Philosophy of Multicultural Education
Create a presentation in which you propose a short training demonstration for new teachers, selecting one philosophical approach to multicultural education as described by the author. Use multicultural resources of your choice to support your examples.
Create a 15–30 slide presentation in which you:
- Create a section (5–10 slides) in which you:
- Compare and contrast 3–5 diversity approaches, focusing on their application to a classroom environment.
- Analyze key instances in which you have experienced each diversity approach in action in your own life, focusing on events that took place in a K–12 environment.
- Provide 3–5 images that demonstrate diverse classrooms in each instance discussed in the question above.
- Create a section (5–10 slides) for multicultural approaches in which you:
- Design a unit that relates to your grade level and area of instruction that focuses on the approach to multicultural education you have selected.
- Choose resources that could be used to deliver this unit. Consider the use of any appropriate adaptive learning technologies as well as incorporating the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS).
- Recommend at least three strategies that teachers can choose from to integrate multicultural techniques into their classrooms.
- Create a section (5–10 slides) for philosophies of multicultural education in which you:
- Create a diagram that demonstrates your personal philosophy of multicultural education and its major applications to a K–12 curriculum.
- Determine which evaluation criteria you would use to examine the effectiveness of a multicultural curriculum.
Directions for submitting your presentation:
- Submit your presentation to the area designated by your professor.
- Review at least two other classmates’ presentations and post a response indicating what you learned by identifying two specific points that were made in the presentation.
This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.
The specific course learning outcome associated with this assignment is:
- Propose a multicultural education unit with resources, strategies, and evaluation criteria for integration into a curriculum.
Week 3 Discussion
- Religion is a contentious subject in the field of education. Many educators do not fully understand laws governing what can and cannot occur in a school setting with regard to religion. From the readings, discuss how one piece of legislation about religion in school impacts modern school cultures.
- Support your conclusions with sound research.
RB-MGT4475-Week 2: Concept Challenge
Chapters 1-3: Select a question from the list below. Cite the question number (please refrain from restating the question, as we already know what it is), then give a good answer. Explain your reasoning or provide examples. If you answer the same as a prior respondent, give a unique rationale. Use original wording. Avoid copying any material from other sources in lieu of a unique answer, as that effort merely demonstrates that you know how to copy information. (Instead, we need evidence of thought.)
1. Joseph Schumpeter described entrepreneurship as creative destruction. People have argued about what this means. Some people think it means that the entrepreneurial process is dangerous. What do you think Schumpeter actually meant by this?
2. Richard Cantillon coined the term entrepreneur in 1755. It means “one who undertakes [something].” How is this an apt description of the entrepreneurial function? Why do you suppose he chose “undertake,” rather than some other word?
3. Note how closely in time entrepreneurship and free-market economics (Adam Smith, 1776) emerged as concepts. Indeed, both Cantillon and Smith were economists (before there even were economists). What does this say about entrepreneurship?
4. How is the entrepreneur an inventor? How is the entrepreneur more than an inventor? What does an inventor need to become an entrepreneur? What kinds of innovations can an entrepreneur contrive, which simply never occur to an inventor?
5. Gifford and Elizabeth Pinchot coined the term intrapreneurship in 1978 to describe a person with entrepreneurial talent who was content to work for someone else. What quality does an entrepreneur have, which an intrapreneur is lacking?2 Attachments