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Multicultural, Anti-bias, & Diversity Activities & Exercises

Multicultural, Anti-bias, & Diversity Activities & Exercises
Jump to: Strategies and Preparation | Icebreakers | Introspectives Strategies and Preparation: Strategies for Choosing and Using Activities and Exercises for Intergroup LearningYou're developing a diversity workshop or facilitating an intergroup dialogue and looking for ways to engage your participants. A Guide to Setting Ground RulesGround rules or community norms can help your program or class run more smoothly. Icebreakers: Knowing the Community: Ethnicity ExerciseContinues community building. Name StoriesWorks toward bringing the stories of individuals to the fore in the multicultural experience. Sharing Ourselves: "Who I Am" PoemsBegins active introspective process while continuing to provide opportunities for individuals to make connections with each other. Introspectives: The Depth and Breadth of "Multicultural"Explores the definition of "multicultural," the dimensions of culture, and the consistency with which we define our culture and the cultures of others. Related:  Pedagogy

Film language | MediaEd When you’re making a film you should use the camera and editing to help your audience know what’s happening and what your characters are doing, thinking and feeling. You need to make sure that you have a variety of shots, usually including * long shots * mid shots * closeups Things you can use to help you plan are * a script * a storyboard * a shot list Camera movements Camera movements should be used for a purpose, not just to avoid editing! Shot duration When you’re filming, each shot should last longer than you want it to appear in the finished film: editing longer shots down is much easier then refilming missing footage if the shots are too short to use. Continuity editing In continuity editing everything is filmed so that the viewer thinks they are seeing continuous action. Shot/reverse/shot If you’re shooting two characters talking to each other, here’s how to do it. You can film an interview in the same way with just one camera: Rules for continuity editing 180 degree rule 30 degree rule

Culture and Conflict Culture is an essential part of conflict and conflict resolution. Cultures are like underground rivers that run through our lives and relationships, giving us messages that shape our perceptions, attributions, judgments, and ideas of self and other. Though cultures are powerful, they are often unconscious, influencing conflict and attempts to resolve conflict in imperceptible ways. Cultures are more than language, dress, and food customs. Two things are essential to remember about cultures: they are always changing, and they relate to the symbolic dimension of life. Cultural messages, simply, are what everyone in a group knows that outsiders do not know. How Cultures Work Though largely below the surface, cultures are a shifting, dynamic set of starting points that orient us in particular ways and away from other directions. Culture is multi-layered -- what you see on the surface may mask differences below the surface. Therefore, taxonomies (e.g. Culture and Conflict: Connections

Multicultural Education Pavilion - Diversity, Equity, & Social Justice Education Resources Check out the new edition of Case Studies on Diversity and Social Justice Education, a collection of classroom based case scenarios. Read Equity Literacy for All, by Paul Gorski and Katy Swalwell, published in Educational Leadership. Watch Paul's video essay, Ideologies of Inequality in Schools: Toward a Structural View. Visit EdChange's newest project, The Equity Literacy Institute.

Diversity How Can Your Librarian Help Bolster Brain-Based Teaching Practices? Flickr/Kevin Harber Inquiry-based learning has been around in education circles for a long time, but many teachers and schools gradually moved away from it during the heyday of No Child Left Behind. The pendulum is beginning to swing back towards an inquiry-based approach to instruction thanks to standards such as Common Core State Standards for math and English Language Arts, the Next Generation Science Standards and the College, Career and Civic Life (C3) Framework for Social Studies State Standards. Transitioning to this style of teaching requires students to take a more active role and asks teachers to step back into a supportive position. “This is so new for teachers, whereas librarians have been doing this for ten years,” said Paige Jaeger, a school librarian turned administrator and co-author of Think Tank Library: Brain-Based Learning Plans for New Standards. “If your brain could talk it would say, ‘I’m lazy and I delete what’s not important,’” Ratzen said. Related

Kommon Denominator, Inc. - Home EdChange - Advocating Equity in Schools and Society Career, College, & Lifelong Success Links Introductory Activities Understanding Motivation Getting Started Additional Resources: Student Learning OutcomesTips for New InstructorsTips for Engaging Students in LearningSuggestions for Using College and Career SuccessCollegeScope User's Manual

The Pedagogy Project We are so proud and excited to announce the Pedagogy Project! This project started when several professors asked for specific suggestions on digital or collaborative projects they could do with their students. We asked the HASTAC Scholars to provide specific assignments, in-class exercises and other projects. The response was awesome - over 80 specific and proven suggestions to shake up your syllabus! The Pedagogy Project is organized into nine sections, with numerous examples of projects, assignments and concepts in each area. How to use the Pedagogy Project: Are you currently planning a syllabus? How to contribute to the Pedagogy Project: Register on the HASTAC websitePost your own blog on HASTAC. Thank you to the following HASTAC Scholars who helped me to organize the Pedagogy Project: Staci Stutsman, Syracuse UniversityAmanda Starling Gould, Duke UniversityKalle Westerling, The Graduate Center, CUNY, and HASTAC Scholars Co-Director

Improving Police-Community Relations in Cincinnati: A Collaborative Approach The Cincinnati Enquirer By Jay Rothman, Fall 2003 issue History was made in Cincinnati on April 11, 2002. On that date, representatives of the City of Cincinnati, its police officers, and its citizens signed an agreement that set a path for a new era of cooperation between the police and the community. Lawsuits against police departments are filed in many American cities these days, and investigations into police practices by the U.S. This unique journey began in May 2001 when Federal Judge Susan J. Judge Dlott had previously been a domestic relations attorney. Ultimately, more than 3,500 citizens shared their goals for police-community relations, why they thought those goals were important, and how they would achieve the goals. 1. 2. 3. 4. 5. The themes and values embodied in these goals are expressed, directly and indirectly, throughout the Collaborative Agreement. The Collaborative Agreement The agreement begins with a Value Statement. Community Problem Oriented Policing. Looking Ahead

Home | Equity Literacy Institute Diversity Activities and Ice-Breakers Who I Am Goal This activity allows the learners to share their culture roots and to learn about each other. Materials Needed 12x24 paper for each learner a variety of magazines (ones with lots of photos) glue markers colored pencils and/or water colors scissors Instructions Have the participants fold the paper in half (make a table tent). After the activity, if the table tents get in the way, then post them on the wall. Continuous Activity Throughout the training event, ask the learners to add something new to their table tent. Another Version Have the learners complete the table tents as described above, except do NOT have them write their names on the paper. Discussion What led you to your decision? Changes Goal To diffuse negativity within a group. Using a flip chart, list the changes that the group is going through. How these changes are altering us as a group and as individuals? Break the learners into small groups brainstorming groups. Connect The Dots Pass out a copy of DOTS.

Five-Minute Film Festival: Genius Hour Imagine if you were allowed to use a whole workday every week to explore any project you wanted. With no restrictions on your time or what you could do, think of the ideas you could come up with and the things you could learn about! In the workplace, this practice is called 20 percent time. Since it's not often possible for teachers to sacrifice an entire day of schooling to allow for individual creative pursuits, the idea has been reinterpreted in many schools as a "Genius Hour," where students get one hour per day or week to focus on a project of their choice. Video Playlist: 20 Percent Time in the Classroom Watch the player below to see the whole playlist, or view it on YouTube. Don't call it a classroom: Kevin Brookhouser at TEDxMonterey by TEDx Talks (16:06) Kevin Brookhouser is one advocate of the Genius Hour method. More Resources for Using Genius Hour in the Classroom Curious about Genius Hour, in the workplace or the classroom?

The Official Site for the Intercultural Conflict Style Inventory The ability to recognize and appropriately respond to cultural differences in conflict style is critically important in effectively managing and resolving disagreements and conflict. Over 15,000 people have already taken the ICS Inventory-coming from Canada, Europe, Asia, South America, Australia & New Zealand. The Intercultural Conflict Style (ICS) Inventory is the premier assessment tool for identifying fundamental approaches for resolving conflict across cultural and ethnic group differences. ¹For a more detailed description of the ICS framework, click here. The ICS Inventory consists of 18 items and is a self-scoring, easy to use, cross-culturally valid and statistically reliable instrument that can be used for individual, group, and organizational level assessments. The ICS Interpretive Guide Accompanying the ICS Inventory is the ICS Interpretive Guide. The ICS Facilitator's Manual ::Validity of the ICS Inventory The ICS Inventory developed by Dr. ¹M.R.