Do the materials portray the historical contributions and perspectives of a variety of cultural groups including those historically underrepresented? Do the materials include discussions about who has power and privilege? Does the curriculum connect with the social context, experiential backgrounds, and interests of your diverse students?
Do the materials portray the historical contributions and perspectives of a variety of cultural groups including those historically underrepresented? Do the materials include discussions about who has power and privilege? Does the curriculum connect with the social context, experiential backgrounds, and interests of your diverse students?
Do the materials portray the historical contributions and perspectives of a variety of cultural groups including those historically underrepresented? Do the materials include discussions about who has power and privilege? Does the curriculum connect with the social context, experiential backgrounds, and interests of your diverse students?
contributions and perspectives of a variety of cultural groups including those historically underrepresented? Gays Lesbians Transgender Bisexual People with Disabilities Males Females African American/Black Native American/American Indian Asian Pacific Islander Religion Hispanic/Latin@
Do the materials portray the modern
contributions and perspectives of a variety of cultural groups including those historically underrepresented? Gays Lesbians Transgender Bisexual People with Disabilities Males Females African American/Black Native American/American Indian Asian Pacific Islander Religion Hispanic/Latin@
Do the materials avoid reinforcement or
promotion of stereotypes of cultural groups?
Do the materials include discussions about
who has power and privilege?
Do the materials include discussions about
whose interests are being served and at what cost?
Yes
No
N/A
Comments
Are diverse groups included substantively in
the material?
Is the language of the material gender
inclusive? Curriculum Content: Broader than materials (evaluate over a period of time)
Does the content reflect multiple and diverse
perspectives?
Does the content engage all students in
learning the different subject areas?
10
Does the content consider gender issues?
11
Does the curriculum connect with the social
context, experiential backgrounds, and interests of your students? Multiple Perspectives
12
Does the lesson help students appreciate
multiple perspectives or interpretations?
13
Does the lesson help students recognize there
is more than one: way to view an issue side to a story right cultural practice
14
Does the teacher help students to discern
which standpoints from others perspectives make sense? Instructional Strategies
15
Does the instruction, in all areas, pique the
interest of your diverse classrooms? Race Class Religion Person with disability
16
Does the instruction, in all areas, challenge the
abilities of your diverse students? Race Class Religion Person with disability
Language Diversity 17
Does the teacher attempt to incorporate
conversational phrases or songs in another language?
18
Is the concept of multilingualism presented in
a positive way?
19
Are the limitations of only knowing one
language discussed? Student Evaluation
20
Is the teacher teaching to the student not the
test?
21
Is the evaluation used to guide instruction
instead of determining reward or punishment?
22
Are the assessment forms used, ones that are
respectful of diversity?
23
Are the assessments being used avoiding
penalizing students with low-skill levels in the area being evaluated?
24
Are multiple forms of assessment used?
standardized observations portfolios Grouping Students
25
Does the teacher avoid grouping practices that
label students as inferior and/or superior?
26
Is grouping by isolation (dealing with
students by placing them in an isolated area) avoided?
27
Is grouping by stereotypes avoided?
Not only girls in the sewing group. Not only boys in the auto shop group.
28
Are grouping practices flexible?
Heterogeneous groups (race,gender, social class, academic skill level) Interest groups temporary skill-level groups homogeneous groups
Visuals 29
do posters depict diversity?
Race Sex Person with disabilities
30
Are diverse family units depicted?
31
Are multiple languages used?
32
Is student work displayed?
33
Do the school and classroom look:
Warm Friendly Inviting
34
Are there quotations and statements on
posters that encourage critical thinking about problems and issues students are facing being displayed? Role Models
35
Are there diverse teachers at the school?
Race Gender Sexual orientation Person with disabilities
36
Are there diverse staff members at the school?
Race Gender Sexual orientation Person with disabilities
37
Does the school/teacher bring in role models
from a variety of careers and interests throughout the year? Home and Community Relationships
38
Does the school and/or teacher include
guardians in school activities and on decisionmaking and policy-formation committees?
39
Does the teacher and/or school attempt to
communicate with guardians in their home language?
40
Are meetings scheduled at a time and place
that are convenient and nonthreatening to the
family? 41
Does the teacher try to learn about the
community? Learn the communities history Learn housing patterns Introduce themselves to community leaders Visit organizations, associations, religious institutions Read community newspapers
42
Does the teacher incorporate things they have
learned from the community?
43
Does the teacher provide families with
progress reports on their children? Extracurricular Activities
44
Are students able to join activities of their
choice?
45
Are names and logos that could be offensive
avoided? ex. Names of a racial group
46
Are students given ample opportunities to mix
and be with their own? Key Principles of Multicultural Education
47
Is each student given equal opportunity to
learn, succeed, and become what they want with support regardless of: Sex Race Social Class Background Sexual Orientation Persons with Disabilities