View and discuss the video starting with the following questions:
1. How is culture influencing the way learning is framed by various people in this video?
2. In what ways does Prop. 187 impact on our understandings of what is means to be Latina/o, Hispanics, from Latin America, etc.?
3. Can you tease out all of the different influences on what it means to be a student at this school at this point in time?
4. What do you want to talk about in relation to all of the issues that inform the inquiry that this teacher has done and the ideas that we have been talking and reading about in this course?
We will continue the discussion at the end of class tonight, so keep your notes!
Use the readings for today and last Monday to begin responses to the questions we formulated during our last class. Where can we go to in order to express a good response? What resources can you identify for helping us with these issues? We will continue this discussion during our next class on Monday, so save your notes!
Use this time to discuss today’s assigned readings by applying them to the questions on the back of this sheet, and to take a 15-minute break.
During the next 50 minutes, work in groups of three to carefully analyze the materials in each of your portfolios. Help each other to do the following:
1. Identify how each item in the portfolio is data that you can analyze according to the concepts and terms that we have been reading about and using in this course.
2. How do your logs and notes on our readings, and reflections on our course, help you to make sense of the materials in your portfolio?
3. Together, find more than one way to organize each of your collections of data: arrange stuff into piles or categories in at least two different schemes; also, arrange materials into webs of connection so that you can identify patterns. Note any “outliers” – items that do not fit into the pattern or any of the categories; start thinking about what is special about these outliers. Make sure you keep a record of the categories, connections, and outliers. Add notes, charts and web diagrams to your portfolio to help you continue your inquiry.
4. Brainstorm for each other what your new questions are and why. Start to consider potential “performance ideas” – key themes of your inquiry that could be shared with a particular audience and why you think the theme and audience are especially appropriate.
I will be visiting your group to talk about your working portfolios and complete evaluation sheets.
Agenda
for Multiculturalism Discussion
Where do you begin to teach multiculturalism? How do you implement it? Where can district support be found?
Why are the process methods best suited for culturally diverse classrooms?
How can a teacher learn about/discuss a student’s culture if the student does not know about it themselves?
How can we redefine “family” so that family can included when students are not always in a “traditional” family setting?
Why doesn’t the state rewrite the standards to be more diverse/multicultural?
What is the difference between multicultural and diversity education?
How can we integrate cultures of physical disabilities into diversity education?
How can we modify the curriculum while still satisfying testing requirements and customers (parents, etc.)?
How can we integrate diversity education into assessments (not all testing)?
How do we adapt multicultural education to IEP kids who require structures?
Can you generalize a curriculum or lesson that meets everyone’s needs?
How do you find out what students know? How do you then bring this into the classroom?