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1301 chapter 3
1.
Chapter Three
Who are Today’s Students in a Diverse Society? © Wadsworth, Cengage Learning 3|1
2.
Sources of Student
Diversity • Racial, ethnic, and cultural backgrounds • Language (other than English) • Academic abilities, achievements, and learning styles • Diverse needs (develop at different rates) • Gender • Sexual orientation • Socioeconomic backgrounds © Wadsworth, Cengage Learning 3|2
3.
Race and Ethnicity Ethnicity
Race • Racial similarity or • Common ancestry & difference physical • Common culture characteristics – Language – Customs – Religion © Wadsworth, Cengage Learning 3|3
4.
Projections of the
U.S. Population © Wadsworth, Cengage Learning 3|4
5.
Assimilation v.
Cultural Pluralism Cultural Pluralism Assimilation • Each subculture • Members of maintains its own subcultures expected individuality to give up their own • Seeks healthy customs and learn interaction among American ways diverse groups © Wadsworth, Cengage Learning 3|5
6.
Approaches to
Multicultural Education • Teaching the exceptional and culturally different • Human relations • Single-group studies • Multicultural approaches • Multicultural social justice © Wadsworth, Cengage Learning 3|6
7.
Culturally Responsive Teaching •
Takes a social justice perspective • Responds to conflicts of communication styles, expectations between students and teacher or school – Equity pedagogy © Wadsworth, Cengage Learning 3|7
8.
VIDEO CASE: Culturally
Responsive Teaching © Wadsworth, Cengage Learning 3|8
9.
ELL Student Language
Backgrounds • Spanish - 77% • Vietnamese - 2.4 % • Hmong - 1.8 % • Korean - 1.2 % • Arabic - 1.2 % • French (Haitian) Creole - 1.1 % • Cantonese - 1.0 % • All others together - less than 1% © Wadsworth, Cengage Learning 3|9
10.
Bilingual Education Models Immersion
Teaching is in English English as a Short-term or pull-out English lessons; Second Language may be used with immersion (ESL) Program Transitional Intensive English instruction combined with some subject instruction in native language Maintenance or Preserve and build on native language Developmental skills while adding English as a second language © Wadsworth, Cengage Learning 3 | 10
11.
Howard Gardner’s
Multiple Intelligences Eight distinct intellectual capacities: • Verbal/Linguistic • Logical-mathematical • Spatial • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist • Tentative identification of a ninth intelligence (existential) that Gardener is currently trying to validate © Wadsworth, Cengage Learning 3 | 11
12.
Gardner’s Five Minds •
The Disciplined Mind • The Synthesizing Mind • The Creating Mind • The Respectful Mind • The Ethical Mind © Wadsworth, Cengage Learning 3 | 12
13.
Four Basic Learning
Styles • Visual - seeing • Auditory - hearing • Kinesthetic - moving • Tactile - touching © Wadsworth, Cengage Learning 3 | 13
14.
Specific Disabilities Among
Children Age 6-21 © Wadsworth, Cengage Learning 3 | 14
15.
Six Principles of
Special Education • Six principles provide the framework of IDEA (Individuals with Disabilities Education Act ), around which education services are designed and provided to students with disabilities: • Free appropriate public education • Appropriate evaluation • Individualized Education Program (IEP) • Least restrictive environment • Parent and student participation in decision making • Procedural safeguards © Wadsworth, Cengage Learning 3 | 15
16.
Mainstreaming and Inclusion Inclusion
Mainstreaming • Students in regular • Students with school and disabilities in classroom as general education much as possible classrooms for at • Brings services to least part of the the child in the day. classroom. • Additional classes, services as needed © Wadsworth, Cengage Learning 3 | 16
17.
VIDEO CASE: Inclusion:
Classroom Implications for the General and Special Educator © Wadsworth, Cengage Learning 3 | 17
18.
Guidelines for Teaching
Students With Disabilities • Be open to including students with disabilities in your classroom • Learn each child’s limitations and potential • Learn instructional methods & technology that can help each child • Insist that needed services be provided • Use a variety of teaching strategies • Co-teach with a special education teacher © Wadsworth, Cengage Learning 3 | 18
19.
Acceleration and Enrichment
for Gifted and Talented Students Enrichment Acceleration • Go beyond regular • Learn regular curriculum curriculum at a pace • Greater depth and commensurate with breadth abilities • Individual or • Progress to advanced collaborative inquiry materials faster than activities age norms or grade • Develop problem- levels solving abilities © Wadsworth, Cengage Learning 3 | 19
20.
Guidelines for Teaching
Gifted and Talented Students • Provide teaching that allows use of the regular class as a forum for research, inquiry, and projects • Encourage curiosity and confidence • Allow exploration beyond standard curriculum • Differentiate instruction • Help students develop the skills required for self-directed learning • Group students of varying ability levels by interest for cooperative projects • Teach complex thinking processes • Look for alternative curriculum materials • Implement curriculum compacting • Match students with mentors © Wadsworth, Cengage Learning 3 | 20
21.
Glasser’s Choice Theory •
Students make choices to satisfy basic needs – Survival – Love and Belonging – Power – Freedom – Fun • Class works better if teachers plan learning activities that help satisfy, instead of frustrating, needs © Wadsworth, Cengage Learning 3 | 21
22.
VIDEO CASE: Motivating
Adolescent Learners: Curriculum Based on Real Life © Wadsworth, Cengage Learning 3 | 22
23.
Promoting Gender Equity •
Have high expectations for all students, boys and girls. • Organize classroom, technology schedules so students don’t segregate or monopolize by sex. • Avoid biased instructional materials. • Examine and address, if needed, the frequency with which students are called on and the kind of responses teachers provide. • Eliminate sex-stereotyped assignments & tasks. • Structure learning to give girls equal opportunity to participate. • Model sex-equitable behavior. © Wadsworth, Cengage Learning 3 | 23
24.
VIDEO CASE: Gender
Equity in the Classroom: Girls and Science © Wadsworth, Cengage Learning 3 | 24
25.
Making School Safer
for Students of All Orientations • Establish classroom guidelines against name- calling. • Respect different points of view. • Make no assumptions about students’ families or their sexual orientations. • Be a role model; treat all students with respect and dignity. © Wadsworth, Cengage Learning 3 | 25
26.
Teaching Your
Diverse Students • Seek out experiences to broaden your cultural and societal understanding. • Spend time with people who differ from your ethnicity, culture, or language. • Volunteer in schools that differ from those you attended. • Learn about and appreciate the values and backgrounds of your students. • Teach to your students’ strengths. • Provide a variety of educational experiences. • Involve students’ families. Respect values of both school and families. © Wadsworth, Cengage Learning 3 | 26