Halagao 1
Institute for Teacher Education
ITE 360: Introduction to Multicultural Education
CRN 3389- Spring 2014
Instructor:
Dr. Patricia Espiritu Halagao, Ph.D.
Associate Professor
Everly Hall, Suite 225D
(808) 956-9295, phalagao@hawaii.edu
Office Hours:
By appointment
Collaborate Link:
https://sas.elluminate.com/m.jnlp?sid=2009377&password=M.B8B391887FA5B85882EDFAE7C65F0
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Credits:
3 credits
Focus:
HAP Issues (H) Designation
Location
Hybrid – F2F (HCC, MCC, KCC) /Online (Synchronous & Asynchronous)
Schedule:
Classes will be held in three modes of communication: 1) online synchronously through
Blackboard Collaborate on Thursdays, 4:30 - 7:00 pm; 2) online asynchronously where you log
in online on your own time, but heeding due dates; 3) 2 face-to-face classes.
See schedule-at-a glance for summary of modes and dates.
Catalog Description: Concepts and methods to develop sensitivity and awareness of cultural
influences on behavior as these relate to the schooling process. This Course was developed for
Manoa Partnerships Get Fit program. See: http://www.hawaii.edu/coe/mp/.
College of Education Conceptual Framework
During a teacher education program, you are immersed in standards-based education. Standards
for teacher candidates are set by the College of Education (COE) and the Institute for Teacher
Education (ITE). Standards for Hawai‘i teachers are set by the Hawai‘i Teacher Standards Board
(HTSB). The Hawai‘i Content and Performance Standards (HCPS III) for K-12 students are set by the
Hawaii Department of Education. In addition, many of your teacher education courses will integrate
standards from professional organizations (e.g., the National Council for the Social Studies).
Standards are guidelines to help teachers and students determine what students should know, be
able to do, and care about. When used prescriptively without acknowledging context and the needs
of the students, standards can be constraining and counterproductive. In this class, we will critically
examine standards and use them for the benefit of student learning.
The College of Education Conceptual Framework and the Institute for Teacher Education require
teacher candidates to be knowledgeable, effective, and caring. These three standards are a part of
all learning experiences in a teacher education program. Here’s an overview, with Hawaiian
proverbs from ‘Olelo No‘eau:
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Knowledgeable
Teacher candidates are knowledgeable about content, pedagogy, and professionalism; human
growth and development; and the physical, mental, emotional, and social needs of students with
diverse backgrounds and learning needs.
E lawe i ke a‘o malama, a e ‘oi mau ka na‘auao: He who takes his teachings and applies them
increases his knowledge (Pukui, Mary Kawena.1983. ‘Olelo No‘eau 328, Bishop Museum Press).
‘A‘ohe pau ka ‘ike i ka halau ho‘okahi: All knowledge is not taught in the same school. One can
learn from many sources (Pukui, Mary Kawena. 1983. ‘Olelo No‘eau 203. Bishop Museum)
Effective
Teacher candidates have the professional experience and skills to teach so that all children can
learn.
Ho a‘e ka ‘ike he‘enalu i ka hokua o ka ‘ale: Show [your] knowledge of surfing on the back of the
wave. Talking about one’s knowledge and skill is not enough; let it be proven (Pukui, Mary Kawena.
1983. ‘Olelo No‘eau 1013. Honolulu, Bishop Museum Press).
Caring
Teacher candidates care about students and their families and communities, teaching and learning,
and their own professional development.
E kuahui like i ka hana: Let everybody pitch in and work together (Pukui, Mary Kawena. 1983. ‘Olelo
No‘eau 323. Honolulu, Bishop Museum Press).
Course Overview
Our ancestors sailed across a vast ocean, one third of the earth's surface, and
to accomplish this great feat they needed the vision to see islands over the
horizon, the ability to plan intentional voyages of discovery, the discipline to
train physically and mentally, the courage to take risks, and a deep sense of
aloha to bind the crew together during the voyage.
These are Hawaiian values but they are also universal values.
They worked in the past and they will work today.
-- Nainoa Thompson
This multicultural education course was collaboratively developed by educators from Kamehameha
Schools, Pacific American Foundation, and the University of Hawai‘i at Mānoa’s College of Education
in order to ensure a strong link between learning & teaching and school & community. We aim to
provide a meaningful, engaging and thought-provoking experiential course for students to examine
the concepts of identity, community, culture-based education, and society as it relates particularly
to oneself, the host culture, Asia & Pacific cultures, and its intersection with other diverse cultures
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of Hawai‘i. It is our hope that this active learning experience – both inside and outside of the
classroom – will inspire a passion for teaching and foster a sense of kuleana to our educational and
local community.
Course Goals and Objectives
This course promotes relationships, rigor, relevance, and responsibility and satisfies the Hawaiian,
Asian and Pacific issues focus requirement through the following goals and objectives:
1. Reflect on your cultural identity through the writing of a Critical Multicultural Autobiography
and other classroom exercises
2. Build social and intellectual relationships with your peers, instructor and community
3. Gain a deeper understanding of the host culture and its intersection with Asia, Pacific and
other diverse communities that make up Hawai‘i through the experience of a localized
Huaka‘i, travel experiences utilizing the context of a “community classroom.”
4. Engage in critical and compassionate discussions with your peers on educational theory
(multicultural, culture-based) issues, social problems, and academic literature from the
perspective of native, Asian and Pacific Islander scholars
5. Examine and experience diverse curricula and pedagogy that are culturally relevant, placebased and critical to both teacher success and student achievement in the 21st century
6. Develop a Kuleana Project in which you identify & research a problem you are passionate
about, propose a solution, and develop plan of action to promote equity, social justice and
makes a meaningful contribution to one’s community.
7. Improve your writing for self-reflective and educational purposes
8. Work hard, laugh, and have fun!
Course Management Systems
Because this course is hybrid (F2F and technology-based), we will be using three course
management systems for teaching, communication, and course work.
Blackboard Collaborate is the main platform we will use to conduct our classes. This software
provides real-time learning and collaboration. To access more information on Blackboard
Collaborate please see:
http://support.blackboardcollaborate.com/ics/support/default.asp?deptID=8336
To login into our Collaborate Sessions, click on my virtual office link 10-15 minutes prior to class at:
https://sas.elluminate.com/m.jnlp?sid=2009377&password=M.B8B391887FA5B85882EDFAE7C65F0
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For a 6 minute overview and tutorial on Blackboard, click on the link:
http://www.brainshark.com/blackboardinc/vu?pi=zGLzYw5XBz35Sgz0
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Laulima, the “Learning and Collaboration Server for the University of Hawaii community” will be
used to maintain on-going communication. We will primarily use this system for announcements,
online discussions, email correspondence, and as overall grade book for all major assignments. You
can access Laulima by clicking on https://laulima.hawaii.edu/portal or logging onto your UH portal
at http://myuhportal.hawaii.edu. Click on Laulima on the drop down Menu “Quick Links” located on
the right side of the page.
Recent announcements will be posted on Laulima. All resources can be accessed through Laulima.
All major assignments will be submitted through Laulima. In the Discussion and private messages,
the Main forum is used for general questions and/or comments that pertain to course content, e.g.
“When is Assignment 1 due? “I don’t understand how to do PowerPoint presentations. Can
someone please explain?” As the instructor, I will respond to your questions, but your peers can
also respond. Everyone will benefit from this exchange. Please direct all private emails to
instructors hawaii.edu account.
Required Textbooks
1. Banks, J. (2014). Introduction to Multicultural Education. San Francisco: Pearson
2. Draper, S. (2010). Out of my mind. Simon & Shuster.
3. Additional course readings will be available online through Laulima “Resources.”
Suggested:
3. Howes, C. & Osorio, J. (2010). The Value of Hawaii: Knowing the Past, Shaping the Future.
Honolulu: UH Press. or Local reading
4. Bigelow, B. Christensen, L. & Karp, S. (1994). Rethinking our classrooms: Teaching for equity and
justice. Milwaukee: Rethinking Schools, Vol 1 & 2.
5. Cary, S. (2007). Working with English language learners: Answers to teachers’ top ten questions
(2nd ed.). Portsmouth, NH: Heinemann.
6. Okamura, J. (2008). Ethnicity and Inequality in Hawaii, Temple University Press: Philadelphia.
7. Takaki, R. (1983). Pau Hana: Plantation Life and Labor in Hawaii. Honolulu: UH Press
Disability Statement
The University of Hawai‘i at Mānoa provides access or other reasonable assistance for students with
recognized disabilities. If you need accommodations, please contact me during the first week of the
course or contact KOKUA (Queen Lili’uokalani Center for Students Services, Room 013, 956-7511),
the UH office for students with disabilities, for assistance.
A Note on Ethical Behavior
Please be aware that all work you submit as yours must include proper documentation and crediting
of the source. Failure to properly introduce and document paraphrased material or a borrowed
idea is plagiarism. Plagiarism will result in sanctions. A discussion of Academic Dishonesty may be
found in the UH General and Graduate Information Catalogue under “Student Regulations”. Also
see the UH Student Conduct Code for specific guidelines.
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Course Expectations, Requirements and Procedures
All written assignments must be typed with attention to spelling and grammar. Adhere to standards
set by acceptable Reference and Citation Format (i.e. MLA, APA). All assignments must be handed in
on time. Late work will not receive full credit unless you have my prior approval or under
extenuating circumstances. Grade drops 1 grade each day assignment is late.
The key to success in this class is diligence. Some students think that an online class is easier. But in
fact, it is the opposite. Online classes require more commitment and initiative on your part. You do
not have the pressure of coming to class, so it is your responsibility to keep up on due dates and
assignments.
Attendance:
You are expected to be in class every day unless prevented by emergency or serious illness. If the
case, notify me before the class you will miss and you can watch the Blackboard recording and do
make-up work. Unexcused absences will affect your grade. Five points will be deducted for each
unexcused “missed” class day.
Participation:
The Hawaiian concept of A`o means “teaching and learning at the same time.” This reciprocal
approach to teaching and learning is meaningful when we teach others, and simultaneously we
must learn from those we teach. Therefore, in this class, attendance is crucial. But it is more than
being present. Each student shares in the responsibility for creating a community of learners.
Participation is based on your contribution to building a positive classroom climate and community.
You will assess yourself on the College of Education’s “Disposition Assessment” on your attendance,
contribution, openness and active participation in dialogues and discussions. You may find the
assessment in the “Assignments” section of Laulima. Aim for openness, active participation, and to
elevate critical inquiry into the topics discussed in class. This does not mean agreement with the
instructor or your classmates, but that you conduct yourself in a manner that is positive and
constructive rather than negative, demeaning or confrontational. Written responses in your
comment folder will also be taken into account. Due: See agenda.
Course Assignments & Grading
Points
Multicultural Autobiography
20
Readings, Response Papers, Actvities (5)
20
Huaka‘i Project
20
Kuleana Project
Attitude, Attendance & Participation
(Disposition Assessment)
TOTAL
20
20
100
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Your final grade will be computed as follows:
A+
100 + points
A
95-99 points
A-
90-94 points
B+
B
86-89 points
B-
80-82 points
C+
76-79 points
C
73-75 points
C-
70-72 points
D
Fewer than 69
F
0
83-85 points
points
Major Course Assignments
1. RELEVANCE – Critical Multicultural Autobiography – Peer Review Draft/ Final paperWrite a 5-7 page autobiography paper or create a short I-MOVIE that covers the following three
areas:
1. Background - Share your personal history, family background and values.
2. Cultural Identity - Critically examine your how your ethnicity and 2 other factors (i.e. class,
gender, language, religion) affects your identity. Draw on class activities and readings.
3. “What we bring to the table” - Discuss your idea of the purpose of education and how your
background, cultural identity, and values shape who you are, biases, and how you plan to teach.
4. In the final paper, (1) attach your first draft with your final paper (2) reflect more critically on the
theory (i.e. Banks’ 5 MCE dimensions, 4 approaches to MCE reform), issues (discrimination, pidgin,
etc), concepts and content we covered in class (i.e. race, ethnicity, class, gender, language, etc) and
its influence on your life. (3) Reflect on how the experiences in this course have changed the way
you see yourself as a person and future teacher. Discuss implications for more cultural, critical and
social justice teaching.
Look at writing your autobiography as an act of discovery. The product is less important
than the process. Think about making one’s story unfamiliar and unnatural. By this, I mean being
critical and uncomfortable in examining one’s biases, assumptions, identities and practices. Feel
free to integrate creative forms of expression in your paper i.e. poetry, balagtasan, pidgin. Rubric
will be developed in class.
2. RELATIONSHIPS – Huaka‘i Project –
Throughout the semester, you will experience the host culture and other diverse cultures of Hawai‘i
through a series of Huaka‘i, which means “planned travel with a purpose.” Your huakai will be
organized around the different islands you are from and focused around the mission and values of
Hokulea and Hikianalia canoe’s Worldwide voyage. The voyage also serves as a catalyst for
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educational transformation in our state. Recently, all the major educational leaders from early
childhood to university, private to public institutions signed “A Promise to Children” to “…transform
our schools, empower youthful voices, and accept the responsibility of Malama Honua. We believe
that by inspiring children to explore, discover, and learn about island Earth, they will navigate the
future of humanity toward vitality, renewal, and compassion...”
Each island hui will be responsible for coordinating their huakai. They will be supported by the
instructor and teachers from A`o Hawaii, an education training program of Hokulea. Within your
island hui, divide the responsibilities into the following roles:(1) Arrangements – researching,
connecting to A`o Hawaii teacher, cost, what to bring; (2) Logistics – collecting and distributing
maps, directions, time/agenda; (3) Educational component –research, creating a study guide sheet,
activity during fieldtrip, etc. At the conclusion of the huaka`i you organized, you must reflect on the
huaka`i and submit a group assessment providing evidence of how you met the different criteria.
Please see attached rubric.
In addition, every individual must upload onto Laulima a 2-3 page summary and reflection on each
of the two huaka`i answering the following 5 questions:
1. What did you do and learn? Specifically, what knowledge (K), skills (S), and values (V) did you
learn?
2. How does the trip connect to multicultural education, specifically refer to class readings and
activities?
3. How does it connect to the subject(s) you want to teach?
4. How does it meet or exceed the common core standards and Perspectives for a Diverse
America (PDA) standards? Be specific.
5. What will you do with what you’ve learned?
You may take pictures or videos to share the experience. Consider this planning as practice in
setting up huakai for your future classrooms. See rubric for grading.
3. RIGOR – Readings and Response Papers –
You are required to read assigned materials and respond to readings prior to class so that you will
be prepared to contribute to class discussion. There are 6 response papers assigned. Response
Papers should be 1-2 pages and worth 3-4 points. They are evaluated on 4 criteria: 1) makes
personal connection 3) raises critical thought and questions 4) specifically cites reading in response.
Response papers will also be used in class for free-writes and in-class exercises.
4. RESPONSIBILITY – Kuleana Project –
Your Kuleana HUI will be organized around common interests and issues and meeting the different
standards of the Perspectives for a Diverse America. We will draw upon Freire’s work on “problemposing education” and praxis to ultimately “encourage students to become social agents,
developing their capacity to confront real-world problems that face them and their community”.
This inquiry-based cyclical process has five stages. (See handout for more detail).
1. Identify a problem/issue – ask questions. (i.e. How does the issue impact my identity? How
does my identity impact the issue? How does the issue impact different communities?)
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Analyze/Research a problem/issue – understand how it applies to yourself, determine the
causes of the problem, generalize to others, reference resources and outside reading (How
does the issue sit in a larger context of power, privilege, oppression?)
3. Research/ Create/Present a plan of action to address the problem (i.e. How do I empower
my students to enact change? How do students see themselves as agents of change?)
4. Implement the plan of action and make a meaningful contribution
5. Reflect, analyze and evaluation the action
2.
Your group kuleana project may take the shape of different ways:
 Facebook page
 A Grant proposal
 Develop multicultural social justice curriculum (unit plan, lesson plan, syllabus)
 Write an Inquiry & Recommendation Paper
 A PSA (Public Service Announcement)
 YouTube Video
 Brochure
 Extended Huakai and social action experience
 Power Point Presentation
 Social Action Proposal (i.e. create a recycling program, culture club, parent orientation for
immigrant parents)
 Create a weebly website
Extra Credit
Students have opportunities for extra credit. You may not receive more than 10 points of extra
credit.
(1) Explore online multicultural curriculum that integrates Philippine and Filipino American history
and culture sponsored by the Smithsonian called ijeepney.com that you may also incorporate into
your classrooms. You may receive up to 3 extra credit points for each activity you do in your class
(www.filam.si.edu/curriculum) or www.iJeepney.com.
(2) You may receive up to 5 extra credit points for organizing, attending, and reflecting on an
additional Huaka`i. The instructor must approve of your Huaka`i. Submit a journal entry.
(3) You may receive 3 extra credit points for any additional response papers you do.
Halagao 9
TENTATIVE COURSE AGENDA (subject to changes)
DATE
MODULE 1
01/16/13
COLLABORATE
TOPIC
Introduction
Who? Why? What?
Technology Tools
KWL Multicultural
Education
Discuss Course Content
READINGS
ASSIGNMENTS
Collaborate Recording
Link:
https://sas.elluminate.com/p.jnlp?psid=20120112.1636.M.A936A187C0715D15402E84D3C49E
BA.vcr&sid=2009377
What’s in a name
Huakai & Kuleana Project
MODULE 2
1/23/14
COLLABORATE
Voyaging & Visions
Worldwide Voyage
The Promise to Children
Learning Journeys
Thompson, Nainoa (2007) E Ho`i Mau:
Honoring the Past, Caring for the
Present, Journeying to the Future,
Hülili: Multidisciplinary Research on
Hawaiian Well-Being Vol.4 No.1 (2007)
PVS WWV video
MODULE 3
1/30/14
Martin Luther King
Pedagogy of Aloha
Online
MLK “Purpose of Education and “I have
a dream” speech
Read
1. Malia Kana‘iaupuni, S. (2005)
Ka‘aka–lai Ku– Kanaka: A Call for
Strengths-Based Approaches from a
Native Hawaiian Perspective
Educational Researcher
Reading & Activities
Read E Ho`i Mau and MLK “Purpose of
Education” and watch MLK speech, “I
have a dream” to help you think about
your vision for the world, our children
and education.
Readings & Activities
Read “Strength-based approaches” and
watch Dr. Manu Meyer’s video,
“Pedagogy of Aloha” to help you think
about your values and how they might
shape your pedagogy.
See video viewing guide to help you
understand.
February 1, 2014
F2F Maui
MODULE 4
02/06/14
Definitions of Culture, Ethnicity,
Race, Nationality (place),
Indigenous
COLLABORATE:
Read:
Banks, Chapter 2
Family engagement module 1
Culture Artifact Activity
https://affect.coe.hawaii.edu/
Hui Assignments
Laulima Forum:
Upload pictures of three artifacts that
most represents your cultural identity.
Explain how each artifact represents any
of the following categories of your
identity: ethnicity, class, place,
nationality, language, religion,
exceptionalism, disability, sexuality,
race, gender, etc.
Due: Mon Feb 3, 11:55 pm
Respond to at least three of your
colleague’s postings.
Due: Wed, Feb 5, 11:55 pm
Maui Laulima Assignments
Post your Huakai Project Group and Self
Assessment Rubric in the Assignment
section in Laulima. Integrate all previous
readings (i.e. strength-based, Nainoa’s,
standards-based) and Dr. Manu Meyer’s
video into your reflection.
Due: Wed, Feb 5, 11:55 pm
MODULE 5
2/13/14
ONLINE
Multicultural Education
Goals & Purposes of Education
Read:
Banks, Ch 1& 3
Laulima Discussion & Messages
Response Paper 1:
1. Identify what YOU think is the
purpose of education.
Halagao 10
Activities
2. Watch lecture by Dr. James Banks.
Compare and contrast what you think is
the purpose of education to his belief in
the purpose of education.
Dr. James Banks Lecture
“Democracy, Diversity &
Social Justice”
Post your Response Paper 1 in the
Discussion & Messages section under
the topic, “Purpose of Education”
Due: Mon, Feb 10, 11:55 pm
3. Conduct a threaded discussion with
your Hui on the purpose of education.
Due: Wed, Feb 12, 11:55 pm
MODULE 6
02/20/14
Collaborate
Standards and
Multicultural Education
What are standards?
Analysis of common core and
Perspectives for a Diverse America
Anti-bias Standards
Elementary
Read
1. Banks, J. Chapter 6 “Teaching with
Powerful Ideas”
2. Bohn & Sleeter, C. (2001).
Multicultural Education and the
Standards Movement. Phi Delta
Kappan
3. Common Core
www.corestandards.com
Common core app
4. Perspectives for a Diverse America
www.teachingperspectives.org
Response Paper 2
1. Preview the common core standards
and the Perspectives for a Diverse
America (PDA) Anchor Standards and
Domains. 2. Before you read, have a
dialogue with another educator about
one or more of the documents that you
previewed. Record their reactions, and
then dialogue with them about whether
you/they would incorporate the PDA
standards into practice. Make sure to
discuss reasons why or why not. 3. After
you read, use examples from the text,
your dialogue, discuss the relationship
and implementation of standards and
multicultural education.
Post: Response Paper in the Discussion
section under topic, “Standards &
Multicultural Education
Due: Wed, Feb 19, 11:55 pm
MODULE 7
2/27/14
Online
Content Integration
Read
Banks, Ch 4 & 5
Four Approaches to Multicultural
Curriculum Reform
McGraw Hill curriculum
Perspectives lesson
MODULE 8
3/6/14
COLLABORATE
Perspectives for a Diverse
America Theory to Practice
www.teachingtolerance.org
TT Teaching Sample videos
www.teachperspectives.org
Assign standard (Identity,
Diversity, Justice, Action)
Audience: ELL students
Discussion & Messages
Response Paper 3:
In what ways do transformative and
social action approaches differ from the
contributions and ethnic additive
approach? Which approach will you
strive to do in your classroom?
Post: Response Paper in the Discussion
section under topic, “Content
Integration”
Due: Monday, February 24, 11:55 pm
Read
ELL brief
http://web41.its.hawaii.edu/manoa.h
awaii.edu/hepc/wpcontent/uploads/English-LanguageLearners-a-Growing-yetunderserved-student-population.pdf
Do learning stations activity.
Post your answer in the Forum section
of Laulima.
Due: Wed, February 26, 11:55 pm
Go to www.teachperspectives.org and
poke around a little. Experiment with
the curriculum.
a) select a central text
b) select tasks and strategies
c) create an Integrated learning plan.
Laulima Assignments
Upload Draft Multicultural
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How are Bank’s four approaches
represented in the Perspectives
for a Diverse America?
Autobiography Draft
Due: Wed, March 5, 11:55 pm
Disposition Assessment Due in
Assignments section of Laulima
MODULE 9
3/13/14
Equity Pedagogy
Local Style Pedagogy
Read:
1. Da Pidgin Coup. (2008). “Pidgin and
Education: A Position Paper.” UH.
Online
Talk Story
2. Hawaii Pidgin in the Classroom
Pidgin Roots and History
Pidgin Quiz
3. Lum, D. “What School You Went?
Local Culture, Local Identity and
Local Language”
Structured Academic Controversy
(SAC Debate)
Sat, March 15
3/20/14
Collaborate
Online Students: Conduct a threaded
discussion with your Hui on the issue:
Should Pidgin be used in the classroom?
How does it help or hinder students?
Due: Wed, March 12, 11:55 pm
F2F Hilo, Big Island
Equity Pedagogy
MODULE 10
Due: Wed, March 5, 11:55 pm
Laulima Discussion & Messages
Response Paper 4
What is the impact of your “mother
tongue” on your identity?
How does it affect your schooling?
Post your Response Paper 4 in the
Discussion & Messages section under
the topic, “Local Style Pedagogy”
Due: Monday, March 10, 11:55 pm
Disability Culture
ELL
Literature Circle
Read:
Out of My Mind by Sharon M.
Draper
Family Engagement Module 2
https://affect.coe.hawaii.edu/
Text engagement
UH Spring Break
MODULE 11
4/3/14
Online
Prejudice Reduction
Prejudice, Stereotypes,
Discrimination in Hawai‘i
Individual Discrimination
Terms
4 Corners opinion
Children’s Book:
Manalang, D. (2005). Ambrosia.
Hawthorn: Flip Publishing.
Based on Affect Module 2, how could
the teachers have engaged the family
and student more?
Laulima Assignments
Post Huakai Project Self Assessment
Rubric in Assignment section
Due: Monday, March 17, 11:55 pm
Discuss Kuleana project
3/24/13-3/28/13
Be prepared to discuss the book’s
reading group guide questions (at end of
book), particularly: #1, #4, #5, #7, #9,
#11, #20
Read
1. Banks, J. Chapter 7 “School Reform
and Intergroup Education”
2. Okada, K. (2008) An Analysis of
Hawai‘i’s Tradition of “Local” Ethnic
Humor
Laulima Discussion & Messages
Response Paper 5
1. Before reading, define: prejudice,
stereotypes, discrimination. Do you
hold stereotypes of certain
communities? Where do you get them?
After the reading, explain whether or
not you find ethnic jokes funny. After
the reading, what do you think now?
Post your Response Paper in the
Discussion section under Class
Discussion under topic, “Prejudice
Reduction”
Due: Monday, March 31, 11:55 pm
Activity
Listen to Mr. Sun Cho Lee Song. Analyze
song with worksheet. Post analysis in
the Forum section under “Ethnic
Humor.”
Halagao 12
Comment on at least one person.
Due: Wed, April 2, 11:55 pm
MODULE
12
4/10/14
Socioeconomic
Family Engagement
Module 3
Read:
1. Ruby Payne (1999) “Speaking
Their Language: Working with
Students and Adults from Poverty”
Collaborate
2. Counter: Gorski, P.Miseducating
Teachers about the Poor: A Critical
Analysis of Ruby Payne’s Claims about
Poverty
Optional:
The Trouble with Ruby Payne, Indiana
University School of Education,
Education brief #3
Discussion & Messages
Response Paper 6
1. Give your opinion on Payne’s framework
before and after the critique on her work.
Based on Affect Module 3, how do we
empower children and families, especially
those from poverty ?
2. Post your Response Paper in the Discussion
section under topic, “Socioeconomic class”
Due: Wed, April 9, 11:55 pm
Moll, L. Funds of Knowledge for
Teaching: Using a Qualitative Approach
to Connect Home and Teaching Theory
Into Practice, XXXI, Vol 2.
https://affect.coe.hawaii.edu/
MODULE 13
4/17/13
Work lab
MODULE 14
4/24/13
COLLABORATE
Kuleana Project Presentation
Standard : Identity, Diversity
Saturday, April 26
F2F Kauai
MODULE 15
5/01/13
COLLABORATE
Kuleana Project Presentation
Standard : Justice, Action
Course Reflections/ Evaluation
Laulima Assignments
Final Multicultural Autobiography
Due: Wed, April 16, 11:55 pm
Laulima Assignments
Kuleana Project
Due: Wed, April 30, 11:55 pm
Halagao 13
Multicultural Autobiography Rubric
1
Unsatisfactory
Engagement
2
Minimal
No originality or Little
creativity. Boring. originality or
creativity.
3
Acceptable
4
Exemplary
Some originality and Original and creative
creativity are apparent throughout. Attention
throughout.
grabbing introduction.
Reflective
Description of
background and
identity with no
critical reflection
Description of
background
and identity
with very little
critical
reflection
Critical reflection on
background and
identity, but more
interpretation and
analysis needed.
Examples
Vague and
provided no
examples of
stories and
incidents of
conflict.
Spoke in
generalities
and provide
little example
of stories and
incidents.
Provided detailed
Provided some
examples of stories
examples of stories
(incidents of conflict,
and incidents of
surprises, etc) so reader
conflict, surprises, etc.
feels your life.
Covered 1 of
Covered none of
Addressed the
the 3 parts of
the 3 parts of the
Assignment
the
assignment.
assignment.
Organization
Story is choppy
Story is
and jumps
incoherent; too
around; some
many grammar/ grammar/
mechanical errors mechanical
errors.
Thoughtful and critical
reflection of background
and identity with deep
analysis and
interpretation.
Covered 2 of the 3
parts of the
assignment.
Covered 3 of the 3 parts to
the assignment.
Story flows in some
logical sequence;
some mechanical/
grammar errors.
Story flows logically
weaving incidents,
description, and
significance throughout;
no mechanical/ grammar
errors.
TOTAL /20
Comments:
Halagao 14
Huaka`i Project Rubric
Group and Individual Assessment
Group Assessment – 10 points
Each group must reflect on their huaka`i and submit a group assessment providing evidence of how
they met a certain level of the different criteria.
Excellent
Good
Poor
Evidence
2
1
0
Preparation
Students are given
Students are given
Students do not
detailed plans of
vague plans of
have any prior
fieldtrip in advance.
fieldtrip in advance.
information about
Transportation is
Some reading is
the fieldtrip. No
provided/coordinate provided prior to
reading is provided.
d. Relevant reading is fieldtrip to build the
No research on
provided prior to
background of the
DOE procedures
fieldtrip to build the
trips. Some research is and practices.
background of the
made on DOE fieldtrip
trips. Research is
practices.
made on DOE
fieldtrip practices
and/or specific to a
school.
Relevance &
Goals are clearly
Goals are inferred
There is no
Purpose
stated about the
from the fieldtrip.
relevance and
fieldtrip. There is a
There is some
purpose to the
purpose (indigenous connection to
fieldtrip related to
or local) to the
teaching multicultural multicultural
fieldtrip with
education.
education.
content, skills, and
practice directly
connected to
multicultural
education.
Organization
The fieldtrip runs
The fieldtrip
The fieldtrip is
smoothly and is laid
experiences some
poorly organized
out like a lesson plan organizational issues
with no attention
with an opening,
with some attention
to components of a
main content activity, to developing the
lesson plan.
some sort of
fieldtrip like a lesson.
assessment with an
opportunity for
reflection and
debriefing.
Engagement
Fieldtrip involves the Fieldtrip involves
Fieldtrip does not
audience in active,
some activity and
have activity or
Halagao 15
Access &
Accommodations
hands-on, interactive
learning that
promotes inquiry and
critical thinking.
Fieldtrip is safe and
adaptations are
purposefully made to
accommodate
particular groups.
Group TOTAL
interactivity.
interactivity.
Fieldtrip provides
some help with access
and accommodations.
No effort is made
to made access and
accommodations.
/ 10
Individual Assessment = 10 points
Every individual must upload onto Laulima a 2-3 page summary and reflection on the huaka`i
answering the following 5 questions:
1. What did you do and learn?
2. How does the trip connect to multicultural education, specifically refer to the concepts and
assigned readings/activities from this course?
3. How does it connect to the subject(s) you want to teach?
4. How does it meet or exceed common core standards and Perspectives for Diverse America?
5. What will you do with what you’ve learned?
Huakai Project Total _____/ 20 points
Halagao 16
KULEANA PROJECT RUBRIC
Non-Acceptable
0-1
Project vaguely
or does not
describe
personal
connection to
issue or problem.
Acceptable
2-3
Project generally
describes personal
connection. Little
emotion or passion is
explained.
Problem or
Issue
Project is not
clearly stated.
Demonstrates
limited
knowledge of
problem. Does
not cite credible
or diverse
sources.
Project generally
states issue or
problem, but does not
explain its importance.
Demonstrates general
knowledge of
problem. May provide
credible, but not
diverse sources.
Solution /
Plan of Action
Solution is not
stated. Audience
is vaguely or not
stated. PDA
standard is not
met. Solution is
weak and boring.
It is not realistic.
No plan of action
is listed.
Presentation
Not organized
with breaks. It is
not coherent.
Much grammar
or spelling
mistakes.
Solution is generally
stated. Audience is not
clearly stated. PDA
standard is somewhat
met. Solution
somewhat engaging
and creative. Solution
is somewhat
unrealistic. Plan of
action is roughly
described.
Somewhat organized
with some headings.
Somewhat flows. A
few grammar or
spelling mistakes.
Personal
Relevance
COMMENTS:
Target
4-5
Project deeply describes
personal connection to
the problem or issue.
Thoroughly explains
passion behind
decisions and how it
affects your life.
Project clearly states
and validates the
importance of the
problem or issue.
Demonstrates thorough
knowledge of problem
by providing 3 or more
types of diverse and
credible sources (i.e.
interviews, surveys,
books, current events,
internet, etc.)
Solution is clearly stated
and addressed toward a
specific audience. It
clearly meets assigned
PDA standard. It is
engaging, creative or
references outside
sources for ideas.
Solution is feasible and
plan of action is clearly
outlined.
Well- organized and
with clear
headings/categories. It
is coherent and flows.
No grammar or spelling
mistakes.
TOTAL
Points
/20