multicultural awareness action plan core proposition 1

1MULTICULTURAL AWARENESS ACTION PLAN

Multicultural Awareness Action Plan

By: Lesia R. K. Alford

August 2, 2010

Southwestern College


Abstract

This is a Multicultural Awareness Action Plan for the college level undergraduate student. The goal of this plan is to educate a diverse group of learners by using multiple intelligences,

metacognition and technology. Education should incorporate all types of learners and help them understand how to gain more knowledge about the subject they are studying.


College Level

Action Plan for Multicultural Awareness

Name: College:Position: City:Program: Level: UndergraduateDates: 1 semester

Statements of Objectives and Goals:

Goals:

1. To help a diverse group of students be successful.

2. To use multiple intelligences

This will help all learning styles

3. To use metacognition

This will help students think about thinking

4. To use technology

This will give a diverse group of learners have more individual opportunities to

understand the lessons

Objective:

The students learning the content will be able to give an in-detail definition and

explanation of sublime imagery. Students will be able to identify and give examples of

the different parts of sublime imagery to include sublime atmosphere, sublime character,

sublime setting, and sublime landscape. The students will also be able to verbalize and


write about sublime imagery in-depth. They will understand the beautiful and the

uncanny.

Students understand and show an in-depth grasp on the abstract concept sublime

imagery. The student well have; a comprehensive use and understanding of verbal and

written examples of and about sublime imagery. Students will be able to; identify the use

of things that can excite but harm, while describing the uncanny feeling of the beautiful

but dangerous. The students will demonstrate; that they understand sublime atmosphere,

sublime character, sublime setting, and sublime landscape and be able to describe on

paper or verbally the differences and similarities.

Implementation EvaluationWhat needs to be done?

By whom and when?

What resources? What evidence indicates progress?

How and when will evidence be gathered?

Students need to be given a Multiple Intelligences test.

Instructor/Students Computer Results for the Multiple Intelligences tests.

Through a report the students will write discussing the test results verses how they thought they learned best.

Instructor needs to score results of test and find out how many different types of learners are

Instructor/Students Computer Computer results and the essays

After essays are turned. These results will be entered into the class


in the course. computer file.

Give lesson over technology and multiple intelligences

Instructor/Students Computer/ Handouts Short in-class five minute essay

After essay is graded it will be entered into the class computer file.

Instructor will then pick the tasks for the class to learn the lessons off of the Multiple Intelligences rubrics

Instructor Computer results of what multiple intelligences are attending the course.

Computer generated results from tests and essays.

After a print out of results is made.

Teach lessons about Sublime Imagery to class following the Multiple Intelligence rubrics.

Instructor/Students Books/Handouts/ComputersWhiteboard/ Movies/u-tube/Graphic Organizers

All class lessons, assignments, quizzes, essays and tests.

When turned in and graded

Essay discussing how you feel that understanding and discussing multiple intelligences, metacognition and technology affected your learning experience.

o End of course/ Students

o Computer Depends on what the essays say and what the students’ grades indicate at the end of the course.

When the final results are scored from the course and the essays are read.

Multiple Intelligences, Metacognition and Technology Rubrics


Verbal/Linguistic

Read about the multiple, intelligences, metacognition, or using technology in a book or on the internet

Write an essay about multiple intelligences, metacognition, or using technology

Watch a video about multiple intelligences, metacognition, or using technology

Logical/Mathematical

Define multiple intelligences, metacognition, and technology

Create a diagram defining multiple intelligences, metacognition, and or using technology.

Demonstrate a method for using the major multiple intelligences, metacognition, and or using technology.

Visual/Spatial

Pass out a handout with the different parts of multiple intelligences, metacognition, and or using technology.

Show a movie about multiple intelligences, metacognition, and or using technology

E-mail facts and questions about multiple intelligences metacognition and technology.

Bodily/Kinesthetic

Have students demonstrate multiple intelligences and metacognition using technology.

Read about multiple intelligences and metacognition using technology.

Demonstrate different ways of using multiple intelligences, metacognition, and technology.

Musical/Rhythmic

Play some music using different types of technology.

E-mail some music or a poem about multiple intelligences, metacognition or technology

Write a poem or song about multiple intelligences, metacognition

Interpersonal

E-mail more reading material about multiple intelligences, metacognition, and technology.

Put class into groups and have them discuss the different parts and uses for multiple intelligences, metacognition,

Intrapersonal

Write a paper about the effects that multiple intelligences and metacognition have on student learning when using technology.

Write and research on how multiple intelligences and

Naturalist

Find and explain what part of multiple intelligences, metacognition and technology could be used in or with nature

Research the different settings you could use multiple intelligences, metacognition and technology in


and or using technology.

and technology.

metacognition effect students when using technology.

Do Research on multiple intelligences, metacognition and technology.

Research the nature settings you could use with multiple intelligences, metacognition, and explain how you could bring nature to the classroom using technology.

1. Whole-class learning experiences.

Read about the different parts multiple intelligences, metacognition, and or using technology.

Watch a video about and study the different parts of multiple intelligences, metacognition, and or using technology.

E-mail information and cool events that happened because of multiple intelligences, metacognition and technology

Put the class in groups to see which group can label the proper parts of multiple intelligences, metacognition and technology.

2. Whole-class assessments for learning experiences.

Ask the class questions about the text and discuss text.

Class discussion about the videos, e-mails and classroom work.

Quiz on the e-mailed information.

Have the groups describe their findings.

3. Culminating event for unit Write an essay discussing the knowledge gained and how it will affect your learning experiences in the future.

Sublime Imagery Rubrics

Verbal/Linguistic

Read about the different parts of Sublime Imagery in a book or on the internet

Write an essay about the different

Logical/Mathematical

Define the different parts of Sublime Imagery.

Create a diagram defining the different parts

Visual/Spatial

Pass out a handout with different parts of Sublime Imagery.

Show a movie about Sublime Imagery and it’s major parts

Bodily/Kinesthetic

Have students demonstrate an event from Sublime Imagery.

Read about the different parts of Sublime Imagery out


parts of Sublime Imagery

Watch a video about Sublime Imagery.

of Sublime Imagery.

Demonstrate the major parts of Sublime Imagery in a story, painting or poem.

E-mail pictures painted in Sublime Imagery.

loud. Sing a song

made from a Sublime Imagery painting or era.

Musical/Rhythmic

Play some music from the made using Sublime Imagery.

E-mail some music that incorporates Sublime Imagery.

Play a balled or music video that incorporating Sublime Imagery.

Interpersonal

E-mail more reading material about Sublime Imagery.

Put class into groups and have them discuss the different parts of Sublime Imagery and present some of the information talked about.

Read from text.

Intrapersonal

Write a paper about the different parts of the Sublime Imagery.

Write and research how each different part of the Sublime Imagery is important.

Research different parts of Sublime Imagery.

Naturalist

Find and explain Sublime Imagery in nature giving detailed descriptions.

Research the different types of nature in Sublime Imagery.

Research the nature settings in the stories that are written using Sublime Imagery.

1. Whole-class learning experiences.

Read about the different parts of Sublime Imagery and read some literature that incorporates Sublime Imagery and discuss with the class.

Watch a video about and study the different parts of Sublime Imagery and discuss where Sublime Imagery can be found.

E-mail information and cool events that happened during the writings of the literature that incorporates Sublime Imagery. Read a story to the class that Incorporates Sublime

Put the class in groups to see which group can label the most Sublime Imagery within a piece of literature.


Imagery.2. Whole-class assessments for learning experiences.

Ask the class questions about the text and discuss text.

Class discussion about the video and Sublime Imagery.

Quiz on the e-mailed information.

Have the groups describe their findings.

3. Culminating event for unit Write an essay discussing the different parts of Sublime Imagery within the literature.

Sublime Imagery Lesson Plan

The student learners will view a power point presentation and listen to a lecture

over sublime imagery.

o Find definition on internet and in dictionaries of sublime imagery.

o Bring in your best definition of sublime imagery

Then the instructor will lead them in an in-class discussion about sublime

imagery, giving the students open-ended questions to answer.

o Looking up and read articles about the different parts of sublime imagery.

Sublime atmosphere

Sublime character

Sublime setting

Sublime landscape

The student will then read the text and demonstrate in decision form how sublime

imagery applies to the literature read.

o Find and highlight examples of sublime imagery in texts.

The student will watch another power point presentation with pictures of the

beautiful and uncanny. Then the learner will write a short essay about what they


saw in the pictures that relate to sublime imagery. The instructor will then read

the essays and they will be discussed in-class.

o Understand and look up the meanings of beautiful and uncanny

o Discuss and understand examples of sublime imagery

o Look at pictures and have a discussion about the sublime imagery

The student will read more literature.

The student learner will do a group project about sublime imagery and its

concepts, demonstrating their comprehension of the definition and the different

parts.

The learner will view a movie and write a short essay about the sublime imagery

in the movie.

The students will have an in-class discussion about the move and essays lead by

the instructor.

The class will then have another discussion about sublime imagery lead by the

instructor using open-ended questions.

Then the students will write a long essay as their final project covering sublime

imagery.

At the end of the lesson students will turn in their long essay they have been

working on throughout the project. Then the instructor show another power point

presentation and give a lecture introduce the concept of nature to the class. Then

the instructor will lead the class in a discussion using open-ended questions.


The instructor will then grade the final papers and get them back to the students

the next class session. This will help the student understand the areas they are

superior and the areas they need to improve. If for some reason the instructor

deems necessary; the student will be asked to re-write the paper, after more in-

depth studying of sublime imagery.

multicultural awareness action plan core proposition 1

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