Republic of the Philippines

North Eastern Mindanao State University

Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086-214-2723
www.sdssu.edu.ph

OUTCOMES-BASED COURSE SYLLABUS IN

MCE MULTI-CULTURAL EDUCATION
2nd Semester, A.Y. 2023 – 2024

PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the development
of a well-rounded person.

VISION
A transformative leading University in Asia and the Pacific.

MISSION
NEMSU shall provide competency-based higher education training through transformative instruction, relevant research, sustainable extension and
production responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and preserve
cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in Higher Education.

MCE Multicultural Education FM-CURR-001/Rev.003/1.26.2023/Page 1

CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent manner
manifesting the value of sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality consistent
with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.

NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They are
the core values that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic elements of
how we go about our work and how we deal with stakeholders, molds students to become competent, innovative, globally competitive and
service-oriented.

The College of Teacher Education will produce competent teachers imbued with ethical values and ideals in a humane environment supportive to
national thrust for local transformation. It is committed students with:
1. Quality training in their respective field of specialization.
2. Knowledge, skills, and values system responsive to the needs of the communities.
3. Quality education through relevant instruction, research, extension, and use of information and communication technology for teaching and life-
long learning.

MCE Multicultural Education FM-CURR-001/Rev.003/1.26.2023/Page 2

 4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the morale of our society.

PROGRAM INTENDED LEARNING OUTCOMES:

The College of Teacher Education prepares prospective teachers who:
1. Provide students with a strong foundation on the concepts and theories of life sciences.
2. Provide prospective teachers to be knowledgeable and updated with modern trends through research leading them to establish confidence
in Biology as their chosen field of specialization.
3. Apply the knowledge of and interest in the principles, science, and skill for the improvement of life.
4. Displays high standards of professionalism and teachers’ code of conduct.
5. Articulate and discuss the latest developments in the specific field of practice.
6. Effectively communicate orally and in writing using both English and Filipino.
7. Work effectively and independently in multi-disciplinary and multi-cultural teams.
8. Act in recognition of professional, social, and ethical responsibility.
9. Articulate the relationship of education to larger historical, social, cultural, and political processes.
10. Facilitate learning using a wide range of teaching methodologies in various types of environments.
11. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment.
12. Practice professional and ethical teaching standards to respond to the demands of the community.
13. Demonstrate an in-depth understanding of the development of adolescent learners.

COURSE CODE : MCE

COURSE DESCRIPTIVE TITLE : Multi-Cultural Education
COURSE PRE-REQUISITE : None
CREDIT UNITS :3
NO. OF HOURS :

COURSE DESCRIPTION :

Multicultural education is about exploring various cultures in the classroom, addressing inequities, stereotypes, and the ways they filter down to our
teaching practice. This course explores racial, ethnic, cultural, and socioeconomic groups to gain an understanding of equity, diversity, and inclusion in

MCE Multicultural Education FM-CURR-001/Rev.003/1.26.2023/Page 3

communities and education. This course provides opportunities to contextualize multicultural perspectives in society and their impact on the education
system. Students will examine the meaning of their cultural paradigm and its impact on the learning environment. Educators will investigate issues such
as classroom management, assessment, and giftedness through the prism of culture. By building awareness of a variety of perspectives, wherein
students will better understand how to maximize achievement and create a more equitable educational system for all students.

COURSE LEARNING OUTCOMES:

A. Define common terms related to multiculturalism.

B. Explore the historical aspects of multiculturalism in education.
C. Identify the connection between diversity, inclusion, and equity in teaching and learning.
D. Explain the diverse composition of individuals, families, and communities.
E. Describe complexities related to the educational system in America.
F. Analyze solutions to create equitable and socially just classroom in American schools.
G. Investigate teaching practices that are effective in multicultural, multilingual, and multi-ethnic environments.
H. Explain ethical considerations specific to working with diverse populations.

Detailed Course Syllabus Matrix

Time Course Learning Outcomes Topics/Content Instructional Methodology Assessment Remarks

Frame
Week 1-3 At the end of the session, the
students must be able to: Reflective Essay

A. explain/Recite the Classroom sharing

 VMGO of the
University’s VMGO, (Introductions) Journal Writing
classroom policies, course University
overview, requirements and  Classroom policies
Lecture/ Discussion
grading system;  Scope of the course Reading Log
 Course requirements
 Grading system.

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 B. Define culture
C. Describe the
characteristics and element of
culture
D. Discuss the role of culture
and identity in education
Overview of Multicultural
Education
A. What is culture? What
is multiculturalism?
B. Types of culture
C. Characteristics of
culture
D. Elements of culture
E. Functions of culture
F. Role of culture and
identity in education

E. Define common terms Foundational knowledge Classroom sharing Reflective Essay

related to multiculturalism I.Diversity (Introductions)
II. Inclusion
Lecture/ Discussion Quiz
III. Equity
IV. Equality Group Discussion
V. Belonging
VI. Culture

Week 4-5 F. Define multicultural A. What is Multicultural Classroom sharing Reflective Essay
education Education? (Introductions)
G. Explore historical aspects Quiz
of multiculturalism in B. History of Lecture/ Discussion
education Multiculturalism in
H. Discuss the MCE Education Group Discussion
Framework by James A.
Banks C. James A. Bank’s

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 I. Describe the dimensions
and levels of MCE
Week 6-7
J. Identify the connection
between diversity, inclusion,
and equity in teaching and
learning
K. Describe the MCE
classroom
L. Discuss the benefits and
competencies of MCE
Week 8-9 M. Explain the diverse
composition of individuals,
families, and communities
Week 10-13 N. Describe complexities
related to the educational
system in the Philippines
MCE Multicultural Education
Framework of MCE
D. The Dimensions of
MCE by James A. Banks
E. Four levels of MCE
A. The relationship and Classroom sharing Reflective Essay
impact of multiculturalism (Introductions)
in teaching and learning
process in the Philippine Lecture/ Discussion Quiz
setting.
Group Discussion
B. The MCE Curriculum
C. Goals of MCE (an
education for freedom)
D. Benefits of MCE
E. Role of Teacher in
MCE Classroom
F. Creating a MCE
Classroom
G. Competencies of MCE
Classroom
Societal Complexities Classroom sharing Reflective Essay
A. Individuals (Introductions)
B. Families
C. Communities Lecture/ Discussion Quiz
D. Education Settings
Group Discussion
MIDTERM EXAMINATION
Impacts on Education Classroom sharing Reflective Essay
A. Privelege and power (Introductions)
B. Marginalized groups
C. Multilingual learners Lecture/ Discussion Quiz
D. Achievement gap
FM-CURR-001/Rev.003/1.26.2023/Page 6
 E. Equity gap Group Discussion
F. Asset-based
perspectives

Impact of personal and

professional experiences
in education

Week 14-15 O. Analyze solutions to create Ethical practices in Classroom sharing Reflective Essay
equitable and socially just education (Introductions)
classrooms
Lecture/ Discussion Quiz

Group Discussion
Week 16-17 P. Investigate teaching Approaches to teaching Classroom sharing Reflective Essay
practices that are effective in A. Culturally responsive (Introductions)
multicultural, multilingual, and pedagogy
multi-ethnic environments B. Linguistic diversity Lecture/ Discussion Quiz
C. Ethnic diversity
D. Inclusive practices Group Discussion
Week 18-19 Q. Explain ethical Ethical conduct Classroom sharing Reflective Essay
considerations specific to (Introductions)
working with diverse
populations. Lecture/ Discussion Quiz

R. Analyze case study related Group Discussion

to multicultural issues
FINAL EXAMINATION

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COURSE REFERENCES:
1. Multicultural Edcation: A Source Book https://books.google.com
2. Multicultural Education PPT - SlideShare https://www.slideshare.net
3. Micro and Macro Practices of Multicultural … - ERIC https://eric.ed.gov
4. Multicultural Education in the Philippine - Youtube https://www.youtube.com
5. Gorski, P. (1996) Defining Multicultural Education - (2) Defining Multicultural Education | Paul Gorski - Academia.edu
6. Gorski, P. EdChange Project - A Brief History of Multicultural Education (edchange.org)
7. Gorski, P. (2023) Critical Multicultural Pavilion, EdChange Project - Multicultural Education Pavilion - Diversity, Equity, & Social Justice Education
Resources (edchange.org)

GRADING SYSTEM:
Non-Laboratory Subject
Class Standing…………………………………………… 40%
 Attendance………………………………...5%
 Quizzes…….... ………………………….15%
 Oral Graded Recitation…………...…….15%
 Assignment………………………………. 5%
Examinations…………………………………….……….40%
Requirements………………………………………….….20%
TOTAL 100%

Date of Revision : January 26, 2023

Date of Effectivity : January 30, 2023

MCE Multicultural Education FM-CURR-001/Rev.003/1.26.2023/Page 8

Prepared by:
Content Noted:
GEZELLE G. GALAN, MAELT
Course Instructor ERMELYN M. BUSTILLO, PhD
Date: January 26, 2024 BEED Program Coordinator
Date: ____________________

Reviewed by:

ERMELYN M. BUSTILLO, PhD

Department Chair
Date: _________________

Recommending Approval:

ANNIE Y. SAMARCA, PhD

Dean
Date: ____________

Approved by:

MARIA LADY SOL A. SUAZO, PhD

Vice President for Academic Affairs
Date: __________

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MCE Multicultural Education FM-CURR-001/Rev.003/1.26.2023/Page 10