Abstract
As online classrooms became a necessity rather than a choice during the pandemic, many educators grappled with the task of building genuine relationships with students from diverse cultural backgrounds. This presentation shares a research-informed, co-designed model from research data involving elementary school staff to guide culturally responsive teaching in online environments. The Culturally Responsive Online Model (CROM) requires building trust, forming inclusive relationships, and honoring student identity through purposeful, culturally aware practice. Grounded in teacher voice and experience, it offers practical strategies for developing community and relevance online. We share key elements of this framework—such as relational engagement, inclusive communication, and responsive curriculum design—that bridge the divide between technology and engaging learning. By foregrounding how teachers redesigned their roles to care for students in holistic ways, the presentation opens dialogue on what it means to teach responsively, even at a distance.
Presenters
Benjamin BoisonDirector, Centre for Learning and Teaching Innovation, Aurora College, Canada Anne Michelle Burke
Associate Professor, Literacy Education and Early Learning, Memorial University of Newfoundland
Details
Presentation Type
Theme
KEYWORDS
Culturally Responsive Teaching, Virtual Classrooms, Inclusive Education, Online Learning
