Effective Transitions in Adult EducationEffective Transitions in Adult EducationAnnual ConferenceAnnual Conference

Providence, Rhode IslandProvidence, Rhode IslandNovember 7-9, 2012November 7-9, 2012

Interactive Strategies that Interactive Strategies that Enhance theEnhance the

Instruction of Multicultural Instruction of Multicultural EducationEducation

A Workshop by:A Workshop by:

Dr. Franklin ThompsonDr. Franklin ThompsonCollege of EducationCollege of Education

University of Nebraska-OmahaUniversity of Nebraska-Omahafthompson@mail.unomaha.edu

402-554-3603402-554-3603

Opening statements and

Introduction______________________________________

• I have 35 years of social studies and counselor related teaching experience. 20 of those years was spent teaching multicultural education at the collegiate level.

• Multicultural education is a Nebraska state mandate for teacher certification (surprisingly, we were one of the first to do so).

• I have also given 12 years of elected public service to a 97% White middle and upper class, urban city council district in the city that I live in (Omaha, NE).

Newsflash: Although many of us

believe thestudy of history is

exciting,many students say it is

the one subjectthat bores them the most

(gulp, sigh, groan)!

This workshop is designed to investigateclassroom activities that help the study of

the social sciences come alive.

Instructor Apology:Because there is not enough time to cover all of the various strategies, the

presenter will have to pick and choose a few activities, and rely on workshop participants to pick up the intricacies of activities not covered (refer to PPT).

An Overview of Classroom Strategies:

Level 1: Ice Breakers and Introductory Exercises– Door Prizes for answering various trivia questions– Cultural Snowball Exercise– Stereotyping and False First Impressions: “A Day with Aunt Millie”– Multicultural Jeopardy

Level 2: Introducing Students to the Concepts of Cognitive Dissonance and Ego Defense Mechanisms

– Image Theater #1: Multicultural Line Activity & Discussion– An Interactive Discussion Activity: “Things that make you go hmm”

Level 3: Making a Multicultural Head-to-Heart Connection – Encouraging the usage of Intentional Language– Image Theater #2: Human Sculpturing

Level 4: Dealing With Difficult Dialogues in Multicultural Education– Image Theater #3: Successive Approximate Imaging– Forum Theater: “Rehearsals for Life”

Level 1:

Orchestrating the Learning Environment

With Ice Breakers & Introductory Exercises

Cultural “Snowball” Exercise [Listed below are a few things that describe me]

Directions: Fill out a minimum of 6 (if not all) of the following descriptors

My favorite main-course food: ______________________________________My favorite dessert: ______________________________________________My favorite song: ____________________________Artist: ______________My favorite movie: _______________________________________________My favorite actor/actress: __________________________________________My most successful academic subject: ________________________________My least successful academic subject: ________________________________My favorite color: ________________________________________________My ideal automobile to possess: _____________________________________My favorite hobby or pastime: ______________________________________My #1 passion in life: _____________________________________________

Question: Can you match this description to the face(s) in the room?

Trivia Question______________________________________

Martin Luther King Jr. gave his famous ______________ speech at the _______________ Memorial in the city of ________________ on the _________ day during the month of ___________ in the year of _______.

[Note: There will be a winner even if no one gets all the correct answers.]

Name _______________________________________

Ice Breaker Activity-1

“ A Day With Aunt Millie”

A Discussion Period Follows the Exercise

Main Objectives:

To look at stereotypesTo encourage students not to judge

To encourage students to go beyond first impressions

Ice Breaker Activity-2 [Using Smart Notebook Program]

“Multicultural Jeopardy”

A brief Discussion might follow each question,or you could wait until the end.

Main Objectives:

To assess prior student multicultural learningTo encourage shy students to participate

To encourage students to work in teams and groups

100

200

300

400

500

Level 2: Introducing students to the

concepts ofCognitive/Emotional Dissonance

andEgo Defense Mechanisms,

and their connections to the study of

Race & Human Relations.

Image Theater-1

“Multicultural Line Activity”

And Brief Discussion

Main Objectives:

To take a snapshot “picture” of current HR thoughtTo embrace controversy as a teaching tool for change

A Brain Teaser Activity

“Things that make you go hmm”

Main Objectives:

To identify missing gaps in diversity educationTo bring to the surface those things we are afraid to discussTo encourage greater self-analysis

Part 1: Written Homework Assignment:

Each student must share with the class one fun and silly thing and

one serious human relations thought that makes them scratch their head. It can be something that they were too afraid to ask out of fear that it was a taboo

topic.

THINGS THAT MAKE YOU GO “HMM”

Examples of Silly Things that make you go hmm:

• What do they use to ship Styrofoam in?• Do woodpeckers ever get migraine headaches?• Why is “abbreviation” such a long word?• Why do we blame the French when we curse?• Why do Kamikaze pilots wear helmets:• If sport jocks get athlete’s feet, do astronauts get

missile toe?• If you throw a cat out of a moving car, do you get

kitty litter (just kidding folks . . .)

Examples of Serious HR things that make you go “hmm:”

• Why does it seem like it’s easier to do wrong than to do right?• What was Thomas Jefferson really thinking when he penned his

famous words of liberty, and yet he had slaves?• How were some southern preachers and ministers able to

justify slavery?• If in fact Republicans were the architects of the first civil rights

movement in America and early Democrats were anti and/or passive on the topic, how does one explain the shift over time?

• If any of the great religious thinkers were to come back & take up residency in the U.S., which political party would they join?

• Why does it seem like schools, congress, the Supreme Court, the sports world, and the world of music have done more than organized religion in bringing about equity & social justice?

• If the original design of affirmative action was meant to be a temporary fix, is there a natural sunset or should it be forever?

Part 2: Written Homework Assignment:

Students must now get in groups of 5 and vote on which serious

topic they would like to research and give a class presentation on. Students are encouraged to use technology and interview local

authorities.

THINGS THAT MAKE YOU GO “HMM”

There is an Overlooked Connection Between Ego Defense

Mechanisms and the Study of Race & Human Relations_____________________________________________________________________

This brief explanation is just a teaser. There is not enough time to properly unfold this particular

activity. Nevertheless, here is some food for thought (to go along with an additional handout):

• While some conflict between groups can be attributed to racism, sexism, and elitism, a good portion of it is due to other factors such as miseducation, a lack of listening & communication skills, a “me-first” orientation, and games we play with others and ourselves.

• MLK Jr. wanted us to address the full spectrum of things that block improved race and human relations, not just racism and greed. Until we do, we probably won’t reach “the mountain top” he spoke about.

• Self-analysis in NOT our enemy. It is our friend!• The better we know ourselves, the better job we can

do teaching our young.

Level 3:

Making a Head-to-Heart Connection

When Studying Multicultural Education

Promoting the Usage of Promoting the Usage of Intentional Language Intentional Language

______________________________________________________________________________________________________________________

Main Objectives:

To help students master the usage of languageTo encourage better cross-cultural communication

To better define the process of helping people who hurt

Making a Head-to-HeartMaking a Head-to-HeartConnection in Multicultural Connection in Multicultural

Education Education ______________________________________________________________________________________________________________________

View a gripping film clip, or assign a fascinating reading and have students

respond to the crisis in a helping manner. The example I use is the film entitled

“Running Brave: The Billy Mills Story.”

A Quote from the Movie A Quote from the Movie

“Running Brave: The Billy “Running Brave: The Billy Mills Story”Mills Story”

______________________________________________________________________________________________________________________

Dear Sis,

“Remember the story grandpa told us about the eagle? When the earth and the sky are both in flames, where does the eagle land? He flies until he falls. Sis, I think I’m falling . . .”

Concept: Concept: What is the best way to What is the best way to

work with work with “Murphy’s Kids” “Murphy’s Kids” ______________________________________________________________________________________________________________________

Question:

How would you respond to Billy?

One of my better student One of my better student responses: responses:

______________________________________________________________________________________________________________________

Dear Billy:

“Do not concern yourself as much with falling into the fire, but rather ask yourself what your plan is for extinguishing the fire once you come into contact with it.”

Image Theater-2

“Human Sculpturing”

Main Objectives:

To semi-experience (i.e., simulate) being in someone else’s shoes.To better understand the emotional wear & tear some groups go through.

Based on the works of Paulo FriereAnd Augusto Boal.

Making a Head-to-Heart Making a Head-to-Heart Connection 2 Connection 2

Using Image Theater & Human SculpturingUsing Image Theater & Human Sculpturing__________________________________________________________________

Have students view a gripping film clip or assign a

fascinating reading,and then go about having students groups “sculpt”

their “ feelings and understanding of what the person or the oppressed group is going through.

Again . . .

Directions

Have groups “sculpt” 3 separate images:

1.Unrehearsed individual reactions to a certain social justice input.

2.A non-verbal group portrait of the message gathered from the input you decided to give to the participants.

3.A non-verbal group portrait of a positive community response to the problem.

A Brief Discussion ShouldFollow Each Portrait Demonstration

Spontaneous & Unrehearsed Individual Reactions to a Domestic Violence Film Clip

A Non-Verbal Human Sculpture of Domestic Violence

A Non-Verbal Community Response to Domestic Violence

Image Theater-3

“Successive Approximate Imaging”

A Debriefing & Discussion Period Follows

Main Objectives:

To provide a forum to discuss difficult dialogues in a civil mannerTo gain better insight on the potential effects of ego defense mechanisms

To provide an opportunity to practice disagreeing without being disagreeable

Forum Theater

“Subway Scene”

A Debriefing Period Follows

Main Objectives:

To provide a forum to practice meaningful conflict resolution strategiesTo utilize the classroom as a safe place for the “rehearsals for life” principleTo have students take more ownership of and give input to their education

To promote a more democratic classroom

Questions?Questions?

Thank You! Thank You!

For considering For considering the call to change agency.the call to change agency.

Trivia Question______________________________________

Martin Luther King Jr. gave his famous “I Have A Dream” speech at the Lincoln Memorial in the city of Washington, DC on the 28th day during the month of August in the year of 1963.

Trivia Tiebreaker Question______________________________________

The first time MLK used the " I Have A Dream" speech context was in:

(a) Greenville, SC – Sept. 15, 1960(b) Atlanta, GA – May 28, 1961(c) Rocky Mount, NC – Nov. 27, 1962.(d) Birmingham, AL – July 1, 1962(e) Memphis, TN – March 12, 1961