Taking Multicultural Education to the Next Level: An Introduction to Differentiated- Multicultural Instruction

The Journal of Multiculturalism in Education Volume 8 (October 2012)

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Taking Multicultural Education to the Next Level: An Introduction to Differentiated-

Multicultural Instruction

Dr. Sidonia J. Alenuma-Nimoh

Gustavus Adolphus College

Saint Peter, MN, USA

Abstract

Although there has been a lot of research done on multicultural instruction, differentiated

instruction, in isolation, there is hardly research on the possibility of blending them and

taking multicultural education to the next level. Blending these two instructional approaches

would result in a superior instructional strategy, i.e. differentiated-multicultural instruction.

Multicultural instruction and differentiated instruction are similar in many ways. They are

both set on the premise that good teaching caters to the needs of ALL students by ensuring

that all students reach their full potential. This article illustrates how combining individual

components of differentiated instruction and multicultural instruction can be helpful in

meeting the needs of exceptional learners and students from diverse backgrounds in the

general education curriculum. This article would demonstrate to readers the ways in which

effective teaching must ensure that ALL students are learning by combining the relevant

components of differentiated instruction and multicultural instruction.

Keywords: multicultural education, differentiated-multicultural instruction, differentiated

instruction, diverse students.

Another set of methods?

…if we only learn methods, we are tied to those methods, but if we learn

principles, we can develop our own methods … ~ Ralph Waldo Emerson

(culled from Tomlinson & Imbeau, 2010)


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As Ralph Waldo rightly puts it, methods are important but principles are just as important

and without principles, we are tied to our methods are not able to be flexible enough to adapt

them to our specific needs in different situations. This article is about developing methods of

instruction that are grounded in a set of principles. The focus of this article is on taking

multicultural education to the next level and broadening its focus by exploring its full potential

vis-à-vis other another instructional approach that shares the same agenda. This article would

foster hope among teachers and scholars (and their students) of multicultural education by

offering them the possibilities of teaching ALL students through differentiated-multicultural

instruction, the result of the blend. This article reworks intersections between multicultural

education and a related instructional approach and thus reframes the debates on multicultural

education. The proposed resultant approach from blending two unique instructional approaches,

i.e. multicultural instruction and differentiated instruction would be a superior approach that

would foster hope among scholars and teachers who are interested in helping ALL students attain

their full potential in the American education system. Thus, multicultural education would be

viewed from a broader and more innovative perspective.

The article begins with a discussion of the premises of each of the instructional

approaches, i.e. multicultural instruction and differentiated instruction, by giving a gist of the

meaning of each of the inclusive pedagogy and their key elements and their classroom

implications. This is then followed with a comparison of the two and how their key elements can

be combined. The blend of the two, differentiated-multicultural instruction is discussed at length

with examples of classroom implications.

The Basic Premises of Differentiated Instruction (DI) and Multicultural Instruction (MCI)

The basic premise of differentiated instruction is to systematically plan curriculum and

instruction that meets the needs of academically diverse learners by honoring each student's

learning needs and maximizing each student's learning capacity (Tomlinson, 1999;

Tomlinson & Eidson, 2003). Differentiation is a philosophical perspective, it is a way of

thinking about teaching and learning, and it is a set of principles. Learning to differentiate

instruction will require rethinking one’s classroom practice and results from an ongoing

process of trial, reflection, reflection and adjustment in the classroom itself. Most teachers

who remain in a classroom for longer than a day do pay attention to student variation and

respond to it in some way – especially with students who threaten order in the classroom.


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However, very few teachers proactively plan instruction to consistently address student

differences in readiness, interest, and learning profile. Although differentiation is an

instructional approach, effective differentiated instruction is inseparable from a positive

learning environment, high-quality curriculum, assessment to inform teacher decision-

making, and flexible classroom management. To the extent that any one of those elements is

weak, the others are also diminished. (Tomlison & Imbeau, 2010).

Comparatively, multicultural instruction is an educational strategy in which students’

cultural backgrounds are used to develop effective classroom instruction and school

environments. It is designed to support and extend the concepts of culture, diversity,

equality, social justice, and democracy in the formal school setting. The equality and social

justice aspects of multicultural instruction lend it readily compatible with differentiated

instruction by way of being inclusive. To elaborate, multicultural instruction is grounded in a

philosophical perspective on teaching, namely, multicultural education. Sonia Nieto (2012)

defines multicultural education as “… a process of comprehensive school reform and basic

education for all students. It challenges and rejects racism and other forms of discrimination

in schools and society and accepts and affirms the pluralism (ethnic, racial, linguistic,

religious, economic, and gender, among others) that students, their communities, and

teachers represent. Multicultural education permeates the curriculum and instructional

strategies used in schools, as well as the interactions among teachers, students, and parents

and the very way that schools conceptualize teaching and learning” (p. 42).

Thus, multicultural instruction and differentiated instruction share a lot in common.

Exploring the relationship between differentiated instruction and multicultural instruction,

examining their interrelationship and blending the relevant components of each would result

in superior instructional method, differentiated-multicultural instruction, that takes

multicultural education to the next level and ensures student learning. This presentation

therefore, ties well with the conference theme by demonstrating how two inclusive teaching

strategies that affirm the intersecting nature of social difference can blend together to ensure

student learning, offering a source of hope for all dedicated multicultural advocates and

practitioners.

A Gist of Multicultural Instruction (MCI) and its Basic Key Elements


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Multicultural Instruction (MCI) is grounded in a philosophical perspective on teaching,

namely, Multicultural Education (MCE). According to James Banks (2008), the key elements of

multicultural instruction include: Content Integration, Knowledge Construction Process, Equity

Pedagogy, Prejudice Reduction, An Empowering School Culture and Social Structure. This is

illustrated in the graphics below:

Key Elements of Multicultural Instruction (MCI)

Figure 1: Key Elements of MCI

What does MCI look like in the Classroom?

Content Integration

Knowledge Construction

Equity Pedagogy

Prejudice Reduction

Empowerment of School Culture and Social

Structure


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This section discusses the key elements of MCI and their implications for classroom

practice, beginning with Content Integration. Content Integration entails the use of a

variety of examples to illustrate key concepts and principles. For example, the use of

biographies of women and persons of color who are mathematicians, use of primary

documents about the history of non-Anglo-European, reading and creating multicultural

literature as well as including images of many kinds of families in the curriculum.

As far as the second element, the Knowledge Construction Process, is concerned,

MCI requires the teacher to examine the degree to which minority authors are included in

the curriculum. It also requires the teacher to include multiple perspectives of both

dominant and non-dominant ones in describing historical conflict as well as examining

labels applied to people with disabilities from their perspective. Other ways of practicing

multicultural instruction include, validating the importance of languages other than

English, discussing the differences between Western and non-Western views on science,

and interviewing community elders about their immigration experiences.

The third key element of MCI is equity pedagogy. This requires the teacher to

modify teaching to accommodate for the needs of diverse (all social differences) students.

In order to do this, the teacher needs to know the cultural backgrounds of hers or his

students and incorporate them into classroom instruction and procedures. It is also

important to use cooperative learning or group experiences with students who learn best

collaboratively. Additionally, by placing them in pairs, students are encouraged to engage

in question and answer exchanges that enhances student learning.

Prejudice reduction is the fourth key element. This element or component of MCI

focuses on the characteristics of students’ racial attitudes and how teaching methods and

materials can modify these racial attitudes. One way of this is by using heterogeneous

groups (students of all social difference categories) in cooperative learning groups. There

is research that confirms that having a positive or healthy racial identity of oneself has a

positive impact on one’s racial attitude (Tatum, 2003). It is therefore, crucial to assist

students in developing positive racial identities through activities such as having students

trace their cultural and family heritage using family trees. Teaching with emphasis on

prejudice reduction also entails teaching the concept of race as a social and not biological


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construct, studying various religions in the context of a winter holiday season or

historical event.

The fifth and final key element of MCI is empowering School Culture & Social

Structure. This entails including students in determining class rules or allowing them

choice of assignment, including students with disabilities or all students who try out for a

performance, working to reduce the numbers of African Americans and Hispanics who

are inappropriately placed in special education programs, working with families to

provide mentoring and tutoring programs and involving families in school decision

making bodies.

A Gist of Differentiated Instruction (DI) and its Basic Key Elements

Differentiation is a philosophical perspective, it is a way of thinking about teaching and

learning, it is a set of principles. Learning to differentiate instruction will require

rethinking one’s classroom practice and results from an ongoing process of trial,

reflection, reflection and adjustment in the classroom itself. Most teachers who remain in

a classroom for longer than a day do pay attention to student variation and respond to it in

some way-especially with students who threaten order in the classroom. However, very

few teachers proactively plan instruction to consistently address student differences in

readiness, interest, and learning profile. Although differentiation is an instructional

approach, effective differentiated instruction is inseparable from a positive learning

environment, high-quality curriculum, assessment to inform teacher decision-making,

and flexible classroom management. To the extent that any one of those elements is

weak, the others are also diminished. (Tomlison, C. A., & Imbeau, M. B. 2010).

The key elements of differentiated instruction include, Content, Process, Product,

Affect and Learning Environment, as illustrated in the graphics below:


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Key Elements of Differentiated Instruction (DI)

Figure 2: Key Elements of DI

What does DI look like in the Classroom?

This section of the paper discusses the classroom implications of DI, beginning

with Content. Content is about what is taught and how access to information and ideas is

content

Process

Product Affect

Learning Environment


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given. It requires emphasis on students’ access to key content by utilizing different tactics

that would facilitate this rather than change the content itself. For example, tactics such as

independent reading, partner reading, text on tape, text with images, small group

instruction would facilitate and enhance fulfillment of this key element or component of

DI.

Process, the second key element, has to do with how students come to understand

and “own” the knowledge, skills, and understanding of the material or curriculum.

Process in DI can be attained and maximized by varying the pacing of student work. In

order to do this, the teacher may use cooperative grouping strategies; for example, think-

pair-share and jigsaw. It also requires developing activities that seek multiple

perspectives, highlighting critical passages in a text and using tiered assignments.

Product, the third key element of DI is about the student’s demonstration of what

s/he has come to know, understand and be able to do. To ensure that this happens, the

teacher, in differentiating instruction, needs to provide bookmarked Internet sites at

different levels of complexity for resources, develop rubrics for success based on grade-

level expectations and individual learning needs, teach students how to use a wide range

of product formats such as presentation software.

The fourth key element of DI is Affect. It is about how students link thought and

feeling in the classroom. A teacher that practices differentiated instruction would model

respect for students, help them examine multiple perspectives on important issues and

consistently ensure equity participation of every student.

Finally, and closely related to Affect is Learning Environment. This component

deals with classroom function and feeling. To enhance learning environment, the teacher

needs to rearrange furniture to allow for individual, small-group and whole group work,

ensure the availability of supplies and materials (e.g. paint, paper, pencil) as well as

establish appropriate procedures for working at various places in the room for various

tasks.


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The Blend: An Introduction to Differentiated-Multicultural Instruction and its

Classroom Implications

Figure 3: The Chemistry, Mixing MCI and DI

MCI and DI overlap considerably. Their various elements and contributions can further

enrich curricular and pedagogical options, while widening the scope to the school and society

levels. It is important to plan instruction that takes into consideration the important aspects of

MCI as well as DI. The strategies and materials needed by students with special needs are often

helpful to others in the class and thus, would lead to the possibility of teaching them ALL.

In order to be able to teach ALL students, teachers need to adopt a holistic format in their

pedagogy and one way of doing so is to comprehend analyses of the differences and

commonalities of MCI and DI. As indicated in the previous chapter, MCI and DI overlap

considerably. However, MCI is more extensive with its emphasis on moving beyond the

classroom to a school wide and society level and emphasis on cultural competence. Both are

inclusive and require the teacher to take an extra effort by taking into account the comprehensive

nature of elements of teaching and learning and their implications for classroom instruction.


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The Mixture: Blending DI with MCI

Content component of DI may be combined with various elements of MCI:

Figure 4: Blending Content Element of DI + MCI = D-‐MCI

The Content element of DI may be integrated with other elements of MCI; i.e.

Content integration, Knowledge construction and Prejudice reduction. The classroom

implications of this mixture include the use of specific techniques. Here is what a teacher who

wishes to use D-MCI in their classroom can do:

1. Introduce key terms and concepts; provide guided notes; unit study guide

Differentiated Multicultural Instruction

prejudice reduction

content integration

knowledge construction


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2. Make use of primary documents

3. Use of a variety of non-dominant perspectives (Latino, Black, Native American,

women, GLBT).

4. Bring in guest speakers to cover areas that s/he might be less knowledgeable in.

5. Utilize interactive and assistive technology that takes advantage of the digital

generations’ ability to be technology savvy.

This list is of cause not all-inclusive but sets that stage for further explorations.

The Process element of DI may be integrated with elements of MCI in various way

Figure 5: Blending Process Element of DI + MCI = D-‐MCI The Process element of DI can be blended with various elements or components of MCI such as

Equity pedagogy, and Prejudice reduction. This process can be further enhanced by the use of


technology

equity pedagogy

prejudice reduction


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technology and result in D-MCI. This mixture can manifest itself in the classroom in various

ways. Here is how this will look like in the classroom setting:

1. The teacher will make use of cooperatively structured groups

2. Peer tutoring

3. Groups will be allowed to choose different aspects or perspectives for mini projects

and become experts

4. The teacher will also allow groups to each research different data bases

5. Students in such a class where D-MCI is used will fulfill various roles at different

times

6. A D-MCI teacher uses call and respond discussions, humor, pep talks

7. Such a teacher will use democratic discussions on issues of prejudice

8. Another important aspect of teaching with a D-MCI perspective is the use of

colleagues with or without similar expertise as consultants. Teachers of D-MCI will

therefore engage in co-teaching and working with other individuals in settings such as

classroom and labs, to ensure that every student in the class learns.


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The Product Component of DI may be combined the following elements of MCI:

Figure 6: Blending Product Element of DI + MCI = D-‐MCI

A third way in which DI components, elements or characteristics may be merged to result

in D-‐MCI is by adding these two MCI characteristics, Knowledge construction and Content

integration, to the Product aspect of DI. The classroom implications for this merger may

become materialized in these various ways:

1. The use of study guide that is produced by the class

2. Varying activity structure by using different graphic organizers such as timelines,

charts, thinking maps, etc.

3. This aspect of D-‐MCI may also manifest itself in the form of providing students with

a variety of options for do completing their activities, exercises and assignments,


technology

knowledge construction

content integration


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e.g. encouraging students make use of options such as written formats,

illustrations, performances, oral presentations, etc.

4. Use of thematic essay tests is also another good idea

5. In this instance, advanced learners may be encouraged to engage in independent

study projects

6. It is also advised that teachers who want to explore D-‐MCI instruction should relate

what is being learned to current issues.

he Learning Environment and Affect aspects of DI may be enhanced by infusing these

aspects of MDI:

Figure 7: Blending Learning Environment and Affect Elements of DI + MCI = D-‐MCI


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The final elements, Affect and Learning environment of DI may be merged or incorporated into

another element of MCI; i.e. Empowering school culture and further enhanced with the use of

technology to result in D-MCI. In the classroom, this aspect of D-MCI will manifest itself in the

form of:

1. Using classroom posters that display writings and drawings created by student,

arrangement of furniture and classroom décor manipulation in various ways.

2. Using of computer labs for research

3. Using classroom posters displayed include writings and drawings created by students

4. Encouraging the formation and membership of school groups such as diversity clubs

LGBT student associations

5. Encouraging the recruitment and retention of school board, administrators, teachers of

color and other minority groups.

Conclusion

Multicultural instruction and differentiated instruction are well researched and popularized

among educators at all levels. Most of the research and publications on these two inclusive

instructional approaches have focused on one in isolation of the other. Yet a close examination of

both reveals how closely interrelated and intertwined/compatible they are as they share several

commonalities. If educators to make process in their quest for the most appropriate instructional

approach for teaching ALL students, they need to make special effort to build on and merge the

plethora of approaches to result in best practices rather than the binary comparatively narrow

approaches with specific as opposed to comprehensive focus. This paper is only a most attempt

at doing just that. It is proposed that blending multicultural and differentiated instructional

approaches would result in a superior instructional strategy, i.e. differentiated-multicultural

instruction. In this article, the author discusses how multicultural instruction and differentiated

instruction are similar in many ways because they are both set on the premise that good teaching

caters to the needs of ALL students by ensuring that all students reach their full potential. The

article takes a step further to illustrate how combining individual components of differentiated

instruction and multicultural instruction can be helpful in meeting the needs of exceptional

learners and students from diverse backgrounds in the general education curriculum. The article

then demonstrates the ways in which effective teaching must ensure that ALL students are

learning by combining the relevant components of differentiated instruction and multicultural


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instruction. Practical suggestions of how differentiated and multicultural instruction as well as

the newly instructional approach, differentiated-multicultural instructions are provided

throughout the article. With the introduction of differentiated-multicultural instruction, it is

hoped that the researchers with expertise in specific instructional approaches will begin to pay

more attention to the benefits of finding commonalities among inclusive instructions and

merging or incorporating them to arrive at superior best practices that serve the learning needs of

ALL students. Flexibility rather prescription and provision of step-by-step rules will yield serve

educators better in their quest for best practices. To conclude therefore, I would like to repeat this

quote: Another set of methods . . . if we only learn methods, we are tied to those methods, but if

we learn principles, we can develop our own methods … ~ Ralph Waldo Emerson (culled from

Tomlinson & Imbeau, 2010)


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References

Banks, J. A. (2010). Multicultural Education: Characteristics and Goals. In J. A. Banks & C. A. M. Banks, (Eds.). Multicultural Education: Issues and Perspectives (7th ed). NJ: John Wiley & Sons, Inc. Banks, J. A. (2008). An introduction to multicultural education. New Jersey, N. Y.: Pearson. Garderen, D. & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for Secondary Inclusive Classrooms. In Teaching Exceptional Children. 38 no. 3, pp. 12-‐20. Nieto, S. (2012). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman. Taylor, L. S. & Whittaker, C. R. (2009). Bridging Multiple Worlds: Case Studies of Diverse Educational Communities. Boston, MA: Allyn & Bacon. Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A., & Eidson C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Taking Multicultural Education to the Next Level: An Introduction to Differentiated- Multicultural Instruction

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