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April 16–18, 2015 National Conference Hartford, Connecticut Developing a Multicultural Curriculum

Developing a Multicultural Curriculum

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Page 1: Developing a Multicultural Curriculum

April 16–18, 2015 National Conference

Hartford, Connecticut

Developing a Multicultural

Curriculum

Page 2: Developing a Multicultural Curriculum

Presenter

2

Dr. William A. Howe Education Consultant

CT State Department of Education

165 Capitol Avenue, Room 222

Hartford, CT 06106

Phone: (860) 713-6752 / Fax: (860) 713-7025

email: [email protected]

Past-President of the

National Association for Multicultural Education

Page 3: Developing a Multicultural Curriculum

LEARNING OBJECTIVES

1. Develop a deeper understanding of culture and how it influences how we learn.

2. Gain an understanding of multicultural education, its implementation, and how it can increase academic achievement.

3. Learn how to enhance a school culture in order to foster effective, practical teaching & learning.

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Defining the Need for CULTURALLY RESPONSIVE EDUCATION

Importance of Being Multilingual

Working With Bias

Constructivist Listening

Seven Key Social Skills

Seven Cultural Competence Skills

Multicultural Education

Lesson Planning

COURSE OVERVIEW

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Family Status

Sex

ua

l O

rien

tati

on

Adapted from

Loden & Rosener,

1991

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THE #1 RESPONSIBILITY OF SCHOOLS

Ensure that all students

feel safe,

both physically

and emotionally,

in order

for learning to occur

at its optimum.

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Defining the Need

CULTURALLY RESPONSIVE

EDUCATION

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RESEARCH ON COMPANIES

The #1 reason

why people are

fired

from their job is:

the inability to get

along with others.

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RESEARCH FROM YALE STUDY

The #1 reason

why people are

fired

from their first job is:

the inability to get

along with others.

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RESIDENCE ADVISORS’ STUDY

The #1 reason

why first year college

students have a bad

experience living in a

dormitory is:

the inability to get

along with others.

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IN THE OLD DAYS

Teachers educated students in reading,

writing and arithmetic to prepare for

jobs in agriculture and manufacturing.

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TODAY AND THE FUTURE

Teachers must prepare

students to work in a global

workplace and compete with

job seekers internationally.

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THE GLOBAL OUTLOOK

Forty percent of the

S&P 500’s biggest

corporations

do ... more than 60

percent of their

business abroad Big Money on Rise, Average Worker Losing.

Hartford Courant 11/13/10

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3 TOP ECONOMIC SUPER POWERS

#1 USA -

$14,624,180,000,000

#2 China -

$10,084,370,000,000

#3 Japan-

$4,308,630,000,000

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THINKING GLOBALLY

There are as many people studying English in China as there are people in the U.S.

Seven of the ten most watched T.V. shows in the world are American

We must prepare students

to be more knowledgeable

globally.

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3RD GRADE READING LEVEL

Research suggests

that if children aren’t

reading by 3rd grade, it

is unlikely they will

ever catch-up.

Juell, 1988, National Reading Council, 1998

National Children’s Reading Foundation,

2008

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A DIPLOMA, A TICKET AND A BLINDFOLD …

Page 20: Developing a Multicultural Curriculum

HOW WELL WOULD YOUR GRADUATES

do living in ……

Beijing ?

Dubai ?

New Delhi ?

Tokyo ?

New York ?

Page 21: Developing a Multicultural Curriculum

BECOMING MULTICULTURAL

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SCHOOLS & FAMILIES MUST DO A

BETTER JOB

preparing students for a diverse

world where cultural

competence is becoming

increasing valuable

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Multi-lingual

THE IMPORTANCE OF BECOMING

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THE 10 MOST SPOKEN LANGUAGES IN THE

WORLD

1. Mandarin – 14.4%

2. Spanish – 6.15%

3. English – 5.43%

4. Hindi - 4.70%

5. Arabic – 4.43%

6. Portuguese – 3.27%

7. Bengali – 3.11%

8. Russian – 2.33%

9. Japanese – 1.90%

10. Punjabi – 1.44%

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CHINA WILL SOON BECOME

The #1

English-

speaking

country in

the world.

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SOUTH AFRICA

has 11

official

languages

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BEING MULTILINGUAL:

Workers who can speak English & Spanish are GOLD

Workers who can speak English,

Spanish, Mandarin & are culturally

competent are PLATINUM

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WORKING EFFECTIVELY WITH STUDENTS FROM

CULTURALLY DIVERSE BACKGROUNDS

Today, one of every five children in the United

States is from an immigrant family.

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By 2040 one of every three U.S. children

is projected to be from an immigrant

family.

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Nearly 80 percent of the new immigrants

are people of color from Latin America,

Asia, and the Caribbean.

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Approximately 75 percent of the new immigrants are of Spanish-speaking origin, although children speaking more than 100

different languages are entering U.S. schools.

Aproximadamente el 75 por ciento

de los nuevos inmigrantes son de

origen Hispano

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With BIAS

UNDERSTANDING & WORKING

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ABLE-ISM – NOT SO SUBTLE

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“Look at the angle that he was in,” says New Westminster

mom Anne Belanger, her voice a whisper as she fought

back tears. “He’s ostracized. He wants to be part of

the gang so much.”

Page 38: Developing a Multicultural Curriculum

RACIAL MICROAGGRESSIONS

Such incidents

have become a

common-place

experience for

many people of

color because they

seem to occur

constantly in our

daily lives.

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RACIAL MICROAGGRESSIONS …

Are the brief and everyday

slights, insults, indignities and

denigrating messages

sent to people of color by well-

intentioned White people who are

unaware of the hidden messages being

communicated.

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RACIAL MICROAGGRESSIONS …

These messages may be sent verbally

("You speak good English."), nonverbally

(clutching one's purse more tightly) or

environmentally (symbols like the

confederate flag or using American Indian

mascots). Such communications are

usually outside the level of conscious

awareness of perpetrators.

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AVERSIVE RACISM

Many well-intentioned White people

consciously believe in and profess

equality, but unconsciously act in a racist

manner, particularly in ambiguous

situations.

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When a White couple (man and women)

passes a Black man on the sidewalk, the

woman automatically clutches her purse

more tightly, while the White man checks

for his wallet in the back pocket.

(Hidden Message: Blacks are prone to

crime and up to no good.)

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A third generation Asian American is

complimented by a taxi cab driver for

speaking such good English.

(Hidden Message: Asian Americans are

perceived as perpetual aliens in their

own country and not "real Americans.")

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Police stop a Latino male driver for no

apparent reason but to subtly check his

driver's license to determine immigration

status.

(Hidden message: Latinas/os are illegal

aliens.)

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American Indian students at the

University of Illinois see Native American

symbols and mascots - exemplified by

Chief Illiniwek dancing and whooping

fiercely during football games.

(Hidden Message: American Indians are

savages, blood-thirsty and their culture

and traditions are demeaned.)

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EMPATHY DEFICIT

Researchers at the University of Michigan Institute for Social Research reported that college students now are 40 percent less empathetic than they were in 1979, with the steepest drop coming in the last 10 years. Students today are generally less likely to describe themselves as "soft-hearted" or have "tender concerned feelings for others" and more likely to admit that "other people's misfortunes" usually don't bother them. (Boston Globe, Oct 17, 2010)

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I BELIEVE WE CAN CHANGE THE WORLD IF WE

START LISTENING TO ONE ANOTHER AGAIN.

Simple, honest, human conversation.

Not mediation, negotiation, problem

solving, debate, or public meetings. Simple,

truthful conversation where we each feel

heard, and we each listen well. This is how

great changes begin, when people begin

talking to each other about their

experiences, hopes, and fears. “ From Turning to One Another: Simple Conversations to Restore Hope to the Future, by Margaret

Wheatley.

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“Most people don’t listen with the

intent to understand; they listen

with the intent to reply” ……… Stephen Covey

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80% of awake time is spent communicating.

We spend 45% of awake time listening.

75% of the words are ignored, misunderstood or forgotten

Most Adults Listen Actively for 17 seconds

Page 51: Developing a Multicultural Curriculum

LISTENING TECHNIQUES

ACTIVE CONSTRUCTIVE

The listener must

take care to attend to

the speaker fully, and

then repeats, in the

listener’s own words,

what he or she thinks

the speaker has said.

“I agree to listen and

think about what you

say in exchange for

you doing the same

for me.”

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CONSTRUCTIVIST LISTENING GUIDELINES

Each Person

• Has equal time to talk.

• Does not interrupt, give advice or break

in with a personal story.

• Agrees that confidentiality is

maintained.

• Focus on what the speaker is saying

others

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DIFFICULT CONVERSATIONS

Learning the words - how to talk

about

perspectives, perceptions

differences, and attitudes.

Page 54: Developing a Multicultural Curriculum

FACILITATING CONDITIONS/STRATEGIES

Becoming culturally skilled and competent in

facilitating difficult dialogues on race is a

constant lifelong journey. Understand that

everyone will commit racial blunders or make

insensitive statements.

The issue is how your recover, not how you

cover up. (Derald Wing Sue)

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PEOPLE OF COLOR VIGNETTE #6

During a radio interview with the author of

a book on Buddhist meditation practice,

the talk show host asked whether the

author had attempted to reach out

to people of color. The author responded

by saying, "Yes, I'm offering the

meditation workshops in both prisons

and juvenile halls."

Question : Do you see any problem with the

author's response?

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Seven Critical Skills

SOCIAL SKILLS

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Understanding Cultural Differences in Seven Key

Social Skills

An Asian Pacific American Perspective

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Basic Asian Values

• Family and Education

• Reserve Conformity and Harmony

• Benevolence and Obligation

• Endurance and Sacrifice

• Loss of Face, Shame, and Honor

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A Lifelong Burden

For many women and people of color it feels like a

lifelong burden

to have to make other people

feel comfortable with them.

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7 Key Social Skills Influenced by Culture

1. Speaking Up 2. Small Talk

3. Smiling

4. Being Assertive

5. Hand-Shaking

6. Eye Contact

7. Self-Promotion

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Seven Critical Skills

CULTURAL COMPETENCE

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CULTURAL COMPETENCE

the ability to think, feel and act in ways

that are respectful of cultural diversity.

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CULTURAL COMPETENCE SKILL #1

Demonstrates real empathy for the - feelings,

- values,

- needs, and

- insights of other people.

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CULTURAL COMPETENCE SKILL #2

Demonstrates good will.

In her/his interactions,is

flexible, positive, pleasant and sincere.

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CULTURAL COMPETENCE SKILL #3

Seeks out and learns more about

other people, including their

perceptions and expressions, and

how they can learn from them.

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CULTURAL COMPETENCE SKILL #4

Able to deal with ambiguity.

Holds off making judgments until essential facts are determined and possible outcomes are assessed.

Understands the societal context in which decisions are made.

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CULTURAL COMPETENCE SKILL #5

Gives praise that is both acceptable

and sincere.

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CULTURAL COMPETENCE SKILL #6

Invites trust by keeping confidences.

Tries to avoid embarrassing him/herself

or others.

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CULTURAL COMPETENCE SKILL #7

Uses creative feedback from others and

gives it as well.

Uses caution if criticism is necessary.

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in Instructional Materials (Sadker & Sadker,

SEVEN FORMS OF BIAS

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1. INVISIBILITY: WHAT YOU DON’T SEE MAKES A

LASTING IMPRESSION.

Textbooks published prior to the 1960s

largely omitted African Americans,

Latinos, and Asian Americans from both

the narrative and illustrations. Many of

today’s textbooks are improved, but far

from perfect. Women, those with

disabilities, LGBTQ people continue to be

missing from many of today’s texts

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2. STEREOTYPING:

SHORTCUTS TO BIGOTRY.

The stereotype assigns a rigid set of characteristics to all members of a group, at the cost of individual attributes and differences. While stereotypes can be positive, they are more often negative. Some typical stereotypes include:

Men portrayed as assertive and successful in their jobs, but rarely discussed as husbands or fathers.

Women as caregivers

Jewish people as rich

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3. IMBALANCE AND SELECTIVITY: A TALE

HALF TOLD.

Curriculum may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. Such accounts simplify and distort complex issues by omitting different perspectives.

Literature is drawn primarily from western, male authors.

Math and science courses typically reference European discoveries and formulas.

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4. UNREALITY: ROSE COLORED GLASSES.

tendency of instructional materials to gloss over

unpleasant facts and events in our history. By

ignoring prejudice, racism, discrimination,

exploitation, oppression, sexism, and inter-group

conflict, we deny students the information they

need to recognize, understand, and perhaps some

day conquer societal problems. Examples include:

The notion that technology will resolve persistent

social problems.

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5. FRAGMENTATION AND ISOLATION: THE PARTS

ARE LESS THAN THE WHOLE.

A "special" chapter or insert appearing in a text? For

example, a box describing "Ten Black Achievers in

Science." Fragmentation emerges when a group is

physically or visually isolated in the text. Often, racial

and ethnic group members are depicted as interacting

only with persons like themselves, isolated from other

cultural communities.

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6. LINGUISTIC BIAS:

WORDS COUNT.

Language can be a powerful conveyor of bias, in both

blatant and subtle forms. Linguistic bias can impact

race/ethnicity, gender, accents, age, (dis)ability and

sexual orientation.

Such words as forefathers, mankind, and

businessman serve to deny the contributions (even

the existence) of females.

The bias against non-English speakers.

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7. COSMETIC BIAS:

"SHINY" COVERS.

The relatively new cosmetic bias suggests that a text is bias free, but beyond the attractive covers, photos, or posters, bias persists. This "illusion of equity" is really a marketing strategy to give a favorable impression to potential purchasers who only flip the pages of books.

A science textbook that features a glossy pullout of female scientists but includes precious little narrative of the scientific contributions of women.

A music book with an eye-catching, multiethnic cover that projects a world of diverse songs and symphonies belies the traditional white male composers lurking behind the cover.

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Defining

MULTICULTURAL EDUCATION

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KEY DEFINITIONS

Multicultural Education –

incorporating of diversity into everyday teaching and learning.

“Becoming a Multicultural Educator” (Howe & Lisi, 2014)

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KEY DEFINITIONS

Global education – study of people and their cultures in other countries

“Becoming a Multicultural Educator” (Howe & Lisi, 2014)

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KEY DEFINITIONS

Assimilation – the process of people losing their cultural identity in order to become part of, or fit into a new cultural group.

“Becoming a Multicultural Educator” (Howe & Lisi, 2014)

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KEY DEFINITIONS

Racism - prejudice plus power.

“Becoming a Multicultural Educator” (Howe & Lisi, 2014)

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KEY DEFINITIONS

Diversity – differences between people due to race, ethnicity, socioeconomic class, gender, language, ability, sexual orientation, religion, and so forth.

“Becoming a Multicultural Educator” (Howe & Lisi, 2014)

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KEY DEFINITIONS

Social justice education – the achievement of equity in education through the process of teaching and learning; also, engaging students in learning problem-solving processes to confront social justice issues.

“Becoming a Multicultural Educator” (Howe & Lisi, 2014)

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Multicultural/Global Bridge

Multiethnic

Multicultural

Global

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TWO KEY ISSUES IN MULTICULTURAL

EDUCATION*

1. Bias And Multiple Perspectives

2. Changing Content & Process

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JAMES A. BANKS (1995)

"Multicultural education is a field of study …whose major aim is to create equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups. One of its important goals is to help all students to acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good."

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Multicultural

Education

Deals with the extent to

which teachers use

examples and content from a

variety of cultures and

groups to illustrate key

concepts, principles,

generalizations, and theories

in their subject area or

discipline.

Content Integration Knowledge Construction Process

Relates to the extent to which teachers help

students understand, investigate, and determine

how the implicit cultural assumptions, frames of

reference, perspectives, and biases within a

discipline influence the ways in which knowledge

is constructed within in.

An Equity Pedagogy

Exists when teachers

modify their teaching in

ways that facilitate the

academic achievement of

students from diverse

racial, cultural, and social

class groups. This includes

using a variety of teaching

styles that are consistent

with the wide range of

learning styles within

various cultural and ethnic

groups.

Prejudice Reduction

Focuses on the characteristics of

students’ racial attitudes and how they

can be modified by teaching methods

and materials.

Empowering School Culture & Social Structure

Grouping & labeling practices, sports participation,

disproportionality in achievement, & the interactions of the staff

and students across ethnic and racial lines are among the

components of school culture that must be examined to create a

school culture that empowers students from diverse racial,

ethnic, & cultural groups. The 5 Dimensions of

MCE by James Banks

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BANKS (1993A) FOUR APPROACHES FOR

INTEGRATING MULTICULTURAL CONTENT. Le

vels

of

Infu

sio

n

4. Incorporates a variety of perspectives and promotes social action pertinent to cultural concerns.

3. Topics and issues become focal points and are viewed from a variety of cultural perspectives.

2. Lessons and units containing cultural content, themes, and perspectives are added to the existing curriculum.

1. Contributions Approach - ethnic heroes, holidays, and food.

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That are multicultural

CREATING LESSON PLANS

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… TECHNICAL COMPETENCE IN TEACHING

SKILLS

(such as leading discussions and managing groups), solid

knowledge of subject matter, and knowledge of how to teach are

essential, but not sufficient for effective teaching. Teachers’

attitudes and expectations, as well as their knowledge of how to

incorporate the cultures, experiences, and needs of their

students into their teaching, significantly influence what students

learn and the quality of their learning opportunities.

(Darling-Hammond, L., & Bransford, J. 2005).

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USING MULTIPLE TEACHING STRATEGIES.

The average teacher uses

teaching strategies

Research reveals that teachers should

use:

teaching strategies

5 - 7

15 - 30

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MULTIPLE INTELLIGENCES

1. Linguistic intelligence ("word smart")

2. Logical-mathematical intelligence

("number/reasoning smart")

3. Spatial intelligence ("picture smart")

4. Bodily-Kinesthetic intelligence ("body smart")

5. Musical intelligence ("music smart")

6. Interpersonal intelligence ("people smart")

7. Intrapersonal intelligence ("self smart")

8. Naturalist intelligence ("nature smart")

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QUESTIONS ON LESSON PLAN

1. What are the differences?

2. Which one do you like better? Why?

3. Which is easier to teach?

4. Which one is a “student centered” lesson plan?

5. How does this lesson plan prepare students for standardized testing?

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LESSON PLAN FORMATS

“TRADITIONAL” “MULTICULTURAL”

1. Subject

2. Instructional Goal(s)

3. Curriculum Objectives

4. Assessment/Evaluation

5. Instruction/Delivery

6. Materials/Resources

1. Subject

2. Instructional Goal(s)

3. Curriculum Objectives

4. Multicultural Goals

5. Assessment/Evaluation

6. Instruction/Delivery

7. Materials/Resources

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INFUSION INTO LESSON PLANS

Six Goals of a

Multicultural Approach to Teaching

“Comprehensive Multicultural Education”

(Bennett, 2003)

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1. Developing Multiple Historical Perspectives

2. Developing Cultural Consciousness

3. Increasing Intercultural Competence

4. Combating Racism, Prejudice, and Discrimination

5. Developing Awareness of the State of the Planet and Global Dynamics

6. Developing Social Action Skills

Six Goals

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1. DEVELOPING MULTIPLE HISTORICAL

PERSPECTIVES

heritage and contributions

awareness of historical and

contemporary experiences

different viewpoints

differing interpretations of human

events.

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2. DEVELOPING CULTURAL CONSCIOUSNESS

the recognition or awareness of views

awareness of the diversity of ideas and

practices found in human societies

recognition of how one’s own thoughts

and behaviors might be perceive by

members of differing nations and ethnic

groups.

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3. INCREASING INTERCULTURAL COMPETENCE

the ability to interpret international

communications and customs

Emphasis is on empathy and

communication.

goal is to develop self awareness of the

culturally conditioned assumptions

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4. COMBATING RACISM, PREJUDICE, AND

DISCRIMINATION

revising negative attitudes and behaviors

clearing up myths and stereotypes

Basic human similarities are stressed.

goal is to develop antiracist behavior

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5. DEVELOPING AWARENESS OF THE STATE OF

THE PLANET & GLOBAL DYNAMICS

knowledge about prevailing world

conditions, trends, and developments.

the world as a highly interrelated

ecosystem subject to surprise effects

and dramatic ramifications of simple

events

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6. DEVELOPING SOCIAL ACTION SKILLS

knowledge, attitudes, and behavior

needed to help resolve major problems

Emphasis is on thinking globally and

acting locally.

goal to develop a sense of personal and

political efficacy and global responsibility

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MULTICULTURAL UNIT AND

LESSON PLAN FORMAT

1. Instructional Goal

Cite specific National Common Core State Standards, or other standards that are the basis for teaching and learning in your state/setting

2. Curriculum Objectives

Cite specific learning objectives. What are students expected to know and be able to do as a result of their engagement in this lesson or set of lessons. Use verbs that require students to participate at as high a level of critical thinking as possible.

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3. Multicultural Goal(s) (Check one or more.)

Place a checkmark in front of the specific multicultural goal(s) you will address in this lesson plan.

□ Developing multiple historical perspectives

□ Developing cultural consciousness

□ Increasing intercultural competence

□ Combating racism, prejudice, and discrimination

□ Developing awareness of the state of the planet and global dynamics

□ Developing social action skills Describe pertinent multicultural concepts

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4. Assessment Options

What specific assessment strategies will you use? How will you determine if each student has achieved the learning objectives? Make sure to provide a variety of assessment strategies that address diverse learner needs.

5. Instructional Delivery/Student Experiences

Plan a variety of learning experiences that meet diverse learner needs, interests, learning styles, and cultural backgrounds.

6. Materials/Resources

Work to include culturally relevant materials.

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Creating a

Culturally

Responsive

School.

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KEY ELEMENTS TO ENABLE ALL STUDENTS

TO ACHIEVE TO HIGH STANDARDS

1. High expectations for all students.

2. Cultural congruence in instruction.

3. Teacher knowledge and respect for

cultural traditions.

4. Teaching strategies that promote

meaningful participation.

… Zeichner (1995)

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THREE CRITERIA OF CULTURALLY

RELEVANT EDUCATION

1. Students must experience academic success.

2. Students must develop and/or maintain cultural competence.

3. Students must develop a critical consciousness through which they challenge the status quo of the current social order.

… Gloria Ladson-Billings (1994)

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CULTURAL QUESTIONS THAT COMPETENT

TEACHERS ASK THEMSELVES (PANG, 2005)

1. Do I recognize the power and complexity of cultural influences on students?

2. Are my expectations for my students culturally based or biased?

3. Am I doing a good job of seeing life from the perspective of my students who come from different cultures than mine?

4. Am I teaching the skills students may need to talk in class if their culture is one in which they have little opportunity to practice “public” talking?

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RECOMMENDED TEXTS

1. Banks, J.A. (2009, 8th Edition.) Teaching Strategies for Ethnic

Studies. Boston: Pearson Education/Allyn & Bacon.

2. Grant, C. & Sleeter, C.E. (2009). Turning on learning. Five

approaches for multicultural teaching plans for race, gender, and

disability. (6th ed.) Columbus: Merrill.

3. Howe, W. A., & Lisi, P. L. (2014). Becoming a multicultural educator:

Developing awareness, gaining skills, and taking action. Thousand

Oaks, CA: SAGE.

4. Lee, E.; Menkart, D. & Okazawa-Rey, M. (2006). Beyond heroes and

holidays: A practical guide to K-12 multicultural, anti-racist

education and staff development. Washington, DC: Teaching for

Change.

5. Nieto, S., & Bode, P. (2011). Affirming diversity: The sociopolitical

context of multicultural education, 6th ed. New York: Allyn & Bacon.

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