EDUC 240 - Multicultural/Anti-Bias Issues in Education

1. Identify societal. institutional and classroom biases, including those based on race, gender, socioeconomic status, ethnicity, age, culture, disability, and family/life style.
2. Conduct a self-assessment of individual biases.
3. Discuss the various levels of awareness of anti-bias in an educational setting.
4. Report on a current topic of culturally relevant, anti-bias awareness or curriculum.
5. Identify areas within curriculum in which changes might be made.
6. Describe characteristics of anti-bias materials and activities.
7. Plan a classroom environment which supports anti-bias awareness and attitudes.
8. Plan, present and evaluate appropriate anti-bias curriculum projects.
9. Observe and evaluate an educational program for anti-bias, considering the environment.
10. Develop an action plan for implementing a culturally relevant, anti-bias program in an educational setting.
11. Identify obstacles for implementing change and strategies for overcoming those obstacles.
12. Discuss strategies for appropriately and sensitively responding to biases.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication.
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job.
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct.
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.