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Big Picture in Focus: ULOb. Determine the diverse characteristics and needs of
learners.

Metalanguage

The most essential terms below are operationally defined for you to have a better
understanding of this section in the course.

• Multiculturalism. The phenomenon of multiple groups of cultures existing

within one society largely due to the arrival of immigrant of this phenomenon.
• Cultural and ethnic diversity. Not new phenomena and, indeed, social
theorists have developed many schema illustrating different contact situations
and/or explanations for the presence or absence of conflict between ethnic
groups

Essential Knowledge

• Interrelated Referents of Multiculturalism.

o Demographic-descriptive, ideological-normative, and programmatic-
political.
• Multicultural Education. Creates equal educational opportunities for
students from diverse racial, ethnic, social-class, and cultural groups
o James Banks. Stated that the primary goal of multicultural education is
to transform the school so that male and female students, exceptional
students, and students from diverse cultural, social class, racial, and
ethnic groups experience an equal opportunity to learn.
o Approaches to Multicultural Education.
Contributions, additive, transformation, and social action
o Dimensions of Multicultural Education.
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Content integration, knowledge construction process, prejudice

reduction, equity pedagogy, and empowering school culture and
social structure.
• Subculture.
o A cultural group within a large culture, after having beliefs or interests
at variance with those of the larger culture.
o Refers to cultural patterns that set apart some segment of a society’s
population.
o Based on age, ethnicity, residence, sexual preference, occupation, and
many other factors.
o Functions of Subcultures:
Permitting specialized activity
Identity in mass society
Cultural adaptation and change
• Cultural differences. Imply the transmission of ideas from generation to
generation by significant members of the older generation
• Culturally-responsive Teaching. Acknowledges cultural diversity in
classrooms and accommodates this diversity in instruction
o Communication of high expectations
o Active teaching methods
o Teacher as facilitator
o Positive perspectives on parents and families of culturally and
linguistically diverse students
o Cultural sensitivity
o Reshaping the curriculum
o Culturally mediated instruction
o Small group instruction

Reference:
Vega, V., Prieto, and Carreon, M., (2015). Social dimensions of education: Quezon City,
Manila: Lorimar Publishing, Inc.

Self-Help: You can also refer to the sources below to help you further understand
the lesson:

Miescher,S.,Mitchell, M. and Shibusawa, N. (2015). Gender, Imperialism and Global

Exchanges. Chichester, West Sussex, UK.
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Green, A., Lingard, B. Verger, A. (2016). The Handbook of Global Education Policy,
Routledge , London

Cebreros Nazario L. 2015 Universal ethics and contemporary values Mindshapers

Let’s Check

Activity 1. Explain cultural change and its effect/s on the life of the people.

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Let’s Analyze

Activity 1. How can teachers meet the diverse needs of an increasingly multicultural student
population?

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In a Nutshell

Activity 1. You will be required to draw conclusions, perspectives, arguments and ideas
from the unit lesson. Present your answer in a paragraph form. (Maximum of 3 paragraphs
only.)

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Q&A List: Do you have any question/clarification? You may list down your
concerns and send it directly to my email located at the course outline following
the format below.

Questions/Issues Answers

1.

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5.

Keyword Index: This section lists down the keywords that help you recall
important concepts, ideas, theories, names of people and others.

Culture Multicultural education Subculture

Diverse culture Multiculturalism Cultural backgrounds