Building Multiculturally

Competent Classrooms
 Deliverables
• Participants will understand the elements of the
new PTM model as a set of competencies for
students and teachers to meet throughout the
PTM Program.
• Participants will understand and demonstrate
strategies for working with students within the
new PTM Multicultural Competency model.
• Participants will develop projects and activities
for their own classrooms within the PTM
Multicultural Competency model.
 GOAL

• “To be effective in another culture, people must be

interested in other cultures, be sensitive enough to
notice cultural differences, and then also be willing to
modify their behavior as an indication of respect for
the people of other cultures.” (Bhawuk, & Brislin,1992)
• “Intercultural Sensitivity to refer to the ability to
discriminate and experience relevant cultural
differences.” (Hammer, Bennett & Wiseman, 2003)
• Cultural competence meaning the ability to think and
act in [effective] culturally appropriate ways. (Howe &
Lisi, 2014)
 Developing Competence
Knowledge Skills
that allow for
about our own culture,
observation,
students culture and analysis, critical
others as well as global thinking, and
issues. problem-solving.

Attitudes Actions
that are self- that demonstrate
reflective and based cultural understanding,
on empathy, cultural responsiveness
respect, and and cultural
openness. appropriateness.

(Byram, 1997; Deardorff, 2006, 2009; Howe & Lisi, 2014; Mansilla & Jackson,
2011)

4
Prepa Tec
Perspective and Attitudes

DAY 1
 Discussion: What is Culture?
• What is culture?
• How does it impact a society
• In what ways is culture personal?
• In what ways is culture public?

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 Starting with self and how we
react to others:
• Understanding the power of
perspective and how it can block
learning and growth.
• Awareness of the challenges we
and others face in understanding, Awareness
communicating, and adapting.
• Utilizing experiences as the
platform for learning through self-
reflection.

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Learning through our experiences

McLeod, S. A. (2013). Kolb - Learning Styles. Retrieved from www.simplypsychology.org/learning-kolb.html

 4 Column Model
• Foundation for connection
• Awareness of self and others lays the foundation for students to be
Awareness able to connect to and understand cultural relationships, while
acting as a catalyst to create social change.

• Relation to issue
• Understanding that we are related to issues via our own personal choices,
perspectives and actions allows students to realize ways in which they contribute to
Relationship relationships.

• Engaging in experience
• Asking critical questions about culture and power engages students in the experience
Critical and allows them to follow through with a well defined and thought-out response.
Questions

• Identify and create change

• Insight is the result of truly identifying with and understanding culture, experiences and
issues. When students are able to connect fully, they have the tools to act on fostering and
Insight and creating social change.
Action
 Mapping perspectives

ACTIVITY

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 Cultural Perspective
Concrete What was your first memorable experience with
Experience culture?

What thoughts or ideas grew from this

Reflective
experience?
Observation
What new experiences did this lead to?
What new experience grew from these ideas?
Abstract
Conceptualization What opinions did you form from these
experiences?
What new experiences did this create?
Active
Experimentation How has this pathway of experiences and
opinions impacted your future?

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12
Perspective Map Example

Danced an Irish Americans are Fascination with

Jig in Music class cultureless other cultures

Ask about my
heritage at Italian Struggled to take Traveled the
family Sunday Italian classes world
dinner

What is my
I don’t belong Current Work
culture?

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 Reflection
• What defined belief did you come to based
on this experience?
• How has your experience of culture
impacted your future?
• Where do you see this belief/perspective
present today in your own life?

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Perspectives and opinions/attitudes of others

ACTIVITY

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 Perspective about Others

How do our experiences

shape our perception of others?

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 Part 1. Awareness

Answer the following 6 questions:

1. (SELF)How does this culture relate to me?
2. (OTHERS) How is this culture related to my family, friends?
3. (GROUP) How does the culture relate to my class, work environment?
4. (COMMUNITY) How does the culture relate to my neighborhood, town?
5. (COUNTRY) How does the culture relate to my country?
6. (WORLD) How does the culture relate to the world?

•Foundation for connection

Awareness •Awareness of self and others lays the foundation for participants to
be able to connect to and understand cultural relationships, while
acting as a catalyst to create social change.

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 Part 2. Relationship
Using the answers, identify the personal experience with the culture. This
may be an actual event, or how participants have learned information
about the culture.
1. How did you first discover this culture?
2. Who was involved in your learning about the culture?
3. Did you experienced it first hand and how?
4. Do you know someone who has been affected by this culture?

•Relation to issue
•Understanding that we are related to issues via our own personal
Relationship choices, perspectives and actions allows participants to realize ways in
which they contribute to relationships; positive or negative.

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 Part 3. Critical Thinking
Misinformation
Asking critical questions and exploring where our perspectives come from
provides an opportunity to dispel myths.

1. What influences our perspectives and knowledge constructs?

2. Where does information come from?
3. How can we uncover facts?
4. What do we do with personal experience?

•Engaging in experience
•Asking critical questions about culture and power engages participants in the
Critical experience and allows them to follow through with a well-defined and
Questions thought-out response.

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 Part 4. Insight and Action
Rebuilding perspectives based on FACT and
PERSONAL EXPERIENCE motivates participants
to ACT.

+ =

•Identify and create change

•Insight is the result of truly identifying with and understanding culture,
Insight and experiences and issues. When participants are able to connect fully, they have
Action the tools to act on fostering and creating social change.
 Challenges
• What cultural misconceptions did you identify in
your responses? Name some of your attitudes or
perspectives.
• In what ways does our perspective block us from
becoming culturally competent?
• Share with your group your responses
• List common challenges and attitudes you
discovered in your group.

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Cultural Adaptation
Assessing our perspectives and beliefs

Reflecting on our values and those of others

Shifting our attitudes

“Cultural Responsiveness: Being sensitive

to or respectful of shared beliefs, values,
and customs of a group or society.”
(Howe & Lisi, 2014)
 Intercultural Sensitivity

The Intercultural Development Continuum (IDC™). (2013, August 23). Retrieved

December 8, 2015, from https://idiinventory.com/products/the-intercultural-
development-continuum-idc/
Cultural Identity

ACTIVITY

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 Cultural Iceberg Model

Indiana Department of Education - Language Minority and Migrant Program - www.doe.state.in.us/lmmp

 Cultural Identity
• How do you identify your culture?
• What aspects do you most closely relate
to? Why?
• What social aspects shape how you
are/your personality?

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 Social Inequity and Cultural Identity

How does social inequity shape cultural

identity?

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Discrimination and Cultural Identity
• Where are areas in your cultural identity that you
have felt discriminated against?
• In what ways has your culture discriminated others?
• Share your experience with a partner
• How has these experiences with discrimination
impacted your cultural identity?

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with attribution.
 Cultural Identity
• Think about how your experiences have shaped
your cultural Identity.
• Create a list of keywords and make a Worditout
with your group. (http://www.worditout.com/)
• Choose words of self-identity that speak to you.
• Using PhotoGrid, choose from photos on your
phone to make a cultural identity collage. Each
photograph should represent one of the areas
you choose.

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Communication

Day 2
Community Circle

ACTIVITY

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1. Form a circle shoulder to shoulder
2. Choose 3 people to stand outside of
the circle. Fill in gaps.
3. 3 people get back into the circle
 Reflection
• How did you get back into the circle?
• How did it feel to be on the outside?
• How did you feel about the people in the circle?
• How did you feel being in the circle?
• Why didn’t you let them back in?
• How can this be compared to equality in the
classroom? In communities? In the world?
 Discrimination

• Turn to a partner
• Think about a time when you were
discriminated against.
• Think about a time when you
discriminated someone else.
• How has this impacted your
relationship with others?

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 Power over vs. Power With

• Power over: Viewed as

“…relationships of domination.”
(Kreisberg, 1992)
OVER
• Power with: View as
“…collaboration, sharing, and
mutuality.” (Kreisberg, 1992)
WITH

Kreisberg, S. (1992). Transforming power: Domination,

empowerment, and education. Albany, NY: State University of New
York Press.
 Power Over vs. Power With

Small group discussions

• What social and cultural issues exist in your

classrooms, communities and schools that
exhibit power over versus power with?
• How do these issues affect your culture? Your
teaching and relationships to your students?
• How do these issues effect your students
ability to learn?
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 Activity

Connectivity
 Connectivity

1. On each side of the room:

2. 2 equal rows: 1 row against wall/1 row facing
others
3. Look at your partner in silence.

•What feelings came up for you during this exercise?

•What did you notice about your self?
•What did you notice about your partner?
•Do you feel anything different from when you first met this
person? Why?
Building Equitable Relationships
• How do equal and equitable relationships
impact the classroom, school climate,
communities, world?
• What attitudes get in the way of building
equitable learning relationships?
• What skills are necessary for building equitable
learning relationships?
 Communication:
Attitude Listening

Building
authentic,
empathetic,
respectful and
Acknowledgement Commitment
supportive
dialogue

Sharing

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 Communication Exercise
Choose a partner (must be someone you do not know)
• Guided imagery (1 min)
• Reflect on prompt:
Think about at experience you had that moved, inspired or motivated you deeply. (5
min)
– Where were you?
– How old were you?
– Who else was involved?
– What were the smells, sights and sounds?
– How did you feel?
– How did others involved feel?
– What happened?
– What do you remember standing out the most?
– Why?
1. Share with your partner in a very detailed description your story. (5 min)
2. Partners: Using active listening, be present to your partners story.
3. After listening, repeat the story to your partner, without adding anything or taking
anything out.
4. (5 min)
5. Have a brief discussion about the story share. (5 min)
6. Switch and Repeat (20 min)

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 Mirror Project Reflection
• In what ways did you listen
effectively?
• In what ways did you feel heard?
Attitude Listening

• What communication skills did

you utilize during this project
and how? Acknowledgement Commitment

• What was the impact of using

these communication skills?
Sharing

• What new social, emotional or

cultural awareness did you come
to about yourself? Your partner?
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Strategies

Day 3
 Setting Goals

• What are my personal goals is bringing

multicultural competence into my life?
• What are my professional goa (MC)ls in
bringing MC into my life?
• What are my goals for integrating MC into my
classroom?
 Students needs
• Reflect on your students, what are their needs?
Challenges?
• In your group, share about your students needs
and make a master list (choose no more than 5)
• Answer:
– What is the need?
– What is the challenge in addressing the need?
– What is the solution?
NEED CHALLENGE SOLTUION
Time to do work Too many activities Integrate projects

• Elect a technology leader and use Popplet to

graphically organize your groups top needs,
challenges and solutions.
 Formative Activities

● CML National
● CML International
● Community Learning
● Study Abroad/International Experience
● Entrepreneurship/Social Enterprise
Connected Multiculutral Learning Networks
 TOOL-KIT
Differentiated Instruction: Utilizing a
variety of instructional strategies and
content to meet a diversity of needs in the Critical Questions: Open-ended
learning community. questions that call for higher-order
thinking and can link content to
Differentiated Critical student experiences.
Instruction Questions

Student Experiences

Student Experiences: Including and

validating students experiences as basis
for content learning and growth.
Strategies for Implementation
• What activities support multicultural
competency?
• What instructional strategies can we use in
bringing multicultural competency into the
classroom?
●
Instructional Strategies
Collaborative
• Interdisciplinary Study
● Experiential
● Course Activities
● Project-based Learning
● Projects
● Research
● Media
● Dialogic (vs. debate)
● Gamification between courses
● Reflective and Contemplative
● Problem Solving
● Mapping

● Critical Thinking/Writing/Review
● Digital Media Based
● Social Media Based
● Expressive Arts
● Community (Parent involvement and What strategies are you
education groups)
already using?
 Example Integration
Courses:
Thinking Skills Semester 2
Tutoring and Well-being II
Conflict and Reconstruction in the Contemporary Society
Digital Expression

Team:
Professors/Students

Project:
Students will identify a historical conflict in the 20th century and create a visual map that tracks
the impact it has had on their lives today, directly related to their own families and personal
freedoms. Students isolate the implications and problems that they face as a result and develop a
plan of action to combat these issues. Students will present a timeline and action plan using
digital media. Forming collaborative support groups through an inter-campus CML, students
discuss and share these issues with partners, to compare and contrast impact.

Objective:
Students identify rippled impact of conflict in the world, explore how closely it affects all people,
and demonstrate ways to exercise personal power.

Platform:
Connected Multicultural Learning Network/Campuses
Professor/Semester/Course Title

Description of Project

Instructional Strategies

Multicultural Core Activity

Multicultural Competencies: 5 expected

learning outcomes, one from each area

Critical Questions: One from each

competency area

Evidences: Project Results

Evaluation of Evidence: How?

Resources
Reading/Works Cited
Resources
• Bastian Duarte, I., & Espinosa Damián, G. (2014) “Contribuciones de
las mujeres indígenas al quehacer político de los movimientos
sociales,”. Veredas revisita del pensamiento sociológico, 28.
Xochimilco: UNAM, 195-216
• Bhawuk,D.P.S.,& Brislin, R. (1992) The measurement of intercultural
sensitivity using the concepts of individualism and collectivism. The
International Journal of Intercultural Relations, 16(4), 413-436.
• Bourdieu, P. (1986) The Forms of Capital. in Szeman, I., & Kaposy,
T., Cultural theory: an anthology. Chichester: Wiley-Blackwell.
• Byram, M. (1997). Teaching and assessing intercultural
communicative competence. Clevedon, UK: Multilingual Matters.
• Deardorff, D. (2006). Identification and Assessment of Intercultural
Competence as a Student Outcome of Internationalization. Journal
of Studies in International Education, 10, 241-266.
• Deardorff, D. (2009). The Sage handbook of intercultural
competence. Thousand Oaks, Calif.: Sage Publications.
• Domitrovich , C. (2015). 2015 CASEL Guide: Effective Social and
Emotional Learning Programs—Middle and High School Edition.
Collaborative for Academic, Social, and Emotional Learning, Chicago,
Illinois.
• Dumais, S. A. (2006). Early childhood cultural capital, parental
habitus, and teachers’ perceptions. Poetics,34(2), 83-107.
doi:10.1016/j.poetic.2005.09.003
• Hall, E. (1976). Beyond culture. Garden City, N.Y.: Anchor Press.
• Hammer, M., Bennett, M., & Wiseman, R. (2003). Measuring Intercultural
Sensitivity: The Intercultural Development Inventory. International Journal of
Intercultural Relations, 27, 421-443.
• Howe, W., & Lisi, P. (2014). Becoming a multicultural educator: Developing
awareness, gaining skills, and taking action (p. 397). SAGE
• Klein, J. D. (2017). The global education guidebook: humanizing K-12
classrooms worldwide through equitable partnerships. Bloomington, IN:
Solution Tree Press, a division of Solution Tree.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning
and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
• Kreisberg, S. (1992). Transforming power: Domination, empowerment, and
education. Albany, NY: State University of New York Press.
• Mansilla, V. B., & Jackson, A. (2011). Educating for global competence:
Preparing our youth to engage the world. New York, NY: Asia
• McGee Banks, C.A. (2017). Self-knowledge as a factor in becoming a
multicultural educatior. Multicultural Education Review, 7 (3), 155-170.
• Nieto, S. (2008). Culture and Education. In D. Coulter (Ed.), Why do we
educate?: Renewing the conversation (1st ed., Vol. 107, pp. 127-142). Chicago:
National Society for the Study of Education
• Sleeter, C. (2010), Probing Beneath Meanings of Multicultural Education.
Multicultural Education Review, 2 (1), 1-23.
• Penuel, W. R., & Wertsch, J. V. (1995). Vygotsky and identity formation: A
sociocultural approach. Educational Psychologist, 30(2), 83-92.
doi:10.1207/s15326985ep3002_5
• Schonert-Reichl, Kimberly & Roeser, Robert. (2016). Handbook of Mindfulness
in Education: Integrating Theory and Research into Practice.
• UNESCO. (2014). Global Citizenship Education. Preparing Learners for the
Challenges of the 21st Century. Paris, UNESCO.
 Resources
Videos
• CASEL /Eductopia SEL
http://www.edutopia.org/keys-social-
emotional-learning-video
• Heitan Patel: Cultural Identity
https://www.ted.com/talks/hetain_patel_wh
o_am_i_think_again#t-534075
• Kimberlé Crenshaw: Intersectionality
https://www.ted.com/talks/kimberle_crensh
aw_the_urgency_of_intersectionality?utm_s
ource=tedcomshare&utm_medium=referral
&utm_campaign=tedspread
• Know My World Exchange: Queretaro
Students
https://www.youtube.com/watch?v=RIYilueu
5mE
• Students Learn a Powerful Lesson about
Privilege:
https://www.youtube.com/watch?v=2Klmvm
uxzYE
• Peace and Intercultural Dialogue
https://www.youtube.com/watch?v=T6kZ9_
X6bPA
• Julian Treasure
http://www.ted.com/talks/julian_treasure_5
_ways_to_listen_better?language=en#t-
448012
• Chicago Schools Climate:
https://www.youtube.com/watch?v=180MxI
D2raM
• Academy for Social-Emotional Learning in
Schools:
https://www.youtube.com/watch?v=Z-
_NvhlcusQ
• CML:
https://www.youtube.com/watch?v=OF7Y7b
hnJyI
• PBL:
https://www.youtube.com/watch?v=TaajLwl
OZjY
 Resources
Visuals (in-order) Technology/Programs
• The Intercultural Development Continuum
(IDC™). (2013, August 23). Retrieved • worditout.com
December 8, 2015, from • popplet.com
https://idiinventory.com/products/the- • penzu.com
intercultural-development-continuum-idc/
• piktochart.com
•Iceberg Model: Gifted and Talented. (n.d.). • padlet.com
Retrieved June 23, 2015, from • education.skype.com/
http://www.whatsthediehlio.com/gifted-and-
talented.html • edmodo.com
• knowmyworld.org
•McLeod, S. A. (2013). Kolb - Learning Styles. • https://generation.global/
Retrieved from
www.simplypsychology.org/learning-kolb.html • e-pals.com
• globaleducationconference.com/
•Kuttner, P. (2016, November 10). The problem • http://us.iearn.org/
with that equity vs. equality graphic you’re
using. Retrieved June 13, 2017, from
http://culturalorganizing.org/the-problem-
with-that-equity-vs-equality-graphic/