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Action Plan 1 Action Plan for Multicultural Awareness Southwestern College Name: Kirsten dos Santos Position: College

Writing Instructor Program: S.C. General Education: Humanities Dates: Fall 2011 Spring 2012 School: Southwestern College (S.C.) City: Winfield State: Kansas Grade: College Freshman

Goal Statement

To increase awareness regarding racial and ethnical bias embedded in traditional instructional strategies with the intention of assisting all learners in a diverse student body to succeed.

Objective 1: Show students you care by getting to know their individual needs and strengths and sharing their concerns, hopes, and dreams. (Strategy2.2; pp.51-52) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Exchanges between students and teacher demonstrate a language of trust, praise and constructive criticism. Students demonstrate their personal best.

What needs to be done?


Demonstrate faith in all students ability to succeed.

By whom and when?


Instructors and students throughout the entire semester

What resources?

How and when will evidence be gathered?


Class surveys given at midterm and the end of the semester which indicate students recognition of such encouragement. Progress comparisons with regards to a diagnostic and final

Consistent verbal reinforcement and regular conferences to help students refine the ability to succeed; no tolerance for selfdefacing remarks and/or belittling from peers

Action Plan 2
essay.

Maintain a secure environment for all learners.

Instructors and students throughout the entire semester

Modeling; Refuse to accept bullying of any kind in the syllabus; immediately draw attention to prejudice when it arises and consistently exhibit a refusal to accept that behavior; require students to work cooperatively

Students demonstrate mutual respect for their peers and formulate interdependent relationships that produce high achievement.

As students work cooperatively the teacher will circulate the room and listen in as students jointly respond to the objective; interjecting as necessary to distill any remarks that might create an insecure environment. The teacher should also record these behaviors throughout the semester. Teachers will document discussions each time they meet with a student.

Availability to students for outside advice.

Teachers daily as needed and formally twice a semester

Post office hours and email availability in the syllabus. Remind students of advantage and encourage them to seek this valuable tool frequently.

Students feel comfortable seeking the counsel of their instructor and do so on a regular basis.

Objective 2:.Show students you care by getting to know their individual needs and strengths and sharing their concerns, hopes, and dreams. (Strategy 2.2; pp. 51-54) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students will share their research with peers after which

What needs to be done?


Assess each students cultural attitudes

By whom and when?


Teachers and students at the beginning of the

What resources?

How and when will evidence be gathered?


At the end of the unit a profile essay written by each

Teacher provides examples of cultural heritage via a

Action Plan 3
towards education semester student interview session as well as results gathered as students independently research each of their backgrounds. Their parents and teacher each peer will write a short report discussing the diversity in their classroom; individual profile essays. A profile essay in which they indicate their unique cultural awareness student indicating the results of an interview with their parents or guardians about their cultural heritage.

Increase awareness of ones culture in the academic setting

Students as part of the profile essay unit

At the end of the unit students will answer a specific prompt that requires each to write about how their culture views education and how that influences their academic success. As students learn to work together cooperatively; using individual strengths like clockwork to achieve one common goal. Through a formal reports at the end of this unit that requires students to acknowledge the diversity in their classroom.

Reinforce a sense of self-importance with regards to ones race or ethnicity

Teacher and students daily

Student presentations of their findings with regards to their cultural heritage

Students and Teacher learn how to recognize and integrate other perspectives with their own with the intention of elevating the success of all individuals.

Action Plan 4 Objective 3: Tap into students background to enhance learning. (Strategy 2.5; pp. 56-57). Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students and teacher encourage those who are apprehensive to contribute; unconditionally praise students who participate; and constructively assist those whose involvement demonstrates a level of inadequacy with regards to course content. Also students will demonstrate an increased level of motivation. Surveys across semesters indicating an increased level of engagement.

What needs to be done?


Encourage and respect everyones contributions in the classroom

By whom and when?


Teacher and students every day

What resources?

How and when will evidence be gathered?


During cooperative activities, peer related instruction such as reviews of written work, class discussion, and presentations.

Modeling; the teacher demonstrates value in all students participation, praising appropriate responses and constructively identifying ignorance immediately thereby elevating that deficit to a deeper understanding; exhibits no tolerance for humiliation regarding any students input

Allow students from various backgrounds to have input in the curriculum

Students at the end of the semester.

Their experience in the classroom.

Students will be provided a survey at the end of the semester inquiring what might make their academic experience more engaging. For example, one might ask whether or not the representation of a particular race or ethnicity was adequate.

Action Plan 5 Objective 4: Choose culturally relevant curriculum and instructional materials that recognize incorporate and reflect students heritage and contributions of various ethnic groups. (Strategy 2.6; p. 57). Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students begin to realize that people who share their backgrounds have achieved success and feel inspired to do the same.

What needs to be done?


Increase students sense of self-worth by encouraging more diverse perspectives of society

By whom and when?


The department and individual teachers; Discussed and prepped yearly/board meetings; integrated in the classroom throughout the year

What resources?

How and when will evidence be gathered?


In random and formal written assessments throughout the semester as well as impromptu discussions instigated by classroom visitors.

Textbooks that represent multiple cultures Speakers who have realized their dreams from various walks of life

Objective 5: Identify and dispel stereotypes. (Strategy 2.7; pp. 58-59) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Higher levels of tolerance among those involved in the classroom setting. Recognition that different perspectives have the potential to enlighten others. Acceptance that noone should be asked

What needs to be done?


Establish an awareness regarding the existence of stereotypes, recognition of the ignorance that establishes prejudice and effort to transcend bigoted behavior.

By whom and when?


Teachers and students throughout the year

What resources?

How and when will evidence be gathered?


Through the use of modeling and role play as stereotypes are presented in the classroom. The teacher will model appropriate responses as well as demonstrate what it feels like to be on the other side of a

Recognition of the multiple intelligences; discussions related to current events that might shed light on the motivations of stereotypes; utilization of prejudice presented in the classroom

Action Plan 6
environment as a means to immediately transform negative connotations tied to a particular group; various texts that accentuate the triggers of inappropriate behavior with regards to labeling to change their route to success, but rather find ways to use each others strengths to achieve a common goal. label so that students can critically analyze the situation from a new perspective.

Objective 6: Create a culturally compatible learning environment. (Strategy 2.8; p.59-60) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Teachers begin to use strategies outside the traditional approach for communicating with students in the classroom; demonstrate a genuine commitment to their students by making an effort to communicate with students in a manner that is familiar to them; for example, learn common phrases in a students first language, pronounce unusual names correctly, greet students in a way that is customary to

What needs to be done?


Training seminar outlining various methods of communication that motivate academic success for all learners

By whom and when?


Faculty; quarterly

What resources?

How and when will evidence be gathered?


Teachers should attend various seminars throughout the year that introduce and assess an ability to communicate across the gamut of cultures represented in the student body. Assessment can be both a formal quiz distributed to faculty after the seminar as well as a yearly survey issued to the student body indicating whether or not an adequate level of respect was paid to various cultures in the

Data determining the cultural and socioeconomic make-up of the student body Research indicating cultural norms that might be associated with the overall learning experience

Action Plan 7
their culture, learn about their home life, and so on classroom.

Objective 7: Capitalize on students cultures, languages and experiences. (Strategy 2.10; pp. 6263) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Teachers learn to anticipate the need to modify deadlines; keep the lines of communication open and demonstrate a willingness to work with these students and allow them to work at their own pace as long as they adhere to the same guidelines regarding the assignment objective; demonstrate less rigidity with attendance as long as the student hasnt maxed out the institutional allotment of absences and is completing all of the required assignments; willingness to work with these students outside the confines

What needs to be done?


Recognize that a students lifestyle may interfere with a traditional classroom structure.

By whom and when?


Teachers; throughout the semester

What resources?

How and when will evidence be gathered?


End of semester survey assessing whether or not a non-traditional students needs were met in a way that facilitated rather than impeded their academic achievement

Take a poll at the beginning of the semester indicating life outside the classroom; parenting, employment, care for an elderly relative, etc Alternative deadlines for students who are required to balance equal responsibilities outside the classroom

Action Plan 8
of the classroom to make up missed work Recognize that the utilization of a students outside experience can be beneficial to overall content Teacher and students throughout the semester Cross referencing abilities acquired due to experience with the needs of the classroom. The teacher learns to identify certain characteristics within a nontraditional student that might benefit the achievement of all learners. For example, being a parent or caring for younger siblings demonstrates an ability to delegate tasks and cooperate as a team. Interview nontraditional students to assess these strengths at the beginning of the semester. Let them know that you recognize their potential as a leader in the classroom and formally enlist their assistance.

Objective 8: Provide opportunities for students to work in a variety of social configurations and settings. (Strategy1.1; pp. 8-10) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Ability to formulate teams where students can depend on each other to reach a common goal

What needs to be done?


Assess various learners abilities

By whom and when?


Instructor at the beginning of the semester

What resources?

How and when will evidence be gathered?


After teacher assesses the diagnostic essay and compares overall student ability in the classroom

Diagnostic essay Identify high, medium, and low achievers Formulate teams that integrate ability

Encourage the idea that there is multiple solutions to any given objective

Instructor every time a query is presented to the class

Cooperative learning structures Formulate teams that are centered on

Students regularly meet objectives interdependently and recognize that completion was a

Each time students present their findings as result of cooperative learning

Action Plan 9
multiple abilities but that also include diversity in race, ethnicity, and sex. Emphasize interdependent relationships between a diverse set of learners The teacher should regularly integrate cooperative learning into the lesson Regularly employ the use of cooperative learning structures to accentuate the lesson Consistent emphasis regarding the potential to find multiple paths to the same solution result of each students valuable input

Students willingly employ the assistance of others during the obtainment of knowledge; recognize that students that are held individually accountable for their participation in a task yield results that benefit the group

The teacher assesses individual participation during teamwork as well as the overall product of that groups presentation

Objective 9: Emphasize brain-compatible instruction. (Strategy 1.13; p. 27-29) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Lessons are reinforced on a constant basis through the visual reminders around the room; students achievement rises as a result.

What needs to be done?


Stimulate learning through the use of visual aids in the classroom with the intention of reaching learners who are more apt to assimilating knowledge in a nontraditional manner.

By whom and when?


Instructors; throughout the semester

What resources?

How and when will evidence be gathered?


Initial comparisons throughout a years time between rooms that are vacant of visual aids and those that include these valuable stimulants

Content specific visual aids; Essay maps, paragraph models, common errors, essay rubrics, key features of genres, etc

Action Plan 10 Objective 10: Facilitate students participation in college and career planning. (Strategy 8.15; p. 265-66). Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students begin to assimilate the real world importance regarding an essay format and learn how to apply it to their profession of choice

What needs to be done?


Help students understand how writing enters all aspects of the professional world by identifying specific job titles held by a range of races and ethnicities that utilize essay format on a regular basis.

By whom and when?


Teachers should demonstrate this aspect at least once a semester.

What resources?

How and when will evidence be gathered?


After the resources have been introduced and students have performed individual research pertaining to their potential career, students will be required to write an essay discussing the benefits related to succinct communication in the professional world.

Documentaries that discuss the topic of writing and the professional world. Bringing in actual speakers from various backgrounds who can relate real world experiences with writing in their profession Student interests and/or major concentration of study

References Cole, R.W. (Ed.). (2008). Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development

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