Leonard Davidman

Teaching with a multicultural perspective : a practical guide

(Chapters include: Overviews, Introduction, Discussion Questions, Recommended Activities, Opportunities section, and Notes.). 1. The Idea of Multicultural Education: Past, Present, And Future Possibilities. 2. Creating Equity Conditions And Democratic Practice In School Settings. 3. Teaching With A Multicultural Perspective In Activities. 4. Creating A Multicultural Curriculum With Integrated Social Studies, Language Arts, And Science-Based Units Of Instruction. 5. Creating A Multicultural Curriculum with Content That Links Environmental, Global, Citizenship, And Multicultural Education.

Expressive Encounters and the Unleashing of Creative Potential.

*Professor Davidman wishes to express his appreciation to two colleagues, Becca Wachtmann and Mary Langley, whose encouragement and insightful suggestions led to the development and improvement of this article. In the recent past teachers of the gifted’ have used one or more theoretical models to guide their instructional planning, and a number of useful units and activities have resulted from this effort. I have in mind units based on Bloom’s Taxonomy of Educational Objectives, Guilford’s Structure of the Intellect, Taylor’s Multiple Talents Model, William’s Model for Implementing Cognitive-Affective Behaviors, and Renzulli’s Enrichment Triad Model.2 In this article I will share another way to develop instructional material for the gifted. In so doing, I will describe and discuss the structure and rationale for two related sequences-the Type I Creative Teaching Sequence (CTS) and Type II CTS. However, before moving to this definitional task, I want to indicate for whom this article is written specifically. While this article might be helpful for teachers who work solely with gifted students, I envision that its major application will be for regular classroom teachers who are working with two or three gifted students as well as twenty-

Classroom Discipline for Effective Teaching and Learning Laurel Tanner New York: Holt, Rinehart & Winston, 1978:

discipline. But really, why such grandiose language for yet another book on discipline? An enumeration of several key strengths will explain the strong recommendation. To begin with, the book revolves around 12 principles which relate to discipline specifically, and discipline’s relationship to education in general. The principles illuminate the strategies Tanner recommends and reveal the center pieces of a philosophy which connects the book’s theory to these practices. This is the subtle beauty of the work. The reader is not only left with tactics, but also with an intelligent philosophy to help understand and explain the tactics. This leads to the