Education That Is Multicultural

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Education That Is Multicultural

• Infusing Multiculturalism in the Classroom

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Education That is Multicultural Review Game

• Directions
• To find out whats behind the tiles
• Choose a letter on the left.
• Listen to the clue.
• Choose the correct answer on the square.

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A
negative stereotype
truth
productive
B
C
cross- cultural
not visually obvious
counter- productive
D
E
F
appreciating
choices
take pride in their accomplish- ments
G
H
How are a box of crayons and multiculturalism in
the classroom similar? Table Talk
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BONUS
Session Objectives
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A

• Most aspects of human diversity are
• _____________________________________

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B

• The opposite of a positive perception is a
• ________________________

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C

• A translations of the stereotype overly
  boastful could be culturally reframed to say
  __________________________

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D

• The Disarming Technique is finding some
  ____________ in what the other person is saying,
  even if you are feel convinced that what they are
  saying is totally wrong, irrational, or unfair.

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E

• When you find something positive to say to the
  other person, even in the heat of battle, you are
  using the __________________ self-expression
  skill.

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F

• Withholding positive feedback is an example of a
  a______________________
• confrontation style.

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G

• Giving full expression to positive and negative
  feelings is an example of a _________________
  confrontation style.

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H

• Every interaction is a __________________
  experience, no matter how similar someone may
  seem at first.

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I

• Awareness Knowledge _____________

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Objectives

• Examine attitudes and beliefs
• about multicultural education
• Define multicultural education for each
  school/workplace
• Brainstorm ideas for infusing multicultural
  education into the classroom and school
• Plan for future in-service programs or
  discussions based on issues raised

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The Keys to Multicultural Education

• Individually read each of the quotes concerning
  multicultural education
• With a partner, decide what key ideas keep
  appearing in these quotes
• List those key ideas on your handout
• Be ready to share your key ideas with the rest of
  the group

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Multicultural Education Defined

• The goal of multicultural education is education
  for freedomMulticultural education should help
  students to develop the knowledge, attitudes and
  skills to participate in a democratic and free
  societyMulticultural education promotes the
  freedom, abilities and skills to cross ethnic and
  cultural boundaries to participation in other
  cultures and groups.
• James A. Banks

To fully participate in our democratic society,
these students and all students need the skills a
multicultural education can give them to
understand others and to thrive in a rapidly
changing, diverse world. James A. Banks
Multicultural education isabout all people,
regardless of their ethnicity, language,
religion, gender, race, or class. Sonia Nieto
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• How do we make these key ideas a reality through
  our practices in the classroom?

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Proven Instructional Practices for ETM

• The ETM Instructional Strategies Research
  Subcommittee researched proven practices to
  support ETM aligned curriculum and to support
  improved student achievement.

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JigsawProven Instructional Practices

• Form partners
• Each pair will be assigned one of the thirteen
  Proven Instructional Practices
• Read about your assigned practice
• Use one of the multiple intelligences to create a
  presentation to share with the rest of the group.
• Be ready to share your practice with the rest of
  the group.

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Multiple Intelligences
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What are different ways your facultycould share
these practices?

• It takes time to go over all 13 practices
  individually. What would be a quicker way of
  sharing?
• Gallery Walk
• Walking Tour
• One Stays/One Strays

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ETM Infusion

• Working in table groups, identify where
  Education That Is Multicultural is infused
• In the classroom
• In the curriculum
• In the school
• In the special programming

Which were the easiest to identify? Why, what
makes it easy? Which were not so easy to
identify? Why, what are the barriers to
overcome?
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Putting the Pieces Together

• At each of your tables, there are bags of puzzle
  pieces.
• Each participant should get a bag and record a
  key idea/learning on each of the puzzle pieces in
  his/her bag.
• As a group, using all your puzzle pieces, put
  your puzzle together and then discuss/share key
  ideas from the session.

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THE BIG PICTURE

• As a group, using all your puzzle pieces, put
  your puzzle together and then discuss/share key
  ideas from the session.
• Guiding Questions
• What are some common key ideas among the group?
• What did one person pull to the forefront that
  others had not considered?
• If you look at the puzzle as a whole, what are
  the essential understandings the staff will
  garner from this training?
• How will these understandings change or enhance
  multicultural education at your school?

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ADULT LEARNERSTIPS FOR TRAINERS

• Adults learn best when
• The learning is connected to the background of
  knowledge and experience that the adult brings to
  the table.
• The learning is received and processed in more
  than one way.
• The learning is collegial and directed at solving
  specific problems.
• There is ample opportunity for reflection.

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Adult Learning Application

• Reflect upon todays session
• Think about where the strategies for adult
  learners were employed.
• Think about which of the thirteen proven
  instructional practices were incorporated into
  todays presentation.
• Turn to a neighbor and share.
• Share with whole group additional
• strategies that work with adult
• learners.

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Questions?
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Important Thoughts

• Take time to complete the Important Thoughts
• page of your handout.

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