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The document discusses taking multicultural education to the next level by combining it with differentiated instruction to create differentiated-multicultural instruction. It argues that multicultural instruction and differentiated instruction are similar in that they both aim to meet the needs of all students. The document then outlines the key elements of multicultural instruction and differentiated instruction and proposes that blending relevant components of the two approaches could result in a superior instructional strategy that further ensures all students learn.
Originalbeschreibung:
Originaltitel
Alenuma-Nimoh - Taking Multicultural Education to the Next Level-An Introduction to Differentiated-Muticultural Instruction (1)
The document discusses taking multicultural education to the next level by combining it with differentiated instruction to create differentiated-multicultural instruction. It argues that multicultural instruction and differentiated instruction are similar in that they both aim to meet the needs of all students. The document then outlines the key elements of multicultural instruction and differentiated instruction and proposes that blending relevant components of the two approaches could result in a superior instructional strategy that further ensures all students learn.
The document discusses taking multicultural education to the next level by combining it with differentiated instruction to create differentiated-multicultural instruction. It argues that multicultural instruction and differentiated instruction are similar in that they both aim to meet the needs of all students. The document then outlines the key elements of multicultural instruction and differentiated instruction and proposes that blending relevant components of the two approaches could result in a superior instructional strategy that further ensures all students learn.
The Journal of Multiculturalism in Education Volume 8 (October 2012) 1
Taking Multicultural Education to the Next Level: An Introduction
to Differentiated-Multicultural Instruction Sidonia J . Alenuma-Nimoh Gustavus Adolphus College
Although there has been a great deal of research on multicultural instruction and on differentiated instruction in isolation, there is hardly any research on the possibility of blending them and taking multicultural education to the next level. Blending these two instructional approaches would result in a superior instructional strategy, i.e. differentiated- multicultural instruction. Multicultural instruction and differentiated instruction are similar in many ways. They are both set on the premise that good teaching caters to the needs of ALL students by ensuring that all students reach their full potential. This article illustrates how combining individual components of differentiated instruction and multicultural instruction can be helpful in meeting the needs of exceptional learners and students from diverse back- grounds in the general education curriculum. This article would demonstrate to readers the ways in which effective teaching must ensure that ALL students are learning by combining the relevant components of differentiated instruction and multicultural instruction. Keywords: multicultural education, differentiated-multicultural instruction, differentiated instruction, diverse students.
Another set of methods? if we only learn methods, we are tied to those methods, but if we learn principles, we can develop our own methods ~Ralph Waldo Emerson (culled from Tomlinson & Imbeau, 2010)
The Journal of Multiculturalism in Education Volume 8 (October 2012) 2
As Ralph Waldo rightly puts it, methods are important but principles are just as important and without principles, we are tied to our methods are not able to be flexible enough to adapt them to our specific needs in different situations. This article is about developing methods of instruction that are grounded in a set of principles. The focus of this article is on taking multicultural education to the next level and broadening its focus by exploring its full potential vis--vis other another instructional approach that shares the same agenda. This article would foster hope among teachers and scholars (and their students) of multicultural education by offering them the possibilities of teaching ALL students through differentiated-multicultural instruction, the result of the blend. This article reworks intersections between multicultural education and a related instructional approach and thus reframes the debates on multicultural education. The proposed resultant approach from blending two unique instructional approaches, i.e. multicultural instruction and differentiated instruction would be a superior approach that would foster hope among scholars and teachers who are interested in helping ALL students attain their full potential in the American education system. Thus, multicultural education would be viewed from a broader and more innovative perspective. The article begins with a discussion of the premises of each of the instructional approaches, i.e. multicultural instruction and differentiated instruction, by giving a gist of the meaning of each of the inclusive pedagogy and their key elements and their classroom implications. This is then followed with a comparison of the two and how their key elements can be combined. The blend of the two, differentiated-multicultural instruction is discussed at length with examples of classroom implications. The Basic Premises of Differentiated Instruction (DI) and Multicultural Instruction (MCI) The basic premise of differentiated instruction is to systematically plan curriculum and instruction that meets the needs of academically diverse learners by honoring each student's learning needs and maximizing each student's learning capacity (Tomlinson, 1999; Tomlinson & Eidson, 2003). Differentiation is a philosophical perspective, it is a way of thinking about teaching and learning, and it is a set of principles. Learning to differentiate instruction will require rethinking ones classroom practice and results from an ongoing process of trial, reflection, reflection and adjustment in the classroom itself. Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way especially with students who threaten order in the classroom. However, very few teachers The Journal of Multiculturalism in Education Volume 8 (October 2012) 3
proactively plan instruction to consistently address student differences in readiness, interest, and learning profile. Although differentiation is an instructional approach, effective differentiated instruction is inseparable from a positive learning environment, high-quality curriculum, assessment to inform teacher decision-making, and flexible classroom management. To the extent that any one of those elements is weak, the others are also diminished. (Tomlison & Imbeau, 2010). Comparatively, multicultural instruction is an educational strategy in which students cultural backgrounds are used to develop effective classroom instruction and school environments. It is designed to support and extend the concepts of culture, diversity, equality, social justice, and democracy in the formal school setting. The equality and social justice aspects of multicultural instruction lend it readily compatible with differentiated instruction by way of being inclusive. To elaborate, multicultural instruction is grounded in a philosophical perspective on teaching, namely, multicultural education. Sonia Nieto (2012) defines multicultural education as a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms the pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers represent. Multicultural education permeates the curriculum and instructional strategies used in schools, as well as the interactions among teachers, students, and parents and the very way that schools conceptualize teaching and learning (p. 42). Thus, multicultural instruction and differentiated instruction share a lot in common. Exploring the relationship between differentiated instruction and multicultural instruction, examining their interrelationship and blending the relevant components of each would result in superior instructional method, differentiated-multicultural instruction, that takes multicultural education to the next level and ensures student learning. This presentation therefore, ties well with the conference theme by demonstrating how two inclusive teaching strategies that affirm the intersecting nature of social difference can blend together to ensure student learning, offering a source of hope for all dedicated multicultural advocates and practitioners.
The Journal of Multiculturalism in Education Volume 8 (October 2012) 4
A Gist of Multicultural Instruction (MCI) and its Basic Key Elements Multicultural Instruction (MCI) is grounded in a philosophical perspective on teaching, namely, Multicultural Education (MCE). According to J ames Banks (2008), the key elements of multicultural instruction include: Content Integration, Knowledge Construction Process, Equity Pedagogy, Prejudice Reduction, An Empowering School Culture and Social Structure. This is illustrated in the graphics below: Key Elements of Multicultural Instruction (MCI)
Figure 1: Key Elements of MCI What does MCI look like in the Classroom? The Journal of Multiculturalism in Education Volume 8 (October 2012) 5
This section discusses the key elements of MCI and their implications for classroom practice, beginning with Content Integration. Content Integration entails the use of a variety of examples to illustrate key concepts and principles. For example, the use of biographies of women and persons of color who are mathematicians, use of primary documents about the history of non-Anglo-European, reading and creating multicultural literature as well as including images of many kinds of families in the curriculum. As far as the second element, the Knowledge Construction Process, is concerned, MCI requires the teacher to examine the degree to which minority authors are included in the curriculum. It also requires the teacher to include multiple perspectives of both dominant and non-dominant ones in describing historical conflict as well as examining labels applied to people with disabilities from their perspective. Other ways of practicing multicultural instruction include, validating the importance of languages other than English, discussing the differences between Western and non-Western views on science, and interviewing community elders about their immigration experiences. The third key element of MCI is equity pedagogy. This requires the teacher to modify teaching to accommodate for the needs of diverse (all social differences) students. In order to do this, the teacher needs to know the cultural backgrounds of hers or his students and incorporate them into classroom instruction and procedures. It is also important to use cooperative learning or group experiences with students who learn best collaboratively. Additionally, by placing them in pairs, students are encouraged to engage in question and answer exchanges that enhances student learning. Prejudice reduction is the fourth key element. This element or component of MCI focuses on the characteristics of students racial attitudes and how teaching methods and materials can modify these racial attitudes. One way of this is by using heterogeneous groups (students of all social difference categories) in cooperative learning groups. There is research that confirms that having a positive or healthy racial identity of oneself has a positive impact on ones racial attitude (Tatum, 2003). It is therefore, crucial to assist students in developing positive racial identities through activities such as having students trace their cultural and family heritage using family trees. Teaching with emphasis on prejudice reduction also entails teaching the concept of race as a social and not biological The Journal of Multiculturalism in Education Volume 8 (October 2012) 6
construct, studying various religions in the context of a winter holiday season or historical event. The fifth and final key element of MCI is empowering School Culture & Social Structure. This entails including students in determining class rules or allowing them choice of assignment, including students with disabilities or all students who try out for a performance, working to reduce the numbers of African Americans and Hispanics who are inappropriately placed in special education programs, working with families to provide mentoring and tutoring programs and involving families in school decision making bodies. A Gist of Differentiated Instruction (DI) and its Basic Key Elements Differentiation is a philosophical perspective, it is a way of thinking about teaching and learning, it is a set of principles. Learning to differentiate instruction will require rethinking ones classroom practice and results from an ongoing process of trial, reflection, reflection and adjustment in the classroom itself. Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way-especially with students who threaten order in the classroom. However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile. Although differentiation is an instructional approach, effective differentiated instruction is inseparable from a positive learning environment, high-quality curriculum, assessment to inform teacher decision-making, and flexible classroom management. To the extent that any one of those elements is weak, the others are also diminished. (Tomlison, C. A., & Imbeau, M. B. 2010). The key elements of differentiated instruction include, Content, Process, Product, Affect and Learning Environment, as illustrated in the graphics below: Key Elements of Differentiated Instruction (DI)
The Journal of Multiculturalism in Education Volume 8 (October 2012) 7
Figure 2: Key Elements of DI
What does DI look like in the Classroom? This section of the paper discusses the classroom implications of DI, beginning with Content. Content is about what is taught and how access to information and ideas is given. It requires emphasis on students access to key content by utilizing different tactics that would facilitate this rather than change the content itself. For example, tactics such as independent reading, partner reading, text on tape, text with images, small group instruction would facilitate and enhance fulfillment of this key element or component of DI. Process, the second key element, has to do with how students come to understand and own the knowledge, skills, and understanding of the material or curriculum. The Journal of Multiculturalism in Education Volume 8 (October 2012) 8
Process in DI can be attained and maximized by varying the pacing of student work. In order to do this, the teacher may use cooperative grouping strategies; for example, think- pair-share and jigsaw. It also requires developing activities that seek multiple perspectives, highlighting critical passages in a text and using tiered assignments. Product, the third key element of DI is about the students demonstration of what s/he has come to know, understand and be able to do. To ensure that this happens, the teacher, in differentiating instruction, needs to provide bookmarked Internet sites at different levels of complexity for resources, develop rubrics for success based on grade- level expectations and individual learning needs, teach students how to use a wide range of product formats such as presentation software. The fourth key element of DI is Affect. It is about how students link thought and feeling in the classroom. A teacher that practices differentiated instruction would model respect for students, help them examine multiple perspectives on important issues and consistently ensure equity participation of every student. Finally and closely related to Affect is Learning Environment. This component deals with classroom function and feeling. To enhance learning environment, the teacher needs to rearrange furniture to allow for individual, small-group and whole group work, ensure the availability of supplies and materials (e.g. paint, paper, pencil) as well as establish appropriate procedures for working at various places in the room for various tasks.
The Journal of Multiculturalism in Education Volume 8 (October 2012) 9
The Blend: An Introduction to Differentiated-Multicultural Instruction and its Classroom Implications
Figure 3: The Chemistry, Mixing MCI and DI MCI and DI overlap considerably. Their various elements and contributions can further enrich curricular and pedagogical options, while widening the scope to the school and society levels. It is important to plan instruction that takes into consideration the important aspects of MCI as well as DI. The strategies and materials needed by students with special needs are often helpful to others in the class and thus, would lead to the possibility of teaching them ALL. In order to be able to teach ALL students, teachers need to adopt a holistic format in their pedagogy and one way of doing so is to comprehend analyses of the differences and commonalities of MCI and DI. As indicated in the previous chapter, MCI and DI overlap considerably. However, MCI is more extensive with its emphasis on moving beyond the classroom to a school wide and society level and emphasis on cultural competence. Both are inclusive and require the teacher to take an extra effort by taking into account the comprehensive nature of elements of teaching and learning and their implications for classroom instruction.
The Journal of Multiculturalism in Education Volume 8 (October 2012) 10
The Mixture: Blending DI with MCI Content component of DI may be combined with various elements of MCI:
Figure 4: Blending Content Element of DI + MCI = D-MCI The Content element of DI may be integrated with other elements of MCI; i.e. Content integration, Knowledge construction and Prejudice reduction. The classroom implications of this mixture include the use of specific techniques. Here is what a teacher who wishes to use D-MCI in their classroom can do: 1. Introduce key terms and concepts; provide guided notes; unit study guide The Journal of Multiculturalism in Education Volume 8 (October 2012) 11
2. Make use of primary documents 3. Use of a variety of non-dominant perspectives (Latino, Black, Native American, women, GLBT). 4. Bring in guest speakers to cover areas that s/he might be less knowledgeable in. 5. Utilize interactive and assistive technology that takes advantage of the digital generations ability to be technology savvy. This list is of cause not all-inclusive but sets that stage for further explorations. The Process element of DI may be integrated with elements of MCI in various ways:
Figure 5: Blending Process Element of DI + MCI = D-MCI The Process element of DI can be blended with various elements or components of MCI such as Equity pedagogy, and Prejudice reduction. This process can be further enhanced by the use of The Journal of Multiculturalism in Education Volume 8 (October 2012) 12
technology and result in D-MCI. This mixture can manifest itself in the classroom in various ways. Here is how this will look like in the classroom setting: 1. The teacher will make use of cooperatively structured groups 2. Peer tutoring 3. Groups will be allowed to choose different aspects or perspectives for mini projects and become experts 4. The teacher will also allow groups to each research different data bases 5. Students in such a class where D-MCI is used will fulfill various roles at different times 6. A D-MCI teacher uses call and respond discussions, humor, pep talks 7. Such a teacher will use democratic discussions on issues of prejudice 8. Another important aspect of teaching with a D-MCI perspective is the use of colleagues with or without similar expertise as consultants. Teachers of D-MCI will therefore engage in co-teaching and working with other individuals in settings such as classroom and labs, to ensure that every student in the class learns.
The Product Component of DI may be combined the following elements of MCI: The Journal of Multiculturalism in Education Volume 8 (October 2012) 13
Figure 6: Blending Product Element of DI + MCI = D-MCI A third way in which DI components, elements or characteristics may be merged to result in D-MCI is by adding these two MCI characteristics, Knowledge construction and Content integration, to the Product aspect of DI. The classroom implications for this merger may become materialized in these various ways: 1. The use of study guide that is produced by the class 2. Varying activity structure by using different graphic organizers such as timelines, charts, thinking maps, etc. 3. This aspect of D-MCI may also manifest itself in the form of providing students with a variety of options for do completing their activities, exercises and assignments, The Journal of Multiculturalism in Education Volume 8 (October 2012) 14
e.g. encouraging students make use of options such as written formats, illustrations, performances, oral presentations, etc. 4. Use of thematic essay tests is also another good idea 5. In this instance, advanced learners may be encouraged to engage in independent study projects 6. It is also advised that teachers who want to explore D-MCI instruction should relate what is being learned to current issues
The Learning Environment and Affect aspects of DI may be enhanced by infusing these aspects of MDI:
Figure 7: Blending Learning Environment and Affect Elements of DI + MCI = D-MCI The Journal of Multiculturalism in Education Volume 8 (October 2012) 15
The final elements, Affect and Learning environment of DI may be merged or incorporated into another element of MCI; i.e. Empowering school culture and further enhanced with the use of technology to result in D-MCI. In the classroom, this aspect of D-MCI will manifest itself in the form of: 1. Using classroom posters that display writings and drawings created by student, arrangement of furniture and classroom dcor manipulation in various ways. 2. Using of computer labs for research 3. Using classroom posters displayed include writings and drawings created by students 4. Encouraging the formation and membership of school groups such as diversity clubs LGBT student associations 5. Encouraging the recruitment and retention of school board, administrators, teachers of color and other minority groups. Conclusion Multicultural instruction and differentiated instruction are well researched and popularized among educators at all levels. Most of the research and publications on these two inclusive instructional approaches have focused on one in isolation of the other. Yet a close examination of both reveals how closely interrelated and intertwined/compatible they are as they share several commonalities. If educators to make process in their quest for the most appropriate instructional approach for teaching ALL students, they need to make special effort to build on and merge the plethora of approaches to result in best practices rather than the binary comparatively narrow approaches with specific as opposed to comprehensive focus. This paper is only a most attempt at doing just that. It is proposed that blending multicultural and differentiated instructional approaches would result in a superior instructional strategy, i.e. differentiated-multicultural instruction. In this article, the author discusses how multicultural instruction and differentiated instruction are similar in many ways because they are both set on the premise that good teaching caters to the needs of ALL students by ensuring that all students reach their full potential. The article takes a step further to illustrate how combining individual components of differentiated instruction and multicultural instruction can be helpful in meeting the needs of exceptional learners and students from diverse back- grounds in the general education curriculum. The article then demonstrates the ways in which effective teaching must ensure that ALL students are learning by combining the relevant components of differentiated instruction and multicultural The Journal of Multiculturalism in Education Volume 8 (October 2012) 16
instruction. Practical suggestions of how differentiated and multicultural instruction as well as the newly instructional approach, differentiated-multicultural instruction is provided throughout the article. With the introduction of differentiated-multicultural instruction, it is hoped that the researchers with expertise in specific instructional approaches will begin to pay more attention to the benefits of finding commonalities among inclusive instructions and merging or incorporating them to arrive at superior best practices that serve the learning needs of ALL students. Flexibility rather prescription and provision of step-by-step rules will yield serve educators better in their quest for best practices. To conclude therefore, I would like to repeat this quote: Another set of methods . . . if we only learn methods, we are tied to those methods, but if we learn principles, we can develop our own methods ~Ralph Waldo Emerson (culled from Tomlinson & Imbeau, 2010) The Journal of Multiculturalism in Education Volume 8 (October 2012) 17
References Banks, J. A. (2010). Multicultural Education: Characteristics and Goals. In J. A. Banks & C. A. M. Banks, (Eds.). Multicultural Education: Issues and Perspectives (7th ed). NJ: John Wiley & Sons, Inc.
Banks, J. A. (2008) ***introduction to multicultural education.
Garderen, D. & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for Secondary Inclusive Classrooms. In Teaching Exceptional Children. 38 no. 3, pp. 12-20.
Nieto, S. (2012). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman.
Taylor, L. S. & Whittaker, C. R. (2009). Bridging Multiple Worlds: Case Studies of Diverse Educational Communities. Boston, MA: Allyn & Bacon.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Multicultural Education in Malaysian Perspective: Instruction and Assessment Sharifah Norsana Syed Abdullah, Mohamed Najib Abdul Ghaffar, PHD, P - Najib@Utm - My University Technology of Malaysia