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Today’s Agenda: Sign In Awareness Quiz Presentation Discussion Research/Discussion Evaluation

Today’s Agenda: Sign In Awareness Quiz Presentation Discussion Research/Discussion Evaluation. Awareness Quiz- Questions to consider…. Where do you get information about individuals and groups related to race, gender, socioeconomic class, and other social or cultural identities?

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Today’s Agenda: Sign In Awareness Quiz Presentation Discussion Research/Discussion Evaluation

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  1. Today’s Agenda: • Sign In • Awareness Quiz • Presentation • Discussion • Research/Discussion • Evaluation

  2. Awareness Quiz- Questions to consider… • Where do you get information about individuals and groups • related to race, gender, socioeconomic class, and other social • or cultural identities? • How do you process information that you get from these • sources? Is your understanding of the information informed • by your own experiences or worldview? • How can misinformation about these issues contribute to • stereotyping and oppression? • What is your role as an educator in challenging these • stereotypes or providing fuller understandings of these issues?

  3. According to the U.S. Census Bureau, the majority of poor children live in: A. urban areas B. suburban areas C. rural areas 2. According to the U.S. Bureau of Justice, between 1995 and 2001, the percentage of students reporting that they had been a victim of a violent crime in school: A. increased from 6% to 18% B. increased from 18% to 30% C. decreased from 25% to 3% D. decreased from 10% to 6%

  4. 3. 97% of all students in public high schools regularly hear homophobic comments from peers. What percentage report hearing homophobic remarks from school staff or faculty? A. 5% B. 27% C. 53% D. 74% 4. Which of the following variables most closely predicts how high someone will score on the SAT test? A. Race B. Region of residence D. Parents' academic achievement C. Family income

  5. 5. In a national study of college students, 27.5% of women reported that they had been the victim of a rape or attempted rape since the age of 14. What percentage of these rapes or attempted rapes was reported to police? A. 5% D. 50% B. 20% C. 35% 6. How many of every thousand senior level male managers of Fortune 1000 companies are Asian or Asian American? B. 47 A. 3 C. 58 D. 153

  6. 7. Compared with schools in which 5% or less of the students are people of color, how likely are schools in which 50% or more of the students are people of color to be over-crowded (25% or more beyond capacity)? A. equally as likely B. twice as likely D. six times as likely C. four times as likely 8. Children raised by single mothers attain, on average: A. 4 fewer years of education than children raised by two parents B. 2 fewer years of education than children raised by two parents C. the same level of education as children raised by two parents D. 2 more years of education than children raised by two parents

  7. 9. What percentage of the world population regularly accesses the Internet? A. 2% B. 15% C. 29% D. 51% 10. According to the U.S. Department of Education, about 61% of public school students in the U.S. are white. What percentage of public school teachers are white? A. 61% B. 73% C. 87% D. 99%

  8. Exploring Multicultural Learning Styles: Our Responsibility to Provide Culturally Responsive Teaching

  9. Overview 􀂇 Personal Identity Model (Arredondo, et. al.) 􀂇 Demographic Differences at Belle Isle 􀂇 Culturally Responsive Teaching: 5 Elements 􀂇 Final Thoughts/Successes/Learning Experiences

  10. What is IDENTITY?? “B”Dimensions: Educational Background, Geographic Location, Relationship Status, Hobbies/Recreational Interest, Work Experience, Religion “A”Dimensions: Age, Race, Culture, Sexual Orientation, Gender, Social Class, Language, Physicality “C”Dimensions: Historical Moments/ Eras Arredondo, P., Toporek, R., Brown, S. P., Sanchez, J., Locke, D. C., Sanchez, J., Stadler, H. (1996). Operationalization the Multicultural Counseling Competencies. Journal of Multicultural Counseling and Development, 24(1), 42-78.

  11. “If a plant is to unfold its specific nature to the full, it must first be able to grow in the soil in which it is planted.”- Carl Jung Why is Cultural Identity Important for Learning?

  12. How Do We Compare To Our Students? 1. Some “A” Dimensions: Age, Race, Culture, Gender 2. Some “B” Dimensions: Educational Background, Geographic Location, Relationship Status, Hobbies/Recreational Interest, Work Experience, Religion 3. The “C” Dimension: Historical Moments/Eras

  13. What Does This Comparison Mean? • On multiple significant levels, we aredifferent from our students. • It is ourresponsibility to address thesedifferences in our role as teachers andthrough our instructional approaches. • 3. It “…is an ethical and practical need tomake classrooms mirror the heterogeneityof the student population.” (Latham,1997)

  14. “…when academic knowledge and skills are situated within the lived experiences and frames of references of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly … academic outcomes improve when diverse students are taught through their own cultural and experiential filters.” (Gay, 2000, 2002) Culturally Responsive Teaching:

  15. Culturally Responsive Teaching (CRT): 5 Elements 1. Develop a knowledge base about cultural diversity 2. Include ethnic & cultural diversity content in curriculum 3. Demonstrate caring & build learning communities 4. Communicate with diverse students 5. Respond to diversity in the delivery of instruction

  16. Diverse Teaching Methods􀂇 Topic-chaining = story-telling teaching style􀂇 Creating context when introducing newinformation (Personal Relevance)􀂇 Communal cultural structures = cooperative group learning, peer coaching, collaborative projects 􀂇 Use of motion, movement, and frequenttask variability – active projects􀂇 Use of multicultural examples and evidence in teaching theories, concepts, ideas 􀂇 Use of discussion (small & large group) AND quiet time for reflection􀂇 Use of visuals and imagery

  17. Diverse Teaching Methods (cont’d)􀂇 Instructional Conversation- dialog that bringstogether prior knowledge and experiences with newmaterial to build understanding􀂇 Use of “Check-in” questions – “What do youhear me saying?”􀂇 Encourage Questions – so not viewed as“weakness” or “loss of face”􀂇 Encourage students to use their owncultural tools - (language, myths, metaphors) toapply extant knowledge to new information…culturalrelevance􀂇 Use of varied examples – to illustrate points

  18. Research1. Please go to my wikispace: https://mrshamon.wikispaces.com 2. Look on the left side of the screen and click on Pathfinder.3. If you scroll down you will find links to information, activities and lesson plans regarding multicultural education. Please spend some time visiting these web sites.4. If you find these are not applicable to your teaching area, feel free to search Google or use another search engine.5. In addition, please be prepared to share ideas you have found with the group.

  19. References Alder, N. (2000). Creating multicultural classrooms. Multicultural Perspectives, 2(2), 28-31. Bouchard, J. & Kunze, L. (2003). Teaching diverse students in corrections setting with assistance from the library. Journal of Correctional Education, 54(2), 66-69. Burke, K. & Dunn, R. (2003). Learning-style based teaching to raise minority student test scores. The Social Studies, July/August, 167- 170. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, March-April, 106-117. Guild, P. (1994). The culture/learning style connection. Educational Leadership, May, 16-21. Hodgkinson, H. (2002). Demographics and teacher education: an overview. Journal of Teacher Education, March-April, 102-106.

  20. References Hutchinson, C.B. (2006). Cultural constructivism: the confluence of cognition, Knowledge creation, multiculturalism, and teaching. Intercultural Education, 17(3), 301-310. Johnson, L. (2002). “My eyes have been opened”: White teachers and racial awareness. Journal of Teacher Education, March/April, 153-168. Latham, A.S. (1997). Responding to cultural learning styles. Educational Leadership, April, 88-89. McGraw Hill Higher Education. http://www.mhhe.com/socscience/education/ multi_new/activities/awarenessquiz_handout.html. Retrieved February 10, 2009. Price, J.N. (2002). Lessons from against the odds. Journal of Teacher Education, March-April, 117-120.

  21. References Stewart, B. (2005). Enhancing success in BSN nursing education for minority students. The ABNF Journal, January/February, 8-10. Valencia, A.A. (1992). Multicultural education: Contemporary perspectives and orientations for teachers and counselors. Journal of Multicultural Counseling and Development, 20(3), 132-142. Wilson, P. (1998). Key factors in the performance and achievement of minority students At the University of Alaska, Fairbanks. American Indian Quarterly, 21(3), 535-545. Wu, S. (2002). Filling the pot or lighting the fire? Cultural variations in conceptions of pedagogy. Teaching in Higher Education, 7(4), 387-395. Zygowicz, Dr. S, Counseling Faculty GateWay Community College

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