TEACHINGMULTICULTURAL

CLASSROOMS

Teaching Those Who Don’t Talk And Look Like Us

give a concise personal definition of multicultural education using a graphic organizer;

draw icons for each of the Levels of the multicultural education by James Banks; and

list at least three challenges or concerns discussed in the lesson that means a lot personally.

Objectives:

it encompasses theories and practices that strive to promote equitable access and rigorous academic achievement for students from all diverse groups so that they can work toward social change.(Patty Bode, 2008)

The Meaning of Multicultural Education

antiracist basic education for all students that permeates all areas of schooling, characterized by a commitment to social justice and critical approaches to learning. (Sonia Nieto, 1996)

field of study designed to increase educational equity for all students. (Banks and Banks, 1995)

an idea, an educational reform movement, and a process.(Banks, 1996)

progressive approach for transforming education that holistically critiques and responds to discriminatory policies and practices in education.(Gorski, 2010)

Multicultural education is a broad concept with several different and important dimensions.

Content Integration

Knowledge Construction Process

Prejudice Reduction

Equity Pedagogy

Empowering School Culture

deals with the infusion of various cultures, ethnicities, and other identities to be represented in the curriculum.

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

involves students in critiquing the social positioning of groups through the ways that knowledge is presented.

Knowledge construction process

describes lessons and activities that teachers implement to assert positive images of ethnic groups and to improve intergroup relations.

Prejudice reduction

concerns on modifying teaching styles and approaches with facilitate the intent of facilitating academic achievement for all students.

Equity pedagogy

describes the examination of the school culture and organization by all members of school staff with the intent to restructure institutional practices to create access for all groups.

Empowering school culture

De Marquez indicated the following goals of multicultural education:

help students to develop the knowledge, attitudes and skills to participate in a democratic and free society.

promote the freedom, abilities and skills to cross ethnic and cultural boundaries

Goal of Multicultural Education

provide students with the skills to participate in social action to make the nation more democratic and free.

Another goals includes: creating a safe, accepting and successful

learning environment strengthening cultural consciousness strengthening intercultural awareness

encouraging critical thinking

preventing prejudice and discrimination

teaching students that there are multiple historical perspectives

James A. Banks, presented the four level of multicultural education namely:

1. Contributions2. Additive3. Transformational4. Social action approach

Four levels of Multicultural Education

deals with heroes, holidays and discrete cultural elements

teachers conveniently infuse cultural themes like holidays and heroes in the curriculum

DepEd Memo No. 28 s. 2011 identified a portion of 22 days for national and local event celebrations.

Contribution Approach

teachers add content, concepts, themes, and perspectives that are multicultural without changing the structure of their instructional materials. Here teachers work hard to infuse multicultural themes, content, and perspective into the main curriculum.

Additive Approach

requires teachers to change the structure of their curriculum to enable students to engage concepts, issues, events, and themes from a multicultural perspective.

Transformative Approach

allows the students to make decisions on important social issues and take actions to help solve them.

Social Action Approach

Lesson Planning for the Multicultural Classroom

The preparation of a lesson plan for this class shifts focus from subject matter to a broader view of the need of the classroom community.

There are 7 steps to which order may vary but the content remains the same:

1. goals and objectives2. materials and resources3. anticipatory set or entry4. instructional input5. guided practice6. independent practice7. assessment or evaluation

This is where the teachers articulates her expectations from the students based on the K to 12 Basic Education Curriculum Guide, and it is also in this part where he articulates any multicultural and behavioral objective that she wants to achieve through the lesson.

Goals and Objectives

This is to include all the materials the teacher will use for the lessons including the references, printed and non-printed, facilities that enhance the presentation of the lesson.

Materials and Resources

This step is to excite, arouse interests in, and prepares students for the learning experience. Some activities to use here may include but not limited to: reading of a relevant story, playing a short game, viewing a film teaser and many more.

Anticipatory set or entry

This step is where teacher presents, explains basic concepts, definitions and clarifications for learners to grasp the lesson.

Instructional input

This step is where teacher and learner go through the process of the required activity. Instructions may be given by the teacher to the whole group or may distribute it individually.

Guided practice

This step is where learners are to do the tasks by themselves. Creativity and uniqueness are to be encouraged and respected in order to respect diversity.

Independent practice

This is where comments and suggestions are solicited from viewers and where teachers can give encouragement. Rubrics may be used so that peer evaluation and sharing will take place.

Assessment or evaluation

Thank you.