For our group project we will be looking at evidence of diversity and inclusion of all adult learners. Our areas of focus will be include:
-Disability
-English as a Second Language
-Cultural Diversity
-Educational background
-Age.
Learning Disabilities within Cultural & Linguistic ContextCatherine Collier
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
An overview of the stages of Second Language and the social and academic challenges that English Language Learners and their teachers must face together.
Demands of the CCSS: Preparing Effective Teachers of English LearnersJohn Segota
What are the skills and expertise teachers need to work with English learners in the era of the Common Core State Standards? Presentation with Diane Staehr-Fenner at the 2013 National Association for Bilingual Education (NABE) Conference in Orlando, FL.
There is a large unidentified population with double exceptionality. Gifted children
with specific learning difficulties can cover their deficits by their high abilities,
however the deficits cover their high abilities.
Navigating Unseen Navigating Unseen Cultural Dissonance for Students with L...Andrea DeCapua
As immigration to the U.S. continues to grow, more and more students with interrupted or limited formal education (SLIFE) enter secondary schools and adult education programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, often in a limited timeframe. Beyond this, however, SLIFE come to formal education unfamiliar with classroom tasks and behaviors, and with little or no experience in expected types of learning and thinking. Dominant Western-style pedagogical practices derive from culturally- based priorities for learners and learning, priorities intrinsic to this style of schooling. Educators are often unaware how pervasive these priorities are and how much they shape pedagogical practices. I explore the priorities of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priorities through a culturally responsive, mutually adaptive approach, thereby reducing the cultural dissonance SLIFE confront in formal educational settings. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transitioning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic attainment in formal education.
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
In their shoes: Understanding the international student perspective LearningandTeaching
As educators, we often forget what it is like to be a student. In particular, an international student. In addition to this, it is challenging to empathise with international students unless we ourselves have studied in a second language. We do our best as educators to ensure teaching is inclusive of international students, but often forget to do this due to constraints such as prioritising with delivering content.
In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
Learning Disabilities within Cultural & Linguistic ContextCatherine Collier
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
An overview of the stages of Second Language and the social and academic challenges that English Language Learners and their teachers must face together.
Demands of the CCSS: Preparing Effective Teachers of English LearnersJohn Segota
What are the skills and expertise teachers need to work with English learners in the era of the Common Core State Standards? Presentation with Diane Staehr-Fenner at the 2013 National Association for Bilingual Education (NABE) Conference in Orlando, FL.
There is a large unidentified population with double exceptionality. Gifted children
with specific learning difficulties can cover their deficits by their high abilities,
however the deficits cover their high abilities.
Navigating Unseen Navigating Unseen Cultural Dissonance for Students with L...Andrea DeCapua
As immigration to the U.S. continues to grow, more and more students with interrupted or limited formal education (SLIFE) enter secondary schools and adult education programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, often in a limited timeframe. Beyond this, however, SLIFE come to formal education unfamiliar with classroom tasks and behaviors, and with little or no experience in expected types of learning and thinking. Dominant Western-style pedagogical practices derive from culturally- based priorities for learners and learning, priorities intrinsic to this style of schooling. Educators are often unaware how pervasive these priorities are and how much they shape pedagogical practices. I explore the priorities of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priorities through a culturally responsive, mutually adaptive approach, thereby reducing the cultural dissonance SLIFE confront in formal educational settings. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transitioning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic attainment in formal education.
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
In their shoes: Understanding the international student perspective LearningandTeaching
As educators, we often forget what it is like to be a student. In particular, an international student. In addition to this, it is challenging to empathise with international students unless we ourselves have studied in a second language. We do our best as educators to ensure teaching is inclusive of international students, but often forget to do this due to constraints such as prioritising with delivering content.
In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
From Slave to Scourge: The Existential Choice of Django Unchained. The Philos...Rodney Thomas Jr
#SSAPhilosophy #DjangoUnchained #DjangoFreeman #ExistentialPhilosophy #Freedom #Identity #Justice #Courage #Rebellion #Transformation
Welcome to SSA Philosophy, your ultimate destination for diving deep into the profound philosophies of iconic characters from video games, movies, and TV shows. In this episode, we explore the powerful journey and existential philosophy of Django Freeman from Quentin Tarantino’s masterful film, "Django Unchained," in our video titled, "From Slave to Scourge: The Existential Choice of Django Unchained. The Philosophy of Django Freeman!"
From Slave to Scourge: The Existential Choice of Django Unchained – The Philosophy of Django Freeman!
Join me as we delve into the existential philosophy of Django Freeman, uncovering the profound lessons and timeless wisdom his character offers. Through his story, we find inspiration in the power of choice, the quest for justice, and the courage to defy oppression. Django Freeman’s philosophy is a testament to the human spirit’s unyielding drive for freedom and justice.
Don’t forget to like, comment, and subscribe to SSA Philosophy for more in-depth explorations of the philosophies behind your favorite characters. Hit the notification bell to stay updated on our latest videos. Let’s discover the principles that shape these icons and the profound lessons they offer.
Django Freeman’s story is one of the most compelling narratives of transformation and empowerment in cinema. A former slave turned relentless bounty hunter, Django’s journey is not just a physical liberation but an existential quest for identity, justice, and retribution. This video delves into the core philosophical elements that define Django’s character and the profound choices he makes throughout his journey.
Link to video: https://youtu.be/GszqrXk38qk
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
Scandal! Teasers June 2024 on etv Forum.co.zaIsaac More
Monday, 3 June 2024
Episode 47
A friend is compelled to expose a manipulative scheme to prevent another from making a grave mistake. In a frantic bid to save Jojo, Phakamile agrees to a meeting that unbeknownst to her, will seal her fate.
Tuesday, 4 June 2024
Episode 48
A mother, with her son's best interests at heart, finds him unready to heed her advice. Motshabi finds herself in an unmanageable situation, sinking fast like in quicksand.
Wednesday, 5 June 2024
Episode 49
A woman fabricates a diabolical lie to cover up an indiscretion. Overwhelmed by guilt, she makes a spontaneous confession that could be devastating to another heart.
Thursday, 6 June 2024
Episode 50
Linda unwittingly discloses damning information. Nhlamulo and Vuvu try to guide their friend towards the right decision.
Friday, 7 June 2024
Episode 51
Jojo's life continues to spiral out of control. Dintle weaves a web of lies to conceal that she is not as successful as everyone believes.
Monday, 10 June 2024
Episode 52
A heated confrontation between lovers leads to a devastating admission of guilt. Dintle's desperation takes a new turn, leaving her with dwindling options.
Tuesday, 11 June 2024
Episode 53
Unable to resort to violence, Taps issues a verbal threat, leaving Mdala unsettled. A sister must explain her life choices to regain her brother's trust.
Wednesday, 12 June 2024
Episode 54
Winnie makes a very troubling discovery. Taps follows through on his threat, leaving a woman reeling. Layla, oblivious to the truth, offers an incentive.
Thursday, 13 June 2024
Episode 55
A nosy relative arrives just in time to thwart a man's fatal decision. Dintle manipulates Khanyi to tug at Mo's heartstrings and get what she wants.
Friday, 14 June 2024
Episode 56
Tlhogi is shocked by Mdala's reaction following the revelation of their indiscretion. Jojo is in disbelief when the punishment for his crime is revealed.
Monday, 17 June 2024
Episode 57
A woman reprimands another to stay in her lane, leading to a damning revelation. A man decides to leave his broken life behind.
Tuesday, 18 June 2024
Episode 58
Nhlamulo learns that due to his actions, his worst fears have come true. Caiphus' extravagant promises to suppliers get him into trouble with Ndu.
Wednesday, 19 June 2024
Episode 59
A woman manages to kill two birds with one stone. Business doom looms over Chillax. A sobering incident makes a woman realize how far she's fallen.
Thursday, 20 June 2024
Episode 60
Taps' offer to help Nhlamulo comes with hidden motives. Caiphus' new ideas for Chillax have MaHilda excited. A blast from the past recognizes Dintle, not for her newfound fame.
Friday, 21 June 2024
Episode 61
Taps is hungry for revenge and finds a rope to hang Mdala with. Chillax's new job opportunity elicits mixed reactions from the public. Roommates' initial meeting starts off on the wrong foot.
Monday, 24 June 2024
Episode 62
Taps seizes new information and recruits someone on the inside. Mary's new job
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Meet Crazyjamjam - A TikTok Sensation | Blog EternalBlog Eternal
Crazyjamjam, the TikTok star everyone's talking about! Uncover her secrets to success, viral trends, and more in this exclusive feature on Blog Eternal.
Source: https://blogeternal.com/celebrity/crazyjamjam-leaks/
Maximizing Your Streaming Experience with XCIPTV- Tips for 2024.pdfXtreame HDTV
In today’s digital age, streaming services have become an integral part of our entertainment lives. Among the myriad of options available, XCIPTV stands out as a premier choice for those seeking seamless, high-quality streaming. This comprehensive guide will delve into the features, benefits, and user experience of XCIPTV, illustrating why it is a top contender in the IPTV industry.
From the Editor's Desk: 115th Father's day Celebration - When we see Father's day in Hindu context, Nanda Baba is the most vivid figure which comes to the mind. Nanda Baba who was the foster father of Lord Krishna is known to provide love, care and affection to Lord Krishna and Balarama along with his wife Yashoda; Letter’s to the Editor: Mother's Day - Mother is a precious life for their children. Mother is life breath for her children. Mother's lap is the world happiness whose debt can never be paid.
Skeem Saam in June 2024 available on ForumIsaac More
Monday, June 3, 2024 - Episode 241: Sergeant Rathebe nabs a top scammer in Turfloop. Meikie is furious at her uncle's reaction to the truth about Ntswaki.
Tuesday, June 4, 2024 - Episode 242: Babeile uncovers the truth behind Rathebe’s latest actions. Leeto's announcement shocks his employees, and Ntswaki’s ordeal haunts her family.
Wednesday, June 5, 2024 - Episode 243: Rathebe blocks Babeile from investigating further. Melita warns Eunice to stay clear of Mr. Kgomo.
Thursday, June 6, 2024 - Episode 244: Tbose surrenders to the police while an intruder meddles in his affairs. Rathebe's secret mission faces a setback.
Friday, June 7, 2024 - Episode 245: Rathebe’s antics reach Kganyago. Tbose dodges a bullet, but a nightmare looms. Mr. Kgomo accuses Melita of witchcraft.
Monday, June 10, 2024 - Episode 246: Ntswaki struggles on her first day back at school. Babeile is stunned by Rathebe’s romance with Bullet Mabuza.
Tuesday, June 11, 2024 - Episode 247: An unexpected turn halts Rathebe’s investigation. The press discovers Mr. Kgomo’s affair with a young employee.
Wednesday, June 12, 2024 - Episode 248: Rathebe chases a criminal, resorting to gunfire. Turf High is rife with tension and transfer threats.
Thursday, June 13, 2024 - Episode 249: Rathebe traps Kganyago. John warns Toby to stop harassing Ntswaki.
Friday, June 14, 2024 - Episode 250: Babeile is cleared to investigate Rathebe. Melita gains Mr. Kgomo’s trust, and Jacobeth devises a financial solution.
Monday, June 17, 2024 - Episode 251: Rathebe feels the pressure as Babeile closes in. Mr. Kgomo and Eunice clash. Jacobeth risks her safety in pursuit of Kganyago.
Tuesday, June 18, 2024 - Episode 252: Bullet Mabuza retaliates against Jacobeth. Pitsi inadvertently reveals his parents’ plans. Nkosi is shocked by Khwezi’s decision on LJ’s future.
Wednesday, June 19, 2024 - Episode 253: Jacobeth is ensnared in deceit. Evelyn is stressed over Toby’s case, and Letetswe reveals shocking academic results.
Thursday, June 20, 2024 - Episode 254: Elizabeth learns Jacobeth is in Mpumalanga. Kganyago's past is exposed, and Lehasa discovers his son is in KZN.
Friday, June 21, 2024 - Episode 255: Elizabeth confirms Jacobeth’s dubious activities in Mpumalanga. Rathebe lies about her relationship with Bullet, and Jacobeth faces theft accusations.
Monday, June 24, 2024 - Episode 256: Rathebe spies on Kganyago. Lehasa plans to retrieve his son from KZN, fearing what awaits.
Tuesday, June 25, 2024 - Episode 257: MaNtuli fears for Kwaito’s safety in Mpumalanga. Mr. Kgomo and Melita reconcile.
Wednesday, June 26, 2024 - Episode 258: Kganyago makes a bold escape. Elizabeth receives a shocking message from Kwaito. Mrs. Khoza defends her husband against scam accusations.
Thursday, June 27, 2024 - Episode 259: Babeile's skillful arrest changes the game. Tbose and Kwaito face a hostage crisis.
Friday, June 28, 2024 - Episode 260: Two women face the reality of being scammed. Turf is rocked by breaking
Are the X-Men Marvel or DC An In-Depth Exploration.pdfXtreame HDTV
The world of comic books is vast and filled with iconic characters, gripping storylines, and legendary rivalries. Among the most famous groups of superheroes are the X-Men. Created in the early 1960s, the X-Men have become a cultural phenomenon, featuring in comics, animated series, and blockbuster movies. A common question among newcomers to the comic book world is: Are the X-Men Marvel or DC? This article delves into the history, creators, and significant moments of the X-Men to provide a comprehensive answer.
As a film director, I have always been awestruck by the magic of animation. Animation, a medium once considered solely for the amusement of children, has undergone a significant transformation over the years. Its evolution from a rudimentary form of entertainment to a sophisticated form of storytelling has stirred my creativity and expanded my vision, offering limitless possibilities in the realm of cinematic storytelling.
In the vast landscape of cinema, stories have been told, retold, and reimagined in countless ways. At the heart of this narrative evolution lies the concept of a "remake". A successful remake allows us to revisit cherished tales through a fresh lens, often reflecting a different era's perspective or harnessing the power of advanced technology. Yet, the question remains, what makes a remake successful? Today, we will delve deeper into this subject, identifying the key ingredients that contribute to the success of a remake.
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
Jitendra Kumar keeps on sparkling as Abhishek Tripathi, the city-reared engineer who ends up functioning as the secretary of the Panchayat office in the curious town of Phulera. His nuanced depiction of a young fellow exploring the difficulties of country life while endeavoring to adjust to his new environmental factors has earned far and wide recognition.
Neena Gupta and Raghubir Yadav return as Manju Devi and Brij Bhushan Dubey, separately. Their dynamic science and immaculate acting rejuvenate the hardships of town administration. Gupta's depiction of the town Pradhan with an ever-evolving outlook, matched with Yadav's carefully prepared exhibition, adds profundity and credibility to the story.
New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
Watchers can hope to see a greater amount of the enchanting and particular residents who have become fan top picks. Their connections and the one of a kind cut of-life situations give a reviving and interesting portrayal of provincial India, featuring the two its appeal and its difficulties.
A Mix of Humor and Heart
One of the signs of "Panchayat" is its capacity to mix humor with sincere narrating. The trailer features minutes that guarantee to convey giggles, as well as scenes that pull at the heartstrings. This equilibrium has been a critical calculate the show's prosperity, resounding with crowds across different socioeconomics.
Creation Greatness
The creation quality remaining parts first rate, with the beautiful setting of Phulera town filling in as a scenery that upgrades the narrating. The meticulousness in portraying provincial life, joined with sharp composition and solid exhibitions, guarantees that "Panchayat" keeps on hanging out in the packed web series scene.
Expectation and Delivery
As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
All in all, the authority trailer for "Panchayat" Season 3 recommends that watchers are in for another drawing in and engaging ride. Yet again with its charming characters, convincing story, and ideal mix of humor and show, the new season is set to enamor crowds. Write in your schedules and prepare to get back to the endearing universe of "Panchayat."
2. For our group project we will be looking at evidence of
diversity and inclusion of all adult learners. Our areas
of focus will be include:
o Disability
o English as a Second Language
o Cultural Diversity
o Educational background
o Age.
3. Tamar:
Of Brazilian descent, her
knowledge base derives
from traditional story-
telling & cultural beliefs.
Martha:
67 year-old retired teacher Jean Claude:
who had extensive
experience working in the An international student
field but no traditional and speaks English as a
appraoch to learning. second language.
Garry;
Sohee: Molly:
Is facilitating a class for a diverse
A student with Attention group of individuals from across Understands & processes
Deficit Hyperactivity the learning spectrum, abilities & information quickly,
Disorder & gets cultural backgrounds. He is however she has a
teaching a Gen-ed class at the tendency to procrastinate
distracted easily in class. college level which is open to when she becomes bored.
different students from different
programs for the first time.
4. Go back to “Student Profiles” Forum in
week one and find someone who:
› Lives in Brampton
› Has children
› Has a full time job
› Works in the dental field
› Has worked in their field for over 3 years
› Is new to online learning
› Is bilingual
› Is new to Moodle
5. What did this tell you about the learners
in this class?
Share an experience you have had in
training/education where felt you were
part of a diverse group
How can professors accommodate the
different needs of students in their class
room?
6. Canadians reported more than 200 different ethnic origins, and
more than 100 languages in completing the census
1 in 5 people in Canada was born in another country, the highest
percentage it has been for 75 years
32% of Canadians speak a language other than English at home
28% of the population are immigrants, the highest percentage in the
country**
Aboriginal population increased to 3.8% of total (from 3.3% in 2001)
More than 60 different Aboriginal languages are spoken in
Canada**
10% of the general population is estimated to be lesbian, gay,
bisexual or
13.5% of people in Ontario live with disabilities*
1 in10 people in Canada have some degree of hearing loss
(Canadian Hearing Society)
*Source: Statistics Canada, Census 2001
7.
8. Human Rights and the Duty to Accommodate
› Accommodation is a shared responsibility. Everyone
involved, including the person with disability, should work
together to look for accommodation solutions together.
› There is no set formula for accommodating people with
disabilities. Even though some accommodations can
benefit many people, you still need to consider individual
needs each time a person asks to be accommodated. A
solution for one person may not work for someone else.
Some examples of accommodations include:
› Providing reading materials in alternative formats including
digitized text, Braille or large print
› Posting notes on Webct which can benefit everyone
› Using technology such as webcasts
9. Sohee has ADHD, although she is easily distracted
› Direct student to Accessible Learning Services so she can get
accommodations such as Extra time on exams, sessions with a
Learning Strategist
› Arrange for preferential seating so she can pay attention to class
› Encourage student to tape record lectures so she can review
what she has missed in class
› Post notes on Web-ct so students can review what she has
missed
› Have student complete a learning style inventory for example
“Kolb’s learning styles”
› Use a multi-sensory approach and provide demonstrations
› Reinforce verbal presentations with written text and visuals
› Combine lectures with classroom demonstration, visuals and videos
› Encourage the use of time management planners
10.
11. Jean-Claude is originally from France and speaks English as a
second language. He is eager to take the course and
improve his skills.
Jean-Claude has expressed concern that he will not be able
to quickly and fully understand the concepts used throughout
the course, and might struggle to keep up with his
classmates.
The Language Barrier
Jean-Claude is not alone. Based on a longitudinal survey of
immigrants who arrived in Canada between Oct 2000 and
Sept 2001, of the newcomers who tried to obtain training
after coming to Canada, 40% reported at least one problem,
and 27% of these identified language barriers as the most
serious obstacle (others include cost, lack of course
availability, time constraints, foreign degree/diploma not
recognised) (Chui, 2003).
12. Learners who experience language barriers benefit greatly
from:
› a clear framework of course standards,
› clearly identified skills to be learnt
› assessment and clear feedback of progress
› varied learning formats (“Breaking the Language Barriers”, 2000)
Within any training program it is important to acknowledge
and support the needs of second language learners
(Hancock & Beach, 2011). It is also important to assess
progress, evaluate level of learning throughout the course,
and provide regular feedback. Instructors should:
› assess if the student understands how the task needs to be
completed, and
› gage if the student understands why it is important
(“Breaking the Language Barriers”, 2000)
13. Students are provided with school policies and a detailed
course outline, including:
› course objectives, skills to be learnt
› due dates for tests and assignments
› Topics to be covered each class
› a Definitions List of key terms/concepts that will be covered
(students are encouraged to add to this list throughout the
course).
› assignment details, and marking schemes will be provided and
clearly explained to students well in advance of due dates.
Students are asked to complete a short questionnaire
regarding:
› motivations for taking the course, and goals
› any issues/questions of concern
› learning preferences.
This information is used to design/modify subsequent lesson plans
and exercises to meet the specific needs of students.
14. Classes are designed to include a variety of teaching and
learning formats including:
› lectures and PowerPoint slides
› use of audio and visual examples of the application of
information learned (eg-video clip, on-site visit/observation)
› hands on practice using the information learned (eg-case
studies, role playing, simulation exercises)
› group work
15. Handouts of course material (eg-PowerPoint slides) are
provided to students at the beginning of each class (and
include references for further self-study, if desired).
At the end of each class students have the opportunity to
identify any terms/concepts, theories, and practices that
they are having difficulties with, and would like clarified. There
is time allocated to addressing these items at the beginning
of each class.
Assessment (both formal and informal) of learning will take
place throughout the course. Feedback will be provided to
students on a consistent basis, and any areas of difficulty will
be reviewed.
Lines of communication are always open. Instructors are
available by phone, email, and in person during office hours,
and students are encouraged to contact their instructor with
any questions or concerns. The instructor is also available to
assist the student in locating resources, and problem-solving.
16.
17. Molly has an MA in Accounting and a BA in Computers.
She understands and processes information quickly.
She has a tendency to procrastinate when she
becomes bored.
Challenge: Molly has a low motivation for learning because
she does not feel challenged in the classroom.
How can the teacher make Molly feel included and increase
her learning motivation?
18. To understand how a student in Molly’s situation feels, I conducted a short
survey comprised of 7 questions to 3 different individuals with different
educational backgrounds and with high averages. The questions are as
follows:
1) After you learned the information and understood it, did you feel bored or restless
having to listen to it being repeated for others?
2)If yes, to answer 1, then what did you do to pass the time?
3)Since you were able to process and access the information at a faster rate than others,
did it make you feel less motivated to attend or to even learn, since no further effort was
required on your part?
4)Would you have liked to have been challenged further as a student?
5)What do you feel could have been done to challenge you more or use your time
wisely?
6)Did helping others (if you had to perform that task) help you to remember the
information better because you were explaining it to someone else?
7) Is there something in your educational background that enabled you to understand
what was being taught to you better? Or process the information faster? Or organize
yourself or tasks more efficiently?
20. The survey covered different educational backgrounds: Computer,
Accounting, and Business Management. The survey proved helpful in
understanding students that find themselves in Molly’s situation. Based on
the responses, educational background can be helpful in a classroom
situation, particularly when others are struggling in an area that is the
expertise of the student. The student becomes engaged with their peers,
they take on an advisory role and by helping others they retain the
information taught in the lecture.
The trainer/teacher can group the students with different educational
backgrounds together so that they enhance each others learning, because
while they may excel in one area of the subject or lesson being taught, there
might be other areas in which they need help themselves. In which case the
cultivating the various educational backgrounds would enable the student
to acknowledge a different point of view and perhaps include it in their own
critical thinking.
21. The trainer/teacher could introduce a problem that stimulates critical
thinking in the students get them to develop their ability to “identify central
issues and assumptions in an argument, recognize important relationships,
make correct inferences from the data, deduce conclusions from
information or data provided, interpret whether conclusions are warranted
based on given data, and evaluate evidence or authority.” (tsui, 2007, page
201)
The Creating Learning Centred Classrooms journal refers to a similar practice
known as problem based learning, where the trainer/teacher would provide
the information needed to solve the problem, and then create a problem
that would encourage the student(s) to use the knowledge gained in the
classroom (Kenzie, 1998, pg. 47).
An encouragement in this practice would provide the students like Molly with
the mental tools necessary to address the issues presented in their work/life
scenario
22. Group work is a great way to address student’s like Molly who procrastinate
when bored in class. It can also be described as collaborative learning and
it supports the idea that “hearing others’ ideas and receiving immediate
feedback on proposed solutions stimulated group members’
understanding” (Kenzie 1998, pg. 46)
While trading ideas between members, Molly’s mind is being stimulated and
she is retaining the information that she has learned.
When the trainer/teacher creates the group, it would be important for that
individual to create a task that is impossible to do by oneself. The task should
evoke others to contribute and share different ideas (Grace, 2009, pg. 164).
Sharing ideas and different points of view will encourage learning and critical
thinking.
23.
24.
25. • Create a respectful environment which involves reflective
discussions, with the older trainees acting as mediators, thus
encouraging a positive outcome in this “psychological” level
of Maslow’s hierarchy. For the traditionalist generation
(1922-1945) in particular, respect is their top psychological
need and their expectations of younger generations often
cause friction (Wieck, p. 366).
• Provide optional computer and technology-based tutorials that will assist older
trainees in developing these skills needed for the workplace. It is essential to equip
older learners with computer skills, as few older adults are adept members of the
information society (Field, p. 21).
• Assign older trainees to provide work-related mentoring sessions in order to foster
acceptance. In light of Knowles’ theory, connecting past experiences to current
material will make the learning experience more meaningful (Russell, p. 350).
• Be sure to include handouts and well-organized written material to supplement
any use of audio-visual material or other contents presented without print.
26. “REFERS TO IDENTITIES SUCH AS RACE,
ETHNICITY, NATIONALITY, RELIGION, GENDER,
AND OTHER DIMENSIONS OF DIFFERENCE
DERIVED FROM MEMBERSHIP IN GROUPS THAT
ARE SOCIO-CULTURALLY DISTINCT” (FOLDY).
27. Tamar is 45 years old and originally from Brazil. She arrived
in Canada 10 years ago but still has a Brazilian accent.
She was educated in a small village school and much
of her knowledge comes from information passed down
through story-telling.
Challenge: Tamar is struggling with feeling accepted in the
larger group and identifies herself as a minority. She
feels that her accent and different knowledge excludes
her from the class and is having a hard time
participating and contributing. At times she feels that
there are members of the group who dominate in order
to show their power and put her down.
28. Zeichner, Kenneth M. “Education Teachers for Cultural Diversity.” NCRTL
Special Report, National Centre for Research on Teaching Learning,
September 1992.
29. Cultural identity groups tend to be associated with
power differentials: some groups have higher status and
greater access to resources than other groups (Foldy).
Eg. (Broad generalization) In Western countries, men
tend to have more power than women, Caucasian
people generally have more resources than people of
colour, and so on (Foldy).
Question: Why/how does cultural diversity
affect group dynamic and learning?
30. 1) Individuals are generally more comfortable when they are
surrounded by people they perceive as more like them. We look
for familiarity and similarity; we are reassured when others think,
talk and act like we do.
2) Group members come with different life experience that have
shaped their values, approaches and perspectives. Members of
culturally diverse groups may be more likely than those of
homogenous groups to differ in how they define a problem,
structure a discussion, view potential solutions, or come to a
decision.
3) Group Membership is associated with different representation
within the group. Members of the group in the minority are more
aware of their identity and of being different from the norm and
therefore may feel less comfortable or less welcome.
4) Diverse groups may also have different dynamics because of the
power differences associated with cultural differences. In
culturally diverse groups, members of dominant identity groups
are often more powerful members of such groups and therefore
may consciously or unconsciously act in ways that reinforce their
dominance (Foldy).
31. Authors Ely and Thomas propose the concept of “Diversity
Perspectives,” arguing that diverse groups who hold the
perspective that cultural identity is a resource for learning and
growth are more likely to learn from difference, resulting in higher
performance.
The authors propose the concept as the key moderator of the
relationship between diversity and performance. Diversity
perspective is the way that group members think about the
cultural differences among them.
“The integration and learning perspective argues
that heterogeneous groups function better when
they believe that cultural identities can be
tapped as sources of new ideas and experiences
about work” (Foldy).
32. • The authors identify three diversity perspectives:
o The Discrimination and Fairness perspective: Concerned
with the recruitment and retention of people from
protected groups. This perspective presumes that cultural
dimensions of diversity do not have important
consequences for group dynamics and nothing is to be
gained by acknowledging and engaging differences.
o The Access and Legitimacy perspective: Celebrates
cultural differences in a simplistic and narrow way.
o The Integration and Learning perspective: Seeks to build
deeply and comprehensively on the varied skills and
experiences and ways of thinking of a diverse group. It
suggests the incorporation of perspectives into the main
curriculum. Differences can be a source of growth,
learning and insight, but only if they are acknowledged
and constructively explored.
33. • The integration and learning perspective best activates
learning in a culturally diverse group because the
discrimination and access and legitimacy perspectives
ignore the ongoing differences in experiences among
cultural groups, glossing over the very different histories
of cultural groups, diminishing different types of
knowledges and lived experiences.
“Failure to acknowledge cultural
differences also makes it impossible to
consider how cultural backgrounds
influence our ideas and our
contributions (Foldy).”
34. The Integration and Learning
Perspective must be coupled
with learning frames, therefore
activating learning.
Employing High Learning
Behaviours or Model II Learning
frames enable learning in
culturally diverse groups.
Chris Agryis et al say Model II
Behaviours enhances learning,
includes suggesting ways to test
one’s advocacies and
attributions and encourages
inquiring into why others view
things the way they do.
In order to address Tamar’s
challenges in the classroom and
to encourage learning in
culturally diverse groups,
discourse must be promoted
and differences must be
acknowledged in a productive
and constructive manner. See
Table 3. Foldy, Erica Gabrielle. “Learning from Diversity: A
Theoretical Exploration.” Public Administration Review,
Volume 64, Issue 5, August 27th 2004.
35. Argyris, Chris, Robert Putnam, and Diana McLain Smith. 1985. Action
Science. San Francisco: Jossey-Bass.
Ely, Robin., and David A. Thomas. 2001. Cultural Diversity at Work: The
Effects of Diversity Perspectives on Work Group Processes and
Outcomes. Administrative Science Quarterly 46(2): 22-73.
Zeichner, Kenneth M. “Education Teachers for Cultural Diversity.”
NCRTL Special Report, National Centre for Research on Teaching
Learning, September 1992.
Foldy, Erica Gabrielle. “Learning from Diversity: A Theoretical
Exploration.” Public Administration Review, Volume 64, Issue 5, August
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Sherow, S. (2006). Theory to Practice: Adult Teaching and Learning
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