This document discusses multicultural education, providing definitions from several scholars. It describes multicultural education as promoting equitable access and achievement for all students. The document outlines the five dimensions of multicultural education according to James Banks: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. It also discusses the four levels of multicultural education presented by Banks: contributions, additive, transformational, and social action approach. Finally, the document outlines the seven steps for developing a multicultural lesson plan.

1. Teaching Those Who Don’t
Talk And Look Like Us

2.  give a concise personal definition of
multicultural education using a
graphic organizer;
 draw icons for each of the Levels of
the multicultural education by James
Banks; and
 list at least three challenges or
concerns discussed in the lesson that
means a lot personally.

4.  it encompasses theories and
practices that strive to promote
equitable access and rigorous
academic achievement for
students from all diverse groups
so that they can work toward
social change.(Patty Bode, 2008)

5.  antiracist basic education for all
students that permeates all areas of
schooling, characterized by a
commitment to social justice and
critical approaches to learning.
(Sonia Nieto, 1996)
 field of study designed to increase
educational equity for all students.
(Banks and Banks, 1995)

6.  an idea, an educational reform
movement, and a process.(Banks,
1996)
 progressive approach for
transforming education that
holistically critiques and responds to
discriminatory policies and practices
in education.(Gorski, 2010)

7. Multicultural education is a broad concept with
several different and important dimensions.
Content Integration
Knowledge Construction Process
Prejudice Reduction
Equity Pedagogy
Empowering School Culture

8.  deals with the infusion of various cultures,
ethnicities, and other identities to be
represented in the curriculum.
 deals with the extent to which teachers use
examples and content from a variety of
cultures and groups to illustrate key
concepts, principles, generalizations and
theories in their subject area or discipline.

9. involves students in critiquing the
social positioning of groups through
the ways that knowledge is
presented.

10. describes lessons and activities
that teachers implement to
assert positive images of ethnic
groups and to improve
intergroup relations.

11.  concerns on modifying teaching
styles and approaches with
facilitate the intent of facilitating
academic achievement for all
students.

12.  describes the examination of the
school culture and organization by all
members of school staff with the
intent to restructure institutional
practices to create access for all
groups.

13. De Marquez indicated the following goals of
multicultural education:
 help students to develop the knowledge,
attitudes and skills to participate in a
democratic and free society.
 promote the freedom, abilities and skills to
cross ethnic and cultural boundaries

14.  provide students with the skills to
participate in social action to make the
nation more democratic and free.
Another goals includes:
 creating a safe, accepting and successful
learning environment
 strengthening cultural consciousness
 strengthening intercultural awareness

15.  encouraging critical thinking
 preventing prejudice and
discrimination
 teaching students that there are
multiple historical perspectives

16. James A. Banks, presented the four
level of multicultural education
namely:
1. Contributions
2. Additive
3. Transformational
4. Social action approach

17.  deals with heroes, holidays and discrete
cultural elements
 teachers conveniently infuse cultural
themes like holidays and heroes in the
curriculum
 DepEd Memo No. 28 s. 2011 identified a
portion of 22 days for national and local
event celebrations.

18.  teachers add content, concepts,
themes, and perspectives that are
multicultural without changing the
structure of their instructional
materials. Here teachers work hard to
infuse multicultural themes, content,
and perspective into the main
curriculum.

19.  requires teachers to change the
structure of their curriculum to
enable students to engage
concepts, issues, events, and
themes from a multicultural
perspective.

20.  allows the students to make
decisions on important social
issues and take actions to
help solve them.

21. The preparation of a lesson plan for
this class shifts focus from
subject matter to a broader view
of the need of the classroom
community.

22. There are 7 steps to which order may vary
but the content remains the same:
1. goals and objectives
2. materials and resources
3. anticipatory set or entry
4. instructional input
5. guided practice
6. independent practice
7. assessment or evaluation

23. This is where the teachers articulates
her expectations from the students
based on the K to 12 Basic Education
Curriculum Guide, and it is also in
this part where he articulates any
multicultural and behavioral objective
that she wants to achieve through the
lesson.

24. This is to include all the
materials the teacher will use
for the lessons including the
references, printed and non-
printed, facilities that enhance
the presentation of the lesson.

25. This step is to excite, arouse
interests in, and prepares students
for the learning experience. Some
activities to use here may include
but not limited to: reading of a
relevant story, playing a short
game, viewing a film teaser and
many more.

26. This step is where teacher presents,
explains basic concepts, definitions
and clarifications for learners to grasp
the lesson.

27. This step is where teacher and learner
go through the process of the
required activity. Instructions may be
given by the teacher to the whole
group or may distribute it individually.

28. This step is where learners are to do
the tasks by themselves. Creativity
and uniqueness are to be
encouraged and respected in order
to respect diversity.

29. This is where comments and
suggestions are solicited from
viewers and where teachers can
give encouragement. Rubrics may
be used so that peer evaluation and
sharing will take place.

30. Thank you.