Presentation is loading. Please wait.

Presentation is loading. Please wait.

Multicultural Education Module 1 Doria Garms-Sotelo Grand Canyon University TSL 545 February 11 th, 2012.

Similar presentations

Presentation on theme: "Multicultural Education Module 1 Doria Garms-Sotelo Grand Canyon University TSL 545 February 11 th, 2012."— Presentation transcript:

1 Multicultural Education Module 1 Doria Garms-Sotelo Grand Canyon University TSL 545 February 11 th, 2012

2  With a typical public school in the United States, the children’s needs are based simultaneously to belong to a group, to challenge the group, and to explore everything in the world are likely to be frustrated at an early age (Bernard, 1988)  Memorization is not used as much as it was in the past  One should encourage student-faculty contact (Chickering & Reisser, 1993)  A teacher should encourage cooperation among students  encourage active learning,  give prompt feedback,  emphasize time on task,  communicate high expectations, and  respect diverse talents and ways of learning  Literacy has been declining and that the long-range remedy for restoring and improving American literacy must be to institute a policy (Hirsch, 1987) Introduction

3  Refers to the variety of ways in which the schools can take productive account differences among students (Ornstein & Levine, 2003)  Some focuses on improving instructional differences that place them at a disadvantage in a regular classroom Definition of Multicultural Education

4  Mastery of basic skills or fundamental processes (Ornstein & Levine, 2003)  Career or vocational education  Intellectual development  Enculturation  Interpersonal relations  Independence  Citizenship  Creativity and appealing perception  Self-concept  Emotional and physical well-being  Moral and ethical character  Self-realization  Traditionally, schools expect young students to know the rules that govern how letters and combinations of letters translate into sounds (Oaks & Lipton, 2003) Major Goals of American schools

5  In the 1830s and 1840s the idea of the common school took place where all schools would share the same curriculum (Oaks & Lipton, 2003)  Working-class people, immigrants, and those outside the dominant culture saw this as a path to the American dream  People of greater of wealth and status saw that their own well-being was enhanced The Common School Curriculum

6  Most teachers still use lecturing as a preferred method of teaching (Chickering & Reisser, 1993)  Students who have the resources, opportunities, and connections that come with privilege does not necessarily go as far as those who work harder (Oaks & Lipton, 2003)  Children think in fundamentally different ways  Children learn to be intelligent as they discover the world  Learning is social and cultural  Sharing, talking, and working in small groups should be standard  Lessons should be interesting Content of the Overall Curriculum

7  Kindergarten students  Nationalities include Puerto Rican, Korean, German, American, and Pilipino  20 students in the class  4 to 5 students in each group  4 computers  A reading area  A game area  A cooking area  An arts and crafts area Ms. Brown’s Classroom

8  Expanding the story about animals  Is it fact or fiction?  Learning the different kinds of animals Objective of the Class Today

9  Coloring pages  Books  Markers  Crayons  Coloring pencils  Stickers  Pictures of animals  Flashcards Instructional Materials

10  Students first sit in a circle around the teacher and listen to her read a story  The teacher explains the story and shows the pictures  Students are told by group to collect coloring pages and are given books as a reference  When the students are finished, they are told to put their work into a basket  Students receive stickers when they are finished with the assignment Instructional Strategies and Procedures

11  Critics worry that multicultural education may increase ethnic separatism, fragment the curriculum, and reinforce the tendency to settle for a second rate education for minority students (Ornstein & Levine, 2003) The Future

12  For beginner ELL students have flashcards as an example for the different activities  The teacher may need to go around the class to help with the students writing Recommendations

13 Bernard, G. (1988). Primates in the classroom. MA: The University of Massachusetts Press. Chickering, A. & Reisser, L. (1993). San Francisco: John Wiley & Sons. Hirsch, E. (1987). Cultural literacy. Boston: Houghton Mifflin Company. Oaks, J & Lipton, M. (2003). Teaching to change the world. NY: The McGraw-Hill Companies, Inc. Ornstein, A. & Levine, D. (2003). Foundations of education. Boston: Houghton Mifflin Company. References

Download ppt "Multicultural Education Module 1 Doria Garms-Sotelo Grand Canyon University TSL 545 February 11 th, 2012."

Similar presentations

Ads by Google