Student Diver sity Dr. Jennifer Irwin EDU 620: Module 4 Chapters 4 &12
Before we begin… Please take 5 minutes to watch this video. http://www.youtube.com/watch?v=7hO9V_g
The “Uh Oh!” Effect What did you think about the speaker’s description of the “uh oh” effect? Have you ever experienced it? This is Steve Robbins, a nationally known diversity speaker I saw him speak last year on “Unintentional Intolerance” …. It was very fascinating. Check out his website for more info: http://www.slrobbins.com/ Want to see an example of how we can unintentionally make assumptions? … see the next slide.
Form a picture in your mind of someone from each of the following places: Holland Mexico Hawaii
Was the person from Holland wearing wooden shoes or standing in front of a windmill? Was the person from Mexico wearing a sombrero? Was the person from Hawaii wearing a hula skirt or flowered lei?
How is it that we develop these stereotypes (which are often simplistic and untrue caricatures)? What you do in your classroom will largely depend on your knowledge of your students and their uniqueness.
Let’s talk about you andc ulture Culture is…. shared norms, values, behaviors, perceptions, language, dress, rituals, etc.
Individuals Belong to Many Different Microcultural Groups Gender Region Religion Social Ability/ Class Disability Race Ethnicity Others? James Banks
Pause, practice, & apply To which microcultural groups to you belong? What other cultures do you understand other than your own? What are some potential areas of cultural conflict in the classroom? What would you do as a teacher?
What is SES …. Socioeconomic Status How much income your family earns + Your family’s highest level of schooling = SES
What does the researchsay about SES andeducation? (refer to chapter 4)
Teaching Tips & SES Always set high expectations Make adjustments to meet the needs of the class (differentiate) Help students work on retention skills, time management, organization, etc… Arrange enrichment/challenge opportunities Be thoughtful when grouping/ use cooperative learning Help students get basics met (food, clothing, shelter) Reach out to parents
Ethnicity & Race Not synonymous Ethnicity: a history, culture, and sense of identity shared by a group of people (e.g. Irish, Jewish Americans) Race: visible genetic characteristics of individuals that cause them to be seen as members of the same group (e.g. Caucasian)
Pause, practice, &apply Refer to chapter 4 … How do ethnicity and race affect students’ school experiences and achievement? What is the “achievement gap” and why does it occur?
Teaching Tips &Cultural Diversity Be fair Use a variety of instructional materials & strategies Use community resources Openly discuss cultural relations Use wait time (allow students 3-5 seconds to form an answer to a question) Use cooperative learning Do not permit prejudicial remarks (ignoring such remarks in the classroom is the same thing as agreeing with them)
Before you go on, form a picture in your mind of the following individuals: Bank President Kindergarten Teacher Fashion Model Scientist Building Contractor Secretary
Did you think of these? Bank President-male Kindergarten Teacher-female Fashion Model-female Scientist-male Building Contractor-male Secretary-female
Gender Stereotypes: Fillin the following chart with the all stereotypes you can think of. Males Females Personality characteristics Best school subjects Occupations
Gender Differences What are some generalizations made about males and females? Where do those differences or generalizations come from?How do those generalizations/differences affect teaching and learning?
Teaching Tips &Gender Equity Avoid stereotypes Promote integration Treat equally, but respect learning differences Provide strong role models Promote equal opportunities Make student achievement private Avoid segregating activities Use “wait time”
Language Differences Look in chapter 4 to see the different approaches to teaching English Language Learners: English immersion Transitional bilingual education Paired bilingual education Two-way bilingual education Which approach do you think is most effective? Why?
Time to visit theIntelligence Theories Survey of experts showed varied definitions of intelligence (Sternberg and Detterman, 1986) Charles Spearman identified one general intelligence in the late 1920s J.P. Guilford identified 180 types in the 1940s Robert Sternberg (1988) identified three types: Analytic, Practical and Synthetic Howard Gardner identified nine domains or multiple intelligences (1997)
We do embody all nineintelligences! (Eakle, 2006) Linguistic/Verbal Logical/Mathematical Musical Visual/Spatial Bodily/Kinesthetic Interpersonal Intrapersonal Some think that there are people who do indeed embody all 9 intelligences. Do you agree that someone like Rev. Dr. Martin Naturalist Luther King Jr. was one of these people? Existentialist
Next Steps with the MITheory… Help students hone all nine intelligences to promote “well- roundedness” E. Paul Torrance, father of Creativity, believes we should “fall in love with something and pursue it with intensity” Expose students to multiple intelligences in the classroom as a way of differentiating your lessons.
Learning Styles Numerous learning style theories exist Dunn & Dunn is most popular A learning style is a way in which each learner concentrates on, processes, absorbs, and retains new and difficult information (Dunn and Dunn, 1992; 1993; 1999) Believe 21 different variables affecting a person’s learning style (environmental, emotional, sociological, physiological, and cognitive processing preferences) Visual, Auditory, Kinesthetic, & Tactile (VAKT)
Visual, Auditory,Kinesthetic, & Tactile Visual Auditory Kinesthetic (learning by doing) Tactile (hands-on learning) What are your preferred learning styles?
Learners withExceptionalities Please skim chapter 12 and complete the Study Guide.
Questions? Let meknow … or bring themto this week’sdiscussion board