This document discusses multicultural education. It defines multicultural education as education designed for multiple racial cultures that promotes cultural pluralism and equal opportunities for diverse students. The goals of multicultural education are to help students thrive in a diverse democratic society and interact respectfully with people from different backgrounds. It incorporates content from fields like ethnic studies and applies them to curriculum and teaching approaches to increase equity. The document also outlines five approaches to multicultural education from contributions to social action and describes the seven steps of a multicultural lesson plan framework.

1. MULTICULTURAL
EDUCATION

2. Multicultural education relates to education and instruction
designed for the cultures of several different races in an
educational system. This approach to teaching and learning is
based upon consensus building, respect, and fostering cultural
pluralism within racial societies.
Multicultural education is a field of study and an emerging
discipline whose major aim is to create equal educational
opportunities for students from diverse racial, ethnic, social-
class, and cultural groups. One of its important goals is to help all
students to acquire the knowledge, attitudes, and skills needed
to function effectively in a pluralistic democratic society and to
interact, negotiate, and communicate with peoples from diverse
groups in order to create a civic and moral community that works
for the common good."

3. Multicultural education not only draws content, concepts,
paradigms, and theories from specialized interdisciplinary fields
such as ethnic studies and women studies (and from history and
the social and behavioral sciences), it also interrogates,
challenges, and reinterprets content, concepts, and paradigms
from the established disciplines. Multicultural education applies
content from these fields and disciplines to pedagogy and
curriculum development in educational settings. Consequently,
we may define multicultural education as a field of study
designed to increase educational equity for all students that
incorporates, for this purpose, content, concepts, principles,
theories, and paradigms from history, the social and behavioral
sciences, and particularly from ethnic studies and women
studies.

4. *

5. *
*CONTENT INTEGRATION
*KNOWLEDGE CONSTRUCTION PROCESS
*PREJUDICE REDUCTION
*EQUITY PEDAGOGY
*EMPOWERING SCHOOL CULTURES

6. DEALS WITH THE INFUSION OF VARIOUS
CULTURES, ETHNICITIES, AND OTHER IDENTITIES
TO BE REPRESENTED IN THE CURRICULUM.
In the Philippine context, which
activities/sports taught or initiated by the
teacher best represent this?

7. Involves student in critiquing the
social positioning of groups through the
ways that knowledge is presented.
Recalling some activities done in the
classroom during the basic education
years may be classified under this

8. DESCRIBES LESSONS AND ACTIVITIES THE
TEACHERS IMPLEMENT TO ASSERT POSITIVE
IMAGES OF ETHNIC GROUPS AND TO IMPROVE
INTERGROUP RELATIONS.
What subject in your teacher education
course allow you to go through this process?

9. Modifying teaching styles and approaches
with facilitate the intent of facilitating
academic achievement for all students.
What are some of the modifications done
by your teachers in order to facilitate
students’ achievement?

10. Describe the examination of the school
culture and organization by all members of
school staff with the intent to restructure
institutional practice to create access for all
groups (Banks, 2004)
What activities can you initiate as a future
teacher, in order to empower the school’s
culture of addressing multicultural learners?

11. *GOAL OF
MULTICULTURAL
EDUCATION (an
education for
freedom)

12. It should help students to develop the
knowledge, attitudes, and skills to participate
in a democratic and free society.
It should also promote the freedom, abilities,
and skills to cross ethnic and cultural boudaries
to participate in other culture and groups. It
should enable kids to reach beyond their
cultural boundaries.
It should provide students with the skills to
participate in social action to make democratic
and free.

13. *FOUR LEVELS OF
Multicultural Education
(contibutions,
additive,
transformational, and
social action
approaches)

14. *
Deals with heroes, holidays and discrete
cultural elements. Teachers conviniently
infuse cultural themes like holidays and
heroes into the curriculum.

15. Where 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. This
usually entails worksheets and reading materials
on specific cultural activities’ related to the
main topic being taught.

16. Requires teachers to change the structure of their
curriculum to enable students to engage concepts,
issues, events, and themes from a multicultural
perspective. Here the teacher uses the
mainstream subjects like mathematics, the arts,
and language and literature to acquaint students
with the ways the country’s culture and society has
emerged from a complex synthesis and interaction
of the diverse cultural elements that originated
within the various cultural, racial, ethnic and
religious groups that make up the society

17. Allows the students to make
decisions on important social
issues and take actions to help
solve them.

19. (1) goals and objectives
(2) materials and resources
(3) anticipatory set or entry
(4) instructional input
(5) guided practice
(6) independent practice
(7) assessment/evaluation

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

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

22. 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 using the
KLW Chart which asks students (K) what they
already know about the subject, (W) what they
want to know and (L) what they have learned.

23. This step is where the teacher
presents, explains basic concepts,
definitions and clarification for learners
to grasp the lesson. Here is where
concepts are introduced.

24. This step is where teacher and the
learner go through the process/steps of
the required activity. Instructions may
be given by the teacher to the whole
group or may distributed it individually.
The challenge is to make sure they
understand or know what to do.

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

26. 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.