RUBRIC FOR LEVEL OF MULTICULTURAL CHANGE: COURSE COMPONENTS

Component

Exclusive

(1)

Inclusive

(2)

Transformed

(3)

Content: What is taught in the classroom (i.e., the content of instruction as opposed to the strategies used to present that content)

·    Limited presentation of information through diverse perspectives by selecting content, materials, themes, and resources that reflect mainstream Westernized cultural norms and tradition (Demonstrates this at least one time during observation period or is evident in previous/current lesson plans)

·    Seldom enhances the structure of the curriculum by presenting at least one new concept, content, material, and/or resource that reflect cultural, individual (i.e., ethnicity, gender, social class, exceptionality), and social characteristics and experiences of the students (Demonstrates this throughout observation period and is evident in previous/current lesson plans)

·    Seldom enhances the structure of the curriculum and content by only supporting mainstream Westernized cultural views and not supporting student views

·    Teaches students about the ways in which mainstream Westernized culture and Western historical experiences have influenced the subject(s) taught by not focusing on diverse cultures or only focusing on Western culture when explaining or demonstrating concepts/ideas

 

·    Has limited amount of literature of authors from culturally diverse backgrounds who address culturally diverse perspectives and stereotypes

·    Moderately presents information through diverse perspectives by selecting content, materials, themes, and resources that reflect cultural characteristics and experiences of the students (Demonstrates this at least two times during observation period or is evident in previous/current lesson plans)

·    Moderately enhances the structure of the curriculum by presenting at least two new concepts, content, materials, and/or resources that reflect cultural, individual (i.e., ethnicity, gender, social class, exceptionality), and social characteristics and experiences of the students (Demonstrates this throughout observation period or is evident in previous/current lesson plans)

·    Moderately enhances the structure of the curriculum and content to support Westernized cultural views and students’ views

 

 

·    Teaches students about the ways in which various cultures and their historical experiences have influenced the subject(s) taught by introducing at least two examples of other cultures without in-depth discussion when explaining or demonstrating concepts/ideas

 

·    Has moderate amount literature of authors from culturally diverse backgrounds who address culturally diverse perspectives and stereotypes

·    Frequently presents information through diverse perspectives by selecting content, materials, themes, and resources that reflect cultural characteristics and experiences of the students (Demonstrates this at least three times during observation period and is evident in previous/current lesson plans)

·    Frequently enhances the structure of the curriculum by presenting at least three new concepts, content, materials, and/or resources that reflect cultural, individual (i.e., ethnicity, gender, social class, exceptionality), and social characteristics and experiences of the students (Demonstrates this throughout observation period and is evident in previous/current lesson plans)

·    Frequently enhances the structure of the curriculum and content to challenge Westernized cultural views and support students’ views

 

 

·    Teaches students about the ways in which various cultures and their historical experiences have influenced the subject(s) taught by providing in-depth discussion/understanding of at least three examples of other cultures when explaining or demonstrating concepts/ideas

 

·    Has abundant amount of literature of authors from culturally diverse backgrounds who address culturally diverse perspectives and stereotypes

Instructional Strategies & Activities: How skills, knowledge, and attitudes are taught in the schools (i.e., the methods, strategies, techniques, and instructional materials used by teachers and other instructional personnel - including peers, to present the content of the curriculum to the students)

·    Teacher serves role as supplier of knowledge, in which no communication or dialogue among students and teacher is encouraged (Mainly lecture with no student participation or discussion)

·    Limited demonstration and utilization of educational activities that are representative of various cultures

·    Limited consideration and demonstration of instructional approaches that support diverse learning by solely utilizing universal teaching approaches

·    Seldom demonstrates or utilizes strategies that encourage students to make decisions on important social issues by building skills (i.e., critical thinking, decision making, questioning strategies, social participation, intergroup interaction) and take actions (i.e., student dialogue, taking risks, and making mistakes) to help solve them 

·    Limited demonstration or utilization of strategies that help students to relate new knowledge to their own experiences

·    Does not utilize study groups or cooperative learning groups to enhance instruction and encourage peer learning

·    Teacher attempts to serve role as facilitator to enable the students and teacher to learn from one another (Mainly lecture with little student participation or discussion)

 

·    Moderately demonstrates and utilizes educational activities that are representative of various cultures

·    Moderately considers and demonstrates instructional approaches that support diverse learning styles but utilizes universal teaching approaches

·    Moderately demonstrates or utilizes strategies that encourage students to make decisions on important social issues by building skills (i.e., critical thinking, decision making, questioning strategies, social participation, intergroup interaction) and take actions (i.e., student dialogue, taking risks, and making mistakes) to help solve them

·    Moderately demonstrates or utilizes strategies that help students to relate new knowledge to their own experiences

·    Inefficiently utilizes study groups or cooperative learning groups to enhance instruction and encourage peer learning

·    Teacher serves role as facilitator to enable the students and teacher to learn from one another (Mainly group discussion among students and teacher)

 

 

·    Frequently demonstrates and utilizes educational activities that are representative of various cultures

·    Frequently demonstrates and utilizes instructional approaches that support diverse learning styles and interchanges with universal teaching approaches

·    Frequently demonstrates or utilizes strategies that encourage students to make decisions on important social issues by building skills (i.e., critical thinking, decision making, questioning strategies, social participation, intergroup interaction) and take actions (i.e., student dialogue, taking risks, and making mistakes) to help solve them

·    Frequently demonstrates or utilizes strategies that help students to relate new knowledge to their own experiences

·    Efficiently utilizes study groups and cooperative learning groups to enhance instruction and encourage peer learning plans)

Assessment of Student Knowledge: Methods used to monitor students’ academic growth, informal assessment techniques (i.e., curriculum-based assessments, criterion-referenced assessments, performance assessments, probes of basic skills)

·    Seldom uses alternative methods (i.e., action-oriented projects, self-assessment, self-reflection) that allow students to demonstrate mastery of course content by solely using traditional testing and papers

·    No projects assigned that allow students to demonstrate new learning in ways that accommodate or consider diverse learning styles and expression of knowledge and skills by solely assigning projects suggested in standard curriculum (Demonstrates this during observation period, or evident in previous/current lesson plans; no student work is displayed around the room)

·    Seldom allows multiple pathways (i.e., only one type of response) for students to derive at correct answers (Demonstrates this throughout observation period)

·    Moderately uses alternative methods (i.e., action-oriented projects, self-assessment, self-reflection) along with traditional testing and papers that allow students to demonstrate mastery of course content

 

·    Occasionally assigns projects that allow students to demonstrate new learning in ways that accommodate diverse learning styles and expression of knowledge and skills, and continues to assign projects suggested in standard curriculum (Demonstrates this during observation period, evident in previous/current lesson plans, or student work is displayed around room)

 

·    Moderately allows multiple pathways (i.e., more than one type of response) for students to derive at correct answers (Demonstrates this at least two times during observation period)

·    Frequently uses alternative methods (i.e., action-oriented projects, self-assessment, self-reflection) that allow students to demonstrate mastery of course content

 

 

·    Assigns projects that allow students to demonstrate new learning in ways that accommodate diverse learning styles and expression of knowledge and skills (Demonstrates this during observation period, evident in previous/current lesson plans, and student work is displayed around room)

 

 

 

·    Frequently allows multiple pathways (i.e., more than one type of response) for students to derive at correct answers (Demonstrates this at least three times during observation period)

Classroom Dynamics: Classroom climate, space and seating arrangements, student grouping (i.e., mixed ability grouping), student support, classroom equity

·    Does not encourage a cooperative learning environment by segregating students (i.e., working together, sitting together) based on diverse cultural backgrounds

·    Does not demonstrate any strands of behavior that communicates high expectations for diverse students’ success (i.e., personal regard, feedback, or response opportunities)

·    Seldom monitors and ensures equity in student participation by avoiding student discussions and questions of social issues (i.e., avoids students’ questions, ideas, or responses about cultural issues and community experiences)

·    Seldom provides culturally diverse students with equal opportunities to participate and perceive learning as a shared experience among instructor and students (Demonstrates this during observation period by calling on the same student or students whose hands are raised)

 

·    Maintains a threatening and non-welcoming classroom environment (i.e., negative remarks, criticize student performance, students off-task, students not engaged in learning)

·    Encourages a cooperative learning environment under certain circumstances by grouping students (i.e., working together, sitting together) from diverse cultural backgrounds

·    Demonstrates at least one strand of behavior that communicates high expectations for diverse students’ success (i.e., personal regard, feedback, or response opportunities)

·    Moderately monitors and ensures equity in student participation by encouraging students to think and question social issues (i.e., reaffirms or corrects students’ questions, ideas, or responses about cultural issues and community experiences)

·    Moderately provides culturally diverse students with equal opportunities to participate and perceive learning as a shared experience among instructor and students (Demonstrates this during observation period by calling on at least two different students whose hands are raised)

 

·    Attempts to create a comfortable and welcoming classroom environment (i.e., positive remarks, praise student performance, students on-task, students engaged in learning)

·    Encourages a cooperative learning environment, regularly, by grouping students (i.e., working together, sitting together) from diverse cultural backgrounds

·    Demonstrates three strands of behavior that communicate high expectations for diverse students’ success (i.e., personal regard, feedback, or response opportunities)

·    Frequently monitors and ensures equity in student participation by encouraging students to think and question social issues (i.e., reaffirms or corrects students’ questions, ideas, or responses about cultural issues and community experiences)

·    Frequently provides culturally diverse students with equal opportunities to participate and perceive learning as a shared experience among instructor and students (Demonstrates this during observation by calling on at least three different students whose hands are either raised or not raised)

·    Maintains a comfortable and welcoming classroom environment (i.e., positive remarks, praise student performance, students on-task, students engaged in learning)

 

 

SOURCES

Kitano, M. K., Lewis, R. B., Lynch, E. W., & Graves, A. W. (1996). Teaching in a multicultural classroom: Teacher educators’ perspectives. Equity

                & Excellence in Education, 29, 70-77.

Morey, A. T., & Kitano, M. K. (Eds.). (1997). Multicultural course transformation in higher education: A broader truth. Needham Heights, MA:

                Allyn & Bacon.

Saldana, D. C., & Waxman, H. C. (1997). An observational study of multicultural education in urban elementary schools. Equity & Excellence in

                Education, 30, 40-46.