1 / 12

Single-Group Approach

Single-Group Approach. Presented by: Mallory Selznick. Goals. Promote equality and recognition of an identified group. Promote willingness and knowledge among students to work toward social change that would benefit an identified group. Empower oppressed groups and develop allies.

lars-mendoza
Download Presentation

Single-Group Approach

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Single-Group Approach Presented by: Mallory Selznick

  2. Goals • Promote equality and recognition of an identified group. • Promote willingness and knowledge among students to work toward social change that would benefit an identified group. • Empower oppressed groups and develop allies. • Develop the abilities to think through issues and act in a way to transform unjust social conditions.

  3. Framework • Dominate vs. Oppressed groups • Schools should present multiple points of view and make explicit their own point of view. • For true democracy, points of view of oppressed people must also be given full expression, and their concerns and experience must be addressed. • Examine current social problems, and how they relate to past experiences

  4. How to use in classrooms • Your own ideas may distort how other groups see themselves and their own experiences. • Critique the social context that reinforces barriers because lessons that don’t do not develop ideas that group members who have studied their own history and experience consider important about themselves. • Teachers need to be creative to figure out how to teach state standards through Single-Group Studies. • Teachers need to attend to the contexts in which students grow up, and how those contexts affect the self-esteem on intellectuals and the work they do. • Teaching methods depend on the availability of materials and preparation of the teacher.

  5. Identities and Groups • Stages of Identity Development • Individuals need to learn as much as they can about his or her group. • Help each other grow. • When students learn about their heritage and contributions to society, they participate in growth in social consciousness. • As students learn about their group, they grow in pride and knowledge and others learn about their group. • Schooling is alienating when it is not about themselves, and is motivating when it it.

  6. Curriculum, Strategies, Practices, and Implementation • Build on students learning styles. • Teach units or courses about the culture of a group, from the group’s perspective. • Make the classroom reflect and welcome members of the group. • How the curriculum is presented can have political implications and imply a position the teacher as taken. • Use authentic materials of targeted group.

  7. Topics-Elementary school • Topics taught in isolation may contribute little to the formation of ideas. Young children learn best when taught in a holistic way. • Studies help students know how each group interprets and views social realities (ex. The importance of knowing how to address a Hispanic adult). • Life of homeless children, learning about people with disabilities, leaning about refugees, valuing our elders, learning about other children in the neighborhood (specific goals and questions should be decided for each group).

  8. Topics-Secondary school • Include information about group’s historical and cultural experiences in courses such as social studies, government, history, literature, art, and music. • Key is to relate struggles and groups to society and help to solve problems. • Targets include women, ethnic groups, such as Asian Americans, people with disabilities, or working class.

  9. Lesson Plans Now it’s your turn! Look at the two lesson plans on your table. Both are good plans, however, one uses the Single-Groups Studies in a better way than the other. Talk with the people in your group about the following: • Differences between the lesson plan • Why one plan is better than the other • What is the oppressed group that is in the plan? • How is power given back to them in the better plan?

  10. Single-Group Lesson Plans Group 1 lesson plans Group 2 lesson plans Group 3 lesson plans Group 4 lesson plans Group 5 lesson plans Single-Group Studies lesson plans and Action Research (2010). Michigan State University TE 891. Retrieved from https://angel.msu.edu/section/default.asp?id=US10-TE891-730-912574-EL-14-815

  11. Problems and Concerns • Employ faculty of the targeted group(s). • Incorporating every group of students in the classroom. • Spends too little time on things that subordinate groups need most and too much time on things that will not help them. • Fear that it will create tension and hostility. • Single-Group programs do not work together. • Any other questions or concerns about Single-Group Studies Approach?

  12. References Melendez, W., & Beck, V. (2010). Teaching young children in multicultural classrooms: Issues, concepts, and strategies, third edition. Wadsworth, Cengage Learning. Single-Group Studies lesson plans and Action Research (2010). Michigan State University TE 891. Retrieved from https://angel.msu.edu/section/default.asp?id=US10-TE891-730-912574-EL-14-815 Sleeter, C. E., & Grant, C. A. (eds). (2009). Making choices for multicultural education: Five approaches to race, class, and gender, sixth edition. John Wiley & Sons, Inc.

More Related