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from the syllabus: At the end of the quarter you will write a formal “integration” paper based on your readings, lectures, workshops, and other program experiences. The purpose of these short papers (approximately 6 pages each) is for you to develop your ability to analyze and synthesize program materials into a coherent formal paper that integrates and makes connections with what you are learning. The guidelines you received during Fall Quarter continue to apply for this paper. You will be given a prompt for this paper.

The MIT program's conceptual framework consists of three foci: Democracy and Schooling, Multicultural and Anti-Bias Perspective, and Developmentally Appropriate Teaching and Learning. For this integration paper, you will be relating your readings to the second one, a multicultural and anti-bias perspective. You are to specifically integrate/synthesize a minimum of 7 of the 15 seminar readings from this quarter. Inclusion of references to films, lectures, workshops that are relevant to your thesis statement may enhance a paper of this kind. Focus your integration paper #3 on how you could use these readings to inform your teaching so that you can address the Mulitcultural and Anti-Bias Perspective focus quoted below:

The curriculum reflects Evergreen's strong commitment to diversity because we believe that both teaching and learning must draw from many perspectives and include a multiplicity of ideas. We believe in preserving and articulating differences of ethnicity, race, gender and sexual orientation rather than erasing or marginalizing them. We seek to expose MIT students to the consequences of their cultural encapsulation in an effort to assist future teachers in the acquisition of a critical consciousness. We believe that future teachers must be ready to provide children and youth with culturally responsive and equitable schooling opportunities. (MIT Student Guidebook, p3)

Refer to Strategies and Format for Integration Paper..
For this paper, we will be using the Integration Paper Rubric

The MIT program is centered on the exploration of how public education might meet the needs of the diverse groups of people who live in this democracy. The program examines what it means to base teacher education and public education on a multicultural, democratic, developmental perspective and how performance-based assessment can promote these values. Using an interdisciplinary approach, the following three major themes inform both the content and associated processes of the program throughout the MIT curriculum.

Democracy and Schooling
We look at schooling from the perspective of what it means to work and learn in our democracy. We help students both to understand the evolution of our current democracy and to critique the practices that exclude particular groups from equitable participation in our society. Democracy is presented as a multidimensional concept as prospective teachers are guided toward professional action and reflection on the implications for the role of the teacher in enacting (a) democratic school-based decision making that is inclusive of parents, community members, school personnel and students and (b) democratic classroom learning environments that are learner centered and collaborative.

Multicultural and Anti-Bias Perspective
The curriculum reflects Evergreen’s strong commitment to diversity because we believe that both teaching and learning must draw from many perspectives and include a multiplicity of ideas. We believe in preserving and articulating differences of ethnicity, race, gender and sexual orientation rather than erasing or marginalizing them. We seek to expose MIT students to the consequences of their cultural encapsulation (via the autobiography assignments) in an effort to assist future teachers in the acquisition of a critical consciousness. We believe that future teachers must be ready to provide children and youth with culturally responsive and equitable schooling opportunities.

Developmentally Appropriate Teaching and Learning
We understand that no instructional model or limited set of methods responds to the complex cognitive processes associated with K-12 subject matter learning. Our curriculum reflects the social, emotional, physiological and cognitive growth processes that shape how children and youth receive, construct, interpret and act on their experiences of the world. A broad-based curriculum that is interdisciplinary, developmentally appropriate, meaningful and guided by a competent and informed teacher, as well as by learner interests, results in active learning.