#4: Multicultural Education

 #4: Multicultural Education

1.Design a lesson for an education class with the theme “Unity in Cultural Diversity”. Take careful consideration of the parts of the lesson presented in this topic.5pts

Topic: SHAPES

I. Goals and objectives:

                   After a 60-minute discussion, the pupils should be able to;

a. To assist students in recognizing familiar shapes in architecture.

b. To develop students’ awareness of the appearance of different places of worship.

II. Materials and resources:

 Plasticine, play dough or clay.

Newspaper to work on.

A range of modelling tools and shapes to trace around.

Pictures of places of worship for Buddhists, Muslims, Christians, Jews and Hindus.

Book: What’s Special to Me? Religious Buildings by Anita Ganeri, Wayland Publishing Ltd, 1998, UK or a similar story about a child going to a place of worship.

Adapted from a Living in Harmony Funded Project, ‘All Together Now’, Churches’ Commission on Education, WA, 1999.

 http://www.harmony.gov.au/schools/teachers/lesson-plans/plan-04.htm

III. Anticipatory set or entry

             Teacher reads the story and students share their own experiences and knowledge of places of worship.

Students view the pictures of different places of worship and teacher labels them with key information eg name of building, religion.

IV. Instructional Input

 1. Using the pictures and the book, students compare and contrast the features of the                          different buildings and identify the shapes they can see in them.

Note: Younger children may simply identify 2D shapes, while older ones may be introduced to 3D shapes eg hemisphere, triangular and rectangular prisms.

2. Students choose one of the buildings to model.

3. Teacher demonstrates the construction of the shapes and how to join them together (blending edges together with thumbs).

4. Students construct their models and display their constructions.

V. Guided practice

            Invite a guest speaker to speak to the class about shapes in buildings and why they are used eg for strength. Ask them to group the class into 4 and follow the instruction of the speaker in doing the different shapes.

VI. Independent practice       

            The learning activity could be done using coloured paper or other construction materials.

This activity could be completed as a part of a thematic study of buildings.

VII. Assessment/evaluation

            Students may learn more about the clothing, ceremonies, customs and decoration associated with different places of worship.

2.Together with your group mates in practicum, conduct a survey of one class either in CLSU or the school where you are having your practicum. Find out the diversity of learners represented by each student. Consider ethnicity, languages spoken, parental origin, culture (parenting), traits or giftedness the family is known for (music, business, coming from family of teachers…) and other related areas. Post the results including the school’s name and section of the class and the researchers’ names. 6pts

Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

Science City of Muñoz, Nueva Ecija

College of Education

Department of Elementary Education

A Survey on Diversity of Learners

Sto. Tomas Elementary School

Researchers:

Felfe C. Rigor

Lira C. Dupiltas

Dianna Rose J. Esguerra

Shiela Marie Gaspar

Jean Dadivo

Marvin Malanum

Judycelle Macayan

Mark Anthony Liwag

Lyra Shayne Mina

Kenette Joy Lopez

Jesalem Natividad

Catherine Espiritu

.                            A survey about diversity of one class in Sto. Tomas Elementary School

SURVEY

  

Table 1. Language Spoken

No. of Pupils	Tagalog	Ilocano	Others
40	70%	25%	5%

The table 1 shows that 70% of the pupils are speaking Tagalog, the 25% of them are using Ilocano and 5% are speaking other language.

Table 2. Gender

No. of Pupils	Male	Female
40	35%	65%

The table 2 shows that there are 35% male in a class and 65% female.

Table 3. Religion

No. of Pupils	Catholic	Iglesia ni Cristo	Born Again	Others
40	47%	33%	12%	8%

The table 3 shows that most of the pupils were Catholic which is 47% followed by Iglesia ni Cristo which is 33%, followed by the Born Again which have 12% and the other religion which have 8%.

Table 4. Monthly Income

No. of Pupils	20,000 above	20,000- 10,000	10,000 below
40	21%	69%	10%

The table 4 shows the monthly income family of the respondents. 21% of them has a family income of 20,000 above, 69% of the respondents has a family income of 20,000- 10,000 and 10% of them has an income of 10,000 below. 

Table 5. Number of Siblings

No. of Pupils	Only Child	2-5	6 and above
40	5%	75%	20%

The table 5 shows the no. of siblings in the family of the respondents. 5% of them are only child, 20% of them are 6 and more siblings in the family and 74% of the respondents are 2 to 5 siblings in the family.

Summary

          Based on the survey, the researchers find out that the pupils are diverse in the following factors: language spoken, gender, religion, family income and number of siblings in the family.

          Among the two main identified languages used by the pupils in Sto. Tomas Elementary School, Tagalog is the most used by them and they used also Ilocano next to it.

          Another identified factor is the gender, female was more abundant in number than male.

          There are four specific religions identified as a factor, among the respondents are Catholic.

          Respondents are diverse in their family income. Most of them are in the middle class which have an income of 10,000 to 20,000 php.

          Another factor is the number of siblings. Most of them are belong to the family which has 2 to 5 siblings.

          These are the factors identified by the researchers to find out the diversity of the pupils in Sto. Tomas Elementary School.