The Journal of Multiculturalism in Education Volume 8 (October 2012) 1

Taking Multicultural Education to the Next Level: An Introduction

to Differentiated-Multicultural Instruction
Sidonia J . Alenuma-Nimoh
Gustavus Adolphus College

Although there has been a great deal of research on multicultural instruction and on
differentiated instruction in isolation, there is hardly any research on the possibility of
blending them and taking multicultural education to the next level. Blending these two
instructional approaches would result in a superior instructional strategy, i.e. differentiated-
multicultural instruction. Multicultural instruction and differentiated instruction are similar in
many ways. They are both set on the premise that good teaching caters to the needs of ALL
students by ensuring that all students reach their full potential. This article illustrates how
combining individual components of differentiated instruction and multicultural instruction
can be helpful in meeting the needs of exceptional learners and students from diverse back-
grounds in the general education curriculum. This article would demonstrate to readers the
ways in which effective teaching must ensure that ALL students are learning by combining
the relevant components of differentiated instruction and multicultural instruction.
Keywords: multicultural education, differentiated-multicultural instruction, differentiated
instruction, diverse students.


Another set of methods?
if we only learn methods, we are tied to those methods, but if we learn
principles, we can develop our own methods ~Ralph Waldo Emerson
(culled from Tomlinson & Imbeau, 2010)

The Journal of Multiculturalism in Education Volume 8 (October 2012) 2

As Ralph Waldo rightly puts it, methods are important but principles are just as important
and without principles, we are tied to our methods are not able to be flexible enough to adapt
them to our specific needs in different situations. This article is about developing methods of
instruction that are grounded in a set of principles. The focus of this article is on taking
multicultural education to the next level and broadening its focus by exploring its full potential
vis--vis other another instructional approach that shares the same agenda. This article would
foster hope among teachers and scholars (and their students) of multicultural education by
offering them the possibilities of teaching ALL students through differentiated-multicultural
instruction, the result of the blend. This article reworks intersections between multicultural
education and a related instructional approach and thus reframes the debates on multicultural
education. The proposed resultant approach from blending two unique instructional approaches,
i.e. multicultural instruction and differentiated instruction would be a superior approach that
would foster hope among scholars and teachers who are interested in helping ALL students attain
their full potential in the American education system. Thus, multicultural education would be
viewed from a broader and more innovative perspective.
The article begins with a discussion of the premises of each of the instructional
approaches, i.e. multicultural instruction and differentiated instruction, by giving a gist of the
meaning of each of the inclusive pedagogy and their key elements and their classroom
implications. This is then followed with a comparison of the two and how their key elements can
be combined. The blend of the two, differentiated-multicultural instruction is discussed at length
with examples of classroom implications.
The Basic Premises of Differentiated Instruction (DI) and Multicultural Instruction (MCI)
The basic premise of differentiated instruction is to systematically plan curriculum and
instruction that meets the needs of academically diverse learners by honoring each student's
learning needs and maximizing each student's learning capacity (Tomlinson, 1999; Tomlinson &
Eidson, 2003). Differentiation is a philosophical perspective, it is a way of thinking about
teaching and learning, and it is a set of principles. Learning to differentiate instruction will
require rethinking ones classroom practice and results from an ongoing process of trial,
reflection, reflection and adjustment in the classroom itself. Most teachers who remain in a
classroom for longer than a day do pay attention to student variation and respond to it in some
way especially with students who threaten order in the classroom. However, very few teachers
The Journal of Multiculturalism in Education Volume 8 (October 2012) 3

proactively plan instruction to consistently address student differences in readiness, interest, and
learning profile. Although differentiation is an instructional approach, effective differentiated
instruction is inseparable from a positive learning environment, high-quality curriculum,
assessment to inform teacher decision-making, and flexible classroom management. To the
extent that any one of those elements is weak, the others are also diminished. (Tomlison &
Imbeau, 2010).
Comparatively, multicultural instruction is an educational strategy in which students cultural
backgrounds are used to develop effective classroom instruction and school environments. It is
designed to support and extend the concepts of culture, diversity, equality, social justice, and
democracy in the formal school setting. The equality and social justice aspects of multicultural
instruction lend it readily compatible with differentiated instruction by way of being inclusive.
To elaborate, multicultural instruction is grounded in a philosophical perspective on teaching,
namely, multicultural education. Sonia Nieto (2012) defines multicultural education as a
process of comprehensive school reform and basic education for all students. It challenges and
rejects racism and other forms of discrimination in schools and society and accepts and affirms
the pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that
students, their communities, and teachers represent. Multicultural education permeates the
curriculum and instructional strategies used in schools, as well as the interactions among
teachers, students, and parents and the very way that schools conceptualize teaching and
learning (p. 42).
Thus, multicultural instruction and differentiated instruction share a lot in common.
Exploring the relationship between differentiated instruction and multicultural instruction,
examining their interrelationship and blending the relevant components of each would result in
superior instructional method, differentiated-multicultural instruction, that takes multicultural
education to the next level and ensures student learning. This presentation therefore, ties well
with the conference theme by demonstrating how two inclusive teaching strategies that affirm
the intersecting nature of social difference can blend together to ensure student learning, offering
a source of hope for all dedicated multicultural advocates and practitioners.



The Journal of Multiculturalism in Education Volume 8 (October 2012) 4

A Gist of Multicultural Instruction (MCI) and its Basic Key Elements
Multicultural Instruction (MCI) is grounded in a philosophical perspective on teaching,
namely, Multicultural Education (MCE). According to J ames Banks (2008), the key elements of
multicultural instruction include: Content Integration, Knowledge Construction Process, Equity
Pedagogy, Prejudice Reduction, An Empowering School Culture and Social Structure. This is
illustrated in the graphics below:
Key Elements of Multicultural Instruction (MCI)

Figure 1: Key Elements of MCI
What does MCI look like in the Classroom?
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This section discusses the key elements of MCI and their implications for classroom
practice, beginning with Content Integration. Content Integration entails the use of a
variety of examples to illustrate key concepts and principles. For example, the use of
biographies of women and persons of color who are mathematicians, use of primary
documents about the history of non-Anglo-European, reading and creating multicultural
literature as well as including images of many kinds of families in the curriculum.
As far as the second element, the Knowledge Construction Process, is concerned,
MCI requires the teacher to examine the degree to which minority authors are included in
the curriculum. It also requires the teacher to include multiple perspectives of both
dominant and non-dominant ones in describing historical conflict as well as examining
labels applied to people with disabilities from their perspective. Other ways of practicing
multicultural instruction include, validating the importance of languages other than
English, discussing the differences between Western and non-Western views on science,
and interviewing community elders about their immigration experiences.
The third key element of MCI is equity pedagogy. This requires the teacher to
modify teaching to accommodate for the needs of diverse (all social differences) students.
In order to do this, the teacher needs to know the cultural backgrounds of hers or his
students and incorporate them into classroom instruction and procedures. It is also
important to use cooperative learning or group experiences with students who learn best
collaboratively. Additionally, by placing them in pairs, students are encouraged to engage
in question and answer exchanges that enhances student learning.
Prejudice reduction is the fourth key element. This element or component of MCI
focuses on the characteristics of students racial attitudes and how teaching methods and
materials can modify these racial attitudes. One way of this is by using heterogeneous
groups (students of all social difference categories) in cooperative learning groups. There
is research that confirms that having a positive or healthy racial identity of oneself has a
positive impact on ones racial attitude (Tatum, 2003). It is therefore, crucial to assist
students in developing positive racial identities through activities such as having students
trace their cultural and family heritage using family trees. Teaching with emphasis on
prejudice reduction also entails teaching the concept of race as a social and not biological
The Journal of Multiculturalism in Education Volume 8 (October 2012) 6

construct, studying various religions in the context of a winter holiday season or
historical event.
The fifth and final key element of MCI is empowering School Culture & Social
Structure. This entails including students in determining class rules or allowing them
choice of assignment, including students with disabilities or all students who try out for a
performance, working to reduce the numbers of African Americans and Hispanics who
are inappropriately placed in special education programs, working with families to
provide mentoring and tutoring programs and involving families in school decision
making bodies.
A Gist of Differentiated Instruction (DI) and its Basic Key Elements
Differentiation is a philosophical perspective, it is a way of thinking about teaching and
learning, it is a set of principles. Learning to differentiate instruction will require
rethinking ones classroom practice and results from an ongoing process of trial,
reflection, reflection and adjustment in the classroom itself. Most teachers who remain in
a classroom for longer than a day do pay attention to student variation and respond to it in
some way-especially with students who threaten order in the classroom. However, very
few teachers proactively plan instruction to consistently address student differences in
readiness, interest, and learning profile. Although differentiation is an instructional
approach, effective differentiated instruction is inseparable from a positive learning
environment, high-quality curriculum, assessment to inform teacher decision-making,
and flexible classroom management. To the extent that any one of those elements is
weak, the others are also diminished. (Tomlison, C. A., & Imbeau, M. B. 2010).
The key elements of differentiated instruction include, Content, Process, Product,
Affect and Learning Environment, as illustrated in the graphics below:
Key Elements of Differentiated Instruction (DI)


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Figure 2: Key Elements of DI

What does DI look like in the Classroom?
This section of the paper discusses the classroom implications of DI, beginning
with Content. Content is about what is taught and how access to information and ideas is
given. It requires emphasis on students access to key content by utilizing different tactics
that would facilitate this rather than change the content itself. For example, tactics such as
independent reading, partner reading, text on tape, text with images, small group
instruction would facilitate and enhance fulfillment of this key element or component of
DI.
Process, the second key element, has to do with how students come to understand
and own the knowledge, skills, and understanding of the material or curriculum.
The Journal of Multiculturalism in Education Volume 8 (October 2012) 8

Process in DI can be attained and maximized by varying the pacing of student work. In
order to do this, the teacher may use cooperative grouping strategies; for example, think-
pair-share and jigsaw. It also requires developing activities that seek multiple
perspectives, highlighting critical passages in a text and using tiered assignments.
Product, the third key element of DI is about the students demonstration of what
s/he has come to know, understand and be able to do. To ensure that this happens, the
teacher, in differentiating instruction, needs to provide bookmarked Internet sites at
different levels of complexity for resources, develop rubrics for success based on grade-
level expectations and individual learning needs, teach students how to use a wide range
of product formats such as presentation software.
The fourth key element of DI is Affect. It is about how students link thought and
feeling in the classroom. A teacher that practices differentiated instruction would model
respect for students, help them examine multiple perspectives on important issues and
consistently ensure equity participation of every student.
Finally and closely related to Affect is Learning Environment. This component
deals with classroom function and feeling. To enhance learning environment, the teacher
needs to rearrange furniture to allow for individual, small-group and whole group work,
ensure the availability of supplies and materials (e.g. paint, paper, pencil) as well as
establish appropriate procedures for working at various places in the room for various
tasks.










The Journal of Multiculturalism in Education Volume 8 (October 2012) 9

The Blend: An Introduction to Differentiated-Multicultural Instruction and its
Classroom Implications

Figure 3: The Chemistry, Mixing MCI and DI
MCI and DI overlap considerably. Their various elements and contributions can further
enrich curricular and pedagogical options, while widening the scope to the school and society
levels. It is important to plan instruction that takes into consideration the important aspects of
MCI as well as DI. The strategies and materials needed by students with special needs are often
helpful to others in the class and thus, would lead to the possibility of teaching them ALL.
In order to be able to teach ALL students, teachers need to adopt a holistic format in their
pedagogy and one way of doing so is to comprehend analyses of the differences and
commonalities of MCI and DI. As indicated in the previous chapter, MCI and DI overlap
considerably. However, MCI is more extensive with its emphasis on moving beyond the
classroom to a school wide and society level and emphasis on cultural competence. Both are
inclusive and require the teacher to take an extra effort by taking into account the comprehensive
nature of elements of teaching and learning and their implications for classroom instruction.


The Journal of Multiculturalism in Education Volume 8 (October 2012) 10

The Mixture: Blending DI with MCI
Content component of DI may be combined with various elements of MCI:

Figure 4: Blending Content Element of DI + MCI = D-MCI
The Content element of DI may be integrated with other elements of MCI; i.e.
Content integration, Knowledge construction and Prejudice reduction. The classroom
implications of this mixture include the use of specific techniques. Here is what a teacher who
wishes to use D-MCI in their classroom can do:
1. Introduce key terms and concepts; provide guided notes; unit study guide
The Journal of Multiculturalism in Education Volume 8 (October 2012) 11

2. Make use of primary documents
3. Use of a variety of non-dominant perspectives (Latino, Black, Native American, women,
GLBT).
4. Bring in guest speakers to cover areas that s/he might be less knowledgeable in.
5. Utilize interactive and assistive technology that takes advantage of the digital
generations ability to be technology savvy.
This list is of cause not all-inclusive but sets that stage for further explorations.
The Process element of DI may be integrated with elements of MCI in various ways:


Figure 5: Blending Process Element of DI + MCI = D-MCI
The Process element of DI can be blended with various elements or components of MCI such as
Equity pedagogy, and Prejudice reduction. This process can be further enhanced by the use of
The Journal of Multiculturalism in Education Volume 8 (October 2012) 12

technology and result in D-MCI. This mixture can manifest itself in the classroom in various
ways. Here is how this will look like in the classroom setting:
1. The teacher will make use of cooperatively structured groups
2. Peer tutoring
3. Groups will be allowed to choose different aspects or perspectives for mini projects and
become experts
4. The teacher will also allow groups to each research different data bases
5. Students in such a class where D-MCI is used will fulfill various roles at different times
6. A D-MCI teacher uses call and respond discussions, humor, pep talks
7. Such a teacher will use democratic discussions on issues of prejudice
8. Another important aspect of teaching with a D-MCI perspective is the use of colleagues
with or without similar expertise as consultants. Teachers of D-MCI will therefore
engage in co-teaching and working with other individuals in settings such as
classroom and labs, to ensure that every student in the class learns.
















The Product Component of DI may be combined the following elements of MCI:
The Journal of Multiculturalism in Education Volume 8 (October 2012) 13


Figure 6: Blending Product Element of DI + MCI = D-MCI
A third way in which DI components, elements or characteristics may be merged to result
in D-MCI is by adding these two MCI characteristics, Knowledge construction and Content
integration, to the Product aspect of DI. The classroom implications for this merger may
become materialized in these various ways:
1. The use of study guide that is produced by the class
2. Varying activity structure by using different graphic organizers such as timelines,
charts, thinking maps, etc.
3. This aspect of D-MCI may also manifest itself in the form of providing students with
a variety of options for do completing their activities, exercises and assignments,
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e.g. encouraging students make use of options such as written formats,
illustrations, performances, oral presentations, etc.
4. Use of thematic essay tests is also another good idea
5. In this instance, advanced learners may be encouraged to engage in independent
study projects
6. It is also advised that teachers who want to explore D-MCI instruction should relate
what is being learned to current issues

The Learning Environment and Affect aspects of DI may be enhanced by infusing
these aspects of MDI:

Figure 7: Blending Learning Environment and Affect Elements of DI + MCI = D-MCI
The Journal of Multiculturalism in Education Volume 8 (October 2012) 15

The final elements, Affect and Learning environment of DI may be merged or incorporated into
another element of MCI; i.e. Empowering school culture and further enhanced with the use of
technology to result in D-MCI. In the classroom, this aspect of D-MCI will manifest itself in the
form of:
1. Using classroom posters that display writings and drawings created by student,
arrangement of furniture and classroom dcor manipulation in various ways.
2. Using of computer labs for research
3. Using classroom posters displayed include writings and drawings created by students
4. Encouraging the formation and membership of school groups such as diversity clubs
LGBT student associations
5. Encouraging the recruitment and retention of school board, administrators, teachers of
color and other minority groups.
Conclusion
Multicultural instruction and differentiated instruction are well researched and popularized
among educators at all levels. Most of the research and publications on these two inclusive
instructional approaches have focused on one in isolation of the other. Yet a close examination of
both reveals how closely interrelated and intertwined/compatible they are as they share several
commonalities. If educators to make process in their quest for the most appropriate instructional
approach for teaching ALL students, they need to make special effort to build on and merge the
plethora of approaches to result in best practices rather than the binary comparatively narrow
approaches with specific as opposed to comprehensive focus. This paper is only a most attempt
at doing just that. It is proposed that blending multicultural and differentiated instructional
approaches would result in a superior instructional strategy, i.e. differentiated-multicultural
instruction. In this article, the author discusses how multicultural instruction and differentiated
instruction are similar in many ways because they are both set on the premise that good teaching
caters to the needs of ALL students by ensuring that all students reach their full potential. The
article takes a step further to illustrate how combining individual components of differentiated
instruction and multicultural instruction can be helpful in meeting the needs of exceptional
learners and students from diverse back- grounds in the general education curriculum. The article
then demonstrates the ways in which effective teaching must ensure that ALL students are
learning by combining the relevant components of differentiated instruction and multicultural
The Journal of Multiculturalism in Education Volume 8 (October 2012) 16

instruction. Practical suggestions of how differentiated and multicultural instruction as well as
the newly instructional approach, differentiated-multicultural instruction is provided throughout
the article. With the introduction of differentiated-multicultural instruction, it is hoped that the
researchers with expertise in specific instructional approaches will begin to pay more attention to
the benefits of finding commonalities among inclusive instructions and merging or incorporating
them to arrive at superior best practices that serve the learning needs of ALL students. Flexibility
rather prescription and provision of step-by-step rules will yield serve educators better in their
quest for best practices. To conclude therefore, I would like to repeat this quote: Another set of
methods . . . if we only learn methods, we are tied to those methods, but if we learn principles, we
can develop our own methods ~Ralph Waldo Emerson (culled from Tomlinson & Imbeau,
2010)
The Journal of Multiculturalism in Education Volume 8 (October 2012) 17

References
Banks, J. A. (2010). Multicultural Education: Characteristics and Goals. In J. A. Banks & C. A.
M. Banks, (Eds.). Multicultural Education: Issues and Perspectives (7th ed). NJ: John Wiley &
Sons, Inc.

Banks, J. A. (2008) ***introduction to multicultural education.

Garderen, D. & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for
Secondary Inclusive Classrooms. In Teaching Exceptional Children. 38 no. 3, pp. 12-20.

Nieto, S. (2012). Affirming diversity: The sociopolitical context of multicultural education.
New York: Longman.

Taylor, L. S. & Whittaker, C. R. (2009). Bridging Multiple Worlds: Case Studies of Diverse
Educational Communities. Boston, MA: Allyn & Bacon.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.
Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Eidson C. C. (2003). Differentiation in practice: A resource guide for
differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum
Development.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all
learners. Alexandria, VA: Association for Supervision and Curriculum Development.