Activity 4
1. Explain whether theclassroomand thetechniquesused by the teacher were sensitive to multicultural awareness.
2. Briefly explain whether the classroom and the teaching were free ofracism,sexism, andethnicprejudice.
3. Did the teacher modifysocialorganization,learningstyleformats, andparticipationstructuresto achieve a culturally compatible classroom? (For example: if some students come from a culture where group work is discouraged, does the teacher
ease them into this sort of work and assure that none of the questions covered in the
groups, and none of the activities, will violate students’ sense of privacy--which may
be different from the sense the teacher has of those issues? Or, if a student’s religion
forbids voting or participating in certain classroom celebrations, does the teacher
structure alternative experiences or help the culturally different student “fit in?”)
4. What otherresourcesorservicesare available within the school/system to address the needs of culturally diverse students? Whatsuggestionswould you offer to make the classroom and the teachingmoreculturallycompatible?
https://www.youtube.com/watch?v=euC5wVYJhfU&feature=youtu.be
Activity 4: Education that is Multicultural BACKGROUND and KEY CONCEPTS The “melting pot” concept of cultural assimilation suggests that minority groups and/or immigrants should lose their cultural distinctiveness and “melt” into the “American” culture. An emphasis on multiculturalism, however, offers people of differing cultures equal educational opportunities while celebrating their cultural diversity. James Banks has suggested that multicultural education has five dimensions: 1)integrating content, 2)helping students understand how knowledge is influenced by beliefs, 3)reducing prejudice, 4)creating social structures in schools that support learning and development for all students, and 5)using teaching methods that reach all students. Culture is a very complex concept, but is likely to include the knowledge, rules, traditions, attitudes, and values that guide behavior in a particular group of people. Geographic region, nationality, ethnicity, race, gender, social class, and religion may define cultural groups. Significant variations exist within each group, and membership in a particular group does not determine behavior or values. **The reading that follows this activity, titled “What is Culture…,” will help you understand and evaluate multicultural dimensions of the classroom you observe.** The term socioeconomic status (SES) is used to describe variations in wealth, power, and prestige. SES can be determined by numerous factors (i.e., income, education), and can often overpower other cultural differences. Academic achievement and SES are closely related. Low-SES students may suffer inadequate health care, lowered teacher expectations, low self-esteem, learned helplessness, and school tracking. Ethnicity and race are also socially significant categories. Differences in culture-based beliefs, values, and expectations can lead to conflict within community and school environments. Prejudice is a rigid and irrational generalization or “prejudgment” about a group of people. Unequal treatment of groups of people is known as discrimination. Gender-role identity is a part of self-concept, and is the image each individual has of himself or herself as masculine or feminine. Interactions with family, peers, teachers, and the environment in general lead children to conclusions about what it means to be male or female. Teachers and their educational practices can unintentionally perpetuate gender-role stereotyping, and can subject students to gender bias. With cultural differences come language differences, which include dialects, bilingualism, and culture-based communication styles. Bilingual students speak a first language other than English. They learn English as a second (or third) language, may have limited English proficiency, and often struggle with social problems. DIRECTED OBSERVATIONS/REFLECTIONS Based upon your field experience, briefly describe and make inferences regarding the population of students you observed. Be as specific as possible. Generalized questions regarding the student population may need to be asked of the classroom teacher. However, understand that the privacy of individual students is protected. 1. Explain whether the classroom and the techniques used by the teacher were sensitive to multicultural awareness. 2. Briefly explain whether the classroom and the teaching were free of racism, sexism, and ethnic prejudice. 3. Did the teacher modify social organization, learning style formats, and participation structures to achieve a culturally compatible classroom? (For example: if some students come from a culture where group work is discouraged, does the teacher ease them into this sort of work and assure that none of the questions covered in the groups, and none of the activities, will violate students’ sense of privacy--which may be different from the sense the teacher has of those issues? Or, if a student’s religion forbids voting or participating in certain classroom celebrations, does the teacher structure alternative experiences or help the culturally different student “fit in?”) 4. What other resources or services are available within the school/system to address the needs of culturally diverse students? What suggestions would you offer to make the classroom and the teaching more culturally compatible? Read the entry directly following this page, that elaborates on some important concepts regarding multicultural education. Then enter your answers to these items, along with reflections about teaching in a diverse society, on a page you insert directly after this one. Developed by CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC) April 2011 InTASC Model Core Teaching Standards : A Resource for State Dialogue For information about how to obtain copies of this document please visit http://www.ccsso.org/intasc. Council of Chief State School Officers One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431 Phone: 202-336-7000 Fax: 202-408-1938 Suggested Citation: Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author. Copyright © 2011 by the Council of Chief State School Officers, Washington, DC. The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. InTASC Model Core Teaching Standards 1 Table of Contents Acknowledgements .....................................................................................................................2 Introduction .................................................................................................................................3 Summary of Standards ................................................................................................................8 The Learner and Learning Standard #1: Learner Development ................................................................................10 Standard #2: Learning Differences .................................................................................. 11 Standard #3: Learning Environments ..............................................................................12 Content Knowledge Standard #4: Content Knowledge ..................................................................................13 Standard #5: Application of Content ..............................................................................14 Instructional Practice Standard #6: Assessment ...............................................................................................15 Standard #7: Planning for Instruction ..............................................................................16 Standard #8: Instructional Strategies ........................