Culturally responsive curriculum

Culturally Responsive

Curriculum

To be reported by :

Yoshavette R. Morillo

Liezel H. Paras

TEACHING IN RACIALLY DIVERSE

COLLEGE CLASSROOMS

Teaching in racially diverse college classroomsoften leaves people feeling uncertain about how toproceed and how to behave. Unlike the days when oneteaching style fit all students, in today's context thereis pressure to acknowledge and accept students withperspectives other than our own, to diversify oursyllabi, to be more aware of classroom dynamics, andto pay more attention to how our students areexperiencing the learning process. Our collectiveability to respond to and be enriched by thesechallenges will determine the success of ourinstitutions and students.

To assist faculty and teaching fellowsseeking to enhance learning for all students,we have put together this Tip Sheet, in thehope that it will empower educators to createthe conditions under which diversity canflourish. When teaching in a multiculturalcontext, we suggest that they preparethemselves in several ways:

• Plan the course with the multicultural classroom in mind by considering syllabi, course assignments, examples, stories, and potential classroom dynamics.

• Find ways to make the actual classroom open and safe for all students, and to make the material accessible to all students.

• Learn how to intervene tactfully and effectively in racially charged classroom situations and to manage hot moments or hot topics.

• Assess conscious and unconscious biases about people of cultures other than your own.

GUIDING SUGGESTIONS IN TEACHING

RACIALLY DIVERSE CLASSROOMS

1. Educate yourself - become as sensitive as you can to racial, ethnic, and cultural groups other than your own.

At the same time:

2. Never make assumptions about an individual based on the racial, ethnic, or cultural groups to which he or she appears to belong. Treat each student first and foremost as an individual. Get to know each student individually.

TIPS FOR TEACHING IN RACIALLY DIVERSE

COLLEGE CLASSROOMS

The following tips are meant to besuggestions and not guaranteed solutionsfor teaching in racially diverse classrooms.Teachers should develop a range ofpedagogical skills that best serve the needsof all their students.

1. Develop a syllabus that explores

multiple perspectives on the topic.

• Incorporate multicultural examples, materials, and visual aids as much as possible in lectures.

• Make sure that the expectations for the pedagogical process and learning outcomes are stated clearly on the syllabus.

1. Develop a syllabus that explores

multiple perspectives on the topic.• Structure project groups, panels, laboratory teams,

and the like so that membership and leadership roles are balanced across ethnic and gender groups.

• Develop paper topics that encourage students to explore different racial and cultural perspectives.

• Assign work of scholars from a variety of racial and ethnic backgrounds relevant to the topic being studied.

2. Design classroom instruction and

materials with a diverse group of

students in mind.

• Develop ground rules or norms that will guide how students are expected to interact with each other in the classroom.

• Design classes with a clear structure (there is a method and meaning to how teaching and learning is to occur) and flexibility (not so rigid that adjustments cannot be made).

• Consider how all students would experience the syllabus.

2. Design classroom instruction and

materials with a diverse group of

students in mind.

• Consider whether students of all cultures are likely to have a background in the material.

• Consider whether different approaches to learning are accounted for.

• Anticipate sensitive areas in the subject matter being taught.

• Think in advance about how one might handle sensitive topics or explosive moments.

What a teacher can do to be sure

the classroom itself is open to all

students?

1. Create opportunities to get to

know your students on an

individual/personal basis.

• Get to know each student individually. Learn their names and how to pronounce them correctly.

• Use eye contact with all students; be open and friendly outside of class.

• Be accessible and encourage students to meet with you during office hours.

• Interact with your students in respectful, challenging, and collaborative ways.

2. Design opportunities for students

to interact with each other in

respectful and meaningful ways.

• Divide the class into smaller groups, and when appropriate, assign one person with the responsibility of reporting on the small group's work.

• Encourage students to form study groups.

• Create opportunities for students to present their work to each other and the whole class.

3. Activate student voices.

• Create opportunities for mutual teacher-student participation so that everyone feels a responsibility and openness to contribute.

• When appropriate, encourage students to share their thoughts about the subject, acknowledging their statements as they are made.


• When appropriate, create opportunities for students to personalize course content with examples from their own history so that they can make connections between ideas learned in the classroom and those learned through life experiences.

• Let students know from the very beginning that their thoughts have a place in the classroom, that we all have unique perspectives, and that these different perspectives are an important component of the learning process.


• Make it safe for everyone to voice their views by accepting all views as worthy of consideration. Don't permit scapegoating of any student or any view. Don't leave students alone out on a limb.

• Avoid creating situations where students are placed in the position of being representatives of their race.

4. Generate a challenging but

vibrant learning process that

encourages students to develop their

creative, critical, and analytical

thinking skills.

• Make the classroom norms explicit.

• Keep expectations high and provide the support required to meet these expectations.





thinking skills.

• Ask students to locate cultural or even discriminatory content in textbooks or other materials.

• Ask students to research the position they are least comfortable with and to come prepared to articulate a defense of that posture.





thinking skills.

• Present all sides of an issue. Play the devil's advocate for the least popular view

• Create opportunities for students to link theory with practice -- that is, encourage them to apply what they are learning with what's going on in the world.





thinking skills.

• Use multiples modes of instruction to account for the range of learning styles that may be present in a diverse group of students.

• Provide direct and clear feedback in an effort to demonstrate your commitment to your students' learning.

What a teacher can do to intervene

in racially charged situations and

handle hot moments?

1. Devise personal strategies in

advance for managing yourself and

the class in such moments.

• Know your own hot buttons/biases and what will make your mind stop working.

• Try to anticipate what topics may be explosive and design pedagogical strategies (e.g. small groups, free writes, and reflection responses) that may assist in managing sensitive topics.

• Establish clear classroom norms at the beginning of the class.

2. Interrupt blatantly racist and

discriminatory behaviors when they

emerge in class.

• Trust your instincts. If you think someone is engaging in discriminatory behavior then you might be right. Don't let potentially harmful behavior go unaddressed -- your students may take your silence as an unofficial endorsement.

• Don't let students attack other students in personal terms; get them off the personal and onto the issue at stake.

2. Interrupt blatantly racist and

discriminatory behaviors when they

emerge in class.

• Try not to let yourself be rattled by the event; or at least, try not to let it look as if you are rattled. If you as the teacher can hold yourself steady, you will create a holding environment in which people can work out the issues that have arisen.

• Don't let yourself get caught up in a personal reaction to the individual who has made some unpleasant remark.

• Protect the lone outlier (the attacked or attacker).

3. Defuse potentially harmful

moments by having students step

back and reflect on the situation.

• Stop the class and ask students to write a reflection response on the incident. This enables students to think about and come to some kind of terms with the issue and can enable further discussion of it.

• Defer. Tell students that this is an important issue and that you will take it up later in this class or next time. Use the time to think and plan a strategy. Make sure you return to the issue later as promised.

3. Defuse potentially harmful

moments by having students step

back and reflect on the situation.

• Go around the room and ask each student who has spoken (and others if they wish) to state his or her view and explain the view behind it. Do not permit interruptions and acknowledge each student's comments, no matter how you feel about it personally.

• If a student breaks down as a result of the original outburst, acknowledge it and ask the student if he/she would like to remain in the classroom or take a break to pull him- or herself together.

4. Turn potentially hot moments

into powerful learning experiences

• Use the disruption as an opportunity to analyze the issue under discussion or the initial event.

• Find the part in the hot moment that can be used for further discussion.

• Ask students to step back and see how they might make something positive of this exchange, what they can learn from it.

4. Turn potentially hot moments

into powerful learning experiences

• Ask students to think about how their reactions mirror the subject at hand, and what they might learn about the subject from their own behavior or experience.

• Use the passion as a vehicle to talk about differences in kinds and levels of discourse.

• Use the passion and arguments to look at how group dynamics work -- who speaks and who does not, who allies him or herself with whom, who plays what role -- and to think about how the group wants to work.

Teachers will have to decide whether to stopthe emotional charge and go on, or whether touse it to explore the topic at hand. Often whenthings get hot, people are most capable oflearning at a very deep level, if the exchangeamong students is properly handled. To makethis possible, however, requires comfort withfeelings and with conflict, and enormous skill onthe part of the teacher.

Strategies for Teaching Culturally

Diverse Students

There are many school factors that affect thesuccess of culturally diverse students – theschool's atmosphere and overall attitudestoward diversity, involvement of the community,and culturally responsive curriculum, to name afew. Of all of these factors, the personal andacademic relationships between teachers andtheir students may be the most influential. Thisrelationship has been referred to as the "corerelationship" of learning – the roles ofteachers and students, the subject matter, andtheir interaction in the classroom.

Certain behaviors and instructionalstrategies enable teachers to build a strongerteaching/learning relationship with theirculturally diverse students. Many of thesebehaviors and strategies exemplify standardpractices of good teaching, and others arespecific to working with students from diversecultures. A number of these behaviors andstrategies are listed as follows.

Teacher Behaviors

1. Appreciate and accommodate the similarities and differences among the

students’ cultures.

Effective teachers of culturally diverse studentsacknowledge both individual and culturaldifferences enthusiastically and identify thesedifferences in a positive manner. This positiveidentification creates a basis for the development ofeffective communication and instructionalstrategies. Social skills such as respect and cross-cultural understanding can be modeled, taught,prompted, and reinforced by the teacher.

Teacher Behaviors

2. Build relationships with students.

Interviews with African-American high schoolstudents who presented behavior challenges forstaff revealed that they wanted their teachers todiscover what their lives were like outside of schooland that they wanted an opportunity to partake inthe school's reward systems. Developing anunderstanding of students' lives also enables theteacher to increase the relevance of lessons andmake examples more meaningful.

Teacher Behaviors

3. Focus on the ways students learn and observe students to identify their task

orientations. Once students' orientations are known, the

teacher can structure tasks to take them intoaccount. For example, before some students canbegin a task, they need time to prepare or attend todetails. In this case, the teacher can allow time forstudents to prepare, provide them with advanceorganizers, and announce how much time will begiven for preparation and when the task will begin.This is a positive way to honor their need forpreparation, rituals, or customs.

Teacher Behaviors

4. Teach students to match their behaviors to the setting.

We all behave differently in different settings. Forexample, we behave more formally at officialceremonies. Teaching students the differences betweentheir home, school, and community settings can helpthem switch to appropriate behavior for each context.For example, a teacher may talk about the differencesbetween conversations with friends in the communityand conversations with adults at school and discusshow each behavior is valued and useful in that setting.While some students adjust their behaviorautomatically, others must be taught and providedample opportunities to practice. Involving families andthe community can help students learn to adjust theirbehavior in each of the settings in which they interact.

Instructional Strategies

1. Use a variety of instructional strategies and learning activities.

Offering variety provides the students withopportunities to learn in ways that are responsiveto their own communication styles, cognitive styles,and aptitudes. In addition, the variety helps themdevelop and strengthen other approaches tolearning.


2. Incorporate objectives for affective and personal development.

Provide increased opportunities for high andlow achievers to boost their self-esteem, developpositive self-attributes, and enhance their strengthsand talents. Such opportunities can enhancestudents' motivation to learn and achieve.


3. Communicate expectations.

Let the students know the "classroom rules" abouttalking, verbal participation in lessons, and movingabout the room. Tell them how long a task will take tocomplete or how long it will take to learn a skill orstrategy, and when appropriate, give them informationon their ability to master a certain skill or complete atask. For example, it may be necessary to encouragestudents who expect to achieve mastery but arestruggling to do so. They may need to know that theyhave the ability to achieve mastery, but must workthrough the difficulty.


5. Provide rationales.

Explain the benefits of learning a concept, skill,or task. Ask students to tell you the rationale forlearning and explain how the concept or skillapplies to their lives at school, home, and work.


6. Use advance and post organizers.

At the beginning of lessons, give the students anoverview and tell them the purpose or goal of theactivity. If applicable, tell them the order that thelesson will follow and relate it to previous lessons.At the end of the lesson, summarize its main points.


7. Provide frequent reviews of the content learned.

For example, check with the students to see ifthey remember the difference between simple andcompound sentences. Provide a brief review of theprevious lesson before continuing on to a new andrelated lesson.


8. Facilitate independence in thinking and action.

There are many ways to facilitate students'independence. For example, when students begin theirwork without specific instruction from the teacher, theyare displaying independence. When students askquestions, the teacher can encourage independence byresponding in a way that lets the student know how tofind the answer for him- or herself. When teachers askstudents to evaluate their own work or progress, theyare facilitating independence, and asking students toperform for the class (e.g., by reciting or role-playing)also promotes independence.

Instructional Strategies9. Promote student on-task behavior.

Keeping students on task maintains a high level ofintensity of instruction. By starting lessons promptlyand minimizing transition time between lessons,teachers can help students stay on task. Shiftingsmoothly (no halts) and efficiently (no wasted effort)from one lesson to another and being business-likeabout housekeeping tasks such as handing out papersand setting up audiovisual equipment helps to maintaintheir attention. Keeping students actively involved inthe lessons – for example, by asking questions thatrequire students to recall information – also helps themto stay focused and increases the intensity ofinstruction.


10. Monitor students' academic progress during lessons and independent work.

Check with students during seatwork to see ifthey need assistance before they have to ask forhelp. Ask if they have any questions about whatthey are doing and if they understand what they aredoing. Also make the students aware of the varioussituations in which a skill or strategy can be used aswell as adaptations that will broaden itsapplicability to additional situations.


11. Provide frequent feedback.

Feedback at multiple levels is preferred. Forexample, acknowledging a correct response is a form ofbrief feedback, while prompting a student who hasgiven an incorrect answer by providing clues orrepeating or rephrasing the question is another level.The teacher may also give positive feedback by statingthe appropriate aspects of a student's performance.Finally, the teacher may give positive correctivefeedback by making students aware of specific aspectsof their performance that need work, reviewingconcepts and asking questions, making suggestions forimprovement, and having the students correct theirwork.


12. Require mastery.

Require students to master one task beforegoing on to the next. When tasks are assigned, tellthe students the criteria that define mastery and thedifferent ways mastery can be obtained. Whenmastery is achieved on one aspect or portion of thetask, give students corrective feedback to let themknow what aspects they have mastered and whataspects still need more work. When the task iscomplete, let the students know that mastery wasreached.

Guidelines for a Culturally

Responsive Curriculum

(Schmitz, 1999)

1. Define Learning Goals

Questions to Consider:

What do students in your field need to knowabout: the history of diverse groups: their writings,theories, and patterns of participation? the socialdynamics of identity formation and change?structures of power and privilege in society,prejudice, discrimination, and stereotyping?patterns of communication and interaction withinand among different cultural groups? theories ofpersonal, institutional, and societal change?

2. Question Traditional Concepts


Have traditional ways of organizing content inthis course obscured, distorted, or excluded certainideas or groups? What new research is availablethat addresses past distortions and exclusions?How will the course change if I include this newresearch? How might a change in this syllabusaffect its relationship to the rest of the curriculum?

3. Understand Student Diversity

Questions to Consider:What kinds of diverse perspectives and

experiences will students bring to the class? Howcan I assess students’ prior knowledge of race,class, gender, etc.?How can I incorporate diversevoices without relying on students to speak fordifferent groups? How will my own characteristicsand background affect the learning environment?Will some students see me as a role model morereadily than others? How can I teach to allstudents?

4. Select Materials and Activities


If the course topics remain the same, what newresearch, examples, and writings can illustratethese topics? Is there a new thematic approach tothis material that will help to put cultural diversityin the foreground? How do I integrate new materialso that it is not simply an “add-on”? What teachingstrategies will facilitate student learning of this newmaterial?

5. . Evaluate Effectiveness


What are my strengths and limitations relativeto the new content and teaching techniques? Howwill I assess student learning?

What are the implications for a

Culturally Responsive Curriculum?

{Morey and Kilano (1997)}

Morey and Kilano (1997) propose a frameworkfor infusing attention to diversity throughout theteacher education curriculum while encouragingself-analysis and reflective thinking using threelevels of curriculum transformation. Exclusive,the lowest level, represents traditional mainstreamperspectives of diversity. Inclusive, the next level,represents a mixture of normative andnontraditional diversity perspectives. The highestlevel, the Transformed curriculum, representsa structural transformation.

Exclusive Level

The Exclusive level focuses on minor aspects ofdiversity at the lowest level. Teaching about diversity isrestricted to one part of the course. Gender and diversegroups are discussed in relation to stereotypes, andactivities are limited to the four “f’s—food, folklore, funand fashion.” The content encompasses traditionalmainstream experiences and stereotypes.Extracurricular reading materials focus on authors whoperpetuate and confirm those myths. Instructionalstrategies are mainly lecture, basic question andanswer, and other basic didactic methods. Instructionis teacher-centered, with assignments that focus oncontent while avoiding social dynamics. Exams areusually objective (e.g., multiple-choice and fill in theblanks).

Inclusive LevelThe Inclusive level adds diversity content but

retains the traditional, original structure. That is,diversity is discussed throughout the course andcompared to the dominant norm. Reading materialsinclude authors with varying, significant, diverseviewpoints. Social views are discussed but notelaborated upon. There is a wide array of assessmentmethods, and various speakers add flavor to thecontent. Although the instruction remains teacher-centered, a variety of methods are used to relate newknowledge. Students are encouraged to construct theirown knowledge and use critical thinking skills inconjunction with peer learning.

Transformed CurriculumThe Transformed curriculum challenges

traditional views and encourages reconceptualizationand new ways of thinking. The instructor engages incritical pedagogy and issue-oriented approaches.Instruction is student-centered, and students self-evaluate through projects and related assignments thatcontribute to real-life change. Students learn from eachother, and concepts and personal experiences areanalyzed. Transformed courses represent a paradigmshift that presents content from a diverse perspective.Self-assessment and reflection techniques areemployed that encourage sharing, diverse perspectivesand equity in participation, and critical problemsolving. Instruction centers on content-relatedvignettes that require application and examination ofvalues.

Suggestions in developing

Transformed Curriculum

• Require preservice students to demonstratemulticultural competence via assignments,projects, lesson and unit plan development, andinstructional delivery.

• Utilize discussion groups between preservice andinservice teachers who are regarded as excellentculturally responsive teachers in urban schools todialogue about complicated equity issues that arisein practice.

Suggestions in developing

Transformed Curriculum

• Advocate student volunteerism in a local culture asa “service learning” experience.

• Create opportunities for preservice teachers atethnically encapsulated university settings (e.g.,historically black colleges and universities, otherminority institutions, and traditionally whiteinstitutions) to engage in multicultural conferencesand student and instructor exchange programs.

Strategies, Tips and Good Practice

Examples in having culturally

responsive classroom

Engage in Positive Interactions with

Students

Establish an introduction system or “meet-and-greet” process that enables students and staff togain information about the cultural backgrounds ofothers, and the diversity of experience in theclassroom (e.g., ice-breaker activities in the firstweek of semester). For example, consider a “nameactivity’ that encourages students to talk about theorigins of their name, how they came to be given it,or what it means. This can help to encourageinteraction between students, as well as opening updiscussion about diversity.


Students

It is important to celebrate similarities, as wellas discovering differences between students. Referto the GIHE document “Managing InterculturalConflict Productively” for suggestions aboutactivities that promote discovery of commoninterests and shared experiences between studentsto help build cohesiveness in the group.


Students

Promote computer and informationtechnologies as an easily accessible method ofstudent-lecturer interaction, particularly electronicbulletin boards, course mailing lists, and otheronline mediums.


Students

At the start of each semester, provide studentswith some information about your teaching styleand instructional methods, perhaps on lectureslides or on your own website. Include details ofyour cultural background and any cross-culturalteaching, learning or research experiences you havehad.


Students

Communicate to your students that you arecommitted to understanding cultural differencesand understanding your own assumptions, valuesand beliefs associated with diversity. This sends amessage to students that culture is valued andrespected in the classroom.


Students

Provide opportunities for your students tointeract with you informally. Before and afterlecturers or tutorials is an ideal time.

Make an effort to learn something unique abouteach student. While this is challenging in largetutorials, exercises such as the “name activity”mentioned earlier can help in this regard.


Students

Display positive nonverbal behaviours (e.g.,inviting facial expressions, eye contact, posture,hand gestures, physical distance) to ensure youappear approachable to students.

Use Appropriate Modes of Address

• During one-on-one interactions, ask what name orform of address students prefer.

• During class discussions, refer to students by nameas much as possible.

• Correct pronunciation of names is very important,as it demonstrates cultural awareness and respect.Remember – if you are in doubt, check withstudents.

• Use inclusive language that avoids ethnocentrictones (e.g., “family name” rather than “last name”,and “given” name rather than “Christian name”)

Eliminate Classroom Incivilities

• Establish explicit ground-rules for appropriate classroom conduct to protect against cultural exclusion and insensitivity.

• Communicate, verbally and non-verbally, high expectations for displaying mutual respect toward all students

• Encourage students to negotiate an accepted “code of conduct” and set of disciplinary measures for inappropriate classroom behavior.


• Respond promptly to any behavior (verbal or non-verbal) that could be considered prejudiced, biasedor discriminatory in nature. Do not tolerate racist,sexists or culturally insensitive comments made bystudents.

• Avoid ignoring or neglecting the needs of individualstudents. For example, ensure you do not have atendency to favour one group over another whenanswering questions.


• Avoid stereotypes and preconceived assumptions inyour teaching practices and course content.

• When presenting information on cultural andlinguistic diverse individuals or minority groups,clearly cite published literature and researchfindings, rather than expressing your personalopinion. Similarly, encourage students to draw ondiverse data sources/evidence to develop theirarguments and critique opinions.

Encourage Open and Inclusive

Classroom Discussion

• Prompt students to ask questions by using open-ended statements, such as “Would anyone like toshare a different opinion or perspective?”

• Avoid singling out individual students or puttinganyone “on the spot”, particularly when discussingculturally or personally sensitive issues. Forexample, a student will feel pressured if it isassumed they can speak on behalf of all peoplefrom their country or culture of origin.

Encourage Open and Inclusive

Classroom Discussion• Promote turn-taking when discussing controversial

issues. For example, ensure students take turnsexpressing their own opinions while also listening to(and genuinely considering) the views of others.

• Ask students how they prefer to learn, and, wherepossible, examine how you might adapt your teachingand learning activities accordingly. For example,inviting students to write a “self-reflective essay” toexplain their learning style; completing a learning styleinventory assessment, or providing an online forum toopenly discuss how they like to learn are ideal methodsto explore learning styles.

Characteristics of Culturally

Responsive Teacher

(Villegas and Lucas 2002)

Villegas and Lucas (2002) encourage teachereducators to critically examine their programs andsystematically interweave six salient characteristicsthroughout the coursework, learning experiences,and fieldwork of prospective teachers to betterprepare culturally responsive teachers to worksuccessfully in culturally and linguistically diverseclassrooms. A brief description of the sixcharacteristics are as follows.

Sociocultural Consciousness

Means understanding that one’s way ofthinking, behaving, and being is influenced by race,ethnicity, social class, and language. Therefore,prospective teachers must critically examine theirown sociocultural identities and the inequalitiesbetween schools and society that supportinstitutionalized discrimination to maintain aprivileged society based on social class and skincolor. Teacher candidates must inspect andconfront any negative attitudes they might havetoward cultural groups.

An affirming attitude towards

students from culturally diverse

background

Significantly impacts their learning, belief inself, and overall academic performance. Byrespecting cultural differences and addingeducation related to the culture of the students,programs become inclusive.

Commitment and skills to act as

agents of change

Enable the prospective teacher to confrontbarriers/obstacles to change, and develop skills forcollaboration and dealing with chaos. As agents ofchange, teachers assist schools in becoming moreequitable over time

Constructivist view of learning

Contend that all students are capable oflearning, and teachers must provide scaffoldsbetween what students already know through theirexperiences and what they need to learn.Constructivist teaching promotes critical thinking,problem solving, collaboration, and the recognitionof multiple perspectives.

Learning about students’

past experiences, home and community culture,and world both in and outside of school helps buildrelationships and increase the prospective teachers’use of these experiences in the context of teachingand learning.

Culturally responsive teaching

strategies

Support the constructivist view of knowledge,teaching, and learning. As teachers assist studentsto construct knowledge, build on their personal andcultural strengths, and examine the curriculumfrom multiple perspectives, an inclusive classroomenvironment is created.

Culturally Responsive

Educator

According to the Chapters reported by Ms. Nikka L. Garro

Chapter 4: Working with

Multicultural Learners with

Communication Disorder

(Martha Scott Lue and

Janice Morgan Taylor )

A Culturally Responsive Educator

1. Understands the difference between language disorder and language difference.

2. Knows the complexity of speech and language impairments.

3. Values language as part of culture.


4. Understands the impact of demographic changes on linguistic differences in the classrooms and schools.

5. Teaches students with communication disorders in culturally responsive ways.


6. Assesses communication disorders in multidimensional ways.

7. Uses bilingual professionals in working with multicultural learners.

8. Works with parents, family members, and guardians when a child has a communication disorder.


9. Uses a developmental perspective rather than a deficit perspective when working with learners with communication disorders.

10. Differentiates between the various components of communication disorders.



Cognitive Disabilities

(Festus E. Obiakor and Cherryl A.

Utley)


1. Understands the dilemmas of multicultural learners with regard to intelligence testing.

2. Knows that all learners have multiple intelligence and learning styles.

3. Understands that multicultural learners with cognitive disabilities can learn.


4. Knows that different professional thinking represents different paradigms or models.

5. Is flexible in responding to individual differences.

6. Does not mistake cultural differences for mental deficiency.


7. Works collaboratively with colleagues and parents.

8. Understands that effective teaching can have a positive influence on multicultural learners with cognitive disabilities.

9. Sees education as a continuous process of growth.



Learning Disabilities

(Patrick A. Grant and Sunday O. Obi)


1. Insist that family support is a must in facilitatingsuccessful educational experiences formulticultural learners with learning disabilities.

2. Knows that caring and “good” teachers areessential in the success of good learners.

3. Utilizes nondiscriminatory assessment toadequately identify, assess, categorized, place andinstruct multicultural learners with disabilities.


4. Understands that school support systems are necessary for the success of all learners.

5. Understands that how a child learns is a major component in constructing a pedagogical framework for multicultural learners, especially those with learning problems.


6. Knows that it is important to adapt the classroom environment to meet the needs of at risk learners.

7. Provide adaptable materials to meet the needs of students with different learning styles.

8. Utilizes multicultural peer tutors to increase opportunities for learning.


9. Avoids unwarranted assumptions about multicultural learners with learning problems.

10. Allows multicultural learners to maximize their learning potential.



Behavioral Problems

(Cheryl A. Utley and Spencer J.

Salend)


1. Believes there is no perfect human being.

2. Does not misjudge human behaviors.

3. Understands that behavior is learned.

4. Assesses human behaviors from holistic perspective.


5. Knows that misidentification leads to miscategorization of cultural and behavioral styles.

6. Considers cultural and linguistic differences before judging human differences.

7. Engages in functional behavioral assessment to understand multicultural learners.


8. Designs behavior intervention plans for his or her multicultural learners.

9. Believes inappropriate behaviors do not occur in isolation.



Gifts and Talents

(Vera I. Daniels)


1. Understands that students with gifts and talentscan be found among people of all racial, cultural,ethnic, socioeconomic and linguisticbackgrounds.

2. Knows that all students with gifts and talentscannot learn in the same way and that optionallearning occurs when the teachers know theirstudents learning styles and consider these styleswhen creating environments for learning.


3. Understands that students who exhibit giftednessor show exceptionalities often are not detected orrecognized because of lack of knowledge ofindicators of potential giftedness.

4. Has a substantive knowledge base of culturalcharacteristics, experiences, and perspectives ofmulticultural learners.


6. Creates culturally responsive classroomenvironments for multicultural learners with giftsand talents.

7. Understands that multicultural learners with giftsand talents need highly qualified service providersand professionals who are sensitive to their needs.


8. Knows that multicultural learners with gifts andtalents are confronted with a number of socio-emotional challenges.

9. Uses multidimensional methods to assess multipleintelligences of multicultural learners.

10. Values emotional intelligence and creativity asimportant instructional ingredients for studentswith gifts and talents.


Multicultural Learners with Autism

(Tina Taylor Dyches, Lynn K. Wilder,

Bob Aldozzine and Festus E. Obiakor)


1. Understands that autism is a spectrum disorderthat manifests itself differently in each childinspite of cultural or racial differences.

2. Knows that deficits in social skills of multicultural learners with autism greatly affect their ability to communicate and behave appropriately with others.


3. Does not reject his or her students with autismbecause they have different cultural, learning,communication, and social styles.

4. Understands that restrictive and repetitivebehaviors, interest and activities of multiculturallearners with autism may impede effectiveeducation.


5. Knows that autism may be viewed differentlyaccording to the culture of the family.

6. Individualizes instruction for students accordingto culture as well as exceptionality.

7. Becomes familiar with the family culture of thelearner with autism.


8. Knows that prevalence of autism differs acrosscultures.

9. Engages in culturally sensitive assessment andinstruction for multicultural learners with autism.

10. Agrees that all students should be treated withdignity despite their abilities or inabilities.



Traumatic Brain Injury

(Sandra Burkhardt and Anthony

Rotatori)


1. Understands that all learners, including thosefrom different cultures can acquire TBI.

2. Knows that diversity factors are associated withincrease risk of TBI.

3. Understands that all students with TBI, in spite oftheir cultural differences, often exhibit moreinappropriate behaviors compared to their sameage peers.


4. Acknowledges that “T” in TBI stands for trauma.As a result, an individual with TBI may bepsychologically affected by the experience.

5. Knows that TBI is a medical condition that shouldinclude culturally sensitive, professional, medicaland educational interventions.


6. Seeks more school district in service workshopson how to work with multicultural learners withTBI.

7. Respects behavioral management strategies thatare positive, proactive, and culturally appropriate.

8. Values culturally sensitive transitionalprogramming for students with TBI.


9. Learns that facts about TBI before makingprejudicial judgments about multiculturallearners and their families.

10. Understands that multicultural factor affect bothrisk factors for TBI and resources for recovery.



Physical and Health Impairments

(Joan Fleitas and Festus E. Obiakor)


1. Participates in a multidisciplinary planningprocess to ensure success in school reentry afterhospitalization or extended absences, focusing onboth medical and cultural issues.

2. Monitors needs that flow from medical andcultural diversity and addresses themmultidimensional strategies.


3. Creates a classroom milieu that values diversity,reflects and caring and promotes academicachievements.

4. Includes students with impairments as many aspossible, providing assistance if necessary.


5. Facilitates positive peer interaction by formal andnon formal information sharing aboutimpairments with the students.

6. Offers opportunities for all students to expressindividual and cultural differences.


7. Gains and understanding of students physicaland health impairments and keeps an updatedcare plan for each student for effectivemanagement.

8. Have the skills and resources to evacuate noambulatory students in emergencies and handlecrisis.


9. Involves parents in decision making and let themknow that they are the experts in relation to theirchildren.

10. Understands both cultural preferences andappropriate responses to medical crisis.



Hearing Impairments

(Kathleen M. Chinn, C. Jonah

Eleweke and Eric J. Lopez)


1. Understands that multicultural learners withhearing loss have a “Double Whammy” problem.

2. Knows that the instructional modification is asabsolute necessity for multicultural learners withhearing loss.

3. Is aware that language is an integral part ofculture.


4. Understands that demographic shift is occuring inmany cities.

5. Know the laws that protect his or her students.

6. Understands the culture and language must betaken into account in performing assessments.


7. Creates classroom enrichments that are culturallysensitive.

8. Collaborates and consults with parents of childrenwith hearing loss.

9. Avoids negative assumptions about multiculturallearners

10. Sees himself/herself as a role model to his/hermulticultural learners.



Visual Impairments

(Kathleen M. Chinn, C. Jonah

Eleweke and Eric J. Lopez)


1. Understands that children with visualimpairments are found in all cultural, ethnic andreligious cultures.

2. Knows that cultural interpretations about thecauses of visual impairments influence a familyperception about the child, about his/hereducational opportunities.


3. Believes that every child with visual impairmentsis unique and will require individualized andspecific modifications in educational planning.

4. Understands that the teacher of the students withvisual impairments is a good resource ofinformation about visual impairments.


5. Accepts families’ rights to pursue Westerntreatments for their children’s visualimpairments.

6. Discover what skill is important to the family andtries to find common ground for students’education.


7. Assist multicultural students with visualimpairments by appropriately modifyingmaterials and instruction with the assistance ofthe teachers of students with visual impairments.

8. Values cultural differences in designingmulticultural educational programming.


9. Modifies assessments strategies to reach alllearners, including those with visual impairments.

10. Explains the powerful influence of race, gender,religion and ethnicity on people with visualimpairments.

Thank you for listening!

Acknowledgement

Since, this will be our last requirement to you, Iwant to thank you Ma’am for EVERYTHING. Ihope our presentation will be good enough for youMa’am. I know, once you read this, you will say“ANG PANGIT NAMAN” alam na po namin yunMa’am. And for that, Me, together with my partner,we want to thank you for everything you’ve taughtto us. We will always remember our bonding times,ang pagsayaw ng LEMON TREE.…….

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Continuation

Ang mga pangaasar po ninyo samin, maalalapo namin yun. But, the 3 important things thatyou’ve shared and taught to us are: RESPECT,LOVE, and CONCERN for one another. Utangpo namin sa inyo kung gaano po kami kasolid atka-united ngayon. Thank you Ma’am for treatingus like your own daughters and sons. MaramingSalamat Ma’am Fina. ^_^

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Our Picture moment

Ang kulay Blue na

Uniform

With BSED

](The HyperBatch)This is not actually included, but I just want this presentation to be memorable for you Ma’am Fina.

Pagbigyan na.. LAST NA po di ba?

Eto na po ang

moment nyo Ma’am

…….

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Memoirs

Credits to the owner of this presentation

Hi! My name is Liezel H. Paras, I’m Sixteen yearsold way back 2010 (hahaha! Math) I mean, I’mnow 20 years old. My birthdate is September 17,1994. I live at Blk. 6 Lot 19 Gold St. SilvertowneIV Malagasang II-B Imus, Cavite. I love reading,writing some poems and songs. I love to sing. I solove eating and eating all kinds ofCHOCOLATES. I’m afraid of heights, spiders andhonestly, I’m afraid to dive.. Yes, that’s the reasonwhy I do not know how to swim. I’m self-acclaimed singer. Others believe that I have greatvoice, but its just a joke. Hm.. What else. I’msorry Ma’am if these is not like a resume, but itsbetter than resume. Sorry po..

Thank you Ma’am for all things that you’veshared, you’ve given and mostly, thank you foryou r love for us. Thank you Ma’am! I love you <3

I was born on 27th day of October 1992. I

live at 790 Medicion 2f Imus City, Cavite.

I am currently studying at National

College of Science and Technology taking

Bachelor of Secondary Education Major in

English. I grew up with my grandparents

because my parents were separated.

My name is Yoshavette R. Morillo. I love

to eat a lot. I love pizza and fries and I

love cats and dogs. I love to read books.

I love RnB. I love Adventure Time. I love

Jake and Finn. I love James Reid. He

loves me. And I love him too.

The End.

Documents

Culturally responsive curriculum