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Session 3: Instructional Practices: Empowering The Curriculum

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Title: Session 3: Instructional Practices: Empowering The Curriculum


1
Session 3 Instructional Practices Empowering
The Curriculum
2
Do Now
  • Reflect on the following question. Then, take a
    moment to write down your answer.
  • What concerns and/or questions do you have about
    implementing multicultural education in your
    classroom?

3
Knowledge
  • When students are empowered, they will have the
    ability to influence their personal, social,
    political and economic worlds. ..that will
    motivate them to participate in social change to
    help create a more just society and world
    (Banks, 2006, p. 203)

4
Types of Knowledge
  • Personal/Cultural
  • Popular
  • Mainstream Academic
  • Transformative Academic
  • School

5
Personal Cultural Knowledge
  • Developed by students explanations, concepts, and
    interpretations based on personal experiences in
    their culture
  • How can this affect the classroom?
  • -Without a clear understanding of personal
    cultural knowledge, some of the behaviors of
    minorities students may be deemed negative and
    inappropriate by school staff.

6
Popular Knowledge
  • Developed by students from the concepts ,
    explanations and interpretations they see within
    the mass media and popular culture.
  • How can this effect the classroom?
  • -Students can come into the classroom with
    misconceptions or stereotypes about other
    cultural groups.

7
Mainstream Academics
  • Developed by the students from the concepts,
    explanations and theories of traditional
    Western-centric knowledge in history and social
    sciences.
  • How can this effect the classroom?
  • -Have students challenge or debate over
    historical ideals and events.

8
Transformative Academic Knowledge
  • Developed by the students by challenging
    mainstream academic knowledge by expanding and
    revising. When this process occurs scientific
    revolution happens and new paradigms will exist
    with established ones.
  • How can this effect the classroom?
  • -Encourage students to view history from the
    view of the other group
  • -Develops critical thinkers by using powerful
    concepts and social issues

9
School Knowledge
  • Developed by students by information that is
    presented in textbooks and teachings of the
    teacher.
  • How can this effect the classroom?
  • -Teachings are taught as memorized concepts for
    recall, rarely is there a challenge for critical
    thinking to help students develop cultural
    literacy.
  • -There should be a reform all on educational
    levels for the good of all reflecting various
    aspects of culture to empower effective
    participation of the nation in a democratic
    society.

10
In the classroom
  • Next we will look at possible ways to develop the
    3 identifications and knowledge within the
    students to prepare them to be effective citizens
    who can function within various ethnic, racial
    and cultural groups in society.

11
Methods For Teaching
  • Begin the unit by using current events from
    newspapers, magazines or internet dealing with
    racial, ethnic or cultural diversity.
  • Followed by a social science inquiry, which is a
    study of historical information to develop an
    understanding of public policy.

12
Methods For Teaching contd
  • Once the students have an a historical
    perspective have them examine their own values.
  • Spread opinion (in small groups identify their
    position and discuss)
  • Unfinished sentences (teacher gives the students
    an incomplete sentence and have the students
    finish them and discuss)
  • Strongly Agree/Disagree (class survey)
  • Action Projects (Research a topic on racial,
    ethinic or cultural relevance and collect data
    through surveys, and analyze and interpret the
    data collected to develop a possible solution.)

13
Variations
  • Think of ways you can incorporate these
    multicultural strategies into your classroom with
    students in all groups and across the curriculum

14
Group Lesson Planning Activity
  • Begin by getting into a group with your grade or
    content area.

15
Directions (Lesson Planning Act.)
  • Divide into groups according to content or grade
    level taught.
  • Once you are in your groups, create a lesson or
    take a lesson you have already implemented in
    your classroom and add some of the key concepts
    you have learned in all three sessions.
  • Please keep in mind the following
  • definition and goals of multicultural education
  • how to develop the three cultural identities
  • the types of knowledge students have or develop
  • possible strategies discussed to implement with
    any give unit.
  • You can use the attach form as a guide for your
    lesson.
  • Each group will have 30-45 minutes to work on
    your lesson.
  • Present and share with the group.

16
Group Presentation Protocol
  • As each of the groups present their lesson plan,
    please follow the following protocol to keep the
    workshop running smoothly!
  • Be respectful.
  • Be honest.
  • Keep it under five minutes!
  • Have fun!

17
References
  • Banks, J.A. (2006). Cultural Diversity and
    Education Foundations Curriculum and Teaching
    (5th ed.). Seattle Pearson Education, Inc.
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