# 4 Multicultural Education

TITLE: #4: ME

1. Design a lesson for an education class with the theme “Unity in Cultural Diversity”. Take careful consideration of the parts of the lesson presented in this topic.

GOALS AND OBJECTIVES

            1. define unity in cultural diversity

          2. name the dimensions of unity in diversity

          3. explain the importance of the three dimension; and

          4. know how to accept individual differences

Value: ACCEPTANCE

MATERIALS AND RESOURCES

          flashcards, video clip and activity cards

ANTICIPATORY SET OR ENTRY

          The pupils will watch a video clip about the importance of unity in cultural diversity.

INSTRUCTIONAL INPUT

          The teacher will give the meaning of UNITY IN CULTURAL DIVERSITY.

          The teacher will introduce the three dimensions of UNITY IN DIVERSITY.

          The teacher will explain the importance of the UNITY IN DIVERSITY.

          The teacher will infuse the value of acceptance.

GUIDED PRACTICES

          When we say Unity in Cultural in Diversity, it says that, is the highest possible attainment of a civilization, a testimony to the noblest possibilities of the human race. Meaning, this attainment is made possible through passionate concern for choice, is an atmosphere of social trust.

          The three dimensions of Unity in Diversity are Culture, Spirituality, and Science.

          Culture talks about how we explore different cultures, express, communicate, elaborate and speak in a variety of ways while sharing the same feelings of love, joy and beauty. It implies that, we all express ourselves through the language of feelings and emotions including music and art.

          Spirituality, this dimension we explore concepts of our subtle existence and perceptions of causes and purposes.

          Science, through this dimension, we encourage scientific thinking and exploration. If we are to understand the cosmos and all its components, it is imperative that we seek to understand the formula’s which are governing the universe and ultimately our reality. Safe to say that, it is important to respect the views and arguments of all in this field, and to support sincere contemplation in seeking reality.

INDEPENDENT PRACTICE

          I will group tem into four with five members each. I call this activity a “Creative Workshops” wherein the pupils will make a poster that are centered on our message and values.

ASSESSMENT/EVALUATION

          In their own point of view, give the importance of cultural unity in diversity; it focuses on the given three dimensions of Unity in Diversity.

2.  Together with your group mates in practicum, conduct a survey of one class either in CLSU or the school where you are having your practicum. Find out the diversity of learners represented by each student. Consider ethnicity, languages spoken, parental origin, culture (parenting), traits or giftedness the family is known for (music, business, coming from family of teachers…) and other related areas. Post the results including the school’s name and section of the class and the researchers’ names.

DIVERSITY OF LEARNERS

Table I. Language Spoken

Language Spoken	No. of Students who Participated	Percentage
Tagalog	42	89.36%
Ilocano	12	25.53%
Kapampangan	2	4.26%
Other Lanuages	2	4.26%

N=47

Table II. Parental Origin of Father

Place	No. of Students who Participated	Percentage
Nueva Ecija	29	61.70%
Other part of Luzon	10	21.28%
Visayas	4	8.51%
Mindanao	1	2.13%
Other countries	3	6.38%

N=47

Table III. Parental Origin of Mother

Place	No. of Students who Participated	Percentage
Nueva Ecija	27	57.47%
Other part of Luzon	16	34.04%
Visayas	3	6.38%
Mindanao	0	0%
Other countries	1	2.13%

N=47

Table IV. Religion of the Students

Religion	No. of Students who Participated	Percentage
Roman Catholic	27	57.47%
Born Again	3	6.38%
Methodist	1	2.13%
Iglesia Ni Cristo	1	2.13%
Iglesia ng Diyos	1	2.13%
Baptist	2	4.26%

N=47

Table V. Work of Father

Work	No. of Students who Participated	Percentage
Agricultural	4	8.51
Industrial	38	80.85

N=47

Table VI. Work of Mother

Work	No. of Students who Participated	Percentage
Agricultural or Household	21	44.68
Industrial	11	23.40

N=47

Table VII. Talents of students

Talent of Student	No. of Students who Participated	Percentage
Music	20	42.55
Arts	13	27.66
Dance	22	46.81
Literature	6	12.77
Public Speaking	9	19.15
Other Talents	10	21.28

N=47

School Name: MUŇOZ CENTRAL SCHOOL

Section: Grade – IV

Researchers’ Names:

1.      Avilla, Joan

2.      Cargamento, Jerrymay

3.      Corpuz, Russel

4.      De Guzman, Myka

5.      Dela Cruz, Miriam

6.      Espiritu, Rea

7.      Galindez, Nancy

8.      Lacambra, Kristine Mae

9.      Laureano, Angilyn

10.        Laureano, Sharina

11.        Lazaro, Glyza

12.        Mallari, Mary-Ann

13.        Madarang, Abigail

14.        Mina, Meriel Shynne Rose

15.        Noveras, Janine

16.        Parcasio, Jennifer

17.        Rosales, Gemmabelle

18.        Erickson, Urmatan