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Unit 6 |
Expectations: 1. There are some facts and objective information (cognitive domain) to be learned in this class. At the end of the course students are aware that multicultural education is a far reaching philosophy of education; it speaks to curricula, classroom climate and schooling structures (equity pedagogy), students' construction of their identity, and issues that pertain to critical consciousness and will to action. 2. At the end of the course, students will be aware of the findings of brain research and understand that pupils possess varying degrees of multiple intelligences including the intelligences priviledged in schooling i.e. verbal/linguistic and logical mathematical. How can teachers use this knowledge to design a curriculum that challenges all intelligences and helps all students with different and varying degrees of multiple intelligences grow? 3. The third expectation is not easily measurable because it is in the affective domain. Teacher candidates are expected to appreciate that their pupils are not blank slates. The attitudes and meanings embedded in the state and district curricula need to be interrogated. Best teachers do not look for conformity or prescriptions for teaching or learning(most often implied in mandated curricula), they are to able to view the same situation from several perspectives, to analyze each situation, and to make informed decisions. Required Evidence: (CLICK HERE to see the guideline for dates that readings should be completed) The course is divided into 6 different units. Each unit has an accompanying description of required evidence. 1. The candidates write a reflective essay that derives information from at least 3 primary sources (research based) that deal with one facet of multicultural education (curriculum construction, equity pedagogy, multicultural competence or social action). The candidate chooses any one facet that interests him/her. The candidate participates in a roundtable to discuss her/his understanding of the facet he/she writes about. 2. The candidates reads the historical context of schooling and education. There are issues that have persisted for centuries e.g. bilingual education, desegration/integration etc. The candidates a write a reflective paper discussing why these issues are so complex and how they can be resolved. 3. The candidates design a curriculum unit using multiple intelligences theory and the evidence of brain research. In the curriculum designed, the candidates show how their pupils will congregate their learning experiences by fashioning an authentic product or solving an authentic problem in their community. 4. Candidates examine the discourses that inform the construction of their identity. A project we refer to as writing one's personal practical knowledge. 5. Candidates connect the knowledge on multicultural education to the field by undertaking a qualitative research. The researcher samples at least 2 subjects who have been marginalized in the schooling process for a variety of reasons including but not limited to race, language, ethnicity, sexual orientation, gender, national origin etc 6. WRITING Please use APA format in your citations and references, double-space, and a common font as Times New Roman # 12. 7. Be reflective in your writing: I would like to know how you position yourself in the ebb and flow of discourses under study. If you position yourself as a transformative leader how will you ensure that all students learn? 8.AVOID PLAGIARISM, give credit to people's ideas through citation and referencing using APA style. Our course prefix Multi in Multicultural Education and Multiple intelligences tell us about teaching, schooling and education. Please click here |
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