1. Multicultural Education Chapter 12:. Standard Based Planning and
Multicultural Education Chapter 12: Standard Based Planning and Teaching in a Multicultural Class

2. Warm-up: Standard Based Planning and Teaching
Do you think that students are more concerned with getting a good grade, rather than focusing on learning the content?
As a student yourself which is more important to you?

3. Student Learning Outcomes Students will:
Define Banks’s four levels of Multicultural Education.
Explain the 7 step plan and important elements needed in each section to plan a multicultural lesson.
Define social action objective, and be able too articulate an example for a given lesson.

4. The Standards Movement & Multicultural Education
The American Educational setting has seen a major push towards standards based instruction.
Fast tracked by the “No Child Left Behind” Act of 2001, this has changed the educational culture in America. P.199
There has been a tension between the Standards Movement and Multicultural Education.
Standards Movement
Seen as “fundamentally concerned about equity ($$$$).
Multicultural Education
Accommodating and providing equal oppurtunities.

5. The Standard Based instruction
Can be defined as instructional practices that anchor on a state-approved guide, which outlines essential learning and curriculum content for every grade level from k-12.
Suggests a one-size-fits-all approach to teaching.
Resistances against standardized tests
Tests are inaccurate measures if learning
Turns real learning and instruction into test preparation.
Though standards set clear goals for learning.

6. Multicultural Education
James Banks’s 4 levels of multicultural education (Learn about James Banks on p93)
Contributions Approach, deals with heroes, holidays, and discrete cultural elements.
Additive approach, teachers add content, concepts, themes, and perspectives that are multicultural without changing the structure of the main curriculum.
Transformation Approach, the structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspectives of diverse ethnic and cultural groups.
Social Approach, students make decisions based on important social issues and take actions to solve them.

7. Lesson Planning for the Multicultural Classroom
Lesson planning in a multicultural classroom needs to depart from the exclusively traditional subject matter focus to a broader view of the need of the classroom community.
7 step plan to lesson planning.
Goals and Objectives
Materials needed
Anticipatory Set or Entry
Instructional Output
Guided Practice
Independent Practice
Assessment and Evaluation
Lesson Extension
Example on page 210

8. Activity: Case Study or Create a Lesson Plan
Case Study : Review Questions
Group 1- 1 & 2
Group 2- 3 & 4
Multicultural Lesson Plan with a “hands-on” activity on a subject of your choice.
2 Objectives
Materials for your activity
Anticipatory
Instructional Output – what your going to teach, and what the students will learn.
Activity
Evaluation (optional)

9. Student Learning Outcomes (Eval) Students will:
Define Banks’s four levels of Multicultural Education.
Explain the 7 step plan and important elements needed in each section to plan a multicultural lesson.
Define social action objective, and be able too articulate an example for a given lesson.
Create a social action project as a culminating activity for a multicultural lesson plan

10. Evaluation Four Levels of Multicultural Education pg 201-203
Contributions approach
Additive approach
Transformation approach
Social Action approach
7 lessoning plan steps pg204
Goals and Objectives
Materials needed
Anticipatory Set or Entry
Instructional Output
Guided Practice
Independent Practice
Assessment and Evaluation