CTM - Course 4 - Portuguese

8/9/2019 CTM - Course 4 - Portuguese

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Curso 4: Cultura para o Entendimento

Compreendendo nossos Alunos

Viso Geral

Protegendo a Etnosfera: As culturas so mapas de significados pelos quais o mundo sefaz inteligvel.Peter Jackson

Estamos vivendo um declnio alarmante da riqueza cultural num momento em que temosum acesso inigualvel na histria s ferramentas que permitem compartilhar nossasculturas. As culturas indgenas so reduzidas ou desaparecem, e com elas perdemostradies medicinais valiosas, solues a determinados problemas alm da riqueza desua arte. Perdemos a diversidade nos pontos de vista. Somos todos perdedores se acultura morre.Assim como buscamos preservar a biosfera para assegurar um planeta sustentvel,

devemos preservar a etnosfera pela mesma razo. Portanto, imperativo que osprofessores consideram o aprendizado e a celebrao cultural como uma caractersticacentral de seu ensino. A educao multicultural a habilidade de entender todos osalunos. Todo lugar onde fazemos nosso trabalho diz o mesmo: devemos definir o termoeducao multiculturaldetalhadamente, e conhecer as caractersticas e a fora da culturapara sermos educadores para o novo milnio.

Neste sentido, aqui est o que voc aprender:

Discutiremos o propsito, a preparao e a prtica de nossa prpria competnciacultural na sala de aula.

Aplicaremos o multiculturalismo para resolver problemas focando no uso da tecnologia(webquest a ser explicada mais alm). Daremos treinamento em aprendizagem-servio. Discutiremos como criar e manter ligaes com salas de aula de outras cidades e

pases.

Um currculo COMPLETO explorando a cultura pela arte. Arquivo PDF

Mdulo 1: Educao Multicultural

Definindo a Educao Multicultural

Educao multicultural uma demonstrao de como as habilidades podem lidardiretamente com o pilar principal do aprendizado a cultura. Desde suas definiesiniciais nos anos 1960, a educao multicultural tem sido transformada, reordenada,reconceitualizada e num estado de evoluo constante tanto da teoria como da prtica. raro que dois educadores ou pesquisadores tenham a mesma definio de educaomulticultural. Como em qualquer dilogo na rea educativa, os indivduos tendem amoldar os conceitos de acordo com seu foco particular.Alguns discutem a educao multicultural como uma mudana de currculo, talvez to simples quanto adicionar

materiais e perspectivas novas e diversas para ser mais inclusivo para as minorias tradicionais. Outros discutemo ambiente da sala de aula ou as formas de ensino que se ajustam a certos grupos eapresentam barreiras para outros. Outros ainda focalizam nas questes institucionais esistmicas como as discrepncias de acompanhamento, testes padronizados efinanciamento.Alguns vo mais alm, insistindo na mudana educacional com parte de uma


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transformao social, onde criticamos e exploramos mais profundamente as basesopressivas da sociedade e como a educao serve para manter o status quo, como porexemplo, a supremacia branca, o capitalismo, as situaes socioeconmicas globais e aexplorao.Apesar da variedade de conceitos diferentes sobre educao multicultural (alguns dosquais sero tratados mais adiante), vrios ideais compartilhados fornecem uma base

para seu entendimento. Enquanto alguns focalizam estudantes ou professores, e outrosso mais amplos nessa definio, estes ideais esto todos, em suas razes, ligados atransformao. Todo aluno deve ter uma oportunidade igual para alcanar totalmente seu potencial. Todo aluno deve estar preparado para participar competentemente de uma sociedade

cada vez mais intercultural. Os professores devem estar preparados para facilitar eficientemente o aprendizado de

cada aluno, no importando se sua cultura similar ou diferente. As escolas devem ser participantes ativas para eliminar a opresso de todas as

formas; inicialmente eliminando-a internamente, e produzindo alunos critica esocialmente ativos.

A educao deve focar cada vez mais no aluno inserindo suas vozes e experincias.Os educadores, ativistas e outros devem participar ativamente no reexame de todas asprticas educacionais e de como elas afetam o aprendizado dos alunos: mtodos detestagem, modelos de ensino, avaliao e classificao, psicologia escolar eaconselhamento, materiais educacionais, etc. (adaptado de Defining MulticulturalEducation de Paul Gorski e Bob Covert 1996, 2000 www.edchange.org)

Identidades tnica, Nacional e Global

Toda criana vai escola com uma identidade tnica sendo essa identificao conscienteou no. Essa identificao deve ser reconhecida e respeitada pelo professor. Deve ser a

base para as atividades de aprendizagem na sala de aula. Este reconhecimento dasidentidades tnicas individuais so o ponto de partida, um ponto de conexo entre oprofessor e o aluno e os alunos entre si. a base da construo do processo deaprendizado, que requer saber se a criana se relaciona a este processo e o contedo aser dado. Esta identificao tnica um ponto focal contnuo pelo qual o processoeducacional e a base para o desenvolvimento do prximo nvel de identificao, que sera identidade nacional.A identidade nacional do indivduo requer seu entendimento e comprometimento com osideais democrticos como a dignidade humana, justia e igualdade. Neste caso o foco transformar o aluno em membro efetivo de uma sociedade democrtica. Uma identidadenacional forte essencial para o desenvolvimento de uma identidade global forte.

Como nossa sociedade se torna cada vez mais dependente de outras sociedades, extremamente importante que as escolas trabalhem com os problemas mundiais deforma ampla. O desenvolvimento da identidade global permite que o aluno tenha aoportunidade de ver como nossa nao se enquadra na sociedade mundial. Isso faz comque o aluno entenda melhor que as aes de uma nao no podem ser vistas apenascom relao quela nao, mas sim em termos dos seus efeitos em todo o mundo.Crianas que desenvolveram tanto uma identidade tnica forte quanto uma identidadenacional tambm podero desenvolver uma identidade global, que dever torn-loscidados melhores para a comunidade mundial.Neste momento histrico, importante perceber que essas identidades so hierrquicas.Em outras palavras, o currculo e as necessidades de aprendizado devem procederreconhecendo inicialmente a identidade tnica, passando a identidade nacional efinalmente a identidade global. O desenvolvimento das identidades nacional e globaldepende do desenvolvimento da identidade tnica. Tambm importante notar que asidentidades individuais no so estticas, mas evoluem continuamente, e por isso


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importante que o currculo d nfase a todas as trs identidades como progressos deaprendizagem. (adaptado de Multicultural Education: Issues and Perspectives, JamesBanks e Cherry Banks, 1997, 1989.)Suposies(Adaptado do trabalho de Hernandez, Multicultural Education: A teacher's guide tocontent and process , 1989.)

1. Por razes polticas, educacionais, sociais e econmicas cada vez maisimportante reconhecer o pas como uma sociedade culturalmente variada.

2. A educao multicultural deve ser para todos os alunos.3. A educao multicultural sinnimo de ensino efetivo.4. O ato de ensinar um encontro de culturas.5. O sistema educacional no tem servido igualmente todos os alunos.6. A educao multicultural deve ser sinnimo de inovao e reforma educacional.7. Aps os pais (ncleo primrio) os professores so o fator mais importante da vida

das crianas.8. A interao na sala de aula entre aluno e professor constitui a parte mais

importante do processo educacional para a maioria dos alunos.Objetivos1. Fazer todo aluno atingir seu potencial.2. Aprendercomo aprendere apensarcriticamente.3. Encorajar os estudantes a participar ativamente de sua prpria educao

utilizando suas histrias e experincias no alcance do aprendizado.4. Lidar com estilos de aprendizado diversos.5. Reconhecer as contribuies dos diferentes grupos que ajudaram na constituio

do conhecimento.6. Desenvolver atitudes positivas em relao aos grupos de pessoas diferentes.7. Tornar os alunos bons cidados da escola, da comunidade, do pas e do mundo.

8. Aprender a avaliar o conhecimento de diferentes perspectivas.9. Desenvolver as identidades tnica, nacional e global10.Fornecer habilidades para tomada de deciso e anlise crtica para que os alunos

possam fazer melhores escolhas na sua vida cotidiana.Princpios(Adaptado de: Gordon e Roberts, Report of social studies syllabus review anddevelopment committee, 1991)

1. A seleo do contedo da matria deve ser culturalmente inclusiva, baseada empesquisa atualizada; Esta incluso dever incorporar opinies e interpretaesdiferentes.

2. O contedo selecionado para incluso dever representar diversidade e unidade

entre e dentro dos grupos.3. O contedo selecionado para incluso dever ser ajustado de acordo com seuperodo e local.

4. O contedo selecionado para incluso dever priorizar a qualidade e no aquantidade.

5. As perspectivas multiculturais devem disseminar todo o currculo desde aalfabetizao.

6. O contedo da matria deve ser tratado como uma construo social e portantopassvel de experimentao, como todo o conhecimento.

7. O ensino das matrias deve ser construdo a partir das experincias e doconhecimento que os estudantes trazem em suas vidas.

8. A pedagogia deve incorporar uma gama de modos interativos de ensino eaprendizagem para nutrir o conhecimento (ao invs de uma aprendizagem pormemorizao), examinar as controvrsias e promover um aprendizado mtuo.

Leitura requerida PDF: Refletindo sobre Multiculturalismo Pessoal


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O que posso fazer?1) Posso escrever reflexes explorando meu prprio processo de

desenvolvimento da identidade e de como reajo a situaes e pessoas diferentes.2) Posso pedir crticas de colegas confiveis e aceit-las abertamente. Apesar

de ser comum a defesa ante a crtica, posso agradecer a pessoa pelo retorno,

lembrando que as pessoas podem me ver diferente do que eu me vejo e meentendo.3) Posso entender o relacionamento entre INTENO e IMPACTO. Muitas

vezes, especialmente quando estou numa situao privilegiada, posso me dar oluxo de responder como quiser, sem levar em considerao o impacto que issocausa nos outros. Devo responsabilizar-me pelo impacto, reconhecer que nuncasaberei totalmente todos as influncias e preconceitos que levo para a sala de aula,e como meus alunos ou colegas me vem.

4) Posso reconhecer minha prpria identidade social enquanto membro devrios grupos e como isso afeta as experincias dos meus alunos e o processo deaprendizagem. As pessoas nem sempre me percebem como eu gostaria, mesmo

que seja imparcial com todos os alunos. Se eu entender isso, encontrarei formasmais profundas de ligar-me aos alunos.5) Posso associar-me a professores diferentes de mim (em termos de etnia,

orientao sexual, gnero, religio, idioma, integridade fsica e outras identidades).Estes relacionamentos podem vir a ser de confiana e honestidade.

6) Posso pedir crticas aos meus alunos, e ao faz-lo ouvir atentamente eesboar a vontade de mudar, se necessrio.

7) Posso refletir sobre minhas prprias experincias como aluno e como issoinfluencia minha forma de ensinar. Pesquisas indicam que o modo de ensinar doprofessore mais caracterizado pelas prprias experincias enquanto aluno (maisat do que as experincias como estagirio ou monitor). A prtica de definir as

experincias positivas e negativas fornece noes importantes sobre minha prticaeducacional.8) Posso desafiar-me a aceitar minha responsabilidade antes de buscar erros

externos. Por exemplo, se tenho um estudante que com problemas deaprendizagem e comportamento, consideraria primeiro que estou posso estarfazendo ou deixando de fazer que estaria contribuindo para seu desinteresse antesde admitir que seu comportamento o problema. Somente quando considerarminha participao numa situao poderei buscar solues externas s minhasaes.

9) Posso me valorizar enquanto educador e pessoa. Tambm posso e devovalorizar todo o momento de autocrtica, mesmo que difcil e doloroso, porque isso

me far um educador melhor. E isso merece ser valorizado!Exerccio 1: Reflexo MulticulturalPara fazer este exerccio, clique no cone do word abaixo. Quando abrir, clique emsalvar para trabalhar neste exerccio off-line.

1) Escolha um dos nove tpicos sobre O que posso fazer?2) Escreva seus pensamentos e reflexes sobre esse tpico. (Por exemplo, se voc

escolher o tpico 7, dever escrever sobre suas experincias enquanto estudantecontando coisas que voc se lembra da sua escola, voc tambm poder escreversobre os professores que o influenciaram positiva ou negativamente, etc. Alm decontar as estrias, por favor, reflita sobre elas.)

3) Sua reflexo dever ser de 4 a 5 pargrafos.

Exerccio 2: Exerccio Multicultural


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Para fazer este exerccio, clique no cone do word abaixo. Quando abrir, clique emsalvar para trabalhar neste exerccio off-line.

1) Este um exerccio onde voc pode se considerar um tutor dando um seminriopara seus colegas. Voc precisar reunir um grupo de professores para fazer estaatividade, ou, caso no seja possvel, poder faz-la com um grupo de alunos.

2) Por favor, fornea uma descrio para sua participao neste exerccio. (entre 4 e 5pargrafos).

Propsito

A profundidade e a amplitude do termo Multicultural projetada para envolver os alunosnum processo de definio de cultura e de exame da sua complexidade. s vezes,especialmente numa aula sobre multiculturalismo ou diversidade, o termo cultura setorna sinnimo de raa ou etnia. Esta atividade revela as limitaes de tal conceito edesafia as idias correntes entre os professores sobre o que os alunos identificam comosendo padres importantes de cultura no multiculturalimo.

Preparao

A preparao para esta atividade muito simples. Voc precisar apenas de um quadronegro ou de uma folha de papel grande. No topo, escreva centralizado:MULTICULTURAL. Tenha a certeza de que os alunos ou os colegas estejam numaposio que d para todos verem o quadro ou o papel.Exerccio 2 - Continuao

Esta atividade tem alguns passos. (Combinaes diferentes destes passos seroapropriados para pblicos diferentes desde a alfabetizao at o nvel superior.) So

estes os passos:1. Definio de Multicultural Comece sublinhando o prefixo multi e pergunte o que

ele significa. As respostas incluiro muito, variedade ou vrios, diferente, etc.Confirme todas as respostas, e ento resuma-as. Esta parte dever tomar apenasalguns minutos. Prossiga para cultural. O que significa este termo? Motive-os adefinir cultural tanto em termos didticos como o que significa para elesindividualmente.

2. Discutindo as dimenses de cultural Diga aos alunos que voc gostaria que elesexplorassem a idia de cultural mais profundamente. Pea que sugiram todas asdimenses de cultura que eles conhecem, motive-os a refletir sobre sua prpria

cultura e as dimenses daquela cultura que eles identificam. Existem vrias formasde fazer essa tarefa. Voc pode pedir que eles falem sobre esses aspectos decultura (talvez at com a ajuda de um voluntrio para list-los abaixo da palavraMULTICULTURAL.) Ou tambm pode andar pela sala, perguntandoaleatoriamente e pedindo sugestes.Existem literalmente dimenses interminveis sobre cultura, e isto refletir nasrespostas. provvel que ocorra uma grande quantidade de respostas imediatas,mas a taxa de respostas diminuir consideravelmente. Isto ocorre depois quealguns dos aspectos mais superficiais de cultura so sugeridos como msica,comida, etc. Leve-os a pensar um pouco mais profundamente sobre como elesdefinem sua cultura. Permita alguns momentos de silncio, ou sugira dimensesmais profundas, incluindo f, religio, valores, idioma, estrutura familiar, e outros.Ser importante conseguir o mximo de sugestes possvel para esta lista. Noteque esta parte da atividade pode seguir indefinidamente, destacando acomplexidade da cultura. Aponte tambm como algumas dimenses so trincadas,


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ilustrando como simplista fazer um julgamento sobre algum baseado nadimenso cultural da pessoa. Este passo durar entre 10 e 15 minutos.

3. O que falta? Em nossa experincia, em 4 das 5 vezes que esta atividade feita,vrias dimenses de cultura interessantes no so mencionadas pelosparticipantes. Ironicamente muitas delas so as dimenses mais associadas educao multicultural: raa, gnero, orientao sexual, classe social. Se o grupo

no sugerir um ou mais destes itens, aponte-os apenas depois que a lista estivercompleta e pergunte aos participantes que eles no pensaram nestas dimenses.Geralmente quando os participantes sugerem itens para a lista a partir de suaprpria experincia, e portanto, da forma como se definem identificaes como raa,gnero e etc. no vm mente. Mas se eles sugerem itens para a lista baseados naforma como OUTROS o definem, ou como eles definem os OUTROS, estes itensso lembrados imediatamente.Exerccio 2 - Continuao

4. Categorizando os itens da lista O prximo passo dividir os itens em categorias,que faro o passo final da atividade mais fcil. Indique esta inteno ao grupo emencione o que usar. (A indicao do modelo de trs nveis de cultura a ser

usado : Hidalgo, N. (1993). Multicultural teacher introspection. em Perry, T., andFraser, J. (Eds.), Freedom's plow: Teaching in the multicultural classroom. NovaYork: Routledge.)

Os trs nveis de cultura incluem:

a. O nvel concreto o nvel de cultura mais visvel e tangvel, e inclui asdimenses superficiais como roupas, msica, comida, jogos, etc. Estesaspectos de cultura so geralmente aqueles que fornecem o foco parafestas ou feiras multiculturais.

b. O nvel comportamental Este nvel de cultura esclarece como definimos

nosso papel social, o idioma que falamos, e nossa comunicao no verbal.O nvel comportamental REFLETE nossos valores. Os aspectos que podemser listados nesta categoria incluem o idioma, os papis de gnero, aestrutura familiar, a afiliao poltica, e outros itens que nos situam nasociedade.

c. O nvel simblico Este nvel de cultura inclui nossos valores e crenas. Elepode ser abstrato, mas geralmente a chave de como os indivduos sedefinem. Ele inclui o sistema de valores, os costumes, a espiritualidade, areligio, a viso de mundo, as crenas, a moral, etc.

Escreva pequenas definies destes nveis no quadro ou na folha de papel que usoupara listar as dimenses de cultura. Revise cada categoria por alguns minutos. D a

oportunidade aos participantes de considerar como ele se definem dentro destascategorias. Pea que eles observarem as categorias e os itens do quadro por algunssegundos. Categorize todos os itens de acordo com os trs nveis em grupo. Pode haveralguma discusso sobre a posio de determinado item, ento deixe este mesmo itemlistado nas duas categorias.

Exerccio 2 - Continuao

5. Consistncia na conceituao Aps categorizar os itens, o prximo passo facilitar a discusso sobre a relao, a importncia e a consistncia de como osindivduos definem a si mesmos e aos outros. Comeando com o Concreto,prossiga pelas categorias, pedindo aos participantes para levantar as mos casoeles considerem que os itens listados naquela categoria sejam as dimenses maisimportantes na forma como eles definem sua cultura. Contabilize as respostas paracada item, e some a de cada categoria. Seja objetivo ao definir que eles indicaro o


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que consideram ser itens importantes para definir a si mesmo, e no a forma comoas pessoas os vem. Ento faa o mesmo para cada categoria (Comportamental eSimblica).

Pea para cada aluno escrever o nome da categoria que seja mais prxima em termosde autodefinio. Algumas vezes, um ou dois alunos escolhero Concreta ouComportamental, mas na maioria dos casos, grande parte dos participantes escolhem a

Simblica. Ao discutir cada categoria, pea para aqueles que escolheram aquelacategoria para dizer o porqu da escolha, e motive aqueles que no a escolheram aexplicar por que no o fizeram. Pelo fato da maioria geralmente escolher a Simblica,desafie os alunos a explicar por que ela mais importante do que as outras categorias.Depois de motivar os participantes a convenc-lo que a categoria Simblica acategoria mais importante, volte s listas. Vrias perguntas levaro a discussesinteressantes: Quando voc conhece algum, qual destes itens (em qualquer categoria)voc utiliza para entend-la culturalmente? Sua forma de entender os outros culturalmente consistente com a forma como voc gostaria de ser visto e compreendido?Que foras na nossa sociedade podem contribuir para a reduo de cultura que fazemoscom outras pessoas, mesmo no querendo ser definido de forma reduzida pelos outros?

6. Alternativa de Consistncia de Conceituao para grupos de educadores. Apsanalisar quantos participantes se definem de acordo com cada categoria, e facilitara discusso dos motivos que os levam a faz-lo feita acima, mude a conversa paraa questo da educao. Quais destas categorias voc, enquanto educador, focalizaquando est tentando ensinar multiculturalmente? (Esta pergunta surpreendermuitos dos participantes. D alguns minutos para que isso acontea.) Como aeducao em geral tenta ser multicultural? Quais so os aspectos ou dimensesde cultura que focalizamos em nossas salas de aula, ao tentar ser multicultural?Isso consistente com a forma como as pessoas que ser reconhecidas? Isto especialmente importante se voc souber que determinada escola ainda trabalhacom as atividades complementares ou feiras folclricas como desenvolvimento

multicultural. Muitas escolas fazem feiras e festas multiculturais, e se referem a issocomo educao multicultural.7. Concluindo: Para concluir este exerccio, voc poder levantar uma discusso sobre

como os participantes podem deixar suas conceituaes mais consistentes. Aponteque a inteno deste exerccio no acusar ningum, mas mostrar como foras quevo desde a mdia at nossa prpria educao s vezes podem nos fazerretroceder quando pensamos que estamos progredindo individual e socialmente. Asdiscusses que ocorrem como resultado desta atividade podem durar dez minutosou mais de uma hora, dependendo das perguntas que voc faz e da direo quevoc escolhe.


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Exerccio 2 Notas do Facilitador

Assim como as outras atividades, muito importante validar as vises dos participantes acurto e longo prazo. Se eles preferirem se definir pelo nvel concreto oucomportamental, no os confronte diretamente. (Isto pode acontecer com alguns

participantes mais jovens).Esta atividade pode fazer com que alguns participantes se sintam vulnerveis, por isso importante no intensific-la ao ponto deles pararem de participar. Esta atividadefoi especialmente significativa e bem sucedida com grupos de estagirios ouprofessores porque ajuda a esclarecer pontos sobre educao multicultural.Lembre-se que existem vrios livros de educao multicultural que aindaapresentam-na como uma aproximao complementar ou uma feira multicultural.Esta atividade desafia os educadores a repensar tal simplificao e suas prticas deensino multiculturais.

Esta atividade tambm fornece uma oportunidade excelente de mostrar a idia da ligaoentre o bom ensino e as prticas de ensino multiculturais. The various steps bring

out the diversity of cultural dimensions, just within the room of folks you are workingwith. This illustrates how the most important multicultural education resources arestudents themselves. Instead of trying to define what is culturally important to themthrough special celebrations or additive techniques, it is our responsibility to drawthem into the conversation, allow them to define themselves, and use that as astarting point in the development of multicultural education. (adapted fromUnderstanding the Depth and Breadth of "Multicultural"www.edchange.org)

Remember: Please provide a 4-5 paragraph journal response of your participation in thisexercise.

Assignment 3: Multicultural ExplorationTo do this assignment, click on the Word icon below. When it appears, press "Save" so

that you can work on this assignment "off-line."Choose one element of multiculturalism, and design a two-week unit around it. Who isyour audience? Students? Colleagues?

List the multicultural element.What is the subject-matter?What is the skill to be learned?What will you do to prepare the students?How is the room set up to make this work?How will the students be assessed?

-Social skills (behavior)-Academic skills: (research)

-Presentation skills: (clarity, artistry, compelling quality)How will you know your students were engaged?Made a contribution?What is your criteria for a succcessful project?How will you reward the group?

Assignment 4: Teacher ReflectionTo do this assignment, click on the Word icon below. When it appears, press "Save" so

that you can work on this assignment "off-line."Provide a weekly journal evaluating your progress. Take about 1 hour for each week to

reflect on:The clarity of your directionsThe level of engagement and interest of your studentsAreas of successAreas of challenge
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What you would do to enhance or improve this project next timeWhat information do you need in order to grow professionally in this areaWhen you are finished, you will have 2 journal entries of approximately 4-5 paragraphs for

each week.Share your journal with your learning circle.Choose one thing you read about in someone else's journal and reflect upon it in 2-3

paragraphs.Assignment 5: Colloaborative, Problem-Based Case Studies

In Course 3 (Module 2) we explored Problem-Based Learning. (You may wish to reviewthat information.)

Please test the following lesson plan, either in your class, in an after-school program, oron the weekends. The instructions here are quite sophisticated. Please make theappropriate decisions regarding the capacity of your students to handle the work.With modification, this activity can be adapted for young people 8 years old and up.

This activity requires 30-60 minutes. (adapted from Paul Gorski's CollaborativeProblem-Solving: Case Studies, www.mhhe.com)

Purpose

The purpose of this activity is to engage teachers in a process of collaborative, problem-based learning around multicultural issues through the use of case studies.Participants will develop an understanding and appreciation for the necessity toinclude a variety of voices and perspectives to successfully address issues that arisearound race, gender, culture, sexual orientation, or any other identity dimension.They will also begin to better understand the collaborative process and how they

tend to participate in it. This activity can also be a useful springboard intoconversations about specific issues drawn from the cases or case studies.

Preparation

The first step in preparing for this activity is finding one or more cases or case studiesabout specific instances of cultural conflict in schools. These cases can come fromnews reports, film clips, or any other media that details the specifics of a particularincident or series of incidents in a school setting. Another excellent source for casesis a collection of the personal experiences of your students. Consider having eachstudent bring a short write-up of a cultural conflict they experienced or witnessed at a

school, especially if it was not resolved successfully. Whatever source you choose,make sure every participant has read, watched, or otherwise become familiar withthe case.

Assignment 5 Continued

Steps

Problem Identification: Identify or name the situation and relevant related issues. What isthe conflict? What is the source of the conflict?

Perspectives: Create a list of every person, group, and institution affected by the incident.How is each of these people and institutions affected by the situation? Be sure toinclude possible victims, victimizers, members of the community, and anyone elsewho is touched by the incident directly or indirectly. It may be necessary to makesome assumptions for this step, intensifying the importance of incorporating as manyvoices and perspectives as possible into the process of compiling the information.
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Challenges and Opportunities With the varied perspectives in mind, what will be theindividual and institutional challenges and constraints to addressing the situation?What will be the challenges based on the individuals directly involved, and whatinstitutional constraints must inform an approach for addressing the situation? Whatare the educational opportunities presented by the incident, both for the peopledirectly involved and everyone else?

Strategies Brainstorm approaches for addressing the situation, attempting to maximizethe extent to which the negative outcomes of the situation are addressed whilesimultaneously maximizing the extent to which you take advantage of educationalopportunities. Keep in mind the varied perspectives and the fact that any solution willaffect everyone differently. This is not the step at which to challenge and critiqueeach other's ideas. Record every idea, no matter how unreasonable it may sound toindividuals in the group.

Solutions Focus your strategies into a formal plan of action. Keep in mind the variedperspectives as well as the challenges and opportunities. Be sure to come up with atleast two or three specific responses, whether they focus on the individual conflict orthe underlying issues at an institutional level.

Expected Outcomes Name the outcomes you foresee as a result of the solutions youidentified. Revisit the perspectives step to ensure a standard of equity and fairness.(This model was created in 2000 and revised in 2001 by Paul Gorski)


Keys to Success: Before beginning the process of working through the activity, review - indetail - the steps with participants. Also, you might wish to consider the following:

Go through the model slowly, step by step, using the questions accompanying each stepto prod the students along. The goal is to be as inclusive as possible, and to makesure responses for each step come from a diversity of students. When disagreement

develops, allow some dialogue, but send the message that the central point is thatdifferent voices inform everyone's understanding. The early steps are not aboutagreeing, but about getting all possibilities and ideas out on the table forconsideration. Record all responses on a chalkboard, dry erase board, or any otherresource that will allow all participants to closely watch the development of themodel. It is essential to show how this process is cumulative. Each step in the modelbuilds off all steps of the process leading to it.

For the Conflict Identification step, allow people to identify varied central issues. This willlikely result in a good opportunity to point out how our own cultural experiences,biases, and assumptions inform how we see every situation.

For the Perspectives part, encourage participants to think beyond the people specifically

named or shown in a particular case. Who else is involved? Encourage them to thinkabout the surrounding community and observers, and others who may not beobvious initially. This is an important step to show how conflicts around differencesare sometimes symptoms of bigger issues that involve the entire community, even ifthis conflict has presented itself as an incident between two people.

You might consider splitting the Challenges and Opportunities section into two parts bydiscussing one at a time. Be sure to challenge participants to think beyond thechallenges and opportunities for the individuals directly involved in the conflict. Manyconflicts, especially those that involve controversial topics, pose challenges and leadto opportunities at an institutional level. With this in mind, Challenges andOpportunitites should be discussed in the context of all perspectives discussed in theprevious step.


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The Strategies step should be a quick brainstorming process. This is not the place forpeople to critique each other's strategies; instead, it's an opportunity for everyone tohave their ideas heard and added to the list. Strategies should be informed byPerspectives as well as Challenges and Opportunities in that they should spring froma desire to maximize educational opportunities and the extent to which they makesense in the context of the challenges posed by the institutional nature of the

relevant issues for everyone involved.The Solutions section involves collaboratively and systematically working through theStrategies with the goal of verbalizing two or three specific ways to address theconflict. These strategies should be specific and practical. Encourage students tothink "outside of the box" so that they are not constrained by existing ways ofaddressing issues. Consideration of the Perspectives step and the Challenges andOpportunities step should intensify during Solutions.

Expected Outcomes represent what the group expects or hopes will result from theSolutions.

After stepping through the model, it will be important to reflect upon the experience. Theremay be some frustration or anger on the part of students whose ideas were not

ultimately chosen for the Solutions step by the group. Several important questionscan be raised:How was the process of addressing this case through a collaborative process different

from your previous experiences addressing cultural conflict in schools or elsewhere?What was the most difficult part of participating in this process?Were any of your assumptions exposed as a result of the process? If so, which ones?How are cultural conflicts normally resolved in schools, and to whose benefit?What are the benefits of assembling a diverse team to address these issues?Were any ideas or perspectives shared that you would not have otherwise considered?


Facilitator Notes

As stated above, this can also be a useful activity for easing into dialogue about specificissues such as race, gender, class, or sexual orientation. You might also considercombining it with a story-telling activity so that the stories of the people in the classbecome the cases.

The processing of this activity can include an additional dimension of depth if you breakparticipants into small groups, asking each group to go through the entire process.After doing so, each group can share their work, and a conversation about thedifferent results can emerge. This can also lead to a discussion about how people

participated in the small groups. Did somebody try to take the lead? Was anyone'svoice silenced? What did people in the group do to ensure that everyone's voice washeard? If working in smaller groups, you can also refer to Course 2 (Module 1) on"How it Works" to set up the structure for cooperative learning groups right from thestart.

Reflection

Write your response to this lesson - your feedback on its effectiveness, what you learned(yourself), how this lesson may have had a positive or negative influence on yourclass, things you noticed. (4-5 paragraphs)

To do this assignment, click on the Word icon below. When it appears, press "Save" sothat you can work on this assignment "off-line."


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Practical Resources for Multiculturalism Strategies for Choosing and Using Activities andExercises for Intergroup Learning

You're developing a diversity workshop or facilitating an intergroup dialogue and lookingfor ways to engage your participants. This document lays out eight strategies for

effectively selecting and incorporating activities and exercises into your programmingefforts.A Guide to Setting Ground Rules

Ground rules or community norms can help your program or class run more smoothly.This guide describes commonly used ground rules and strategies for naming andenforcing them.

Building Comfort Getting Started: Respect Exercise


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Introduces the first crucial step in discussing multicultural issues: building a community ofrespect. Participants discuss how they perceive respect, building the foundation oflater activities. Knowing the Community: Ethnicity Exercise

Continues community building. Participants introduce themselves by sharing informationon their ethnicity and background, highlighting the similarity and diversity among

members of the group. Name StoriesWorks toward bringing the stories of individuals to the fore in the multicultural experience.

Participants write and share stories about their names and nicknames, what theymean, why they were given them, and how they relate to them. SharingOurselves:Who I Am Poems

Begins active introspective process while continuing to provide opportunities forindividuals to make connections with each other. Participants write short poems,starting each line with "I am...," encouraging them to describe in their own wordswho they are and what's important to their identity.

PDF files below: Practical Resources: Looking Within Understanding Prejudice andDiscrimination

Introduces concepts of prejudice and discrimination through self-reflection. Participantsshare stories regarding their experiences with prejudice or discrimination, as eithervictim or perpetrator. Exploring Definitions

Considers language as a vital aspect of multicultural education and awareness.Participants discuss how they define words such as prejudice, discrimination, racism,sexism, classism, and homophobia. Issues of power and institutional discriminationemerge. Boy/Girl Pieces

Continues self-reflective processes as participants write and share short pieces about howtheir gender identities were affected through childhood messages about what itmeant to be a boy or a girl. This activity maintains a focus on talking about issuesfrom one's own experience instead of their perceptions of the experiences of "thosepeople." (Adaptible for race, sexual orientation, socioeconomic class, religion, andother identifiers.) Circles of My Multicultural Self

The Circles activity engages participants in a process of identifying what they consider tobe the most important dimensions of their own identity, while developing a deeperunderstanding of stereotypes as participants share stories about when they were

proud to be part of a particular group and when it was especially hurtful to beassociated with a particular group.PDF Files: Practical Resources: Classroom Inclusion Classroom Inclusion and Learning

Participants share their own experiences as students, exploring different ways people are

made to feel included in, or excluded from, the learning process. The existence ofdifferent learning needs and the necessity for a wide range of teaching stylesemerge. Student Fishbowl

A student fishbowl gives pre-service and in-service educators an opportunity to hear theexperiences, ideas, and critiques of current students while giving the students anopportunity to be active in the dialogue on multicultural education and educationtransformation. Multicultural Awareness Quiz


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Critical thinking about all media and information is an essential aspect of multiculturallearning. Test your understanding and your students' or participants' understandingof race, gender, and socioeconomic class with this activity, leading seamlessly into adialogue on stereotypes, misinformation and prejudices, and how they informteaching and learning. Facilitating the Difficult Dialogue: Role Plays

Teachers are often hesitant to introduce topics like racism, sexism, classism, andheterosexism in the classroom because their training has not prepared them tohandle the issues and exchanges that may result. This activity provides participantsan opportunity to share stories of when discussions about these topics took anunexpected turn, and to generate ideas about how to address these circumstancesin the future.

PDF files belowAdditional Resources: Bibliography for multicultural education

(PDF below) Language-related sites (onlineonly)

Assignment 6: Reflection on ConceptsTo do this assignment, click on the Word icon below. When it appears, press "Save" so

that you can work on this assignment "off-line."Please answer the following questions:Which concepts in this section on multicultural education fit with your current attitude

towards and method of teaching? Explain.Are there concepts you disagree with in part or whole? Describe your reasons.Share your responses to questions 1 and 2 with your cohort.Have a dialogue with your cohort. What 3 or 4 new questions can your cohort come up

with togetherto post on your learning circle's Question Wall? Who in your group will

take responsibility for posting your learning circle's multiculturalism questions?Module 2: Service Learning

Defining Service Learning

Service-learning has been defined as both a program type and a philosophy of education."As a program type, service-learning includes myriad ways that students can perform

meaningful service to their communities and to society while engaging in some formof reflection or study that is related to the service.

As a philosophy of education, service-learning reflects the belief that education must be

linked to social responsibility and that the most effective learning is active andconnected to experience in some way."(The Research Agenda for Combining Service and Learning in the 1990s) "Service-

learning programs are explicitly structured to promote learning about the largersocial issues behind the needs to which their service is responding. This learningincludes a deeper understanding of the historical, sociological, cultural, economicand political contexts of the needs or issues being addressed." (Jane Kendall,NSEE, 1990) Teaching and advising, research and scholarship, outreach and thecommunity can all be enhanced through student and faculty involvement incommunity service-learning. The goals are to involve students in the community, toget students into explorations of the workplace, to provide learning opportunities thatintegrate the skills learned in school with realities of community life.

Benefits of Service Learning


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Students benefit through:

Hands-on skills/knowledge that increases relevance of academic skillsOpportunities that accommodate different learning stylesInteraction with people of diverse cultures and lifestylesIncreased sense of self-efficacy, analytical skills, and social development

Valuable and competitive career guidance and experienceOpportunities for meaningful involvement with the local community Increased civicresponsibility

"It brings books to life and life to books"

Faculty benefit through:Inspiration and invigoration of teaching methodsIncreased student contact through greater emphasis on student-centered teachingA new perspective on learning and an increased understanding of how learning occursConnecting the community with curriculum

Becoming more aware of current societal issues as they relate to academic areas ofinterestIdentifying areas for research and publication related to current trends and issues

"It changes faculty role from the expert on top to the expert on tap"

The Community benefits through:

Access to university resourcesPositive relationship opportunities with the universityAwareness-building of community issues, agencies, and constituents

Opportunities for contributing to the educational processAffordable access to professional developmentShort and long term solutions to pressing community needs

"It shifts from community as laboratory to community as classroom"

The School benefits through:Enhanced teaching, research and outreach activitiesFaculty and student engagement in local and state community issuesOpportunities to extend university knowledge and resourcesPositive community relationships

Increased development and preparation of university graduates"It serves to light the fire rather than fill the bucket"

Required Reading: Service Learning Faculty Manual: Colorado State

Elements of Successful Service Learning Programs Service Learning consists ofessential ideas listed below:

Learning Service-learning activities establish clear educational goals that require theapplication of concepts, content, and skills from the academic disciplines, and theconstruction of one's own knowledge.


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Students engage in tasks that challenge them cognitively and developmentally.Assessment is used to enhance student learning and to document and evaluate howwell students have met content and skills standards

Service Students engage in service tasks that have clear goals, meet genuine needs inthe school or community and have significant consequences for themselves and

others. Service-learning activities employ formative evaluation of the service effortand its outcomes.

Critical Components that Support Learning and ServiceService-learning activities maximize student participation in selecting, designing,

implementing, and evaluating the service project.Service-learning activities value diversity in participants, practice, and outcomes. Service-

learning activities promote communication and interaction with the community andencourage partnerships and collaboration.

Students prepare for all aspects of their service work, including getting a clearunderstanding of the task, assessing the skills and information required to complete

the task, gaining an awareness of safety precautions, and accessing knowledgeabout and sensitivity to colleagues.Student reflection takes place before, during, and after service; uses multiple methods to

encourage critical thinking; and is central in the design and fulfillment of curricularobjectives.

Multiple methods are designed to acknowledge, celebrate, and validate student servicework.

Recommended Reading: National Service-Learning Clearinghouse (online only) Service learning resources, includingsyllabi by discipline (a HIGHLY recommended site - online

only)Assignment 7: Designing Your Service Learning Program


There are TWOparts to this assignment:

Part OneDesign your program incorporating the ideas in the previous "Benefits of Service

Learning" and "Elements of Successful Service Learning Programs" sections. Please

understand that you will not be able to include everything - just incorporate the basiccomponents and alter them to meet your particular needs. Here is a suggested formfor doing this program:

Learning Characteristics


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Describe what you will be doing.Describe what you want students to learn and how it will contribute to and enhance your

goals.Inventory of learning objectives and skills.Group agreement on problems they wish to address.Problem-solving with group session - whole class Group students together in like-minded

projects (3-4 students each).Focus on questions they may raise about how to go about creating a plan.Narrow the questions to those that can be reasonably pursued.

Organization and leadershipWorking session to make the plan, including setting up responsibilities and a system of

evaluation.Have a conference with each team to ensure that they are following through.Work with students to link service possibilities with course content.

Making connections

Connect those activities to assignments that meet your national or local academic goals.Describe the connection to the community, including representation at your school.Provide clear markers of what is to be accomplished, including a time-frame and structure.Provide the structure by which students are to present their material to the class and

community.

Demonstration of learning objectivesHave students use a variety of ways. An art exhibit? Video? Paper? Music?

Describe the form of assessment of individuals and the group.


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Assessment planCreating and reinforcing school-community partnershipsCelebration and acknowledgment of achievementsAnalysis of benefits and challenges

PartTwo

Write a one-page reflection on the process of designing and completing this servicelearning program with your students.

Share your written reflection with your learning circle and read their reflections. Writeabout 3 things you learned from others in hearing about their programs.

Module 3: Education for a Global Society

Teachers Without Borders

From TWB website: Teachers are the largest single group of trained professionals in theworld and the key to our children's future. Teacher training is often uneven,protracted, or unsupported. Teachers need our assistance; otherwise, we are leftwith poverty, lack of development, and a gaping digital, educational, and economicdivide. Every major global report considers teacher development an urgent,collective necessity in developed and developing nations. Teachers need to connectto, give, and receive information quickly, and in multiple languages. If the key toeconomic development and our young people's future is education, then teachersshould have resources, tools, and access to the Internet, as well as each other.Even more, the resources of the community - its natural wisdom, its culture, itsconnection to the land and to history - must be treasured, acknowledged, and

celebrated.The education divide is not one-sided. Many "developed" countries are bereft andrudderless, yet are surrounded by modern comforts. Many "undeveloped" countrieshave rich resources they cannot access. All peoples suffer when we aredisconnected from each other. Some need technology and infrastructuredevelopment; others need consultation and development. All peoples neededucation as a binding force. Education, in this era, requires global citizenry.

Teachers Without Borders was designed along the model of a circle; we receive as acharity and we give as a trade. The organization IS its collective wisdom; everymember represents teachers everywhere. We are therefore able to work inemergencies, as part of national reform efforts, and with relief organizations or

charities precisely because we rely on local expertise. That expertise, in turn, is aresource for others. So, the more we give, the more we receive.We do not claim a one-size fits all model. Our "peer-education" approach ensures a

"virtuous cycle" of data exchange among educators worldwide. We work toward theempowerment and enhancement of education efforts already in place, to increaselong-term and local support, rather than sporadic, short-lived interventions.Education should not be limited to schools alone, but to wherever a communitygathers.

Global Collaboration Opportunities


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You have chosen to embark upon a plan of professional development because there is nosuch thing as a continental cocoon. To remain static, in this age, is to movebackwards. The articles you have been reading and your conversations withcolleagues must have inspired you, in some fashion, to participate in shaping a newworld for the 21st century. In so doing, you are helping generations to come.

As you begin to explore the possibilities for cross-cultural interaction, global classroomprojects, and new learning opportunities, you will come across several programs inexistence. We have listed sites, below that may spark some ideas for you as youwork on a Global Collaboration project with your learning circle and their students inAssignment 8:

Project ideas already in motion (online only)More projects to consider (online only)Connecting urban and indigenous children worldwide (online only)Also, please review the following sites listed on the Teachers Without Borders website

page: Global Collaborations (online only)

Recommended Reading:Living Values education site

includes bibliographies, resources, emphasizes diversity (online only) Network ofnetworks for global knowledge (online only)

Assignment 8: Your Global CollaborationTo do this assignment, click on the Word icon below. When it appears, press "Save" so

that you can work on this assignment "off-line."

Part One

You and your students, along with your cohort and their students, are being asked toparticipate in a global education learning exchange that will take place over threeweeks. You can use the project links on the previous page as a source of inspirationor create something entirely new. Please fill in the following and send to yourlearning circle for feedback:

Objectives - Why did you choose this project? What is your learning objective? List theinformation/skill(s) to be learned.

Student groups - Assignment of roles; how group will conduct its work; how many times

the group will meet and length of time for each group session; what they aresupposed to do each time they meet?Process - What you will do to prepare students for this assignment; length of time for each

of the group sessions; the environment for learning - preparation of the room.


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Presentation & Evaluation - Determine in advance (and discuss with the class ) yourcriteria for a "successful" project; create a schedule for presentations - accountabilityand evaluation of the project; presentation skills: (clarity, artistry, compelling quality);how you will ensure that each student has made a contribution; how you will rewardthe group?

Part Two

Write a two-page Reflection Paper describing how you, your students, and your learningcircle addressed each of the above questions; how it went during the three-weekperiod (provide a summary of student reactions to this global collaboration project);and thoughts for enhancing the learning exchange.

Webquests - Using the Internet to Connect GloballyDefinition A WebQuest is an inquiry-oriented activity in which most or all of the

information used by a student is drawn from the resources on the Internet, optionallysupplemented with videoconferencing. WebQuests are designed to use students'

time well, to focus on using information rather than looking for it, and to supportstudents' thinking at the levels of analysis, synthesis, and evaluation.

There are at least two levels of WebQuests that should be distinguished from oneanother:

Short-Term WebQuests

The instructional goal of a short-term WebQuest is knowledge acquisition and integration.At the end of a short-term WebQuest, a student will have grappled with a significantamount of new information and made sense of it. A short-term WebQuest is

designed to be completed in one to three class periods.Longer-Term WebQuest The instructional goal of a Longer-term WebQuest is extending

and refining knowledge. After completing a Longer-term WebQuest, a student wouldhave analyzed a body of knowledge deeply, transformed it in some way, anddemonstrated an understanding of the material by creating something that otherscan respond to - on-line or off-line. A longer term WebQuest will typically takebetween one week and a month in a classroom setting.

Critical Attributes of a WebQuest

There is questionable educational benefit in having students "surf the net" without a cleartask in mind. To achieve that efficiency and clarity of purpose, WebQuests shouldcontain at least the following parts:


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An introduction that sets the stage and provides some background information.A task that is doable and interesting.A set of information sources needed to complete the task. (Information sources might

include web documents, experts available via e-mail or realtime conferencing,searchable databases on the net, and books and other documents physicallyavailable in the learner's setting.)

A description of the process the students should go through in accomplishing the task.The process should be broken out into clearly described steps.Some guidance on how to organize the information acquired.A conclusion that brings closure to the quest, reminds the students about what they've

learned, and perhaps encourages them to extend the experience into other domains.

More Attributes of a WebQuest

WebQuests can be done individually or in groups.WebQuests might be enhanced by wrapping motivational elements around the basic

structure by giving the student a role to play (e.g., scientist, detective, reporter),

simulated personae to interact with via e-mail, and a scenario to work within (e.g.,you've been asked by the Secretary General of the UN to brief him on what'shappening in sub-Saharan Africa this week.)

Longer-term WebQuests can be thought about in at least two ways:What thinking process is required to create themWhat form they take once createdThinking skills that a Longer-term WebQuest activity might require include these (from

Marzano, 1992):Comparing- Identifying and articulating similarities and differencesClassifying - Grouping things into definable categories based on attributes. Inducing -

Inferring unknown generalizations from observations.

Deducing - Inferring unstated consequences and conditions from given principles andgeneralizations. Analyzing errors - Identifying errors in one's own or others' thinking.Constructing support- Constructing a system of support or proof for an assertion.Abstraction - Identifying the theme or general pattern of information.Analyzing perspectives - Identifying personal perspectives about issues.


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Imaginative WebQuest Projects

As mentioned earlier, "After completing a Longer-term WebQuest, a student would haveanalyzed a body of knowledge deeply, transformed it in some way, anddemonstrated an understanding of the material by creating something that others

can respond to - on-line or off-line."The forms that a longer term WebQuest might take are open to the imagination. Someideas include:

An interactive story or case-study created by students.A document that describes an analysis of a controversial situation, takes a stand, and

invites users to add to or disagree with that stand.A searchable database in which the categories in each field are created by the students.A micro-world that users can navigate through that represents a physical space.A simulated person who can be interviewed on-line. The questions and answers would be

generated by students who have deeply studied the person being simulated.

Benefits

Putting the results of their thinking-process back out onto the Internet:Focuses students on a tangible and hi-tech task.Gives them an audience to create for.Opens up the possibility of getting feedback from that distant audience via an embedded

e-mail form.

Assignment 9: Sharing Your WebQuest Gift


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Work with you students to design a Longer-term WebQuest that results in a gift back toyour local community or to our global community. You might brainstorm with yourstudents as to useful topics to explore on the Internet and what final product might

be helpful to the community. Share some of the ideas from the "ImaginativeWebquest Projects" section and think about what form the final "gift to thecommunity" might take. An idea might be to think about how this WebQuest"product" could be used in association with the service learning projects youexplored in Module 2. You might even begin by contacting the people in theorganization(s) you worked with and ask them what they need - what would beuseful to them.

Write 3-4 paragraphs about your conversation with your students and ideas theygenerated.

Share the ideas with your learning circle and show their feedback.What help or resources might you need to complete this Longer-term WebQuest project?

Write about or post on the Internet the final product of the WebQuest - your gift to thecommunity.

Survey for Course 4

Assignment 10: Effectiveness of Course 4


Reaction

How long did it take for you to complete this course?What did you find particularly useful or essential?What was not useful or irrelevant?Did you find any part of this course culturally insensitive?How might this course meet the needs of your culture? (see below)Did the sequence follow a logical order?What would you add to this course?What would you delete from this course?Which links to other websites were most helpful to you?Which links were not useful?

Response If your response to #4 is "yes," please explain. In your reaction to #5, pleaseprovide your interpretation of specific material to make it more relevant to yourculture. In your reaction to #7, do you have any digital resources you could add tothis course?

Documents

CTM - Course 4 - Portuguese