Day 12 education and diversity
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This document discusses issues related to diversity and education. It defines cultural diversity and identity, noting that culture includes values, customs, language and strategies that help groups adapt and survive. A person's cultural identity is based on attributes like gender, ethnicity, religion and influences how they view themselves and the world. The document addresses how schools contribute to identities and discusses challenges like racism, biased attitudes and curriculum. It suggests teachers dispense with stereotypes to help all students. Overall, the document focuses on recognizing individual differences, adapting instruction for diverse learners, and creating inclusive classrooms.
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Socio cultural diversity
This document discusses socio-cultural diversity from the perspectives of teachers, pupils, schools, families, and its effects. It defines socio-cultural as the interaction between social and cultural elements and the responsibility of context in learning. For teachers, it means being professional, treating pupils equally, and respecting students. Pupils should respect other cultures, be sensitive to differences, and accept diversity. Schools should promote unity, use a common language, and give equal opportunities. Families should advise respect for others. The effects of diversity include highlighting it through structured classroom activities, establishing mutual respect, and ensuring all students feel valued through programs like No Child Left Behind.
Diversity in education
Attending a school with a diverse student body that includes differences in ethnicity & race, age, gender, sexual orientation, religion, disabilities & exceptionalities, and socioeconomic status can help prepare children for citizenship in a multicultural democracy. Diversity in education refers to differences across these categories that expose students to a variety of backgrounds and experiences.
Multicultural diversity
The document discusses the goals and importance of multicultural education. It notes that schools have increasingly diverse student populations from a variety of socioeconomic, cultural, racial, and ethnic backgrounds. Multicultural education aims to provide all students an equal opportunity to learn through curriculum and instructional modifications, as well as addressing teacher attitudes and perceptions. It encourages educators to value students' varied prior experiences and cultural histories.
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The document discusses culturally responsive teaching and its role in academic success. It defines culturally responsive teaching as using symbols, language, art, and customs that demonstrate inclusion of all students. It identifies key factors that affect academic success, such as pre-school learning experiences, attendance, school climate, teaching quality, and student characteristics. The document recommends setting high expectations, managing implicit bias, and using explicit instruction coupled with active engagement to help students succeed. It also provides advice for teachers such as legitimizing student voices, building family partnerships, and adapting evidence-based practices for classroom cultures.
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The document discusses skill-based syllabus in language teaching. It involves collecting particular language skills that may be useful for using language, such as pronunciation, vocabulary, grammar, and discourse. Unlike situational syllabi which group functions by language setting, skill-based syllabi group linguistic competencies into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach specific skills that are necessary to be competent in a language. It also discusses the role of multicultural education in transforming schools so that all students, regardless of gender, ability level, or cultural background can learn equally.
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The document discusses the importance of multicultural education and diversity in the classroom. It defines culture and lists some key ideals supported by multicultural education like freedom, justice, and equality. It then provides reasons why multicultural education is important, such as students developing greater understanding and respect for each other from exposure to different worldviews. The document outlines five dimensions of multicultural education: content integration, knowledge construction process, prejudice reduction, equity pedagogy, and empowering school culture. Finally, it notes that diversity, acceptance, and a positive learning environment can lead to positive student learning outcomes.
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The document discusses cultural diversity and multiculturalism. It defines cultural diversity as having different cultures respect each other's differences. Multicultural diversity arose in the late 1900s as a philosophy of tolerating people from different backgrounds. However, a lack of tolerance has led to issues like slavery, wars, and colonialism. Embracing cultural diversity can provide organizations benefits like increased adaptability, a broader customer base, more effective problem solving, and better business execution. However, managing diversity also presents challenges like communication barriers, resistance to change, and socio-cultural factors between different groups. Overall, the document advocates recognizing, defining, and sustaining cultural diversity through positive influence programs.
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Socio cultural diversity
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Attending a school with a diverse student body that includes differences in ethnicity & race, age, gender, sexual orientation, religion, disabilities & exceptionalities, and socioeconomic status can help prepare children for citizenship in a multicultural democracy. Diversity in education refers to differences across these categories that expose students to a variety of backgrounds and experiences.
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The document discusses culturally responsive teaching and its role in academic success. It defines culturally responsive teaching as using symbols, language, art, and customs that demonstrate inclusion of all students. It identifies key factors that affect academic success, such as pre-school learning experiences, attendance, school climate, teaching quality, and student characteristics. The document recommends setting high expectations, managing implicit bias, and using explicit instruction coupled with active engagement to help students succeed. It also provides advice for teachers such as legitimizing student voices, building family partnerships, and adapting evidence-based practices for classroom cultures.
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The document discusses skill-based syllabus in language teaching. It involves collecting particular language skills that may be useful for using language, such as pronunciation, vocabulary, grammar, and discourse. Unlike situational syllabi which group functions by language setting, skill-based syllabi group linguistic competencies into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach specific skills that are necessary to be competent in a language. It also discusses the role of multicultural education in transforming schools so that all students, regardless of gender, ability level, or cultural background can learn equally.
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The document discusses the importance of multicultural education and diversity in the classroom. It defines culture and lists some key ideals supported by multicultural education like freedom, justice, and equality. It then provides reasons why multicultural education is important, such as students developing greater understanding and respect for each other from exposure to different worldviews. The document outlines five dimensions of multicultural education: content integration, knowledge construction process, prejudice reduction, equity pedagogy, and empowering school culture. Finally, it notes that diversity, acceptance, and a positive learning environment can lead to positive student learning outcomes.
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The document discusses cultural diversity and multiculturalism. It defines cultural diversity as having different cultures respect each other's differences. Multicultural diversity arose in the late 1900s as a philosophy of tolerating people from different backgrounds. However, a lack of tolerance has led to issues like slavery, wars, and colonialism. Embracing cultural diversity can provide organizations benefits like increased adaptability, a broader customer base, more effective problem solving, and better business execution. However, managing diversity also presents challenges like communication barriers, resistance to change, and socio-cultural factors between different groups. Overall, the document advocates recognizing, defining, and sustaining cultural diversity through positive influence programs.
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This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
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This document provides tips and suggestions for teaching in racially diverse college classrooms. It discusses developing a culturally responsive curriculum through considering multiple perspectives in course materials and assignments. It also addresses creating an open and safe classroom environment where all student voices are activated. The document offers guidance on how to plan for and manage potentially racially charged situations or "hot moments," including interrupting discriminatory behaviors, having students reflect to defuse tensions, and turning disruptions into learning experiences. The overall aim is to empower educators to enhance learning for all students in a multicultural context.
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The document discusses developing an online collaborative learning community to improve ethnic and racial students' academic achievement through a digital curriculum. The digital curriculum would be delivered using learning technologies like LectureShare, Second Life, ePals and Quizlet. It would aim to enhance students' language skills and social engagement. Evaluating students' performance, parent interviews and surveys would measure the program's success in addressing the challenges of cultural and language diversity in education.
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The document discusses multicultural education and its goals and benefits. It defines multiculturalism and multicultural education, noting that the latter aims to address diversity and shift power dynamics in education. The goals of multicultural education include creating an inclusive learning environment, increasing awareness of global and cultural issues, and preventing discrimination. Benefits include helping students develop positive identities and allowing multiple perspectives. The document also provides strategies for teachers to incorporate multicultural principles, such as embracing different cultures and adapting lessons for students with special needs.
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The document discusses the principles of culturally responsive teaching and culturally responsive school environments. It defines key terms like culture, pedagogy, and culturally responsive teaching. According to scholars like Ladson-Billings and Gay, culturally responsive teaching empowers students intellectually and socially by using their cultural knowledge and experiences. A culturally responsive school environment reflects and values the diversity of cultures and languages present. The document provides characteristics of such an environment and discusses the importance of professional development to create inclusive, equitable learning spaces.
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This document provides an outline for a chapter on multicultural education that discusses its key characteristics and goals. The outline includes 10 sections that will cover topics such as the nature of multicultural education, how it developed historically, the social construction of categories like race and gender, its dimensions, and the role of schools in promoting equity and justice. The overall goal of multicultural education is to ensure all students have an equal opportunity to learn by making changes to curricula, teaching approaches, school culture, and addressing issues of discrimination.
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This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
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The
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Dimensions
Of
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Education
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SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
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Assignment4
Tomas Esquijarosa is a student at Miami Dade College completing an assignment for his Human Diversity in Education class. He completed 15 hours of service learning at Cutler Ridge Middle School under the supervision of Mrs. Ana Luisa Deliz, a senior educator in the Special Education Department. During his time there, he observed Mrs. Deliz and her team of four teachers and two paraprofessionals working with students with special needs. He saw them using a variety of teaching methods including computer activities, movies, puzzles, and group lessons involving participation and cut and paste activities. He was impressed by the school's positive reinforcement system to reward students for good behavior.
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Human diversity in education is important because students can learn from those different from themselves. When classrooms are too homogeneous, curiosity and discovery are diminished. Embracing each other's uniqueness despite our differences is key. A multicultural perspective assumes that all students receive an education that affirms human diversity and that teachers hold high expectations for students of all backgrounds. Students can teach each other as they come to school to learn new things not just from teachers but from their peers as well.
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This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
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This document discusses culturally responsive teaching methods. It defines culturally responsive education as using students' culture to impart knowledge and skills. It then lists and describes six ways to be culturally responsive: having high expectations; being an active teacher; acting as a facilitator; having positive perspectives of students' families; being culturally sensitive; and reshaping the curriculum. It emphasizes making lessons relevant to students' lives and experiences.
Dimensions of multicultural education
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
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My report on Multicultural Diversity: A Challenge to Global Teachers. Hope you like my presentation! :)
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The document discusses the goals and strategies of multicultural education. It states that the major goal is to transform schools so that all students, regardless of gender, ability level, culture, social class, race or ethnicity have an equal opportunity to learn. It provides suggestions for teachers, including becoming sensitive to different racial, ethnic and gender groups; not making assumptions about students; getting to know each student as an individual; examining one's own conscious and unconscious biases; infusing multicultural materials and strategies; and fostering collaboration among students, parents and teachers. Finally, it notes that no two students are the same and that student backgrounds and experiences should be considered in teaching.
Multicultural Education
Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The transformational approach changes curriculum structure to view concepts from multiple perspectives, while the social action approach includes activities for social change. Multicultural education increases productivity, problem solving, relationships, and societal vitality while decreasing stereotyping.
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This document discusses cultural diversity in the classroom. It begins with an activity where teachers discuss what diversity means to them and situations where people felt like outsiders. It then covers topics like diverse students in US classrooms, individually differentiated instruction to meet different learning styles and abilities, multi-cultural teaching approaches, and US legislation related to education like No Child Left Behind and Americans with Disabilities Act. Teachers are provided a framework for developing cultural consciousness in their teaching practice. The document concludes with an activity where teachers plan a mock lesson in diverse groups while considering how to accommodate all students.
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Tomas Esquijarosa is a student at Miami Dade College completing an assignment for his Human Diversity in Education class. He completed 15 hours of service learning at Cutler Ridge Middle School under the supervision of Mrs. Ana Luisa Deliz, a senior educator in the Special Education Department. During his time there, he observed Mrs. Deliz and her team of four teachers and two paraprofessionals working with students with special needs. He saw them using a variety of teaching methods including computer activities, movies, puzzles, and group lessons involving participation and cut and paste activities. He was impressed by the school's positive reinforcement system to reward students for good behavior.
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Multi cultural diversity
This document discusses diversity and multiculturalism in education. It defines diversity as differences between people in aspects like race, gender, religion, and socioeconomic status. Multiculturalism focuses on being inclusive of differences in society. Teachers are challenged with diverse students from varying backgrounds. To accommodate diversity, teachers should learn about other cultures, avoid stereotyping, and get to know each student. Schools should provide equitable opportunities to learn and reduce discrimination. Embracing diversity enriches education and society.
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Here are some key points to consider in your discussion:
- TV shows and ads often portray stereotypical gender roles that can influence viewers' perceptions and expectations. For example, males may be shown as strong/tough while females are caring/emotional.
- Characters from diverse backgrounds are often underrepresented or portrayed through stereotypes rather than as fully developed individuals. This can impact sense of identity and inclusion.
- Even subtle differences in how characters are written and their traits/roles can normalize certain biases over time through repeated exposure.
- Children in particular are still developing their understanding of gender, race, sexuality etc. Social television may be one of their main sources of exposure to diverse role models or lack thereof.
B.ED NOTES MUMBAI Course 1 diversity
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diversity (b.ed notes) COURSE 1
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, development differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
Enhancing Relationships Through Cultural Competence Training by Proceed Inc
This document provides an overview of a training on cultural competence. It discusses establishing safe conversation guidelines, understanding one's own worldview and cultural identities, recognizing cultural differences without stereotyping, and exploring the cultural competence continuum as an evaluation tool. The objectives are to understand how cultural factors impact relationships, learn about demonstrating culturally competent behaviors, and discuss strategies for enhancing cultural competence.
Tranings
This in-service training discusses enhancing cultural competence in relationships and organizations. It covers topics like understanding one's own culture and worldview, recognizing cultural differences, and assessing cultural competence on an individual and organizational level. The training provides strategies for improving cultural competence, such as getting to know oneself and one's community, and evaluating where one falls on the cultural competence continuum in order to strengthen relationships and better serve diverse groups.
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This document discusses strategies for improving equity and engagement in schools. It defines equity as ensuring everyone has access to resources and a voice. Challenges to equity include some groups feeling unheard or disadvantaged. The document recommends focusing on community aspirations, avoiding "edu-babble", and improving student engagement through practices like shadowing and giving students choices. Barriers to family involvement like inflexible schedules are discussed. The document advocates for more teacher and parent representation, home visits, and teacher advocacy and involvement in the community to improve engagement.
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Cultural Diversity & Cultural Competence by Loudon County Schools
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Day 12 education and diversity
- 1. Education and Diversity: Framing the Issues B. Egbo
- 2. • Student diversity (differences) is a reality in Canadian schools Critical question: what, why and how to teach children in ways that reflect their diverse backgrounds?
- 3. Diversity refers to difference • • • • • • Human diversity Bio-diversity Religious diversity Linguistic diversity Diversity of opinions Egbo’s focus: cultural diversity
- 4. Culture is defined: • “…shared system of meaning and symbols that account for patterned behaviour between individuals and amoung groups.” (pg. 201) • “…as the knowledge, values, customs, attitudes, language and strategies that enable individuals and groups to adapt and survive in their environment.” (pg. 201)
- 5. Culture is “in us and all around us” (pg. 201) • Each person has his or her own cultural identity (perceptions of who we are) • Our cultural backgrounds influence our perceptions of the world and therefore, constitute an essential part of who we are.
- 6. People’s cultural identity are based on such things as: Attributes: some are inherited; some are socially assigned Social class Group affiliations Career Sexual identity Psychological dispositions Ability Religion Education Age Race Community Language Gender Family Ethnicity Nationality
- 7. • Our cultural background is our own personal possession and influences how we view ourselves. • Shared attributes link people to one another. Culture + biological traits = personal identity
- 8. Where do schools fit in? Schools contribute to individual and group identities
- 9. How does the concept of race contribute to diversity and identity??
- 10. Does race matter? YES! • Racism is the continued oppression of minority groups • People are not inherently different or unequal but there are perceived differences. • Dominant group (superior race) distributes (and denies) power to other groups. “…Race is a variable which is commonly used to sustain inequality in schools.” pg. 205
- 11. How does racism manifest itself in Canadian schools?? • • • • • Racially biased attitudes Culturally biased assessment practices Unrepresentative curricula and staffing Harassment of minority students Streaming of minority groups into non-academic programs • Disciplinary policies that target minority groups • Devaluation of non dominant group parents’ involvement • Discuss – do you agree with this?
- 12. Challenge for Teachers! Teachers can positively transform the lives of minority children. Teachers must dispense with prejudice, stereotypes and cultural assumptions.
- 13. Hidden Curriculum * Behaviours, attitudes, and knowledge the school unintentionally teaches through content, routines, social relationships. * HC spreads dominant ideologies- examples: celebrations, concerts, displays, books, values
- 14. Prejudice (a set of rigid and unfavourable attiudes towards a particular group) and Stereotyping (generalizations) can have devastating consequences on teaching and learning Teachers are in a unique position to implement their views (positive or negative)
- 15. Test of Individual Prejudice 1. Write down your first thought of what comes to mind when you hear: - Asians - Moslems - Blacks - Jews - Christians - Whites - First Nations Peoples - Women - Gays and Lesbians - Immigrants - People with Disabilities 2. What might you say or students say that would reflect prejudice? 3. As a teacher how would you respond to comments that were prejudiced?
- 16. Multiple Intelligences Howard Gardner- psychologist • • • • • • • • • Linguistic Music Mathematical Spatial Naturalist Bodily/Kinesthetic Intra-personal Interpersonal Existential
- 17. What are the implications for teachers? • recognize individual differences in learning (students not necessarily treated the same) • Adapt instructional strategies to the different learning styles The result = you will optimize academic success amoung diverse learners!
- 18. Gender-Based Differences Research shows: • Pedagogical and classroom practices tend to silence girls • Boys tend to dominate classroom talk Recent research/data: • suggests that variables such as socialization, parental influence, individual motivation contribute to differential academic outcomes for boys and girls • Large gaps that once existed have been eliminated in most cases
- 19. “Here Comes Everyone” Teaching in the Intercultural Classroom - ATA How does your cultural identity shape your thinking and guide your actions? Pointers for teachers: • Recognize how your personal biases can affect instruction. • To nurture a sense of belonging in your students, get to know them and help them get to know each other.
- 20. • Have high expectations of all students. • Use engaging teaching and learning practices. • Consider ways to differentiate instruction based on culture and diversity. • Believe that all families and community members want their children to succeed. • Make instruction and assessment more meaningful and relevant by learning about your students’ cultures, languages and learning styles.
- 21. Questions 1. What challenges will you face in ensuring inclusiveness in your classroom? 2. In what areas do you feel you lack understanding? 3. What assumptions do you hold in relation to diversity?