To be Young, Gifted, and Multi-cultural
“To be Young, Gifted and Multicultural”
Education for students with high potential
in a multicultural context
Instructor: Randall Vail, MA/NBC, Teacher/Coordinator
Location:
Phone: (818) 769-8510 Ext. 301, Fax: (818) 508-7124
Time: Four evenings from 4:30 to 8:30
Objectives:
This workshop/salary point class attempts to merge fundamental issues of gifted education with those of multicultural education, from the perspective of the culturally diverse classroom/community to the global village.
Participants will learn some of basics of differentiating for gifted students in both a mainstreamed and honors/gifted classroom.
Participants will learn about the under-representation of minority students in gifted classes and honors programs, and study strategies for “closing the achievement gap.”
Participants will learn about cultural diversity issues in the contemporary urban school, particularly as they relate to the gifted student population.
Participants will learn about cultural diversity issues internationally, particularly how to use them to challenge a gifted student population.
Participants will participate in various Socratic discussions on these and other issues, sharing their perspectives and experiences.
Participants will do hands-on research into these issues, make presentations during the workshop, and develop lessons for their classes and schools.
Part 1:
Registration
4:30 – 5:00
Welcome and Introductions
Warm-up Discussion on Synthesis: Ways of using these concepts and ideas in elementary or secondary schools, with different student populations, and in various subject areas. Or, how to apply this course to your particular classes and work environment.
5:00 – 6:00
A. Literature Review: Gifted Education and Multicultural Education
-The work of Dr. Donna Y. Ford, et al.
Multicultural Gifted Education
Infusing Multicultural Content into the Curriculum for Gifted Students
-Other articles and excerpts on gifted and multicultural education
Cultural Diversity and Academic Achievement by Barbara T. Bowman
A Brief History of Multicultural Education by Paul Gorski
Practical Doables for Unlearning Racism by Caleb Rosado, Ph.D.*
Young, Gifted, and Black by T. Perry, C. Steele, and A. Hilliard
-Review of Homework assignment part 1A
6:00 – 6:30
B. Gifted Education Lecture/Discussions:
-The instructor’s seven years of experience in the
Highly Gifted Magnet and six years of experience in the School for Advanced
Study at
-The IQ Debate: from Binet & Terman to Herrnstein & Murray. The history of intelligence testing, and the debate over cultural bias.
-Howard Gardner’s Theory of Multiple Intelligences, an alternative paradigm for assessing intelligence. How it fits with multicultural education.
-Homework assignment part 1B
6:45 - 8:30
C. Culture and “Multi-culture” Lecture/Discussions:
-The culture of the classroom/school versus the culture of the students’ homes and homelands. Subtopics include: universal truths, sub-cultural groups, manners, mannerisms, protocols, TV/MTV, biodiversity and “hybrid vigor.” Cultural bias in the lessons, assignments, and classrooms will be discussed.
-“The American Experience” for Europeans, Native Americans, African-Americans, Latinos, Asians, Pacific Islanders, Armenians, Middle Easterners, and various peoples from around the world. Subtopics include: “The Immigrant Experience,” old and new, similarities and differences in academic performance. Projects on immigrant experiences will be shared.
Closing Remarks: The Story of Willy Sidis and other famous gifted youth, from The Prodigy by Amy Wallace, and other sources. (Purpose: the emotional problems of gifted students.)
Part 1 Homework:
A. Participants will research two articles on gifted and/or multicultural education. They will prepare a short summary on each article to share with the class at the next session.
B. Participants will take one or more of
Part 2:
4:30 – 5:00
Participants share their homework from Part 1: Articles and Lessons.
5:00 – 7:30
1. Specific Multicultural Lecture/Discussion/Readings/Videos:
-Dealing with competing agendas – what is the objective?
Pride vs. Appreciation during specific culture day/week/month; Society’s Goals vs. Kids’ Reality, building empathy in students.
-Native American
Chief Seattle/Black Elk/Reservation Schools/Indian Gaming
-African American
“The Chitling Test” an alternative IQ test
WEB DuBois’ Talented Tenth (vs. Booker T. Washington’s focus on vocational education)
Martin Luther King, Jr. vs. Malcolm X vs. today in 2005
Hansberry (Simone) & Perry et al.’s “Young, Gifted and Black”
-Latin American
Video clip (approx. 20
min.): “Beyond Brown” This PBS documentary features writer Luis Rodriguez and
the instructor at
Differing Latino cultures, and identifying Gifted non-English speakers, successes and challenges
-Asian American
A challenge to the concept of culture bias in IQ testing. From Manzanar to Asian gangs. Differing Asian cultures, and dealing with “Asian Parent Syndrome.”
-Other/Non-American
Armenian, Russian and Eastern
-Homework Part 2A
7:30 – 8:30
2. Differentiating for Diversity - Lecture/Discussions:
-Examples of high achievement by people in particular ethnic groups, and the effectiveness of heroes and models of success.
-Closing the Achievement Gap. Underachievement among particular ethnic groups, and the implications for the classroom teacher.
-Techniques for high academic achievement for particular ethnic groups. Cultural motivation and Attribution Theory.
-The need for affiliation vs. the need for achievement in determining success in different cultural groups. Recognizing challenges to gifted minority students.
-Gifted Education techniques for non/limited English speakers. High academic expectations and learning the ropes for new immigrants.
-Culturally biased testing and assessment, and how to train diverse students to take tests successfully.
-Identification of giftedness among diverse students. Mathematics, multiple intelligences, and alternative assessments.
Homework Part 2B & Homework Part 2C
Part 2 Homework:
A. Participants will research one article on the challenges of a particular ethnic group in an educational setting. They will prepare a short summary on each article to share with the class at the next session.
B. Participants will create one lesson about a particular ethnic group that other, different ethnic groups would appreciate and learn from.
C. Participants will be assigned a particular ethnic group (of which they are not a part!). Then, they will create a 5-10 question IQ test from the perspective of that ethnic group (a test that other ethnic groups would struggle with).
Part 3:
4:30 – 5:30
1. “Making it Real” - A panel discussion with NHHS students.
Participants will engage in a dialogue on the topic of
Multicultural Gifted education with up to a dozen students, mostly from the
5:30 – 6:00
Participants share their homework from Part 2: Articles, Lessons, & Tests.
6:00 – 6:30
2. Activity/Lecture/Discussion: The Global Village – Clothing Tags
Participants will identify where the clothing they are wearing was made. Then, the group will explore what it knows about these countries, including geography, language, history, and of course culture (not to mention various factors of global economics).
6:30 – 7:00
3. Languages, “the first job of the scholar” (Lecture/Discussion)
The syntax and semantics of various languages will be presented. Techniques using languages for teaching English, Social Studies, Sciences, and the Arts will be discussed.
Homework Part 3A
7:00 – 7:30
4. Music, and the culture of contemporary young people
Various examples of music from around the world and around the radio will be presented. Techniques using music for teaching social studies, sciences, and language arts will be discussed.
Homework Part 3B
7:30 – 8:00
5. Activity: Global Pen Pal Letter Writing
Homework Part 3C
8:00– 8:30
6. Activity: The Edible Atlas – An International Cookbook
Homework Part 3D
Part 3 Homework:
A. Participants will sign up for a particular language. They will learn how to say, “Hello, how are you? What’s your name?” and several other phrases in that language. They will be prepared to teach these phrases to the other participants.
B. Participants will bring in one piece of music, either suggested by one of their students, or from another country. They will play the music at our multicultural culminating event.
C. Participants will choose a particular town in a particular country. They will write a pen pal letter asking questions of teachers in distant schools and address an envelope using a particular formula.
D. Participants will choose a particular country. They will research and prepare a dish from that country, and bring the recipe and the dish to the final session
Part 4:
4:30 – 5:30
Participants will conduct a “Multicultural Potluck.” They will bring their various dishes and musical selections from around the world to share with the group. They will explain their recipes and introduce their music. Extra credit for cultural dance instruction.
5:30 – 6:00
They will share their pen pal letters and foreign language phrases and engage in a multicultural dialogue. Specifically, they will share how these activities can be used in their classrooms.
6:00 – 7:30
“Where to now?” What you can do in your classroom and at your school to Close the Achievement Gap. (Lecture/Discussion/Activity):
-Your School. What is the current situation at your school? What different ethnic groups are represented and what does the school do to serve their needs. What information is available about gifted students and unidentified gifted students at your school?
-The Data. Cross referencing ethnic and academic performance data can give you a better grasp of the situation in your class and at your school. Participants will get a lesson on using the SIS system in LAUSD. Techniques for disaggregating testing and other data will be presented. Finding the unidentified gifted student and then training them up for success is the goal.
Homework Part 4A
-What do they already have? Focus on your students’ particular cultures and their particular gifts. Build on their cultural experience and what they are good at. Learn about their culture. Weak academic areas and “alien” cultures (to them) need to be addressed, but build a bridge to them with what your students know about. How do the cultures of the students fit into the culture of the school?
Homework Part 4B
-Professional Development. What are techniques and strategies for closing the achievement gap that have worked at other schools? Present what you have learned at faculty meetings and staff development. Find colleagues who want to address these issues with you. Influence the culture of the school to embrace all culture and find the gifts and talents of all students.
Homework Part 4C
7:30 – 8:00
“What’s in a Name?”
(An activity adapted from 2002 Teacher-of-the-Year, Chauncey Veatch)
What are all the different linguistic, national, or cultural versions of the names of your students? What do these names mean? What other famous or historical people had these names? What are other versions of these names? Imbue your students with a sense of pride, history, and cultural diversity just by explaining their names.
8:00 – 8:30
Review of course objectives. Closing Remarks. Evaluation of course. Issue P-forms. Instructions on turning in final homework assignment. Wrap up.
Part 4 Homework:
A. Participants will gather data on their school, their class, or a sample group of students. Using the SIS system at their school, they will examine data on grades, attendance, and testing for students in different ethnic groups. Turn in highlighted or annotated print outs.
B. Participants will create a cross-referenced roster of a class or a sample group of students, identifying their particular cultures, their particular gifts and talents, and a suggestion for improving achievement.
C. Participants will generate a professional development plan for closing the achievement gap at their school, an outline for a workshop, and/or an agenda for a faculty meeting dealing with multicultural and gifted education.
Superintendent of Schools
LOS ANGELES UNIFIED
The
TELEPHONE: (818) 769-8510, FAX: (818) 508-7124
January 21, 2005
Dear Salary Point Approval Committee,
Attached is my revised proposal for a Salary Point Class: “To be Young, Gifted and Multicultural.” The class is designed to serve teachers in gifted/honors programs and Schools for Advanced Study, at the same time offering the opportunity to fulfill the General Multicultural requirement.
As you consider the class for approval, I would like you to know something of my background. I have taught at North Hollywood High for thirteen years, the first seven in the Highly Gifted Magnet teaching Advanced Placement Social Studies and English classes. During that time I became versed in the issues of gifted education, however I was concerned about an IQ requirement that did not offer wide access to the program for many deserving students.
Thus, I wrote a Specialized
Secondary Program grant from the CDE to start the
In summary, for the last six years I have been working to offer an accelerated academic program to unidentified gifted – often minority – students. I have been sifting the data, closing achievement gaps one child at a time, looking for those diamonds in the rough. This course is a product of that work.
Additionally, I have traveled the
world. I went to school in
Finally, in preparation for sixteen hours of instruction with notoriously challenging students (teachers!), I am preparing a copious packet of resources. You are invited to peruse them in the attached documents: MultGift1 – 5. Again, I welcome your suggestions and recommendations.
Sincerely,
Randall Vail, MA, NBC, Coordinator/Teacher
rvail@lausd.k12.ca.us