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As discussed, four dimensions of teaching and learning are particularly relevant to our present discussion: instructional strategies, assessment, classroom dynamics, and course content.
How an instructor implements these dimensions in actual practice is very much a byproduct of what knowledge they want to teach (epistemology) and how they want to teach it (pedagogy). In other words, epistemology and pedagogy intersect to shape how an instructor approaches each of the four teaching and learning dimensions, and the degree to which teaching and learning is multicultural in nature. (move model to here)
As a way to more clearly conceptualize how epistemology and pedagogy intersect, specifically as it relates to multicultural teaching and learning, it may be helpful to think of this relationship as a box plot. The horizontal continuum identifies the degree to which instructors are multicultural in how they address the creation of knowledge. Similarly, the vertical axis represents a three-step continuum, identifying the degree to which knowledge is taught from an instructor- or student-centered perspective. Within this model, instructors can plot where their current and future teaching practice falls related to instructional strategy, assessment of student learning, classroom dynamics, and course content.
Now, it's time to start thinking about your course goals, objectives, activities and assignments from a variety of perspectives. In the next sections of this module, you will have an opportunity to explore the challenges and rewards that will come from teaching a diverse group of learners. Specifically, you will begin to consider how teaching from a multicultural perspective might influence your instructional strategies, assessment of student learning, classroom dynamics, and course content.