback process. We are grateful for the feedback we have received and are eager to incorporate the suggested modifications into our classroom.





One thought on “Developing a South-Asian Curriculum: Navigating Feedback and Enhancing Student Learning in a Multicultural Classroom

  1. A very nice concept introduced by you both. A mixture of several cultures and nations can be found in a multicultural classroom. Although having a varied student body can present some difficulties, it also has numerous advantages since it allows students to learn from one another outside of the confines of the classroom. To implement a multicultural classroom, educators need to be aware of biases; value life experiences; understand learning styles; and assign multicultural projects (American University, 2020)

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