

 Course 4: culture for understanding

Goals
 To have every student achieve to his or her potential.
 To learn
how to learn and
to think critically.
 To encourage students to take an active role in their own education by
bringing their stories and experiences into the learning scope.
 To address diverse learning styles.
 To appreciate the contributions of different groups who have
contributed to our knowledge base.
 To develop positive attitudes about groups of people who are
different from ourselves.
 To become good citizens of the school, the community, the country,
and the world community.
 To learn how to evaluate knowledge from different perspectives.
 To develop an ethnic, national, and global identity.
 To provide decisionmaking skills and criticalanalysis skills so
the students can make better choices in their everyday lives.
Principles
(Adpated from: Gordon and Roberts, Report of social studies
syllabus review and development committee, 1991)
 The selection of subject matter content should be culturally
inclusive, based on uptodate scholarship. This inclusivity shouldincorporate opposing opinions and divergent interpretations.
 The subject matter content selected for inclusion should represent
diversity and unity within and across groups.
 The subject matter selected for inclusion should be set within the
context of its time and place.
 The subject matter selected for inclusion should give priority to
depth over breadth.
 Multicultural perspectives should infuse the entire curriculum,
pre K12.
 The subject matter content should be treated as socially
constructed and therefore tentative  as is all knowledge.
 The teaching of all subjects should draw and build on the experience
and knowledge that the students bring to the classroom.
 Pedagogy should incorporate a range of interactive modes of
teaching and learning in order to foster understanding (rather thanrote learning), examination of controversy, and mutual learning.
Required Reading PDF:
The IS and the ISN'T of Multicultural
Education
Reflecting on personal multiculturalism
Things I Can Do  adapted from
Edchange
 It is important to be aware of one's own identity and how one expresses
it.
 It is important to ask questions of others to find out if I am being
sensitive to their needs. It is important to invite feedback about how Iam being perceived.
 It is important that I see what the results may be of my actions in terms
of who may be excluded or included. I must consider all my students asequals, so if my actions favor one kind of student over another, I am
discriminating and must change my behavior.
 If I am not connecting with particular kinds of students, it is my
responsibility to find out why and to accept feedback on how to be moreinclusive.
 I must extend myself to teachers who are different from me (in terms of
race, ethnicity, sexual orientation, gender, religion, firstlanguage, disability, and other identities). These can be valuable
relationships of trust and honest critique.
 I must listen actively to what students have to say about how they view
me.
 I can always learn more as a student myself, especially of the culture
and background of my students. In doing so, I can include my newlearnings into lessons so that students feel included and validated
and see how their culture has values.
 It is easy to blame students for failure. A sensitive teacher must
take responsibility for such failure and work extra hard to help thatstudent succeed. Many of the issues having to do with poor achievement
may reflect inattention to a student's cultural needs.
 I can celebrate myself as an educator and total person. I can, and
should, also celebrate every moment I spend in selfcritique, howeverdifficult and painful, because it will make me a better educator. And
that is something to celebrate!
Questions & Answers
show that the set of all natural number form semi group under the composition of addition
explain and give four Example hyperbolic function
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the
fraction, the value of the fraction becomes 2/3. Find the original fraction.
2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
1. x + 6 2
 = _
x + 9 + 6 3
x + 6 3
 x  (cross multiply)
x + 15 2
3(x + 6) = 2(x + 15)
3x + 18 = 2x + 30 (2x from both)
x + 18 = 30 (18 from both)
x = 12
Test:
12 + 6 18 2
 =  = 
12 + 9 + 6 27 3
Pawel
2.
(x) + (x + 2) = 60
2x + 2 = 60
2x = 58
x = 29
29, 30, & 31
Pawel
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
Mark = x,. Don = 3x + 1
x + 3x + 1 = 113
4x = 112, x = 28
Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
please can go further on polynomials quadratic
Abdullahi
I need quadratic equation link to Alpa Beta
divide by 2 on each side of the equal sign to solve for x
corri
Want to review on complex number
1.What are complex number
2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y intercept and slope to sketch the graph of the equation y=6x
how do we prove the quadratic formular
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
thank you
help me with how to prove the quadratic equation
Seidu
may God blessed u for that.
Please I want u to help me in sets.
Opoku
x2y+3z=3
2xy+z=7
x+3yz=6
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation.
Point For:
(6111,4111,−411)(6111,4111,411)
Equation Form:
x=6111,y=4111,z=−411x=6111,y=4111,z=411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11
y=41/11
z=−4/11
x=61/11
y=41/11
z=4/11
Brenna
Need help solving this problem (2/7)^2
what is the coefficient of 4×
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
What is the expressiin for seven less than four times the number of nickels
How do i figure this problem out.
how do you translate this in Algebraic Expressions
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)1/7 (x1)=
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Got questions? Join the online conversation and get instant answers!
Source:
OpenStax, Course 4: culture for understanding. OpenStax CNX. Mar 13, 2006 Download for free at http://cnx.org/content/col10334/1.10
Google Play and the Google Play logo are trademarks of Google Inc.