Saler Lynn Axel, M.S.T.
3/01/10
Introduction to the Teaching Profession Lesson Plan
Multicultural Education: An Introduction
Objectives and Goals:
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Students will be introduced to multicultural education; this lesson will be the first in a
small-series of teaching “What is multicultural education?,” and how to identify
multicultural teaching practices within classroom lessons.
The students will demonstrate mastery through discussion of articles about
multicultural education, demonstration of multicultural education practices in their own
lesson plans and basic knowledge of the practice
Anticipatory Set (approximate time): 5 minutes
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The first exercise should occur as the preliminary activity to the mini-series lessons
about multicultural education.
Tell the students briefly what the lesson will be about:
o This lesson is about a concept close to many of us. Multicultural Education can
happen at all times throughout your teaching career. It does not have to only
occur during special multicultural awareness “months.” Multicultural Education
can be defined as
Gauge the students' level of collective background knowledge of symmetry to help
inform teacher instruction.
o 1. Do any of us know what multicultural education is?
o 2a. If so,
 Ask the class to raise their hands to contribute to a discussion of what
they already know about multicultural education. Write a list on the
blackboard of the characteristics they name, while prompting them
and offering ideas and comments, as needed.
o 2b. If not,
What does it sound like it could be? Offer a definition, if necessary.
Briefly expose the students to the lesson's objectives (“What is multicultural
education?” and how to identify lessons and themes of multi-educational teaching in
one’s own classroom) and how you will get them to the end result (by reading articles on
multicultural education, identifying activities and lesson they can implement into their
own classrooms, and creating a multiculturally conscious classroom now for
demonstration.
Hand out “Circles of My Multicultural Self.” Introduce activity briefly and offer
instructions. Take a couple of minutes to complete activity and share with small-group
members.
Direct Instruction (approximate time): 8 minutes
Questions to consider:
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How can I best tap into various learning modalities (audio, visual, kinesthetic) to meet
the learning style preferences of as many students as possible?
o Audio: Class discussion and clear, concise speaking
o Visual: Handouts, writing on board, example of self-work.
o Kinesthetic: Learn by doing; create an graphic presentation of “My
Multicultural Self”
What materials (books, visual aids, and props) are available to me for this lesson?
Handout: Circles of My Multicultural Self published by EdChange Multicultural
Pavilion, www.edchange.org
o Article, “Culturally Responsive Teaching-Preacher Style” by Jennifer R. Spates
o Props: Example book of other self-work.
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What relevant vocabulary do I need to present to my students during the lesson?
o Multiculturalism
o Awareness
o Diversity
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What will my students need to learn in order to complete the lesson plan's objectives
and independent practice activities?
 The students will demonstrate mastery by understanding the basis for implementing
multicultural teaching, identifying important vocabulary associated with multicultural
teaching and being able to answer the question: “What can I do to implement
multicultural education in my classroom?”
o
Direct Instruction Outline:
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If not done during the Anticipatory Set, show article.
Instruct students to quietly read Culturally Responsive Teaching-Preacher Style by
Jennifer R. Spates. After reading, talk about characteristics of the author, her overarching
point, and what she encountered (beginning early in her career and the transition she
made over time).
Ask for student input and viewpoint of the article.
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Closure (approximate time): 2 minutes
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Discuss new things that the students learned about multicultural education.
o Summarize the characteristics of multicultural education and how to visualize
yourself as a multicultural educator
o Remind the students to be conscious of multiculturally enhanced lessons and
think of ways they can incorporate such possibilities
Required Materials and Equipment:
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Article: Culturally Responsive Teaching-Preacher Style by Jennifer R. Spates
Dry Erase Markers, Board
Circles of My Multicultural Self, published by EdChange Multicultural Pavilion,
www.edchange.org
Examples of self-work
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Independent Practice:
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For homework, students should read an article that will be used in a follow-up lesson,
“Transforming Myself to Transform my School,” by Paul C. Gorski and to fill out the
“Knowing the Community” worksheet.
Possible Assessment and Follow-Up Options:
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Class discussion
Knowing the Community Activity
Student created lesson plans (later-on)