Educ.

549 Race, Class, and Power in Schools Kirsten dos Santos

Diversity Mandala
Teacher Grade Level Rationale Kirsten dos Santos College Freshman Date Estimated Length April 10, 2012 Four 50 minute class periods

The underlying principle of this lesson is derivative of Dillon & Mabens (1996) Diversity Board assignment and aims to assist students in the process of understanding diversity within a community of a classroom. According to Dillon & Maben it aspires to challenge and encourage students to seriously think about what diversity means (p. 3). In other words, it intends to teach students that multiculturalism, involves coexisting with those who might view the world from a different perspective. I have modified Dillon & Mabens original design to incorporate the use of a mandala. The mandala has its roots in the Hindu and Buddhist faiths; however, what is attractive about its qualities for the purpose of this lesson is that it formulates one image out of numerous shapes that have their own intricate qualities (mandala, 2012). Similarly, students will gradually create a physical representation of a mandala in the class room as they imprint what they learn about their own cultures onto an interlocking plate. Each diverse plate is intended to signify that one can have interpersonal relationships without losing unique cultural identity. Rather, as one learns acceptance of varying appearance and/or ideologies, he or she gains the ability to obtain knowledge and develop the needed skills to communicate effectively cross-culturally (Dillon & Maben, 1996, p. 4). This lesson adheres to basic writing requirements for Southwestern Colleges General Education Program including the following: Focuses on written and oral communication. Uses reading, writing, listening, and technology. Incorporates critical and creative thinking and research methods (Southwestern 2011-2012). This lesson targets a students ability to: Acquire a basis for identifying and communicating with various cultures and their peers which can be measured through both formal writing and creative assignments and individual and cooperative assessment. In concordance with Dillon and Maben (1996) these exercises intend [t]o decrease the uncertainty and the anxiety that often accompanies communication interactions between culturally dissimilar individuals [as well as] realize the negative effects of prejudice and stereotyping (p. 5). Demonstrate a preliminary understanding of the terms related

Standard(s)

Objectives

Educ. 549 Race, Class, and Power in Schools Kirsten dos Santos

to the meaning of culture. This will be evidenced through cooperative structures that produce a worksheet exhibiting definitions and usage examples as well as an individual written assignment measuring their unique tie to these vocabulary words. Obtain initial experience with research related activities; including locating and referencing sources according to the Modern Language Associations (MLA) requirements. Students will cooperatively examine the meaning of culture and cite their sources on a worksheet. Produce several pieces of writing that have a clear purpose and are free of mechanical errors. Specifically, each student will complete vocabulary worksheets, and write, peer-review, and revise sentence structure and logical paragraphs in three to four formal assignments. Develop critical and creative thinking as they write and orally discuss ideas and points of view with regards to reading, exploring, explaining, evaluating, and reflecting on how each identifies with culture in their immediate world. Foster an environment of success for students as the teacher participates in the diversity mandala. According to Cole (2008), this contribution will help students see the instructor as one who shares their hopes and dreams thereby creating a connection that establishes secure learning environment.

Assessment Student evaluation will be measured as follows: 1. Culture Definition Worksheet: 50 pts. (See appendix A & B) Plan Total: 300 pts. The teacher will assign 1-2 terms to each group depending on class size. These terms will be highlighted on the worksheet. Students will first be expected to individually define record and cite their assigned term. Then team members will cooperatively discuss, collaborate, and choose which aspects of their combined definitions to present to the class as a whole. As each group presents, students will be expected to write down the term that is taught and turn in the completed worksheet at the end of the class period. 2. Cultural Identity Paragraph: 50 pts. Students will write a well thought out paragraph illustrating their cultural identity, logical sequence, and proper grammar and mechanics. This will stem from a list of answers to questions formulated by the entire class during a cooperative brainstorming activity. 3. Culture Plate: 50 pts. (See appendix D) Students will be provided with a template in which they should affix both their cultural identity paragraph and a creative representation of their culture. Only paragraphs that have

Educ. 549 Race, Class, and Power in Schools Kirsten dos Santos

been peer-edited and revised are to be included and may be handwritten or typed. The creative aspect of the assignment may include digital or three dimensional illustrations, but the finished product must be in the form of a hard copy that can be hung on a bulletin board. 4. Reflection Paragraph: Final Assessment 100 pts. Students will choose one of their peers Culture Plate to write a well formulated paragraph that adheres to the same guidelines that have been presented and practiced throughout the lesson. This will be a formal in class writing evaluation and should measure both the students newly found cultural awareness as well as an ability to write an error-free paragraph that properly cites the information gathered from their peers Culture Plate according to MLA. Reflections will be read aloud to classmates the following class period. 5. Individual Accountability: 50 pts. Participation in cooperative presentations Individual research as presented in the Culture Definition Worksheet Participation in cooperative brainstorming activity Adequate contributions during peer-editing Working diligently during in-class revision and/or assisting those students who are struggling Partaking in the reflection reading Completion of Cultural Identity List Materials Preparation MLA handbook Paragraph Model (See appendix C) Culture Plate Template (See appendix D) Culture Definition Worksheet (See appendix A) Teachers Copy of Culture Definition Worksheet (See appendix B) Access to Online Resources, dictionaries or encyclopedias Approximately 5 x 4.5 Bulletin Board (Dillon & Maben, 1996). Staples or Tacks White board and dry erase markers The teacher should: Prepare their own Culture Plate to be used as a point of reference as well as incorporated in the Diversity Mandala Print enough handouts for each student; Paragraph Model, Culture Plate Template, Culture Definition Worksheet & Teachers Copy Formulate integrated groups of 3-4; including low, medium and high learners, males & females, and different races and

Educ. 549 Race, Class, and Power in Schools Kirsten dos Santos

References

ethnicities to ensure a diverse and cooperative learning environment (Cole, 2008; Kagan & Kagan, 2009). Review the Teachers Copy of Cultural Definitions. Signifiers for definitions may be subject to change and teachers should be abreast with the currently accepted definitions and modify as necessary. This is especially important so that students can be directed to proper channels of knowledge if they are struggling to find definitions and so the teacher can point out corrections as necessary. Delegate 1-2 Cultural terms to each team and highlight those vocabulary words on the Culture Definition Worksheet. Write the word Culture on the board.

Dillon, R.K. & Maben, B.A. (1996, November). The diversity board: Encouraging students to interact with others in a multicultural society. Paper presented at the Annual Meeting of the Speech Communication Association: San Diego. Retrieved from http://www.eric.ed.gov/PDFS/ED410594.pdf Cole, R.W. (Ed.). (2008). Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development. Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente: Kagan Publishing. mandala. (2012). In Encyclopdia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/361533/mandala Pearsall, J. (Ed.). (2012). Culture. In Oxford Dictionary Online. Retrieved from: http://oxforddictionaries.com/definition/culture?region=us&q=culture --- Homonym. In Oxford Dictionary Online. Retrieved from: http://oxforddictionaries.com/definition/homonym?region=us&q=hom onym Southwestern College. (2011-2012). Southwestern college professional studies undergraduate programs. Retrieved April 13, 2012 from http://www.sckans.edu/student-services/registrars-office/coursecatalogs/ LESSON PLAN PROCEDURE

Introduction: I would like everyone to draw their attention to the board and notice that the word Culture is written on it. What is culture? Raise your hand and tell me what your ideas are about culture. *The teacher should first write the students responses to this question on the board. Afterwards he or she will add the Oxford Dictionary definition of culture to the board.

Educ. 549 Race, Class, and Power in Schools Kirsten dos Santos

Culture: the customs, arts, social institutions, and achievements of a particular nation, people or other social group (Pearsall, 2012). This is how the Oxford Dictionary defines culture. Since this is a class of higher learning I want all of you to thoroughly understand the meaning of this word. Especially because research indicates that understanding the significance ones own culture can only accelerate learning (Cole, 2008). According to the editor of Educating Everybodys Children, Robert Cole [e]very single person in this enormously diverse and ever-changing [world] has the power to serve as an invaluable resource for all others (2008, p. 44). In this sense, our classroom is a microcosm of society. Learning to work with each other starts here. So, over the next few days we are going to learn about how our individual differences can be used to reach a common goal and through the course of this investigation we will create a very unique image of ourselves as a whole in the form of a Diversity Mandala. I will tell you more about the mandala later. For now, we are going to begin this process by learning some of the intricacies involved with the word culture. With this in mind, I have devised a Culture Definition Worksheet (appendix A) in which you and your teammates will work together to define the different components involved with this word. Each team has 1-2 terms highlighted on their worksheet which you will be responsible for defining. For the first 10 minutes I want you to individually locate a scholarly source that might define your groups vocabulary word. You may use your laptops to access an online dictionary or encyclopedia or you may access some of the print versions available in the classroom. Whichever source you choose, it must be cited in MLA format; both for a works cited entry and a parenthetical reference. Use your handbook as necessary. Keep in mind that your definitions must fit the cultural context. I encourage you not to accept the first definition you read when you look up the word. Often times two words, such as homonyms, might be spelled and pronounced in the same way, but have entirely different meanings (Pearsall, 2012). For example, the word bark can both mean the skin of a tree and the sound a dog makes. Your individual definition and citations will be turned in for separate credit. After that, you and your teammates will discuss, collaborate, and choose which aspects of your combined definitions you would like to include in a group presentation. Your group should also cooperatively write a complete sentence using your term in a way that provides an example for the class. It is your teams responsibility to create a presentation that teaches your peers about your assigned terms. Everyone is expected to participate and individual contributions will also be accounted for; so make sure everyone has a part to play. During group presentations the class will be expected to fill in the blanks

Educ. 549 Race, Class, and Power in Schools Kirsten dos Santos

that have not been completed on their Culture Definition Worksheet. Worksheets will be turned in at the end of class for credit. So, get in your groups and lets get started. I will be circulating the classroom as you work and available for questions as needed.

Main Activity Sequence Day 1: Total 50 Minutes. Introduction: 10 min. (See above) Individual Research: 10 min. Students research and record definitions and citations to be submitted for individual credit. Group Collaboration: 10 min. Teams discuss, collaborate and write example sentences explicating their term/s to present to the class. The teacher will listen in as she circulates the room and redirect or answer questions as required. Presentations: 10 min. Each team presents their term to the class. Individual participation is required. The class is responsible for filling in the blanks on their worksheet as groups present their findings. Brainstorming Activity: 10 min. The class works together to formulate questions they might ask in an interview that reflects each of the components of culture. The teacher records these ideas on the board. Students will be expected to take notes. Assign Homework: Each student should think about answers to the questions generated in the brainstorming activity with regards to themselves. The answers should be written in the form of a list and brought to the next class period. Collect Individual Research and Citations and Culture Definition Worksheets

Day 2: Total 50 Minutes Hand back Cultural Definition Worksheets and provide Paragraph Model as a review Write Cultural Identity Paragraph: 15 min. Each student will be instructed to write a paragraph using the list they brought to class that illustrates their cultural identity. Peer Edit: 15 min. Students will be asked to trade with shoulder partners and peer-edit the paragraphs for content and structure; using the Paragraph Model, questions from brainstorming activity and Cultural Definition Worksheet as a guide. The teacher

Educ. 549 Race, Class, and Power in Schools Kirsten dos Santos

will listen as she circulates the room and redirect and answer questions as required. Revise Paragraphs: 15 min. This time should be spent polishing paragraphs. **Differentiated Instruction: students who may finish early should lend their assistance to those who may still be struggling to finish. Assign Cultural Identity Plate: 5 min. The teacher will hand out the Culture Plate Template and present his or her Culture Plate as a model for students expectations. Students will also be given access to a PDF of the template and be directed to create a digital or threedimensional representation of their cultural identity. The plate must include their revised paragraph in hand written or typed format as long as it fits in the space provided on the template. Students should be encouraged to use color in the creative space and may include photographs, drawings, paintings, poems, collages, etc. However, the finished product must be in hard-copy form so that it can be easily hung on the bulletin board. Collect Cultural Identity List Homework

Day 3: Total 50 Minutes Assemble Diversity Mandala: 15-20 min. The teacher and students work together to affix each Culture Plate to the bulletin board in the pattern indicated on the Culture Plate Template. Read about different Culture Plates: 10 min. During this time students will be expected to peruse the mandala. As they read about different students they should be thinking about one in particular that they might like to write about. Reflective Paragraph: 20-25 min. Students should understand that this will be the final formal assessment. Each should choose peers Cultural Plate to write a paragraph about. They should specifically answer the question: What have I learned from this student and this project? Collect Reflective Paragraphs

Day 4: Total 50 Minutes Share Reflections: 50 min. All students will be expected to read their reflective paragraphs to the class. Discussion should be encouraged as time permits.

Closure : This lesson should leave students with a sense of community that recognizes multiculturalism. Dillon and Maben (1996), emphasize that projects such as these help students to become aware of the similarities between people as well as the differences [that are] essential to living in a diverse society (pp. 8 -

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9). The incorporation of the mandala reinforces this idea, because it provides students with a visual representation of a cooperative society. A multitude of faces, thoughts and personalities come together and create one tangible masterpiece. Students can look on it and read about their classmates culture and take pride in their own illustrations. According to Cole (2008) a [s]tudents self-esteem and motivation are enhanced when teachers elicit their experiences in [the] classroom (p. 56). The Diversity Mandala offers an outlet for this type of expression. Furthermore, Cole would agree that this is a lesson that integrates the arts, dispels stereotypes and captures students attention because it is relevant to their daily lives; all characteristics he supports as one that creates the kind of culturally compatible environment that elevates student achievement.

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Appendix: A: Culture Definition Worksheet:

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B: Culture Definitions: Teachers Copy

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C: Paragraph Model:

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D: Culture Plate Template:

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