Multiculturalism’s Five Dimensions Dr. James A. Banks on Multicultural Education The article presents the five dimensions of Multicultural Education, and how teachers can help transform the world by giving equal opportunities to all students and create positive racial attitudes. New information and relevancy to my personal life - As many teachers I thought multicultural education is mostly a matter of content integration and the extent to which teachers use content from a variety of cultures and groups to illustrate key concepts, principles, and theories in their subject area. In certain subjects, like social studies, there are more opportunities to integrate ethnic and cultural content, so it is difficult to see why learning about multicultural education would be relevant to all teachers. After reading the article I understand that content integration in the curriculum is only the first dimension of multicultural education.
4. Is instruction differentiated? How will ELL or special needs students benefit from these lessons? Name the activities which support learning modalities, gender, or cultural groups. The instruction is the lesson plan is differentiated because it demonstrates different ways to the students to interact with each other.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Mandy Cook QCF Child Care Level 2 11th March 2012 SHC23 Task 1 · Explain what is meant by diversity, equality, inclusion and discrimination. Diversity: Diversity means difference. When it is used as a contrast or addition to equality, it is about recognising individual as well as group differences, treating people as individuals, and placing positive value on diversity in the community and in the workforce. Equality: Equality is about ‘creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential. To offer each unique child equality of opportunity suited to their individual needs and requirements.
First, noticing if any children are struggling with otherness is imperative. It is important that an educator be attentive to the children and how they interact. Identifying a child that is being “othered” depends on monitoring their social interactions. Children who isolate themselves from the group and children who require extra assistance are likely targets for “othering”. Once identified the teacher can lessen the potential problem by taking steps to ensure the entire class feel connected to one another.
DESCRIBE how you act in class in order to be an effective role model for the standards of behaviour expected in pupils? 4. WHAT Strategies might you employ to encourage pupils to behave appropriately? Describe how you might react to incidents of bullying and violence. 5.
Working in her current school has made her realize how important it is for her students to understand and be tolerable towards others and have a different view outside of what they are used to. She states that she sees a lot of her students using derogatory terms and racial slurs towards one another without really knowing the meaning behind them. This teacher says that she finds herself talking about tolerance and race very often in her classroom because some of her students would be
Equality, diversity and inclusion in work with children and young people Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislations and codes of practice relevant to the promotion of equality and valuing of diversity. Every school/ nurseries must produce a range of policies outlining the procedures and guidelines of promoting equality in the school, taking into account the rights of all individuals, such as all staff, children and the wider community. The policies must show
All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience. “In addition, with the visual uniformity present across all students, the instance of school pride has increased. Similar to athletic team uniforms, dressing cohesively increase pride, unity, and a renewed commitment to the school. With uniforms, a more professional tone is set in school, encouraging students to take their studies more seriously” (Chen 1). Current interest in investigating the motivational dimension of school environments to guide both policy and applications stems partially from proposals by researchers in the early 1990s suggesting the focus on changing the child