Ford-Harris Matrix - Coursework Example

Ford-Harris Matrix Ford-Harris Matrix Remember Understand Apply Analyze Evaluate Create Contributions Students are taught and know facts about heroes, holidays and discrete cultural elements. students show an understanding of information about heroes, holidays, etc. Students are asked to and can apply information learned on heroes, holidays, etc. Students are taught and can analyze(e.g., compare and contrast) information on heroes, holidays, etc. Students are taught to and can evaluate facts and information based on heroes, holidays, etc.

Students are required to and can create a new product from the information on heroes, holidays, etc. Additive Students are taught and know the concepts, themes and perspectives of cultural groups Students are taught and can understand cultural concepts, themes and perspectives. Students are required to and can apply information learned about cultural concepts, themes and perspectives Students are taught and can analyze important cultural concepts, themes and perspectives. Students are taught to and can critique cultural concepts, themes and perspective.

Students are asked to and can create products on cultural concepts, themes and perspectives. Transformation Students are given information on important events, themes, etc. and can understand this information from various perspectives as diverse ethnic and cultural groups. Students are taught to understand and can demonstrate an understanding of important events and themes from various perspectives as diverse ethnic and cultural groups. Students are asked to and can apply an understanding of important events and themes from various perspectives as diverse ethnic and cultural groups.

Students are taught to and can examine important events and themes from various perspectives as diverse ethnic and cultural groups. Students are taught to and can evaluate or judge important events and themes from various perspectives as diverse ethnic and cultural groups. Students are required to and can create a product based on their new perspectives or the perspective of another group. Social Action Based on information on heroes, holidays and discrete cultural elements, students make recommendations for social action.

Base on their understanding of important cultural concepts, themes and perspectives, students make recommendations for social action. Students are asked to apply their understanding of important social and cultural issues, make recommendations and take action on the issues. Students are required to and can analyze social and cultural issues from different perspectives and take action on them. Students critique important social and cultural issues and seek to make national and/or international change.

Students create a plan of action to address social and cultural issues and seek important social change. NOTE: Actions taken on the social action level can range from immediate to small scale (e.g. classroom and school level) to moderate (community and regional level) to large scale (state, national and international levels). Likewise, students can make recommendations for action or take social action. Reference Ford, D. (2007). Recruiting and retaining gifted students from diverse ethnic cultural, and language groups. In J. A.

Banks & C. A. McGee Banks, Multicultural Education: Issues and Perspectives, 6th ed. (p. 251). Hoboken, NJ: Wiley.