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    Educ364 Class4 Educ364 Class4 Presentation Transcript

    • EDUC 364 - WEEK 4 Multicultural Education: Identity/Personal History
    • PERSONAL HISTORY OF “OTHERNESS”
      • In groups of 3 , define the dominant group ( show me your definition ) and list as many advantages as you can for being dominant
      • You will then rotate through each category and add to the list, if possible. We will end up with a large pool of advantages for you to see.
      • You will then look at the categories of where you are dominant and reflect upon whether or not you believe you have benefitted from the advantages, then rate the categories from 1-8 based on how they currently impact your identity
      • If time permits, share your reflections with your table or a partner
      • Now, write your final draft-due Nov 18
    • GROUP READING FACILITATION DECULTURALIZATION AND THE STRUGGLE FOR EQUALITY
      • Objective:
      • You and your group (3-4 students) will be responsible to lead discussion for 20-25 minutes on one of the chapters from Joel Spring’s Deculturalization and the Struggle for Equality . Discussions should promote critical thinking, varied perspectives and questioning, but always in a safe and caring community where everyone is valued and respected. The author of our other textbook (Nieto) encourages students as agents for social change through collaboration, defining students as teachers, and defining the process of teaching and learning as a process for both student and instructor.
    • GROUP READING FACILITATION DECULTURALIZATION AND THE STRUGGLE FOR EQUALITY
      • Select a chapter of interest to you and others in class. Please plan/discuss your presentation, discussions, ideas, and/or activities with you group prior to your presentation. Use a variety of strategies to promote learning such as questioning techniques, simulations/role play, mini-lecture/presentation followed by group activities, cooperative learning, visual & performing arts, or multimedia/technology, etc. Each group will bring a one-page handout for your peers . This can either be interactive, where the students fill in the new information, or a well-crafted organizer that summarizes the chapter. We will compile a list of chapters, presenters and type of discussion/activity, so we don’t duplicate efforts and keep the interest of the class. We will also dedicate part of one of our class sessions to work with your group in class with my technical assistance. As part of your professional disposition grade for the class, you are expected to attend and actively participate. Please, bring your textbook, notes, and resources in order to use class time effectively.
    • GROUP READING FACILITATION DECULTURALIZATION AND THE STRUGGLE FOR EQUALITY
      • Ideas for Your Group:
        • When preparing your discussions & activities consider the following:
        • What will you do? Why?
        • Which key concepts do you want to convey or highlight in your/class discussion?
        • What do you want the class to learn from the discussions?
        • What materials, supplies, or technology will you need?
        • What grouping strategies will you used? How will everyone be engaged ?
        • Is there a product or final outcome?
        • How will you use the time efficiently?
        • How will you monitor fairness & equity for all group members’ responsibilities?
    • READING FOR SEP 23
      • Grant and Sleeter : Race, Class, Gender & Disability (course reader)
      • Nieto : Chapter 5