Ppt chapter 3
Upcoming SlideShare
Loading in...5
×
 

Ppt chapter 3

on

  • 646 views

 

Statistics

Views

Total Views
646
Views on SlideShare
646
Embed Views
0

Actions

Likes
0
Downloads
9
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Ppt chapter 3 Ppt chapter 3 Presentation Transcript

  • Chapter ThreeWho are Today’s Students in aDiverse Society?
  • 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 © 2009 Wadsworth, Cengage Learning 3|2
  • Race and EthnicityEthnicity Race• Racial similarity or • Common ancestry & difference physical• Common culture characteristics – Language – Customs – Religion © 2009 Wadsworth, Cengage Learning 3|3
  • Projections of the U.S. Population© 2009 Wadsworth, Cengage Learning 3|4
  • Assimilation v. Cultural PluralismCultural 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© 2009 Wadsworth, Cengage Learning 3|5
  • Approaches to Multicultural Education• Teaching the exceptional and culturally different• Human relations• Single-group studies• Multicultural approaches• Multicultural social justice © 2009 Wadsworth, Cengage Learning 3|6
  • Culturally Responsive Teaching• Takes a social justice perspective• Responds to conflicts of communication styles, expectations between students and teacher or school – Equity pedagogy © 2009 Wadsworth, Cengage Learning 3|7
  • VIDEO CASE: Culturally Responsive Teaching© 2009 Wadsworth, Cengage Learning 3|8
  • 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% © 2009 Wadsworth, Cengage Learning 3|9
  • 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© 2009 Wadsworth, Cengage Learning 3 | 10
  • Howard Gardner’s Multiple IntelligencesEight 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 © 2009 Wadsworth, Cengage Learning 3 | 11
  • Four Basic Learning Styles• Visual - seeing• Auditory - hearing• Kinesthetic - moving• Tactile - touching © 2009 Wadsworth, Cengage Learning 3 | 12
  • Specific Disabilities Among Children Age 6-21© 2009 Wadsworth, Cengage Learning 3 | 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 © 2009 Wadsworth, Cengage Learning 3 | 14
  • Mainstreaming and InclusionInclusion 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© 2009 Wadsworth, Cengage Learning 3 | 15
  • VIDEO CASE: Inclusion: Classroom Implications for the General and Special Educator© 2009 Wadsworth, Cengage Learning 3 | 16
  • 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 © 2009 Wadsworth, Cengage Learning 3 | 17
  • Acceleration and Enrichment for Gifted and Talented StudentsEnrichment 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 © 2009 Wadsworth, Cengage Learning 3 | 18
  • 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 © 2009 Wadsworth, Cengage Learning 3 | 19
  • 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 © 2009 Wadsworth, Cengage Learning 3 | 20
  • VIDEO CASE: Motivating Adolescent Learners: Curriculum Based on Real Life© 2009 Wadsworth, Cengage Learning 3 | 21
  • 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. © 2009 Wadsworth, Cengage Learning 3 | 22
  • VIDEO CASE: Gender Equity in the Classroom: Girls and Science© 2009 Wadsworth, Cengage Learning 3 | 23
  • 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. © 2009 Wadsworth, Cengage Learning 3 | 24
  • 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. © 2009 Wadsworth, Cengage Learning 3 | 25