Classroom diversity

1. DIVERSITY in
Classroom
Trevour Smith
Grand Canyon University:
SED 541 Secondary Theory,
Methods, and Data
Pedagogy

2. Diversity in the Classroom
 Diversity in the classroom, occurs at many
different levels and displayed in many
different forms in the modern classroom
 There is not only gender and racial
diversity in the mainstream classroom but
also learning diversity as well
 It is important that educators recognize
the different learners and meet their
needs

3. Enrichment
 In each classroom there may be a
student that is highly gifted, this student is
beyond the level of all others in the
classroom
 It is important that the educator first assess
that the student is at level or can
understand the concept
effectively.(Tierney, R. J., &Person, P. D. )
 The educator must then provide
enrichment for the student to stay
engaged

4. Enrichment: Example
 For the lesson I created for a student that did
very well on the pre assessment, and needed
enrichment
 I would provide the student with an
enrichment activity, that involved the
rotational transformations.
 This type of function transformation allows the
student to use knowledge of other types of
transformations, to rotate a figure about a
point.

5. Remediation
 Remediation should not have a negative
connotation for students, but serve as
feedback for educators
 Remediation for students just allows for an
educator to review and provide for
detailed examples for students.
 A classroom with diverse learners
remediation may help all students.

6. Remediation: Example
 For my lesson I created, in order to provide
remediation for students that did not do well
on the pre-assessment, I provided them
graphical organizers.
 These graphical organizers provided the
definitions, and visual representations of each
parent function
 The students then would just have to match
up the transformation with the graph

7. Differentiated Activity - Visual
 In ever classroom there are a variety of
different learners. This can prove to be a
challenge to the educator
 For my lesson in order to differentiate my
lesson for visual learners, and English
Language Learners
 The students created posters displaying
the parent functions from the lesson and
how to transform

8. Differentiated Activity-
Interpersonal
 There may also be students that want to
investigate and learn through the help of
other students.
 I find this type of differentiation worked
best for my ELL and SPED students
 In my lesson I would allow students to work
in small groups to determine whether
families of functions have the same
symmetries as parent functions

9. Visual Assessment tool
 For the Visual Learners in classroom I
would provide an assessment tool that
allowed them to illustrate what they had
learned
 The student could either sketch or draw
the parent functions then label the
different transformations that occur

10. ELL Assessment Tool
 The assessment tool that I would provide for
my ELL students may look similar to assessment
tool designed for visual learners
 I would also provide sentence starters for
these students on their test in order to help aid
in the describing transformations of parent
functions. (McCombs, B. L., &Barton, M. L. )
 Ex. The transformation of the _____ graph
is______ becuse

11. Literacy in Social Studies
 Literature in Social studies is used more for
reproduction of primary sources such as:
 Newspapers
 Maps
 Historical photos, letters, and inventions
 Students also make connections to the
past and present through investigative
thinking and exploration.

12. References
 Kucan, L., &Beck I. (1997). Thinking Aloud and
Reading Comprehension Research:
Inquiry,Instruction, and Social Interaction. Review
of Educational Research, 67(3), 271−299
 Tierney, R. J., &Person, P. D. (1981). Learning to
Learn from Text: A Framework for Improving
Classroom Practice. In R. B. Ruddell, M. R. Ruddell
&H. Singer (Eds.), Theoretical Models andProcesses
of Reading (pp. 496−513). Newark, DE:
International Reading Association

13. References(continued)
 Ballenger, C. (1997). Social identities,
moral narratives, scientific argumentation:
Science talk in a bilingual classroom.
Language and Education, 11(1), 1−14.
 McCombs, B. L., &Barton, M. L. (1998).
Motivating secondary school students to
read their textbooks. NASSP Bulletin,
82(600), 24−33.