From this different values, traditions, we get the idea that learners tend to think differently from others based on their respective norms.
These are just some of the factors that affect their point of views.
Thus to be able to meet this, it requires multiple approaches in teaching.
And to assist teachers in understanding multicultural learners, Fraser and Abner offers suggestions, these are:
By considering these suggestions, we will be able to contribute to a caring and nurturing learning environment that embraces all students with different backgrounds.
As quoted that…
Teachers’ Exchange Programs
For us to become global teachers, we need to broaden our teaching perspectives, and one way to achieve this is through…
Because it expands teachers’ experiences to a wider learning environment.
There are several existing programs, and to give some, we have:
There are several existing programs, and to give some, we have:
It is interesting to note that…
Previously, we discussed about..And now we have..With these factors…And by innovation we mean the idea of change in behavior or practices particularly in teaching.
These are guide indicators and by meeting these standards, we will be able to cope with the rapid demand for use of technology.
The global teacher
The Global TeacherMulticultural Education:A Challenge to Global Teachers
“All men are pretty much alike. It is only by culture that they are set apart.” Confucius
What isCulture? “the values, traditions, social and worldviewshared by a group of people bound together by a combination of factors.” (Derman and Sparks)
Diversity of Learners andMulticultural Education “the major goal of multicultural education is to transform the school so that the male andfemale students, exceptional learners, as well as students coming from diverse cultural, social- class, racial and ethnic groups will receive an equal opportunity to learn in school.” James Banks
Students may differ in: Race Ethnic or religious groups Economic status Languages spoken Family background Some could be stricken by poverty, unemployment, relocations, etc.
In the midst of this diversity, students are supposed to receive equal opportunities to education.In order to do this, we need:• Curricular and instructional modifications• (Different) Teaching styles• Re-examination of teachers’ attitudes, beliefs and perception
This movement called MULTICULTURAL EDUCATION enables teachers and educators to give value to the differences in priorknowledge, experiences of learners fromdiverse background and familiarity with students’ histories of diverse cultures. (Haertel, 1998)
Goals ofMulticultural Education: Develop and foster a democratic and just society where all groups experience cultural democracy and empowerment Improve academic achievement of all students Help the students to develop the knowledge, attitudes and skills needed to function within their own and other micro cultures, and within global community Provide opportunities to gain cultural competency
To achieve these goals, it is very important for teachers to be knowledgeable about differences incultures, religion, ethnicity, and even the language spoken by the students.
Suggestions to understand multi-culturallearners: (Fraser-Abner, 2001)• Learn as much about and become as sensitive to and aware of racial, ethnic, cultural and gender groups other than your own• Never make assumptions about an individual based on their perception of that individual’s race, ethnicity, culture or gender
Suggestions to understand multi-culturallearners: (Fraser-Abner, 2001)• Avoid stereotyping• Get to know each student as a unique individual: Walk in the footsteps of all your students
Other suggestions include:• Look into your own conscious and subconscious biases about the people who are different from yourselves• Plan your activities within a multicultural framework while making your classroom a safe and secure place for all the students• Infuse multicultural instructional materials and strategies in your teaching• Foster collaboration and cooperation among your learners, parents and teachers
“a caring environment will alwaysenhance academic achievement.”
The Global TeacherBroadening Teaching Perspectives:Teacher Exchange Programs
“We cannot hold a torch tolight another’s path without brightening our own.” Ben Sweetland
What is aTeacher Exchange Program? “opportunities for teachers, school administrative and support staff to work overseas and interstate to exchange ideas and knowledge and to observe different educational practices.”
Teacher exchange programs enhance professional development and broaden perspective.
Visiting International Faculty Program (VIF)• US’ largest cultural exchange program for teachers and schools started 19 years ago.• Offers highly qualified teachers worldwide to serve as teacher and cultural ambassador in the US.• Teachers participate for up to three years and then return home to their country to share international experiences with students and colleagues.
VIF intends to ensure that students, educatorsand communities worldwide reap the benefits of international educator.They believe that… • All schools should have at least one international exchange teacher. • All students should be exposed to a variety of exchange teachers during their academic careers. • All communities should have an equal opportunity to develop globally literate citizens to help build a foundation for success in the global marketplace.
Fulbright Teacher Exchange Program• Started in 1946 to promote mutual understanding between the United States and countries around the world• For U.S. teachers and involves a year or semester of direct exchange with a counterpart in another country teaching the same subject at the same level• 30 countries including Philippines currently participate in the program, and in Philippines, it is managed by the Philippine-American Educational Foundation
Inter-African Teacher Exchanges• Provides opportunities for African teachers to learn from teaching environments in other African countries• Aims to extend experiences by encouraging exchange visits to countries outside Africa as well• On startup year, African teachers exchange visits within schools in another African country. The teacher will travel to work for over a period of two weeks after which, they will engage in different activities by pairs
Canadian Educators Exchange • Non-profit foundation • Offer educators and their students an opportunity to broaden their understanding of one another’s cultures, customs, and languagesTwo kinds of exchanges for powerful professional development experiences: • One Year Exchanges • Short-term Exchanges (during spring & summer holidays)
Global Teachers Millenium Awards• Contributes to the quality of teachers worldwide though it is limited only to participating countries• Commits to improving the quality of education in South Africa, Ghana, Uganda, and the U.K., and promotes partnership between North and South African countries
The program aims to:• Change the lives of UK educators, personally and professionally by encouraging them to fulfill their aspiration and use their talents in innovative ways• Ensure benefits for staff and pupils of UK schools and their local communities through the dissemination of innovative development education• Support the aims and activities of Link’s educational programs in South Africa, Ghana and Uganda• Set a standard and develop a model for other similar scheme
These programs give teachers the opportunity to live their personal and professional lives in another context, in another setting, in another country, thus strengthening their skills in understanding diversity and multiculturalism.
The Global TeacherEducational Technology andInnovative Teaching
“Technology does not replacepeople – it enables people; it onlyreplaces people when they do not know how to wield it.” T. Richardson
Diversity of learners By these factors,Multiple teaching perspectives from we could achieve INNOVATIVEprograms exchange TEACHING, and it is one of the answers Breakthroughs in technology to meet global demands for quality education.
From curricula of facts-based, memorization-oriented tocurricula in which learning withunderstanding and more active involvement are emphasized.
Roles of technology in achieving the goal of learning for understanding• Technology provides support to the solution of meaningful problems Microworlds which are simulations or exploratory environments which allow students to carry out actions, observe result immediately and do lots of investigations.
Roles of technology in achieving the goal of learning for understanding• Technology provides support to the solution of meaningful problems• Technology acts as cognitive support• Technology promotes collaboration as well as independent learning
Technology Programs for Teaching• Stand-alone programs
Technology Programs for Teaching• Stand-alone programs• Programs available on the internet Knowledge Integration Environment which teaches students to think of web information and evaluate it critically.
Technology Programs for Teaching• Stand-alone programs• Programs available on the internet The Global Learning and Observations to Benefit Environment (GLOBE Program) which involves students in gathering data about local environment and creating databases.
Technology Programs for Teaching• Stand-alone programs• Programs available on the internet Electronic Field Trip is a communication technology which allows learners to travel and visit places for global explorations.
Technology Programs for Teaching• Stand-alone programs• Programs available on the internet• Information databases
Encarta and Grollier which provide learners access to vast information
Performance Indicators: 1. Technology operations and concepts 2. Planning and designing learning environments and experiences 3. Teaching, learning, and the curriculum 4. Assessment and evaluation 5. Productivity and professional practice 6. Social, ethical, legal, and human issues
With substantial knowledge, skills andappropriate attitude in the use of technology, we can apply innovative teaching strategies in our classroom.