This document discusses strategies for teaching culturally diverse students. It identifies culture as being shaped by factors such as race, ethnicity, gender, class, religion, and geographic location. It then lists nine instructional strategies for teaching culturally diverse students, such as using a variety of teaching methods, communicating expectations clearly, and providing frequent feedback. The document also outlines four things teachers need - an awareness of socio-cultural influences, an affirmative attitude, collaborative skills, and knowledge of culturally responsive pedagogy. Finally, it discusses how teachers can promote positive cross-cultural attitudes among students by ensuring students have positive interactions with one another.

1. CROSS
CULTURAL
DIVERSITY

2. CULTURE
- A group which shapes a
person’s values and identity.
Cultural identities can stem from
the following differences:
Race, Ethnicity, Gender, Class,
Religion, Country/Origin,
Geographic Location.

3. Strategies for Teaching Culturally
Diverse Students
Instructional Strategies
1. Use a variety of instructional
strategies and learning activities.
2. Consider students' cultures and
language skills when developing
learning objectives and instructional
activities.

4. Strategies for Teaching Culturally
Diverse Students
Instructional Strategies
3. Incorporate objectives for affective
and personal development.
4. Communicate expectations.
5. Use advance and post organizers.

5. Strategies for Teaching Culturally
Diverse Students
Instructional Strategies
6. Facilitate independence in thinking
and action.
7. Promote student on-task behavior.
8. Monitor students' academic progress
during lessons and independent work
9. Provide frequent feedback and
require mastery.

6. What Teachers Need
• Socio Cultural
Teachers have an awareness of and
understanding of the impact of social, cultural and
historical influences on learning and behavior, ideas
of social justice.
• Affirmative Attitude
Teachers understand the impact of teacher
expectation, developing caring relationships,
ongoing reflection, respect for
student/family/community cultures, and commitment
to issues of equity on teaching, learning, and
behavior.

7. What Teachers Need
• Collaborative Skill
Teachers have the skills to collaborate and problem
solve with students, families, communities, and other
professionals, and to understand their own areas of
influence within the larger educational and social
systems.
• Pedagogy Diversity
Teachers have specific knowledge and skills around
culturally responsive instructional,
accommodation/modification, management,
assessment, and curricular strategies and resources.
(Voltz, 2007)

8. How can teachers promote
positive cross-cultural
attitudes and behaviors
among students?

9. Teachers can promote positive cross-
cultural attitudes by making sure that students
have positive experiences with one another
and interact successfully, especially in the
partner language.

10. MULTICULTURAL
EDUCATION
- is an approach to teaching and learning that
is based upon democratic values and beliefs,
and seeks to foster cultural pluralism within
culturally diverse societies and an
interdependent world. (Christine I. Bennett, 1995)

11.  Permeates all aspects of school practices, policies and
organization as a means to ensure the highest levels of
academic achievement for all students.
 It helps students develop a positive self-concept by
providing knowledge about the histories, cultures, and
contributions of diverse groups.
 It prepares all students to work actively toward
structural equality in organizations and institutions by
providing the knowledge, dispositions, and skills for
the redistribution of power and income among diverse
groups.

12. APPROACHES TO
Multicultural Education
James A. Banks

13. The Contributions Approach
This is incorporated by selecting books and activities
that celebrate holidays, heroes, and special events
from various cultures.
The Additive Approach
In this approach content, concepts, themes, and
perspectives are added. This involves incorporating
literature by about people from diverse cultures.

14. The Transformation Approach
This approach encourages students to view concepts,
issues, themes, and problems from several ethnic
perspectives and points of view.
The Social Action Approach
This approach combines the transformation approach with
activities to strive for social change. Students are not only
instructed to understand and question social issues, but to
also do something about important about it.

15. Levels
of
Integration
Level 4: Social Action
Students make decision about
their world and become directly
involved in social action.
Level 3: Transformation
Students see the world from the
different perspectives of various
groups.
Level 2: Additive
Special units and topics about
various groups are added ,
incorporating literature.
Level 1: Contribution
Heroes, holidays and food
become a special focus on a
particular day, recognizing the
contributions of various groups.