Effective teaching through_cultural_relevance
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The document discusses culturally relevant teaching and its importance for students and teachers. It argues that teachers need to connect culturally with their increasingly diverse students to help them succeed academically. While some advocate focusing on economic differences between students, experts like Dr. Gay and Dr. Nieto believe teachers should learn about and incorporate students' individual cultures into their lessons to create stronger connections and understanding between students and teachers. When teachers take on the role of learners about their students' cultures, it can help all students achieve at higher levels regardless of cultural or economic background.
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This document discusses Jean Piaget's stages of cognitive development, including the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. It also covers how learning occurs across different age groups, including adolescents and adults. Development is influenced by prior experiences, culture, and environment. Learning is most effective when instruction is tailored to a student's developmental level across intellectual, social, emotional, and physical domains.
SocioCultural Dimensions of Learning
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
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Week 6 Summative Assessment Diversity.docx
This document discusses diversity and inclusion in education. It defines diversity as accepting differences in race, culture, beliefs, gender and experiences with the goal of equality. A diverse and inclusive curriculum acknowledges different cultures and teaches about them throughout the year, not just during specific months. For instruction to be effective for all students, teachers must use culturally responsive practices, collaborate to meet diverse needs, and ensure policies and procedures support equity and inclusion. Ongoing evaluation of diversity efforts is also important to promote continuous improvement.
Accepting Responsibility For The Learning Of All Students
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Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Ethnicity
Ethnicity refers to shared cultural characteristics like heritage, nationality, religion and language. It is distinct from race. Schools often reflect societal inequities, with minority students facing fewer resources and lower expectations. Prejudice and discrimination negatively impact minority students' education. Multicultural and bilingual education aim to promote inclusion and equal opportunities for all students by recognizing diversity and differences. Teachers can implement various strategies like cooperative learning, perspective-taking exercises, and anti-bias education to improve interethnic relations among students.
Inequality Of Educational Opportunities
This document summarizes a qualitative study comparing attitudes towards special education placement of racial minority students between two Texas school districts. The study found that students in the South Texas district, which had a higher poverty rate and minority population, perceived more negative racial attitudes from educators. These students used this treatment as motivation to succeed academically. In contrast, students in the North Texas district perceived their educators had more appropriate expectations. The study recommends further quantitative research with more diverse participant groups to better understand attitudes across districts.
Assignment 2 due EDF2085
The document discusses how various individual factors can impact one's educational experience, including culture, family, gender, socioeconomic status, religion, language of origin, and age. It provides definitions for each factor and examples of how they can influence learning. Culture affects how people think and behave. Family support and expectations at home impact student motivation and performance. Gender differences exist in subjects like math and test-taking. Socioeconomic status influences home resources and stress levels. Religion provides values that can positively impact education if schools remain secular. Language barriers pose difficulties for non-native English speakers. Younger ages are generally better for new learning, while traditional intelligence peaks in the late teens to 20s.
Multicultural Education Needs and Risks
This document discusses the need for inclusive multicultural education. It begins by defining multicultural education and noting that students come from diverse backgrounds that affect their education. It then provides evidence that multicultural education is needed, such as demographic data showing the increasing diversity of students and achievement gaps between racial groups. It also discusses disproportionate education outcomes for minority students in Oregon specifically. The document then addresses misconceptions about multicultural education and defines inclusive multicultural education. It provides examples of culturally responsive teaching practices and successful multicultural education programs that have improved student outcomes.
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This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
This document summarizes the findings of a study on diversity in United States teacher education programs. It begins with background on the increasing diversity in U.S. schools and lack of diversity among teachers. The study examined teacher educators' beliefs about diversity through surveys and narratives. Quantitative results found educators value diversity but their experiences shape their perspectives. Qualitatively, experiences ranged from indirect like readings to direct engagement like tutoring. Challenges included preparing teachers for English language learners. Overall the research aims to enhance support for teaching diversity.
Hian Kehoe Powerpoint
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
Hian Kehoe Powerpoint
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
Hian Kehoe Powerpoint 8
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to better serve diverse students.
Hian Kehoe Powerpoint
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
briannancy
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
Hian Kehoe Powerpoint
The document discusses the personal and collective transformation of teachers to become more effective multicultural educators. It outlines six components of transformation: confronting one's identity; becoming learners of students; identifying with students; becoming multicultural; challenging racism and biases; and developing communities of critical friends. Teachers must examine their own privileges and biases, learn about their students' lives and cultures, and build respectful relationships in order to meet students' needs and promote equity and social justice.
Article - National FORUM Journals
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Multicultural Education Essay
The document discusses multicultural education and how it was implemented in the small town of Gatesville. It analyzes the level of cultural diversity present in the local schools and community, finding that while the schools lacked diversity, the community had some diversity in restaurants but churches remained segregated. The schools recognized the need to improve multicultural education and met with local organizations to address the issue.
Multicultural Education And Educational Education
According to the document, multicultural education aims to provide equal and excellent education to all students regardless of their backgrounds. It involves reforming schools and addressing issues of racism and discrimination. The author defines multicultural education based on seven characteristics: antiracist education, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy. Overall, multicultural education needs to be understood as antiracist education that provides access to diverse viewpoints and learning styles.
Culturally relevant-teaching
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.
Essay On Cultural Diversity
This document discusses diversity in education and classrooms. It notes that classrooms have always been diverse as each student is unique. It is important for teachers to understand students' individual characteristics and backgrounds as students learn differently. Diversity can include factors like culture, values, perspectives, cognitive abilities, and more. The document also discusses two professors who have extensively researched and advocated for diversity in deaf education. It emphasizes the importance of role models from diverse backgrounds for students. Overall, the document promotes understanding and embracing diversity in education.
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Asteele resume
Ashley Steele is seeking a teaching position as an upper elementary or middle school teacher. She has a Bachelor's degree in Bilingual Elementary Education and certifications in EC-4 Generalist, 4-8 Generalist, and ESL. As a student teacher and substitute, she created technology-rich and curriculum-based lesson plans and analyzed student progress. She also has experience developing specialized curriculum and ensuring student safety as a site coordinator.
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Probability
The document discusses probability and experiments with picking items from bags without replacement. It explains that probability is the likelihood of an event occurring, expressed as the number of favorable outcomes divided by the total possible outcomes. An example is given of picking colored cubes from a bag, and calculating the probability of picking each color. The document then describes an experiment of picking candy - Twix, Skittles, and Reese's - from a bag without replacing the items, and calculating the changing probabilities.
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This document outlines a student-centered classroom discipline plan. It describes the teacher's responsibilities to be prepared, consistent, fair, and focus on student safety. It also describes student responsibilities to respect others, work hard, be accountable, and resolve conflicts as a group. The plan includes incentives like an economic system, homework passes, and group rewards. Interventions for misbehavior include mediation, behavioral goals, choice/consequence discussions, and conferences. Referral is only for threats to safety, intoxication, fighting or unresolvable disrespect between students.
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The lesson plan is for a 6th grade science class about insects and the animals that eat them. Over the course of 1.5 hours, students will learn to identify insects by classification, read about eating insects, and write their own insect-themed recipe. They will review an insect classification chart, read a book on eating insects, and demonstrate writing a recipe with steps before creating their own original recipe involving insects to share with the class. The goal is for students to correctly identify insects and understand that some animals, including humans, eat insects.
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This lesson plan is for a pre-kindergarten science class about bugs. The teacher will read the book "Bugs for Lunch" aloud and have students identify different bugs on each page and what they eat. The objectives are for students to correctly name insects and parts of a book. The teacher will ask questions during and after reading to check understanding. Students will then discuss their own bug stories in pairs before sharing with the class.
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The purpose of education is to provide individuals opportunities for social mobility and personal development. The public education system played an important role in the author's development, as certain teachers provided support to compensate for the author's difficult home life after their parents' divorce. This personal experience influenced the author's view that all students deserve an excellent education regardless of background. As a teacher, the author aims to create a welcoming classroom environment that fosters respect, responsibility, and lifelong learning, in order to help students reach their potential and give back to their communities.
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Effective teaching through_cultural_relevance
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