48x36 Poster Template

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Transforming the 21st Century Educator CRT
Essentials for Todays Classroom Andrew Anglin
Cristina Bernal Kelly Fuechsel Katrina
Gotts Kelly Stewart Tireon Tilley Andrews
Tiffany Tolliver Mercer University Tift College
of Education Atlanta Campus
CLASS ADVOCACY PROJECT DESCRIPTION, HISTORICAL
CONTEXT
CULTURAL MUST DO/SEE IN ATLANTA
PEDAGOGICAL PRACTICE
APPROACHES TO MULTICULTURAL EDUCATION
In the classroom, teachers can make the
curriculum more diverse by implementing a variety
of resources and materials that validate every
student. Teachers can celebrate diversity in the
classroom by taking pieces from every students
background and implementing those diverse
qualities into lesson plans, and in turn,
allowing the student to share his or her
experiences with the class.
Atlanta History Center Exhibits featuring the
Civil War, African-American, and Southern
heritage Hammonds House Galleries Features
African-American art Martin Luther King, Jr.
National Historic Site Michael C. Carlos Museum
at Emory University Features ancient artifacts
from Rome, Egypt, and the American
Renaissance William Breman Jewish Heritage
Museum The Apex Museum African-American
Panoramic Experience Jimmy Carter Museum Goethe
Zentrum/German Cultural Arts Center Atlanta
Discover Germanys cultural, political and social
history The Wrens Nest Home of Joel Chandler
Harris (author of Uncle Remus stories) Atlanta
Cyclorama and Civil War Museum
Contribution - Adding People, Holidays, Heroes,
and Special Events to the curriculum. Additive -
Without changing curriculum, the teacher adds
literature to the curriculum which shows
perspectives from diverse groups. Transformation
- The teacher would change the curriculum and
view events from the minority perspective. Social
Action - After learning about a unit, the
students would take action and write
representatives on how they view current policies
towards specific events.
CURRENT POLICY NUMERICAL DATA
Project Description This advocacy project
concerns implementing service-learning, in order
to overcome the challenges involved in educating
urban African American students. According to
Landsmans and Lewis White Teachers/Diverse
Classrooms (2006), there are many factors working
together to produce lack of motivation in
learning and low academic achievement. Price
(2006) depicts service-learning as a solution to
raise academic achievement and interest.
Service-learning is a partnership between a
community representative and the classroom that
works to identify a community problem, and solve
the problem as students learn academics and
life-lessons along the way. The effects of
service-learning include higher academic interest
and performance especially among African American
students, more empowered youth, encouragement to
community service workers, and one less
community-wide problem (Price, 2006). The
purpose of this project is to compile evidence
for the viability of service-learning as a
solution to many problems in urban African
American schools and to inform educators of these
results.   Historical Context According to
Kessinger (2004), service-learning began with
ideas from the NEAs Cardinal Principles, ideas
of John Dewey, and the Southern Regional
Education Board. Service-learning was first
popular among college campuses. National support
and organization for service-learning programs
has existed for the last few decades (Kessinger,
2004). Current Policy Kessinger (2004) states
that currently, the federal government provides
Learn and Serve America, a portion of the
Corporation for National Service. Learn and
Serve America, as well as its state divisions
offer funding, training, and guidance to schools
and communities interested in undergoing
service-learning projects (The Georgia Commission
for Service and Volunteerism, 2010). Numerical
Data Under Learn and Serve Georgia, there are 4
groups and 8 schools receiving support for
service-learning projects. Only 2 of these
schools are located in urban areas. A study by
Soslau and Yost (2007) showed that
service-learning increased academic performance
in math by 16 as compared to 10 in a
traditional class and increased performance in
reading by 6 compared to a 2 increase in a
traditional class. The service-learning class
also had a 2 higher attendance rate, a 15
higher incidence of making real world
connections, and 50 less suspensions than the
control class (Soslau Yost, 2007). This study
and others show that service-learning is a viable
solution to increase academic interest and
performance in urban African American schools.
CULTURALLY RESPONSIVECRITICAL THINKING QUESTIONS
How have your life experiences molded who you
are and how will you use those experiences in the
classroom in order to enrich each childs life?
Each day brings opportunity for reflection
and growth. How can we as teachers ensure that
reflection will be a major component in our
teaching? How will you commit to incorporating
reflection into your personal growth as an
educator? Incorporating culturally relevant
material into the classroom takes time and
effort. How will you ensure that each student is
validated in terms of race, ethnicity, gender and
class? How will you fashion your teaching style
so that the classroom environment is open and
conducive to culturally relevant discussions?
Becoming your best requires a continuous
capacity for learning and evolving. How will you
encourage your students to be open to change, and
to embrace the concept of being a life-long
learner? In terms of validating each childs
life experience, including your students
families is extremely important. How will you
ensure that each family feels connected to the
classroom experience?
EQUITY PEDAGOGY

• We define equity pedagogy as teaching strategies
  and classroom environments that help students
  from diverse racial, ethnic, and cultural groups
  attain the knowledge, skills, and attitudes
  needed to function effectively within a
  classroom. Essential for developing
  multicultural/diverse perspective learning is a
  positive and trusting classroom environment - one
  in which all students are made to feel welcome,
  comfortable, and respected. Listed below are
  several strategies that are particularly useful
  in promoting multicultural/diverse perspective
  learning in such a classroom.
• Questioning Style- frame questions that
  personally involve students in ways in which they
  can reflect upon their culture
• Role-Playing- allows students to become someone
  else this type of activity allows students to
  express and examine their attitude, beliefs, and
  feelings about prejudice and discrimination
• Cooperative Learning- focuses on students
  strengths and weaknesses positively effects
  social relationships among culturally different
  students.

RESOURCES AND REFERENCE LIST
FLAT WORLD CONTENT MENU
CULTURAL IMMERSION PROJECTHIGHLIGHTS PHOTOS
Banks, J.A. (1999).  An Introduction to
Multicultural Education (2nd ed.). Boston Allyn
and Bacon Daniel Tatum, B. (2003). Why are all
the black kids sitting together in the
cafeteria?" a psychologist explains the
development of racial identity. New York, NY
Basic Books. Darling-Hammond, L. (2010). The
flat world and education how Americas
commitment to equity will determine our future.
New York, NY Teachers College Press. Kessinger,
T. A. (2004). Service-learning in the United
States Ten years after the national and
community service trust act of 1993. American
Educational History Journal, 31(1), 58. Retrieved
from http//search. proquest.com/docview/230048811
?accountid12382 Pikulski, J. (2010).
Multicultural Instruction. Lesson Sense.Com.
Retrieved April 18, 2011, from http//www.
lessonsense.com/info/multicultural-instruction.htm
l Price, V. C. (2006). How can service-learning
increase the academic achievement of urban
African American students? In J. Landsman C.
Lewis (Eds.), White teachers/diverse classrooms
A guide to building inclusive schools, promoting
high expectations, and eliminating racism (pp.
265-285). Sterling, VA Stylus Publishing,
LLC. Soslau, E. G., Yost, D. S. (2007). Urban
service-learning An authentic teaching strategy
to deliver a standards-driven curriculum. The
Journal of Experiential Education, 30(1), 36.
Retrieved from http//search.proquest.com/docview/
274969488?accountid12382 The Georgia
Commission for Service and Volunteerism (2010).
Learn and serve Georgia. Atlanta, GA The Georgia
Commission for Service and Volunteerism.
Retrieved from http//www.learnandservega.org/
Thombs, M., Gillis, M., Canestrari, A.
(2009). Using web quests in the social studies
classroom a culturally responsive approach.
Thousand Oaks, CA SAGE. Williams, D. (n.d.).
Beyond the golden rule a parents guide to
preventing and responding to prejudice.
Retrieved from http//www.tolerance.org/publicatio
n/beyond-golden-rule/beyond-golden-rule Images
retrieved from Google Images, 4/14/11 - 4/20/11
CROSS-CULTURAL COMMUNICATION
I AM POEMS WORDLE IMAGES
What's Your Communication Style? Asian Silent
and Thoughtful Very formal Diplomatic
Indigenous Undivided attention face the
speaker no direct eye contact shared time in
conversation Hispanic Joking and Humorous
Diplomatic and tactful Afrocentric Expressive
Frank close proximity no direct eye
contact Eurocentric Indirect to avoid
confrontation or hurt feelings
I am from friendly suburban neighborhood schools
near a big exciting city, I am from returning,
rebuilding and learning the importance of
community, I am now encouraged by the commitment
to reform I see in my classmates, I am now more
aware of the diverse needs of my future students.
KF I am now a culturally responsive student and
educator, I am now learning how to diversify
in learning styles. I am from a good mistake, I
am from Plato, Socrates, and Aristotle. AA
I am from aunties, uncles, cousins. I am from
Grandma's house. I am now the educator,
transformed to transform. I am now the educator,
validated to validate. TA   I am now more aware
and appreciative of my privileged, ideal
upbringing. I am now speaking English, teaching
my kids Spanish, and realizing that we all NEED
to grow in our knowledge and understanding of
other cultures I am from bedtime stories, Good
job, and What a smart girl! I am from
speaking English and trying Spanish. KS I AM NOW
a soulja sista who rocks my beautifully curled
hair natural,I AM NOW soulja sista who uses my
life as testimony.I AM FROM the motherland, yet
my last name comes from my ancestors slave
master Mr. White Man,I AM FROM hide-and-seek,
hopscotch, baseball, kickball, volleyball, Uno,
Candyland, racing go carts and bicycles, Starter
Jackets, and LA Gear Light-up Shoes. TT Ive
always had beliefs but I am now a voice for my
beliefs. Ive always been given opportunities
but I am now a giver of them. I am from arroz
con pollo and fried chicken. I am from the same
friends since preschool and kindergarten. CB I
am now more in tune to the importance of bringing
culturally relevant information and materials
into the classroom so all students feel
validated and are exposed to many perspectives,
ideologies, cultures and beliefs. I am now aware
that my job as a teacher is to not just give
lessons and information, but to help each child
find his or her voice, and help them build the
confidence to use it. I am from not having a
television and feeling like one of the have
nots as a child. I am from the belief that
there is nothing better than family, great
friends, stimulating conversation, and red wine.
KG  
Our group visited St. Joseph Maronite Church on
March 6, 2011. This branch of Catholicism came
out of Syria in the 5th century A.D. and is based
on the priest Maron. St. Josephs Maronite Church
follows a very traditional, ceremonial faith, and
the services are given in Aramaic. The current
church is a renovated home in Little Five Points
which was purchased in 1954 and serves a Lebanese
community, with members coming from as far away
as Macon each Sunday. As the congregation entered
the sanctuary each would anoint himself with holy
water and kneel before taking a seat. A solo
organist played as a Lebanese woman sang in
traditional Lebanese. Our Sunday service
celebrated the advent of lent and focused on
giving your life over to God. More than just
giving up one food or drink for lent, Father
Dominique Hanna asked his followers to give up
their worries and stress, and to allow God to
guide their lives. This experience was
transformational and culturally enriching, in
that we were able to observe this sacred event as
outsiders, unfamiliar with the language and
practices of the majority.
ORAL HISTORY INTERVIEW HIGHLIGHTS
TENETS OF MULTICULTURAL EDUCATION
Arthur Aveling on Becoming a United States
Citizen at 60 Q What does it mean to you to be
an American? A I was brought up as an
Australian.  In my life I have been fortunate to
have travelled to 5 continents and many countries
in between, havinglived in Australia, Europe,
Asia, Middle East and the USA.  Lifes
experiences have resulted in my seeing the best
and worst in countriesand cultures. There are an
innumerable number of benefits America offers
and why millions everywhere still want to come
here. I have been incredibly fortunate to live
the American dreamhaving lived here for the past
23 years, marrying my beautiful American wife and
building a successful business with a worldwide
customer base. On July 22nd 2008, after 20 years
in the United States, I proudly took the Oath of
Allegiance and became a US citizen. It was one of
the happiest days of my life. The freedom and
opportunities the United Statesoffers to all,
are two immeasurable treasures that I never take
for granted. And we as Naturalized Citizens,
probably appreciate this countrys assets and
values more than most.
VALIDATING In what ways is my teaching
validating? How am I using cultural knowledge,
prior experiences, frames of reference, and
performance styles of diverse students to make
learning encounters more relevant and effective
for them? COMPREHENSIVE In what ways is my
teaching comprehensive? Am I using instructional
approaches with their ethnic groups and
communities? How do I encourage them to develop a
sense of community, friendship, and shared
responsibilityto acquire an ethic of success?
Are expectations and skills interwoven throughout
the curriculum? Does my instruction help them
internalize the value of learning as communal,
reciprocal, and interdependent?
MULTIDIMENSIONAL In what ways is my teaching
multidimensional? How can I better collaborate on
content, learning contexts, classroom climate,
student-teacher relationships, instructional
techniques, and performance assessments in order
to provide a more integrated and
interdisciplinary experience for the students?
EMPOWERING In what ways is my teaching
empowering? Do I enable students to become
academically competent and confident? Is my
instruction participatory, problem-based,
dialogic, active, critically analytical and
inquiring? TRANSFORMATIVE In what ways is my
teaching transformative? How do I guide students
in developing the knowledge, skills, and values
needed to become social activists?
EMANCIPATORY In what ways is my teaching
emancipatory? How can I encourage students to
find their voices, to contextualize issues in
multiple cultural perspectives, to engage in
multiple ways of knowing and thinking? Do I help
them become more active participants in shaping
their learning?
PREJUDICE REDUCTION

• Ways to Help Students Reduce Prejudice
• Preschool Years (2-5)
• Be honest
• Embrace curiosity
• Broaden choices
• Foster pride
• Lead by example
• Teen Years (13-17)
• Broaden opportunities
• Encourage activism
• Keep talking

• Elementary and Preteen Years (6-12)
• Acknowledge difference
• Challenge intolerance
• Seize teachable moments
• Emphasize the positive

CONTACT INFORMATION
Andrew Anglin http//tinyurl.com/ANGLINEDUC625SP11 Cristina Bernal http//tinyurl.com/BERNALEDUC625SP11 Kelly Fuechsel http//tinyurl.com/FUECHSELEDUC625SP11 Katrina Gotts http//tinyurl.com/GOTTSEDUC625SP11 Kelly Stewart http//tinyurl.com/STEWARTEDUC625SP11 Tireon Tilley Andrews http//tinyurl.com/TILLEYEDUC625SP11 Tiffany Tolliver http//tinyurl.com/TOLLIVEREDUC625SP11