COLLEGEWIDE COURSE OUTLINE OF RECORD
EDUC 255, MULTICULTURAL TEACHING
COURSE TITLE: Multicultural Teaching
COURSE NUMBER: EDUC 255
PREREQUISITES: EDUC 101, Introduction to Teaching
SCHOOL: Education
PROGRAM: Education
CREDIT HOURS: 3
CONTACT HOURS: Lecture: 3
DATE OF LAST REVISION: Fall, 2013
EFFECTIVE DATE OF THIS REVISION: Fall, 2014
CATALOG DESCRIPTION: This course examines social and cultural conditions that influence
education. The purpose is to assist students in understanding diversity and how to use this
knowledge effectively within the schools and community. The course pursues an in-depth study
of self, familial cultural heritage, and awareness of cultural differences in the United States and
throughout the world. The course examines inclusive methods of teaching.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the
student will be expected to:
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Demonstrate an understanding and awareness of how cultural factors including personal
preferences, ethnic characteristics, values, and bias influence classroom teaching.
Identify and apply essential multicultural and global concepts in the classroom and
community.
Identify standards for education with a multicultural focus.
Examine goals and positions for and against multicultural education.
Discuss the effects of exceptionality, gender, ethnic, socioeconomic and religious factors
on learning.
Identify the roles of the school, parents, and the community in multicultural education.
Formulate strategies for teaching in a multicultural environment.
Create classroom materials designed to enhance sensitivity to diversity.
Describe culturally responsive teaching methods and dispositions.
Participate or serve in various cultural interactions and/or collaborations.
COURSE CONTENT: Topical areas of study include –
Multicultural classroom
Understanding diversity
Community
Social and cultural conditions
Family
Instructional materials
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Environment
Teaching activities
Equity
Globalization
A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS
HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN
THIS InTASC COURSE.
Web Site http://www.doe.in.gov/
COURSE NUMBER EDUC 255
Course Name Introduction to Multicultural Teaching
InTASC
Standards
Addressed in
this course
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InTASC
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X
X
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X
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X
InTASC Model Core Teaching Standards
Interstate Teacher Assessment and Support Consortium CCSSO
(Council of Chief State School Officers)
Standard #1: Learner Development The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
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Standard #2: Learning Differences The teacher uses understanding of individual differences
and diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.
PORTFOLIO STATEMENT:
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All degree seeking students will be expected to present examples of coursework that they deem
suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will
contain several artifacts and reflection pieces as evidence of the student’s demonstrated
understanding of education principles as outlined by INTASC standards. The cumulative
portfolio should document dispositions and competencies reflected in assignments throughout
their coursework. Students may begin collecting artifacts when they begin their coursework.
Creating a portfolio has value to the graduating student, the Ivy Tech Community College
Education Program, the transferring four-year institution, and potential employers. Students
should select from a variety of assignments and are free to confer with their instructor about
alternate choices of material. See additional handouts on this cumulative assignment.
Certification Statement: Ivy Tech cannot guarantee that any student will pass a certification or
licensing exam. Our requisite coursework is designed to assist you in understanding the material
sufficiently to provide a firm foundation for your studies as you prepare for the exam.
Department of Education web site http://www.doe.in.gov/
HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE LIBRARY:
The Ivy Tech Library is available to students’ on- and off-campus, offering full text journals and
books and other resources essential for course assignments. Go to http://www.ivytech.edu/library/
and choose the link for your campus.
ACADEMIC HONESTY STATEMENT:
The College is committed to academic integrity in all its practices. The faculty value intellectual
integrity and a high standard of academic conduct. Activities that violate academic integrity
undermine the quality and diminish the value of educational achievement.
Cheating on papers, tests or other academic works is a violation of College rules. No student
shall engage in behavior that, in the judgment of the instructor of the class, may be construed as
cheating. This may include, but is not limited to, plagiarism or other forms of academic
dishonesty such as the acquisition without permission of tests or other academic materials and/or
distribution of these materials and other academic work. This includes students who aid and abet
as well as those who attempt such behavior.
COPYRIGHT STATEMENT:
Students shall adhere to the laws governing the use of copyrighted materials. They must insure
that their activities comply with fair use and in no way infringe on the copyright or other
proprietary rights of others and that the materials used and developed at Ivy Tech Community
College contain nothing unlawful, unethical, or libelous and do not constitute any violation of
any right of privacy.
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ADA STATEMENT:
Ivy Tech Community College seeks to provide reasonable accommodations for qualified
individuals with documented disabilities. If you need an accommodation because of a
documented disability, please contact the Office of Disability Support Services.
If you will require assistance during an emergency evacuation, notify your instructor
immediately. Look for evacuation procedures posted in your classroom.
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