Class Schedule and Activities- Multicultural Education



Class Schedule and Activities- Multicultural Education

Schedule is subject to change as needed.

All course work should be completed in the sequence outlined in the schedule. Email should be checked every Monday and Friday.

Session 1 (March 14, 2005)

Read the syllabus and click on all the links to check if they are working. Complete the Course Hunt (similar to a Treasure Hunt). All of your answers are located in the syllabus and activities.

[pic]1. You look in me to help you with your readings ______ (not

the website)

2. I am the number you need to complete each course____ (related to a clock)

3. The chapter with the most pages to read______.

4. How can you help me to know where to go in Georgia for a cultural outing? _______

5. How did you know where to go to find information about me (courses)? _______________

6. Tamara Warner’s role____________________.

Online hours: 1

Contact requirement: email the instructor with the answers and confirmation that you have reviewed the syllabus and checked all links.

Date assignment due: March 14, 2005

Session 2

Read Chapter 1 Goals and Misconceptions (pages 1 – 12)

Read Chapter 2 Dimensions and School Characteristics (pages 13-20)

Answer the following questions about the readings (Chapters 1 & 2).

1. What is Multicultural Education?

2. Summarize what the goal of multicultural education is from the

readings.

3. Summarize how you feel about the misconceptions of Multicultural

Education.

4. Did you know that these misconceptions existed?

5. What is in the future for Multicultural Education?

6. Briefly describe your understanding of the dimensions of

Multicultural Education.

7. How can content be integrated in the dimensions?

(You may chat with classmates when needed-notify me and I will set it up).

Activity I:

Using the checklist below, evaluate your perception of your school at the present time. Does it meet the characteristics of a Multicultural School?

Note: refer to pages 18, 19 and 20 for the description of each characteristic listed below.

o Attitude. perceptions, beliefs, and actions of the school staff

o Formalized curriculum and course of study

o Learning and teaching, and cultural styles favored by the school

o Languages and dialects of the school

o Instructional materials

o Assessment and testing procedures

o The school culture and the hidden curriculum

o The counseling program

Is your school a Multicultural School? _____________

Activity 2

Read the articles at the links below they give additional information on what was read in chapters 1 and 2 (you can decide how many articles you want to read)

multicultural

Note- click on Curricula Reform: for Multicultural Education (there are a lot of articles)



Note: - click on Multicultural Education (there are a lot of articles)



Online hours: 3 hours

Contact requirement: None

Date assignment due: None

Session 3

Read Chapter 3 Curriculum Transformation (pages 21 – 34)

True or False?

1. The meaning of what Multicultural Education is has caused a delay in the implementation of a curriculum that embraces and focuses on differences and similarities. _____________

2. People, who embrace cultures will function more in cultures outside of their nation. ___________

3. If students have developed cross-cultural competencies they understand how different people live in the world. _________

4. Multicultural education should only be for students of color. ________

5. Changing school curriculum with the aid of advocates will assist all people in embracing cultural differences. __________

Activity 3

Read the scenario below and make suggestions on how to get students to embrace one another.

John, Maria and Jennifer are all in the same class at J. T. Jones Middle School. John is Afro American, Maria is Hispanic and Jennifer is multi-racial.

Jennifer has expressed that she does not like having to include the study of Latino contributions during Black History month.

As a result of the assignment, she has had many debates with John who is very afrocentric but welcomes the opportunity to show the class, Maria and Jennifer how the contributions made by African Americans are far superior to any other group.

The teacher feels compelled to side with John and Jennifer because of their outspokenness. Maria feels that her ideas on the topic have been ignored. How can you help? Use the diagram in FIGURE 3.1 in your text to assist in bringing resolve to this issue.

Activity 4

You are going to go on a trip to see how it feels to be an immigrant. Click on the link below and follow the instructions. Submit your results to your instructor.



Activity 5

Find a story that you can demonstrate online and read to your class. Find 10 additional books that can be used to read to students or used as a reference for getting students to embrace culture differences. Send your demonstration to your instructor and the list of books that you found.

Example



Good website if you are looking for books to share with your class



Activity 6

List 2 myths about 10 ethnic groups. Send your assignment to your instructor on the date listed below

Examples: All Asians eat rice. All Africans beat drums.

Online hours: 4

Contact requirement: email the instructor

Date assignment due: March 25, 2005

This is the third session. You are to email your teacher a 1-page reflection summary of the information read.

Complete the quiz below.



Session 4

(My brother cannot find a job because of all of these people from different places around the world who have moved to Atlanta. They are taking all the jobs)

Read Chapter 4 School Reform and Intergroup Education (pages 35- 48)

o Statements like the one listed above have been heard and said by many Americans. Why do you think these statements are made and why is the workforce changing?

o What must be done in schools to assist in the preparation of students who will be a part of the 21st century workforce?

Activity 7

(Ms. Jones, do I have to sit with them? I do not like how they look or how they talk. I want to sit with people who look like me, talk like me and do not eat whatever that is!).

What can be done to help reduce prejudices in students (refer back to your chapter readings and articles)?

Activity 8

This is a group activity.

Listen to the students below. Each will tell about a cultural difference that exists in their country. You are to make a comparison chart with that belief and a similar one in the U.S. Note the differences but also the similarities. How could you introduce this to a class?

This activity will be posted later. [pic]

Activity 9

Visit the countries at the link below. You will find many interesting things. Choose 1 country to share information about. Be creative. Use pictures, songs etc. (pretend that you are sharing this in your class)



Online hours: 4 hours

Contact requirement: None

Date assignment due: April 10, 2005

Session 5

Note: Chapter 5 discusses the knowledge competencies that teachers must have in order to be effective in a multicultural classroom.

Read chapter 5, Knowledge Components (pages 49 thru 61) and all of the readings in the Appendix of your textbook. Complete checklist C on a Social Studies book presently being used in APS (any grade level).

Complete Appendix D on your school. Email responses to your instructor.

Activity 10

Using an introductory paragraph, write your recommendations on PD needed to assure that teachers at your school gain the competencies listed in Chapter 5. Use bullets for your points.

Activity 11

Locate 10 places in Georgia where you can take the staff at your school to learn about varied cultures. Plan a trip to one of the places. What do you want the teachers to gain from the trip?

Online hours: 4

Contact requirement: email the instructor your assignments.

Date assignment due: April 14, 2005

Session 6

Read Chapter 6 Teaching with Powerful Ideas (pages 62 – 80)

(Date to be determined) Listen to the lecture from your teacher. You will need to download the handouts to use during the lecture.

Activity 12

Review the culture lesson plans at the links below. Make note of the cultural activities used in each. Develop two lesson plans that you can demonstrate through PowerPoint. Send to your instructor.









Lesson Plan rubric – see forms in folder

Activity 13

View 5 lesson plan Powerpoints submitted by your classmates. Use the lesson plan rubric to evaluate their lesson presentation. The viewing site will be announced later.

Activity 14

Find a symbol unique for 10 countries. How can you incorporate the symbols and their significance in a lesson? Give an example.

Activity 15

Review the pictures of 10 classrooms. What makes the classroom culturally inviting? What can be done to help the classrooms that are not culturally inviting?

Posted later

Activity 16

You have been asked to bring an ethnic dish to the staff meeting. Describe what you are bringing. Use pictures. What is unique about your dish?

[pic]

Activity 17

Create a culture newsletter with two of your classmates. Send your newspaper to the instructor. All newsletters will be posted online for viewing and evaluation.

[pic]

This is the third session. You are to email your teacher a 1-page reflection summary of the information read.

Complete the quiz below. - This is the midterm.



Online hours: 7 hours

Contact requirement: None

Date assignment due: April 5, 2005

Session 7

Read Chapter 7 Citizenship Education and Teacher Knowledge (pages 81 – 96)

Answer the questions below under Activity 14:

Activity 14

How would you introduce the following American symbols?

o American Eagle

o Statue of Liberty

o The White House

o The Golden Gate Bridge

o Lincoln Memorial

o McDonalds

What should be the major goal of Multicultural Citizenship Education and why?

Online hours: 2 hours

Contact requirement: TBD

Date assignment due: TBD

Activity 15

CHAT

To be announced

Online hours: 30 minutes

Contact requirement: TBD

Date assignment due: TBD

Activity 16

Complete your Projects

See forms in folder

Online hours: 15 hours

Contact requirement: None

Date assignment due: May 15, 2005

Activity 17

Final Exam- due May 20, 2005

1 hour

To be posted later

Activity 18

Field Experience

Ms. Johnson will contact each of you when you complete the class course work. Field Experience is completed after all course work has been submitted.

Online hours: 15 hours

Contact requirement: TBD

Date assignment due: TBD

Activity 19

Portfolio

Online hours: 2 hours

Contact requirement: TBD

Date assignment due: May 18, 2005

Activity 20

Submission of Portfolio due June 1, 2005

1.5 hours

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