Ch.4+activities

=HOME ACTIVITES - do at home, not during class!!!!=


 * 1) 1 Post refelction on chapter 4 under correct prompt. GO TO CH.4 ACTIVITIES AND HIT THE DISCUSSSION TABL AT TOP OF PAGE.YOU WILL SEE MY PROMPT FOR CH.4 THERE.


 * 1) 2 POST REFELCTION IN RESPONSE TO A CLASSMATES POST.


 * 1) 3 Read Ch.5


 * 1) 4 Read on of the articles listed below. Post a 2-3 page reflection on your wiki page.

Articles [|The Scope of Multicultural Education] Mary Stone Hanley What is multicultural education today? [|Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society] James A. Banks Banks' //Essential Principles// are designed to help educational practitioners in all types of schools increase student academic achievement and improve intergroup skills. [|Assessment Equity in a Multicultural Society] Asa G. Hilliard III-Baffour Amankwatia II One of America's leading authorities on multicultural education discusses the importance of considering the cultural background of students in assessing their learning. [|"Allowing" Race in the Classroom: Students Existing in the Fullness of Their Beings] Julie A. Helling Experience teaching in an undergraduate Law and Diversity Program provides insight into the racism that is still prevalent in our learning structures. Full attention must be given to the need to let students of color exist in the fullness of their life experiences, rather than stifling these experiences. [|Recreating Schools for all Children] John Morefield In this article, the author identifies twelve characteristics of successful schools, and the common mistakes made by well-meaning educators that get in the way of success. [|Learning to Listen through Home Visits with Somali, Mien, Cambodian, Vietnamese and Latino Families] Betty J. Cobbs and Margery B. Ginsberg This article describes a summer learning experience that helped educational leaders listen to and learn from underrepresented voices. It provides a mosaic of insights contributed by 24 doctoral students from the University of Washington's Leadership for Learning (L4L) superintendent program. [|Collaborating with Multicultural Students and Families, Hawai'i Style] Paul D. Deering, et al Involving families in children's learning is important for all schools, but it is particularly important, and often hardest to accomplish, in low-income and culturally diverse contexts. Both the import and difficulty of such collaboration are further increased in the education of young adolescents, students between the ages of ten and fifteen who are facing the challenges of puberty. Middle grades educators in the highly diverse state of Hawai'i have achieved some success in home-school collaboration through proactiveness, innovation, inclusiveness, respect and, of course, food. [|The Wounded Knee International Youth Project: Creating a Sustainable Way of Life for the Next Seven Generations]Robert White Mountain, Johanna Parry Cougar and Corrina McFarlane The authors describe a successful program for empowering Lakota youth by instilling in them a sense of belonging, purpose, and accomplishment. [|Standing Tall at Inchelium] Carmen Peone The Rez Stop (Raising our Educational Zone, Standing Tall On Pride)Director of Inchelium School for Native Americans strives to give children the best possible opportunities for educational and spiritual growth. [|John Stanford International School in Seattle] Michele Anciaux Aoki and Sue Ranney A review of the Stanford International School and how it is fulfilling its mission to be a truly international school with a focus on academic excellence. [|International Public Schools in Seattle] Michele Anciaux Aoki and Sue Ranney  The director for Washington State Coalition for International Education offers an update on the progress of John Stanford International School and Hamilton International Middle School in Seattle, Washington. [|Connecting Deeply with your Global Classmates around the World] Greg Tuke The President of the Global Classmates Initiative describes how this new program creates cross-cultural and contextual learning experiences for students in Washington State with fellow students in developing countries. <span style="font-family: Georgia,Times New Roman,Times,serif;">[|Antioch's Efforts to Develop Culturally Congruent Teacher Education] Linda Campbell In an effort to attract minority candidates into the teaching force, Linda Campbell wrote a Washington State grant in 1993 to implement a teacher preparation program on-site at the Tulalip Indian Reservation in northwestern Washington State. The grant included forging a three-way alliance between Antioch University, the Tulalip Tribes, and the Marysville School District which provides public education for Tulalip Indian children. The process of developing a program founded on elements of the culture it seeks to serve is one of several challenges Antioch is facing. = = = Brown vs. the Board of Education = Click to watch the video and answer the questions below. After watching this video, you will be able to: This video clip includes historical news footage of public reaction to education laws that shaped current educational practices. As you watch the video, think about how Plessy vs. Ferguson and Brown Vs. Board of Education helped shape today’s educational policies.T This activity contains 2 questions. 1. What was the result of Plessy vs. Ferguson? What was the result of Brown vs. Board of Education? 2. How did the result of Plessy vs. Ferguson and Brown vs. Board of Education shape today’s educational policies? 3. Explain the following terms adn practices, and describe how they impacted education in the 1950's and beyond:
 * Video:** Brown vs. the Board of Education
 * Learning Objectives**
 * Explain how Plessy vs. Ferguson and Brown vs. Board of Education helped shaped today's educational policies.
 * Overview**
 * segregation
 * separate-but-equal
 * busing and integration
 * resegration*de facto segregation

= Culturally Responsive Teaching = Click to watch the video and answer the questions below. After watching this video, you will be able to: In this video clip, the teacher reviews the adaptations in instruction and the environment that have been made to meet the cultural differences of one student in her classroom, as well as adaptations made for students from other religious backgrounds. Identify the adaptations that were made for the students based on their cultures.
 * Video:** Culturally Responsive Teaching
 * Learning Objectives**
 * Identify cultural differences in a student that require adaptations in instruction and the environment.
 * List ways school environments can be modified to meet student’s cultural needs.
 * Overview**

This activity contains 1 questions. 1. In a classroom, teachers will encounter diversity in terms of ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. What two areas of diversity are encountered in this elementary school with regard to the student. Include ways that the school has made adaptations in (1) the environment and (2) instruction to meet both of the special needs of the student. Explain why these adaptations are necessary and the impact on both the student, the classmates, and the school.

= Ethnic Identity = Click to watch the video and answer the questions below. After watching this video, you will be able to: Diversity is a major issue in education. There are several types of diversity including: cultural diversity, language diversity, range of abilities, and diversity based on special needs. This video clip is a conversation between two teachers and a school administrator discussing the issue of cultural and racial diversity. Think about how you would respond to the questions posed by the teacher at the beginning of the video.
 * Video:** Ethnic Identity
 * Learning Objectives**
 * State the importance of addressing diversity issues in schools.
 * Define subtle ways that schools may diminish cultural and ethnic identity
 * Overview**

This activity contains 5 questions. 1. Why should schools include content in school programs that emphasize differences? 2. How does the content of school programs impact the self esteem of students? 3. What are subtle ways that schools emphasize one group over another? 4. The statement is made in the video that if the emphasis in the curriculum is on white males, then individuals will think they are the ones with the power to make a difference. How might this perspective influence students attitudes toward school and their motivation to achieve?