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  • 1. Chapter Three
    Who are Today’s Students in a Diverse Society?
  • 2. Sources of Student Diversity
    Racial, ethnic, and cultural backgrounds
    Language (other than English)
    Academic abilities, achievements, & learning styles
    Diverse needs (develop at different rates)
    Gender
    Sexual orientation
    Socioeconomic backgrounds
  • 3. Race and Ethnicity
    Ethnicity
    Racial similarity or difference
    Common culture
    Language
    Customs
    Religion
    Race
    Common ancestry & physical characteristics
    Give me five (5) examples for each
  • 4. Projections of the U.S. Population
  • 5. Assimilation v. Cultural Pluralism
    Cultural Pluralism
    Each subculture maintains its own individuality
    Seeks healthy interaction among diverse groups
    Assimilation
    Members of subcultures expected to give up their own customs and learn American ways
    How would you integrate one or both
    into a classroom project, game or activity?
  • 6. What does it look like in the classroom?
    Approaches to Multicultural Education
    Teaching the exceptional and culturally different
    Human relations
    Single-group studies
    Multicultural approaches
    Multicultural social justice
    Culturally Responsive Teaching
    Takes a social justice perspective
    Responds to conflicts of communication styles, expectations between students and teacher or school
    Equity pedagogy
  • 7. 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%
  • 8. Bilingual Education Models
    Define:
    Immersion
    English as a Second Language (ESL)
    Transitional
    Maintenance or Developmental
  • 9. Bilingual Education Models
  • 10. Howard Gardner’s Multiple Intelligences
    Eight distinct intellectual capacities:
    Verbal/Linguistic
    Spatial
    Musical
    Intrapersonal
    Logical-mathematical
    Bodily-kinesthetic
    Interpersonal
    Naturalist
    • Tentative identification of a ninth intelligence (existential) that Gardener is currently trying to validate
    In your groups/partners:
    • Define
    • 11. Example of how you’d teach to the intelligence
  • Four Basic Learning Styles
    Visual - seeing
    Auditory - hearing
    Kinesthetic - moving
    Tactile – touching
    One scenario
    How would you teach it using each of the learning styles?
  • 12. Specific Disabilities Among Children Age 6-21
  • 13. 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
  • 14. Mainstreaming and Inclusion
    Inclusion
    Students in regular school and classroom as much as possible
    Brings services to the child in the classroom.
    Mainstreaming
    Students with disabilities in general education classrooms for at least part of the day.
    Additional classes, services as needed
  • 15. 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
  • 16. Acceleration and Enrichment for Gifted and Talented Students
    Enrichment
    Go beyond regular curriculum
    Greater depth and breadth
    Individual or collaborative inquiry activities
    Develop problem-solving abilities
    Acceleration
    Learn regular curriculum at a pace commensurate with abilities
    Progress to advanced materials faster than age norms or grade levels
  • 17. 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
  • 18. 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
  • 19. 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.
  • 20. 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.
  • 21. 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.

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