• UPDATE THE POWER POINT TO SUPPORT THE MULTICULTURAL EDUCATION THEORY YOU CHOOSE
• Create a lesson plan surrounding the information on the Power Point Presentation
• Write the 4-6-page paper surrounding it and based on the grading rubric

• I WILL HANDLE THE RECORDING
• GRADING RUBRIC MUST BE FOLLOWED

Instructions

Analyze your use of a multicultural education theory or model in a lesson (4–6 pages). Capture 5–8 minutes of yourself teaching the lesson to demonstrate your ability to use multicultural teaching strategies in your setting.

Part 1: Lesson Materials and Theoretical Analysis

• Identify the multicultural education theory or model to implement in your setting.
• Explain which components of the theory or model apply to the students in your setting.
  • How does this model or theory meet the specific needs and cultural experiences of your students?
  • How did you decide which components to implement?
• Include the lesson that follows the guidelines of the theory/model.

Resources: Theories of Multicultural Education

• PRINT
• The following articles provide a variety of theories on multicultural education and culturally relevant pedagogy.
  • Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies, 8(2), 163–190.
  • Banks, J. A. (2013). The construction and historical development of multicultural education, 1962–2012. Theory Into Practice, 52, 73–82.
  • Edwards, S., & Edick, N. A. (2012). Culturally responsive teaching for significant relationships. Journal of Praxis in Multicultural Education, 7(1), 1–18.
  • Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally responsive teaching in the 21st century inclusive classroom. Journal of the International Association of Special Education, 15(2), 56–62.
  • Herrera, S. G., Holmes, M. A., & Kavimandan, S. K. (2012). Bringing theory to life: Strategies that make culturally responsive pedagogy a reality in diverse secondary classrooms. International Journal of Multicultural Education, 14(3), 1–19.
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84.
  • Shevalier, R., & McKenzie, B. A. (2012). Culturally responsive teaching as an ethics- and care-based approach to urban education. Urban Education, 47(6), 1086–1105.
  • van Geel, M., & Vedder, P. (2011). Multicultural attitudes among adolescents: The role of ethnic diversity in the classroom. Group Processes and Intergroup Relations, 14(4), 549–558.
  • Wender, E. (2014). The practice of empathy. English Journal, 103(6), 33–37.

Resources: Culturally Responsive Assessment

• PRINT
• The articles below provide research and resources on culturally responsive assessment strategies.
  • DeLuca, C., & Lam, C. Y. (2014). Preparing teachers for assessment within diverse classrooms: An analysis of teacher candidates’ conceptualizations. Teacher Education Quarterly, 41(3), 3–24.
  • Lew, M. M., & Nelson, R. F. (2016). New teachers’ challenges: How culturally responsive teaching, classroom management, and assessment literacy are intertwined. Multicultural Education, 23(3/4), 7–13.
  • Hramiak, A. (2015). Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school. Cogent Education, 2(1), 1–14.
  • Wlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching. Educational Leadership, 53(1), 17–21.

Resources: Multicultural Education Critique

• PRINT

Responses to Multicultural Education

The resources below provide a critical perspective of multicultural education.

 

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