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Bridging Cultural Differences

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garvey
26 diapositives · 599 Views · Aug 06, 2014

Bridging Cultural Differences. Barbara Illowsky Jane Patton. The USA today. A melting pot A tapestry A salad bowl/stew A mosaic/quilt. What is the purpose of multicultural education? . to help assimilate immigrant students' cultures into the mainstream of American life; .

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  1. Bridging Cultural Differences Barbara Illowsky Jane Patton

  2. The USA today • A melting pot • A tapestry • A salad bowl/stew • A mosaic/quilt

  3. What is the purpose of multicultural education? • to help assimilate immigrant students' cultures into the mainstream of American life;

  4. What is the purpose of multicultural education? (b) to reduce prejudice, foster tolerance, and improve the academic achievement of all students;

  5. What is the purpose of multicultural education? (c) to support students in the maintenance and preservation of their own cultures;

  6. What is the purpose of multicultural education? (d) to assimilate students into the "melting pot" of the United States as well as to foster students' respect for the existence of various cultures.

  7. Purpose? a) to help assimilate immigrant students' cultures into the mainstream of American life; b) to reduce prejudice, foster tolerance, and improve the academic achievement of all students; c) to support students in the maintenance and preservation of their own cultures; d) to assimilate students into the "melting pot" of the United States as well as to foster students' respect for the existence of various cultures.

  8. What is multicultural education? • Rejects racism, discrimination • Affirms pluralism, equity • A critical pedagogy; dynamic • Self –reflective • Student-centered • Inclusive

  9. “A learner must first become aware of himself as a cultural being. Paradoxically, most people, of whatever nation, see themselves and their compatriots not as a culture but as a ‘standard’ or ‘right’ and the rest of the world as made up of cultures which are conglomerates of strange behavior.” --Joyce Valdes in Culture Bound

  10. 20 Things I will do. . . • Pronounce names • Challenge biases • Student-centered • My identity ? • Accept feedback 6 Be a learner • Intent/impact • Myth: color-blind • My social identity? • Build coalition --Gorski

  11. 20 things. . . 11. Be facilitator 12. Be listener 13. My learning style? 14. Model 15. My experience? 16. Critical thinking 17. My responsibility? 18. Social activist 19. Fight for equity 20. Celebrate self

  12. Principles of adult learning • Good practice in undergraduate education (Chickering & Gamson) • Multiple intelligences (Gardner)

  13. 7 Principles for Good Practice • Student-faculty contact • Cooperation among students • Active learning • Prompt feedback • Time on task • High expectations • Respect diverse talents & ways of learning Chickering & Gamson

  14. The Intelligences: Teaching Strategies

  15. “There may be one world, but there are many versions of it.” --Nelson Goodman

  16. Recommended reading How can university professors help their students understand issues of diversity through interpersonal & intrapersonal intelligences? By Janis Strasser and Holly Seplocha.  Source: Multicultural Education 12.4 (Summer 2005): p20. (this info is on your handouts cover page)

  17. Please write down: • 1 idea/point about Multicultural Education you understand well • 1 idea/point about Multicultural Education you are confused or unsure about • (Pass paper in, then stand and stretch)

  18. CAT: Classroom Assessment Technique • What is a CAT? • Purpose of using a CAT? • CAT vs. Quiz? • Types of CATs? • How do we “do” a CAT?

  19. CAT: What is it? • Research into the process of learning • Activity that involves students thinking about their learning • Ungraded feedback to the instructor • Embedded into instruction • Actively done by students

  20. CATs: Purpose? • Improve learning effectiveness • Save time--- by getting immediate feedback • Help students learn to learn • Address cultural or linguistic differences • Improve communication between students and teacher

  21. CAT vs. Quiz CAT: Research into the process of learning (assessment for instruction improvement) Quiz: Research into student learning outcomes (evaluation of student knowledge)

  22. CATs: Types Short & Simple - 2 - 5 minutes Long & involved - full class period Written - individual responses (f2f or online) Oral - focus groups Individual Group

  23. CATs: How to do them? • Pick a simple one • Try one per week, then build up • Use the results • Let students know their feedback is valued • ENJOY!!!

  24. P.S. You’ll be doing CATs over the next few days!  Reference Angelo, T. A., & Cross, P. K. (2003). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed). Jossey Bass Higher and Adult Education Series

  25. 6 areas of diversity curriculum infusion • Course description/objectives reflect diversity • Content integration • Instructional materials • Worldviews & learning styles • Diverse instructional strategies • Diverse assessment tools Assoc. of Amer. Colleges & Universities diversityweb.org