Multicultural Education Workshop: Enhancing Understanding and Integration

1. Class Meeting 4:Putting it All Together! Welcome!

2. Agenda • Jeopardy Review Game • Quiz 2 • Poster Session • Feedback on Integrated Units • Wrap-Up

3. Activity OneJeopardy Review Game Remember: Quiz 2 follows and will cover content reviewed during the game!

4. Jeopardy Topics • Academic Competence • Literacy • Assessment • Culture

5. Jeopardy Directions • Divide into Team A and Team B • Designate a scorekeeper and explain scoring task • Host/ess (facilitator) will call on one person who will select either a 1-, 2-, or 3-point question to answer • Selected person may “huddle” with team mates for 15 seconds before answering • Selected person gives answer • Correct answer earns designated amount of points • Questions answered incorrectly returned to “pot” • Game ends in 30 minutes

6. Quiz 2 and Review of Answers Take a deep breath and relax!

7. True-False • The “Text to Graphics and Back Again” technique helps both teachers and students identify essential language needed to express content concepts. True • It is best for content teachers to grade ESOL students based on their effort, not their learning. False • Alternative assessments are helpful to ESOL students because they can work at their own pace and have more varied options on how to approach a task. True

8. The social and cultural environment of the school has a strong effect on ESOL students’ self-esteem and motivation. True • It is generally a good idea to give an ESOL student an American name to avoid mispronunciations. False • Schools and teachers who are initiating multicultural education usually start with the Contributions or Additive Approaches in James Banks’ terminology because they don’t require changing the basic assumptions of the curriculum. True

9. In a Directed Reading-Thinking Activity, students are encouraged to make predictions before reading a predetermined section of the text. True • With respect to testing, culture-specific information on an exam should be eliminated. False • In content assignments the focus of grading should be on the students’ meaning and content learning, as well as on his/her language abilities. False

10. The following test item contains culturally biased information. The jolly old man with the white beard and red suit looks like:(a) an umpire (b) Santa Claus (c) a chef True • Cultural bias is not considered a threat to test validity. False • Written language is easier for ESOL students to grasp than oral language because it provides more opportunities for the negotiation of meaning. False

11. ESOL students who know how to read in their native language have a distinct advantage over ESOL students who do not when it comes to learning to read English. True • The concept of Common Underlying Proficiency (CUP) implies that once a skill has been acquired in one language it does not need to be relearned in a second language. True • The last step in From Text to Graphics and Back Again involves asking students to select their own graphic organizers. False

12. Short Answers • What is one strategy that you could use regularly in your content area to activate students’ prior (background) knowledge before beginning a new topic? KWL, Wordsplash, Web, Application Activity, Demonstration with questions • List two types of Graphic Organizers that you could use on a regular basis in your content area to present concepts visually. Venn Diagrams, Cause and Effect Tables, Time Lines, Semantic Maps/Webs

13. Explain why it is not advisable to simultaneously grade both language and content when grading the work of ESOL students in the secondary content classroom. It is not advisable to grade both simultaneously because it is asking the ESOL student to concentrate on everything (content and language) at once. Content teachers should primarily focus on assessing whether or not the student grasped the content.

14. Banks describes four approaches to Multicultural Education: Contributions, Additive, Transforma-tional, and Social Action Approach. Describe two of these approaches. • Contributions Approach: This is the most common approach used in which ethnic heroes are added to the curriculum. These heroes are often viewed from a mainstream perspective and are usually selected for inclusion into the curriculum using mainstream criteria.

15. Additive Approach: In this approach, content, themes, and perspectives are added to the curriculum without changing its basic structure or purpose. This approach is usually characterized by the addition of a book, a unit, or a course to the curriculum. • Transformation Approach: This approach changes the basic assumptions of the curriculum and enables students to view issues and problems from several ethnic perspectives. It is not the addition of ethnic heroes, but the infusion of various perspectives that extends students’ understanding of the nature of U.S. culture.

16. Social Action Approach: This approach includes all the elements of the Transformation Approach in that it changes the basic assumptions of the curriculum and enables students to view issues and problems from several ethnic perspectives. Beyond the transformation approach, it requires students to make decisions and to take actions related to the concept, issue, or problem they have studied.

17. Activity ThreePoster Session

18. Poster Session Instructions • Stick the numbered post-it notes provided to you on the bottom right-hand corner of your poster. • Using the tape provided, display your posters on the wall. • Divide into two groups. First group will be “presenters” while other group will act as “viewers” for 15 minutes then roles will reverse. • Review assignment evaluation criteria before beginning.

19. Assignment Evaluation Criteria • How well does the unit increase comprehensibility? • How well does the unit increase interaction? • How well does the unit increase higher order thinking skills? • How well does the unit address ESOL students’ cultural needs? • Does the unit include one additional strategy/activity of the author’s choice? • Does the unit include an alternative assessment method and correlations to the Sunshine State Standards?

20. Activity FourFeedback on Integrated Units Use the provided Feedback Form

21. Feedback Instructions • Draw two numbers. • Evaluate the two posters corresponding to the numbers and complete the Feedback Form. • Select an exemplary poster from all of those displayed.

22. Wrap-Up!

23. Instructions • Follow-Up Buddies—choose a partner to contact in 1 month and 3 months. Write your names on the list. • On separate post-it notes write down: 1. The most useful course content 2. Recommendations for the course