8. In general, the best type of multicultural classroom materials are those that
A. demonstrate stereotypes of other biased behaviors.
B. can be used in a wide variety of ways.
C. are unusual or unique items from foreign countries.
D. are ordered from specialized multicultural learning catalogs.
I am not sure about this...I am leaning towards "B" but and also thinking "D".
They are close. But I agree with B.
Thank you. In reality I think that they both go hand in hand but I do know that there is only one correct answer.
Actually, since materials ordered from catalogs are expensive -- and may not be very effective, I think I'd rule out D.
It also makes sense to use multicultural items in several ways. The children become more familiar with materials that they see in many contexts.
I also think using items in classrooms from other countries would be an awesome tool. However, I don't know how many people would be able to have such items. That is why I felt that the possibility of ordering from a catalog could pose as being rather beneficial.
I agree that having actual items from other countries would be cool. But if they're valuable or hard to replace, you wouldn't want to use them in ordinary hands-on activities.
I worked in a district with a very large (over 60%) limited-English student population, and one of the areas for which they tried to get textbooks from other countries was math. Even getting equivalent texts for Algebra I was impossible and terribly expensive. For one thing, Mexico's and Spain's texts for that level of math do not include the same study areas as those in California -- they're much more advanced! Shipping was also a huge cost. It's a nice idea, but prohibitive in major ways!
Check my anwser
1b
2c
3d
4c
5b r c
6c r d
7d r c
8b
9c r a
10c r b
11b
12b
13a
14c
15b
16a
17b
18b
19d r c
20
Check my anwser
1b
2c
3d
4c
5b r c
6c r d
7d r c
8b
9c r a
10c r b
11b
12b
13a
14c
15b
16a
17b
18b
19d r c
20d
To determine the best type of multicultural classroom materials, we need to carefully consider the options provided.
Option A suggests that the best materials are those that demonstrate stereotypes or biased behaviors of others. However, promoting stereotypes or biased behaviors is not an effective approach to multicultural education or fostering inclusivity in the classroom. Therefore, we can eliminate option A.
Option C suggests that the best materials are unusual or unique items from foreign countries. While exploring unique items can be interesting, it is important to ensure that classroom materials go beyond exoticization and instead provide authentic representations of diverse cultures. Therefore, we can eliminate option C.
Now, let's consider the remaining options:
Option B suggests that the best materials are those that can be used in a wide variety of ways. This means that the materials are versatile and adaptable to different teaching methods and learning styles. This flexibility allows teachers to cater to the diverse needs of their students. Using materials that can be used in multiple ways promotes creativity, critical thinking, and engagement among students. Therefore, option B is a strong contender.
Option D suggests that the best materials are those ordered from specialized multicultural learning catalogs. While catalogs can be a convenient way to access a wide range of multicultural resources, it is important to note that the best materials can be found in a variety of sources beyond specialized catalogs. In fact, many online platforms, libraries, educational websites, and even community resources can provide excellent multicultural materials. Therefore, option D may not necessarily be the best choice.
Considering the above analysis, option B appears to be the most suitable answer. Materials that can be used in a wide variety of ways allow for flexibility, creativity, and engagement, which are important factors in creating an inclusive multicultural classroom.