teaching and multiracial experience
A post of notes in list form...
From the book The Multiracial Experience: Racial Borders as the New Frontier edited by Maria P. Root
"Challenging Race and Racism: A Framework for Educators" by Ronald David Glass and Kendra R. Wallace (pp. 341-358)
from a section on the limits and possibilities of exploring racism through multicultural education
1) cultural difference, based on essentialist constructions of identity
2) cultural competence, viewing diversity as a resource
3) cultural emancipation, with a commitment to economic justice and success
and they outline five core values (which I find a big wiggly in definition...):
community, mutual respect, truth seeking, compassionate responsibility, justice
from the book How Learning Works: Seven Research-Based Principles for Smart Teaching
by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norma.
What is Learning (p. 3, I'm paraphrasing)
1. a process, not a product
2. involves change
3. not done to students, but something students do
The seven principles, p 4-7
From the book The Multiracial Experience: Racial Borders as the New Frontier edited by Maria P. Root
"Challenging Race and Racism: A Framework for Educators" by Ronald David Glass and Kendra R. Wallace (pp. 341-358)
from a section on the limits and possibilities of exploring racism through multicultural education
1) cultural difference, based on essentialist constructions of identity
2) cultural competence, viewing diversity as a resource
3) cultural emancipation, with a commitment to economic justice and success
and they outline five core values (which I find a big wiggly in definition...):
community, mutual respect, truth seeking, compassionate responsibility, justice
from the book How Learning Works: Seven Research-Based Principles for Smart Teaching
by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norma.
What is Learning (p. 3, I'm paraphrasing)
1. a process, not a product
2. involves change
3. not done to students, but something students do
The seven principles, p 4-7
- Students' prior knowledge can help or hinder learning
- How students organize knowledge influences how they learn and apply what they know
- Students' motivation determines, directs, and sustains what they do to learn
- To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned
- Goal-directed practice coupled with targeted feedback enhances the quality of students' learning
- Students' current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning
- To become self-directed learners, students must learn to monitor and adjust their approaches to learning
