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CH 10 Presentation

(1) The document discusses approaches to implementing a multicultural curriculum that promotes social justice and equity. (2) It proposes teaching about specific cultures through activities like visits from community members, field trips, and shared student experiences. (3) Curriculum could be adapted by dedicating one to three weeks to in-depth study of a culture across different subjects, or focusing on group projects related to the culture. (4) The document also addresses transforming tracked math classes to be more equitable and challenge all students through heterogeneous grouping.

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Tiffany Kopp
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100 views9 pages

CH 10 Presentation

(1) The document discusses approaches to implementing a multicultural curriculum that promotes social justice and equity. (2) It proposes teaching about specific cultures through activities like visits from community members, field trips, and shared student experiences. (3) Curriculum could be adapted by dedicating one to three weeks to in-depth study of a culture across different subjects, or focusing on group projects related to the culture. (4) The document also addresses transforming tracked math classes to be more equitable and challenge all students through heterogeneous grouping.

Uploaded by

Tiffany Kopp
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Tiffany Kopp
Michael Mahi
Aabida Mayet
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http://vodpod.com/watch/3791877-the-daily-show-socialism-
studies (4:55)
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( Teach specific geographical regions and
the cultural experience of those people
( Teach problem solving approach and
constructing topics both teacher and
students want to explore
( Student questions: reveals how social
structures reveal about stereotypes &
creates an open and trusting forum for
class discussion
 
 

  
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( ÿoal of Multicultural Curriculum:
 Intellectual growth, deepen understanding,
support curiosity, and affirm student identities.
( Preparation: Cross-Curriculum planning
( Setting ÿoals: From a Social Justice stand
point.
( Schedule Plan:
 Throughout the school year, 1-3 weeks of
intensive study,& 1 week of focus group
Adaptation 1:
Activities Throughout the School Year
( Visitors:
( Community members, give personal accounts, and
promote classroom of honest questioners.
( Shared experiences by other students from the
community.
( Field Trips:
( Community ÿarden, to benefit foreign schools and
temples
( Dance Performance,( DVDs, videos) Performing art
into classroom
( Buddhist Temple, Religious education & Celebrations
Adaptation 1: One to Three Weeks

( Cross Curriculum:
 English: investigating Folk tales of the community
 Science: Endangered Species in the region
 Social Studies: Refugee experiences
 Math: Ratio, proportion, and scaling comparison
of houses between U.S. and Cambodia
 Art: Architectural design and history, and temple
art
Adaptation 1: Focus ÿroups
( Student could choose a focus group within
one of the previous courses to work on a
single project.
( At the end of the focus week had a
Demonstration Day to share what they
learned, and the questions they had.
( Community was welcome to attend.
 
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( ouestioning the Equitability of track classes
( Minorities have less Economic access which is
dependent on science and math literacy.
( Try to create a more equitable course by allowing
regular classes to be engaged in higher level
thinking.
( Expectation of students based on perceived abilities
is an example of inequity.
( When students are challenged, most took the
opportunity to take on challenge
 
 
( Promote Heterogeneous grouping classes
( Engages students and rejuvenated teachers.
( Belief in students͛ ability and worth, high
expectations providing them with social and
cultural capital to better position themselves
in the world.
( Tracked Classes, causes students to perceive
themselves based on school structure of
courses.
( Social Justice by changing the math structures
at a school and district level.

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