Teacher Education Institute
Call/Text (800) 331-2208 | Fax (407) 536-6000 |   
Teacher Education Institute Register Now
Courses

Multicultural Education

Today's classroom teachers routinely face increased racial, ethnic, socioeconomic, and cultural/familial diversity within the educational structure. As a result, there is a growing need for teacher education to prepare teachers with methods of restructuring lessons that are not to be viewed as "add on's" to their content area. In Multicultural Education, participants will discover instructional strategies that benefit all students, not just fluent English speakers.  A primary aim of this class is to help participants understand how language is structured, how first languages are acquired and developed, and how languages vary as these topics will be relevant in a classroom with a variety of first-languages. Having a better understanding of the basics of language allows teachers to better understand the specific struggles a student might experience when trying to attend daily classes in a language they don't fully understand. 

Carlow University ED 662 • Madonna University EDU 5830.24 • Notre Dame College ED 585 C • The College of Saint Rose EDT 661


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Register Here

Course Schedule

  • 10/8/18 - 1/8/19
  • 12/11/18 - 3/12/19
  • 2/12/19 - 5/14/19
  • 4/9/19 - 7/9/19
  • 6/11/19 - 9/10/19
  • 8/13/19 - 11/12/19
  • 10/8/19 - 1/14/20
  • 12/10/19 - 3/10/20

Module 1: Federal and State Law for whom English is a New Language

Contents:

  • Examine information regarding laws in your state/district and determine the impact on ESL students.
  • Increase awareness of the growing diverse populations in schools throughout your district and this country.
  • Assess best practices in ESL education as well as how to best infuse multicultural education into all areas of the curriculum.
  • Forum and Reflection Assignments

Module 2: Educating Teachers for Diversity – The Context of Teaching

Contents:

  • Analyze beliefs held about teaching diverse populations in today's classroom.
  • Examine/develop a multicultural perspective.
  • Employ strategies used to foster reflective teaching and ELL instruction.
  • Reflect on personal and professional knowledge and experiences to help define your professional development goals.
  • Examine the beginning stages of adjustment for the ELL student.
  • Forum and Reflection Assignments

Module 3: Characteristics of Cultural Identity and How it Relates to Specific Educational Settings

Contents:

  • Compare and contrast characteristics of a diverse society.
  • Reflect on personal transformation and its connection to fostering the development of a multicultural perspective.
  • Analyze the effects of culture shock and its subsequent stages on ELL students and how it transfers to the classroom.
  • Relate the different characteristics of culture to a specific learning environment.
  • Reflection Assignment and Sample Lesson

Module 4: Defining Multicultural Education

Contents:

  1. Compare and contrast numerous definitions of multicultural education.
  2. Create your own interpretation of multicultural education.
  3. Examine how the definition of multicultural education can be put into action in your classroom.
  4. Envision what a multicultural classroom can look like.
  5. Demonstrate instructional considerations for the ESL/ELL student.

Module 5: School and Classroom Context

Contents:

  1. Demonstrate practical ways brain-based research applies to ELL learners
  2. Analyze the ELL learning hierarchy of language development
  3. Recognize beliefs held about teaching diverse populations in today’s classroom.
  4. Define the definition of context and how it applies to teaching. 
  5. Confront prejudicial beliefs about cultural groups and develop a multicultural perspective.
  6. Forum and Reflection Assignments

Module 6: Strategies for Special Populations and Pros and Cons to Multicultural Teaching and Learning

Contents:

  1. Analyze the ongoing controversy, pros and  cons, of multicultural education from an historical perspective.
  2. Implement more strategies for ELL/ESOL students in order to improve the learning community.
  3. Examine teacher behaviors that consistently promote student learning.
  4. Investigate the myths about student retention.
  5. Reflection Assignments

Module 7: Classroom Processes: Context, Cooperative Learning, Pre-Instructional Strategies

Contents:

  1. Compare and contrast various contexts in which learning takes place.
  2. Examine language attitudes and student status.
  3. Examine the effects of cultural differences in the classroom and schools.
  4. Explain how to use effective cooperative teaching and learning strategies with diverse populations.
  5. Design improved pre-instructional strategies by studying the behaviors characteristic of differential treatment of high and low achieving students.
  6. Forum and Reflection Assignment and Model Lesson Plan

Module 8: Text Books and other Instructional Materials and Effective Teaching Skills

Contents:

  1. Explain the controversial impact the content of textbooks has on diversity
  2. Compare and contrast the 4 common types of bias
  3. Demonstrate teaching and learning styles and evaluate their importance in the multicultural classroom
  4. Explain the instructional skills required for successful group work.
  5. Reflection Assignments

Module 9: Second Language Teaching, Evaluation, and Assessment

Contents:

  1. Examine methods of teaching English pronunciation, structure , reading and writing.
  2. Assess student attitudes and perceptions as they relate to multicultural education.
  3. Examine the changing assessment practices in our schools.
  4. Discuss new assessment formats.
  5. Determine various methods to evaluate academic efforts of ESL and other students
  6. Reflection Assignments

Module 10: Final Integration Project

Contents:

  1. Develop and integrate, implement multicultural lessons appropriate to classroom settings in a subject area of your choosing. This project must contain the principles of curriculum design learned in this course.
Objectives
  • Compare and contrast laws in your state and district and determine the impact on ESL students in the classroom
  • Assess the growing diverse populations in schools throughout your district and this country
  • Analyze beliefs held about teaching diverse populations in 21st Century classrooms.
  • Employ strategies used to foster reflective teaching and ESL instruction.
  • Reflect on personal and professional knowledge and experiences to help define your professional development goals.
  • Examine the beginning stages of adjustment for the student who is ELL.
  • Analyze characteristics of a diverse society
  • Assess the effects of culture shock on ESL students and how it transfers to the classroom
  • Differentiate characteristics of culture
  • Create a definition of multicultural education
  • Determine how multicultural education can be put into action in your classroom
  • Envision what a multicultural classroom can look like
  • Assess instructional considerations for the ESL/ELL student
  • Assess practical ways brain-based research applies to ELL learners
  • Examine ELL learning hierarchy of language development
  • Compare beliefs held about teaching diverse populations in today’s classroom
  • Discuss definition of context and how it applies to teaching
  • Confront prejudicial beliefs about cultural groups and develop a multicultural perspective
  • Compare and contrast the pros and cons of multicultural education from an historical perspective
  • Implement strategies for ELL/ESOL students to improve the learning community
  • Examine teacher behaviors that consistently promote student learning
  • Examine the effects of cultural differences in the classroom and schools
  • Describe how to use effective cooperative teaching and learning strategies with diverse populations
  • Design improved pre-instructional strategies by studying the behaviors characteristic of differential treatment of high and low achieving students
  • Explore the controversial impact the content of textbooks has on diversity
  • Discuss the four common types of bias
  • Examine teaching and learning styles and their importance in the multicultural classroom
  • Identify the instructional skills required for successful group work
  • Compare and contrast assessment formats
  • Determine various methods to evaluate academic efforts of ESL and other students
  • Develop and integrate an interdisciplinary multicultural lesson appropriate to classroom settings in one of the major subject areas of your choosing, that contains the principles of curriculum design mentioned in all previous modules.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

Face-to-face courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class.