This document discusses various aspects of student diversity that teachers may encounter, including cultural background, ethnicity, race, religion, gender, socioeconomic status, language proficiency, and exceptionalities. It addresses the differences between culture, ethnicity, and race, and warns against stereotyping while acknowledging cultural characteristics. The document also notes controversies around teaching English language learners and issues relating to bilingual education versus pull-out programs. It discusses intelligence and learning disabilities as well as Howard Gardner's theory of multiple intelligences.
This document discusses strategies for teaching English to diverse adult learners. It finds that adaptive teaching approaches can improve learner performance and attitudes. Teachers need to understand learner diversity and adapt instruction accordingly. The methodology involves teachers organizing resources and activities, using platforms like Moodle, coordinating with other teachers, providing personal support, and maintaining high expectations for all learners. Diversity is not always considered in adult education but should be through adaptive teaching strategies.
This document discusses diversity in the Jamaican classroom. It begins by defining diversity as understanding and respecting individual differences. It then identifies some diversities in Jamaican society such as gender, social class, religions and geographical location. Some diversities in the Jamaican classroom are also identified, including racial, cultural, sexual, gender and students with exceptionalities. The document examines attitudes towards diversity that can impact the classroom, such as prejudices and stereotyping. Finally, it provides strategies for managing diversity in the classroom, which include identifying one's own attitudes, establishing a comfortable environment, getting to know students, and treating all students equally.
This document discusses the domain of diversity of learners and emphasizes that teachers should facilitate learning for all students regardless of their differences. It suggests that teachers first recognize and respect individual student differences, then use their knowledge of students' backgrounds to design diverse learning activities to ensure all students can meet learning goals. The document provides questions for teachers to reflect on whether they understand student differences, set appropriate goals, and create varied activities to help all students learn and develop holistically.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
This document discusses individual differences and student diversity in the classroom. It identifies factors that contribute to student diversity, such as socioeconomic status, exceptionalities, and thinking/learning styles. The document also discusses how student diversity enriches the learning environment by enhancing self-awareness, contributing to cognitive development, and preparing students for society. Finally, it provides tips for teachers on classroom strategies that consider student diversity, including encouraging students to share experiences, varying examples and instructional methods, and forming diverse discussion groups.
This document discusses various aspects of student diversity that teachers may encounter, including cultural background, ethnicity, race, religion, gender, socioeconomic status, language proficiency, and exceptionalities. It addresses the differences between culture, ethnicity, and race, and warns against stereotyping while acknowledging cultural characteristics. The document also notes controversies around teaching English language learners and issues relating to bilingual education versus pull-out programs. It discusses intelligence and learning disabilities as well as Howard Gardner's theory of multiple intelligences.
This document discusses strategies for teaching English to diverse adult learners. It finds that adaptive teaching approaches can improve learner performance and attitudes. Teachers need to understand learner diversity and adapt instruction accordingly. The methodology involves teachers organizing resources and activities, using platforms like Moodle, coordinating with other teachers, providing personal support, and maintaining high expectations for all learners. Diversity is not always considered in adult education but should be through adaptive teaching strategies.
This document discusses diversity in the Jamaican classroom. It begins by defining diversity as understanding and respecting individual differences. It then identifies some diversities in Jamaican society such as gender, social class, religions and geographical location. Some diversities in the Jamaican classroom are also identified, including racial, cultural, sexual, gender and students with exceptionalities. The document examines attitudes towards diversity that can impact the classroom, such as prejudices and stereotyping. Finally, it provides strategies for managing diversity in the classroom, which include identifying one's own attitudes, establishing a comfortable environment, getting to know students, and treating all students equally.
This document discusses the domain of diversity of learners and emphasizes that teachers should facilitate learning for all students regardless of their differences. It suggests that teachers first recognize and respect individual student differences, then use their knowledge of students' backgrounds to design diverse learning activities to ensure all students can meet learning goals. The document provides questions for teachers to reflect on whether they understand student differences, set appropriate goals, and create varied activities to help all students learn and develop holistically.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
This document discusses individual differences and student diversity in the classroom. It identifies factors that contribute to student diversity, such as socioeconomic status, exceptionalities, and thinking/learning styles. The document also discusses how student diversity enriches the learning environment by enhancing self-awareness, contributing to cognitive development, and preparing students for society. Finally, it provides tips for teachers on classroom strategies that consider student diversity, including encouraging students to share experiences, varying examples and instructional methods, and forming diverse discussion groups.
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.
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
1. The classroom is a complex venue that shapes learners' identities through discourse. It reflects the diversity of society with students coming from over 200 countries speaking almost 300 languages.
2. To achieve inclusive teaching, teachers must be sensitive to various identity aspects of students like gender, ethnicity, religion, race, socioeconomic background, and culture.
3. Addressing classroom diversity requires selecting inclusive content, activities, and pedagogical approaches while avoiding biases or assumptions about students.
The document discusses teaching strategies for diverse classrooms, noting that teachers should use various instructional methods to accommodate different types of students, promote equality and diversity, and create a supportive learning environment for all. It provides examples of strategies like using group activities and discussions, incorporating students' cultures into lessons, addressing bullying, and fostering cooperation among students. The key aspects of teaching in diverse classrooms are creating a respectful and inclusive environment, having high expectations for all students, and taking a collaborative approach to learning.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
This document discusses student diversity and provides teaching tips for diverse classrooms. It addresses socioeconomic status, ethnicity, race, gender, language differences, intelligence theories including multiple intelligences, and learning styles. The key points are that student diversity comes from their membership in various microcultural groups defined by gender, religion, social class, ability, race, and ethnicity. It also discusses unintended stereotypes teachers may have and provides strategies for creating an inclusive classroom that meets the needs of all students.
Cultural Diversity in the Classroom by Nada Cohadzichholycross
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.
This document discusses how student diversity enriches the learning environment. It identifies factors that contribute to student diversity, including socioeconomic status and thinking/learning styles. The document also provides teaching tips on accommodating student diversity, such as encouraging students to share their experiences, using varied instructional methods, and forming small discussion groups with diverse backgrounds.
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.
This document discusses student diversity and provides tips for teachers. It discusses factors that create student diversity and how diversity enriches learning. Diversity enhances self-awareness, cognitive development, and prepares students for society. Tips for teachers include encouraging sharing of experiences, integrating multicultural activities, setting high expectations for all students, adapting teaching methods to accommodate different learning styles, and forming discussion groups with diverse backgrounds.
The document summarizes the experience and responsibilities of a school counselor at Laing Middle School of Science and Technology. It describes the counselor's role in counseling individual students and leading various group counseling sessions to address issues like behavior management, social skills, and diversity training. It also outlines the counselor's participation on school teams to support students' classroom performance, behavior, and 504 plans. Charts are included showing the progress of a behavior management counseling group and an example of a classroom guidance session on cultural diversity.
The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
This document discusses student diversity and how to facilitate learning for diverse students. It covers individual differences in socioeconomic status, learning styles, and exceptionalities. Student diversity enriches the learning environment by enhancing self-awareness, cognitive development, and prepares students for society. The document provides tips for teachers on student diversity, such as using varied instructional methods to accommodate different learning styles, communicating high expectations, and forming diverse small groups. It also discusses learning and thinking styles like sensory preferences and global vs analytic styles. Multiple intelligences and strategies for teaching diverse students are outlined as well. The document concludes by categorizing different types of exceptionalities.
This document discusses strategies for inclusive education for college students and faculty. It begins by noting the diversity of students on college campuses, with many reporting various disabilities. It then discusses concepts like universal design for learning, diversity, inclusion, equity and equality in education. The document emphasizes that universal design benefits all students and helps reduce barriers to education. It notes students' perspectives that communicating needs is an ongoing process and some feel stigma around accommodations. Overall, the document advocates for universal design principles that make education accessible and inclusive for all.
Techniques and strategies for teaching ethnically diverse classrooms are discussed. Key points include appreciating student diversity, building relationships, using various instructional strategies that consider student culture and language, facilitating independent thinking, and providing feedback. Teaching styles include directing, discussing, and delegating. Metacognition and strategies like TQLR and PQ4R are presented to help novice learners become expert through monitoring learning. Student diversity is influenced by socioeconomic status, thinking styles, and exceptionalities.
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.
This document discusses strategies for making science classrooms more inclusive of diverse learners. It describes various types of diversity among students, including differences in learning styles, abilities, cultural and socioeconomic backgrounds.
The key strategies proposed include differentiated instruction to meet varied student needs, incorporating multiple perspectives and ways of knowing, setting high expectations while providing support, and adopting a universal design framework. Specific accommodations are suggested for different disabilities. An inclusive classroom climate, accessible physical environment and delivery methods, and flexible assessment are also emphasized. The overall approach is to vary instructional techniques to accommodate all learners.
The document discusses strategies for considering individual differences among students to plan effective instruction. It notes that as facilitators, teachers must account for diversity in socioeconomic status, thinking styles, and exceptionalities. Student diversity enhances the learning environment by improving self-awareness and cognitive development when students are exposed to varied perspectives. The document provides tips for teachers to leverage diversity, such as encouraging personal sharing, integrating multicultural activities, highlighting commonalities among students, communicating high expectations, adapting to different learning styles, diversifying assessments, and forming small diverse discussion groups.
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
Ling 306 tefl_methodology_strategy_training_cooperative_learning_multiple_int...The Mackay School
This document discusses different learning strategies and approaches including learning strategy training, cooperative learning, and multiple intelligences. Learning strategy training involves teaching students learning strategies and having them practice these strategies. Cooperative learning involves organizing classroom activities so students work in small groups, with roles and responsibilities. It is based on positive interdependence and individual accountability. Multiple intelligences recognizes there are different types of intelligence and students learn best when instruction caters to their strengths in areas like linguistic, logical-mathematical intelligence.
The document discusses diversity among learners and different factors that influence how individuals learn. It describes different learning and thinking styles such as sensory preferences for visual, auditory, or tactile learning. It also discusses global versus analytic thinking styles and Howard Gardner's theory of multiple intelligences. The document outlines different types of exceptionalities and provides examples of how to accommodate diverse learners through instructional methods and assessments.
This document discusses teachers and learners. It provides information on the definition of a teacher, elements of good teaching, principles of teaching, qualities of a good teacher, and how to manage teaching and learning. It also discusses the physical, social, cognitive, and emotional characteristics of children in preschool and kindergarten. Specifically, it notes that preschool and kindergarten children are very active, developing social skills like making friends, and their language skills are growing.
This document discusses teaching students with special gifts and talents. It begins by defining special gifts and talents, noting a difference between the terms - gifted refers to academic ability while talent refers more to creative or artistic skills. It then outlines categories of special gifts, features of gifted students, barriers teachers face, and strategies for inclusion. Specifically, it recommends differentiating instruction through modifying processes, products and learning environments to meet gifted students' needs within inclusive classrooms.
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.
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
1. The classroom is a complex venue that shapes learners' identities through discourse. It reflects the diversity of society with students coming from over 200 countries speaking almost 300 languages.
2. To achieve inclusive teaching, teachers must be sensitive to various identity aspects of students like gender, ethnicity, religion, race, socioeconomic background, and culture.
3. Addressing classroom diversity requires selecting inclusive content, activities, and pedagogical approaches while avoiding biases or assumptions about students.
The document discusses teaching strategies for diverse classrooms, noting that teachers should use various instructional methods to accommodate different types of students, promote equality and diversity, and create a supportive learning environment for all. It provides examples of strategies like using group activities and discussions, incorporating students' cultures into lessons, addressing bullying, and fostering cooperation among students. The key aspects of teaching in diverse classrooms are creating a respectful and inclusive environment, having high expectations for all students, and taking a collaborative approach to learning.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
This document discusses student diversity and provides teaching tips for diverse classrooms. It addresses socioeconomic status, ethnicity, race, gender, language differences, intelligence theories including multiple intelligences, and learning styles. The key points are that student diversity comes from their membership in various microcultural groups defined by gender, religion, social class, ability, race, and ethnicity. It also discusses unintended stereotypes teachers may have and provides strategies for creating an inclusive classroom that meets the needs of all students.
Cultural Diversity in the Classroom by Nada Cohadzichholycross
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.
This document discusses how student diversity enriches the learning environment. It identifies factors that contribute to student diversity, including socioeconomic status and thinking/learning styles. The document also provides teaching tips on accommodating student diversity, such as encouraging students to share their experiences, using varied instructional methods, and forming small discussion groups with diverse backgrounds.
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.
This document discusses student diversity and provides tips for teachers. It discusses factors that create student diversity and how diversity enriches learning. Diversity enhances self-awareness, cognitive development, and prepares students for society. Tips for teachers include encouraging sharing of experiences, integrating multicultural activities, setting high expectations for all students, adapting teaching methods to accommodate different learning styles, and forming discussion groups with diverse backgrounds.
The document summarizes the experience and responsibilities of a school counselor at Laing Middle School of Science and Technology. It describes the counselor's role in counseling individual students and leading various group counseling sessions to address issues like behavior management, social skills, and diversity training. It also outlines the counselor's participation on school teams to support students' classroom performance, behavior, and 504 plans. Charts are included showing the progress of a behavior management counseling group and an example of a classroom guidance session on cultural diversity.
The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
This document discusses student diversity and how to facilitate learning for diverse students. It covers individual differences in socioeconomic status, learning styles, and exceptionalities. Student diversity enriches the learning environment by enhancing self-awareness, cognitive development, and prepares students for society. The document provides tips for teachers on student diversity, such as using varied instructional methods to accommodate different learning styles, communicating high expectations, and forming diverse small groups. It also discusses learning and thinking styles like sensory preferences and global vs analytic styles. Multiple intelligences and strategies for teaching diverse students are outlined as well. The document concludes by categorizing different types of exceptionalities.
This document discusses strategies for inclusive education for college students and faculty. It begins by noting the diversity of students on college campuses, with many reporting various disabilities. It then discusses concepts like universal design for learning, diversity, inclusion, equity and equality in education. The document emphasizes that universal design benefits all students and helps reduce barriers to education. It notes students' perspectives that communicating needs is an ongoing process and some feel stigma around accommodations. Overall, the document advocates for universal design principles that make education accessible and inclusive for all.
Techniques and strategies for teaching ethnically diverse classrooms are discussed. Key points include appreciating student diversity, building relationships, using various instructional strategies that consider student culture and language, facilitating independent thinking, and providing feedback. Teaching styles include directing, discussing, and delegating. Metacognition and strategies like TQLR and PQ4R are presented to help novice learners become expert through monitoring learning. Student diversity is influenced by socioeconomic status, thinking styles, and exceptionalities.
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.
This document discusses strategies for making science classrooms more inclusive of diverse learners. It describes various types of diversity among students, including differences in learning styles, abilities, cultural and socioeconomic backgrounds.
The key strategies proposed include differentiated instruction to meet varied student needs, incorporating multiple perspectives and ways of knowing, setting high expectations while providing support, and adopting a universal design framework. Specific accommodations are suggested for different disabilities. An inclusive classroom climate, accessible physical environment and delivery methods, and flexible assessment are also emphasized. The overall approach is to vary instructional techniques to accommodate all learners.
The document discusses strategies for considering individual differences among students to plan effective instruction. It notes that as facilitators, teachers must account for diversity in socioeconomic status, thinking styles, and exceptionalities. Student diversity enhances the learning environment by improving self-awareness and cognitive development when students are exposed to varied perspectives. The document provides tips for teachers to leverage diversity, such as encouraging personal sharing, integrating multicultural activities, highlighting commonalities among students, communicating high expectations, adapting to different learning styles, diversifying assessments, and forming small diverse discussion groups.
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
Ling 306 tefl_methodology_strategy_training_cooperative_learning_multiple_int...The Mackay School
This document discusses different learning strategies and approaches including learning strategy training, cooperative learning, and multiple intelligences. Learning strategy training involves teaching students learning strategies and having them practice these strategies. Cooperative learning involves organizing classroom activities so students work in small groups, with roles and responsibilities. It is based on positive interdependence and individual accountability. Multiple intelligences recognizes there are different types of intelligence and students learn best when instruction caters to their strengths in areas like linguistic, logical-mathematical intelligence.
The document discusses diversity among learners and different factors that influence how individuals learn. It describes different learning and thinking styles such as sensory preferences for visual, auditory, or tactile learning. It also discusses global versus analytic thinking styles and Howard Gardner's theory of multiple intelligences. The document outlines different types of exceptionalities and provides examples of how to accommodate diverse learners through instructional methods and assessments.
This document discusses teachers and learners. It provides information on the definition of a teacher, elements of good teaching, principles of teaching, qualities of a good teacher, and how to manage teaching and learning. It also discusses the physical, social, cognitive, and emotional characteristics of children in preschool and kindergarten. Specifically, it notes that preschool and kindergarten children are very active, developing social skills like making friends, and their language skills are growing.
This document discusses teaching students with special gifts and talents. It begins by defining special gifts and talents, noting a difference between the terms - gifted refers to academic ability while talent refers more to creative or artistic skills. It then outlines categories of special gifts, features of gifted students, barriers teachers face, and strategies for inclusion. Specifically, it recommends differentiating instruction through modifying processes, products and learning environments to meet gifted students' needs within inclusive classrooms.
This document provides recommendations for creating positive peer relationships in the classroom. It includes a table of contents and sections on literature review, survey results, and recommended activities. The recommended activities section suggests acquaintance activities like "The Name Chain" and "Bingo" to help students get to know each other. It also proposes activities for establishing a cohesive group such as "Class Spirit" and "Photo Album" for elementary students, and "Five Square" and "Base Groups" for secondary students. Finally, it discusses activities to enhance diverse liking patterns, including a "Good Deeds Tree" and "Secret Pal Books." The goal is to develop a supportive learning community where all students feel accepted.
Creating Positive Peer Relationships
The document discusses the importance of creating positive peer relationships in the classroom. It provides several recommended activities teachers can implement to help students get to know each other better through "acquaintance activities", establish a cohesive learning community through group bonding activities, and enhance diverse friendship patterns. Examples of activities provided include name games, interviews, secret gift exchanges, and initiatives to recognize positive student behaviors. Fostering positive relationships is important for student engagement, academic performance, and developing social-emotional skills.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
This document discusses individual differences among students and how diversity can be utilized in the classroom. It begins with having students fill out a form about their personal background, interests, strengths and weaknesses. It then discusses ways students are similar and different in terms of behavior, nationality, where they live, etc. It also lists factors that contribute to student diversity like socioeconomic status and learning styles. Finally, it outlines several benefits of student diversity for enhancing self-awareness, cognitive development, preparing students for leadership, and promoting social harmony.
Discuss the impact of age factors on learning outcomes.
Identify and accommodate learner differences in educational settings.
Explore various motivations that drive learning behaviors.
Differentiate between levels of learning and tailor instruction accordingly.
Promote learner autonomy through open learning, self-access centers, and student helpers, while encouraging student choice and effective homework practices.
The document discusses the importance of understanding cultural and learning style differences in students. It describes a scenario where two students, of different ethnic backgrounds than their peers, are struggling to understand an math lesson. The teacher fails to recognize that students learn in different ways and that cultural factors can influence learning. The document advocates teaching students in ways that align with their individual learning needs and cultural backgrounds to promote academic success for all.
The document discusses the importance of understanding different learning styles and cultural backgrounds in the classroom. It describes a scenario where two students, of different ethnicities, are struggling to understand an addition lesson while other students grasped the concept. The teacher fails to recognize that students learn in different ways and does not provide additional support. The document advocates teaching students in a way that aligns with their individual learning needs and cultural experiences to ensure academic success for all.
The document summarizes key points from Fogarty and Tomlinson on differentiated instruction. It discusses 12 points of differentiation in how students learn best. These include the role of emotions and attention in learning. It also outlines the 3 elements of differentiated learning - providing options for content, process, and product. Teachers are encouraged to gradually implement differentiation strategies like learning centers, interest groups, and choice boards. The goal is to ensure all students have access to excellent learning opportunities tailored to their needs.
10. individualdiff in learning alison salitaAhL'Dn Daliva
The document discusses characteristics of gifted children in three areas: general behavior, learning, and creativity. It notes that gifted children often learn quickly, think abstractly, ask many questions, and have intense interests. They also enjoy learning, make connections easily, and think flexibly and originally. The document then discusses diversity in learning, noting students and teachers both contribute diversity. It provides strategies for teachers to respect all students as individuals and convey equal confidence in their abilities.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds in the classroom. It provides an example of two students, Michael and Neina, who struggle to understand an addition lesson because the teacher fails to recognize their different learning needs and cultural influences.
2. Research cited shows that students from different cultures may have distinctive learning patterns influenced by their upbringing. For example, some cultures value collaboration over independence. Ignoring these differences can cause students to struggle.
3. It is important for teachers to learn about the diverse cultures represented in their classrooms so they can better accommodate different learning styles and create an inclusive environment where all students can succeed academically and socially.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and help each one succeed academically, socially and emotionally. Tailoring instruction to individual needs and strengths is crucial.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and facilitate successful learning for every child in their classroom. Understanding diversity is crucial to meeting the needs of diverse learners.
Teachers must recognize that students learn in different ways and have different cultural backgrounds. The teacher in the example failed to understand that the two students did not grasp the math concept in the same way as the other students and dismissed their struggles. Research shows learning styles and cultural experiences can impact how students learn. It is important for teachers to learn about their students' individual backgrounds and customize their teaching methods to support all learners.
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
The document discusses evidence-based practices for teaching reading. It summarizes research showing that effective reading instruction involves students spending most of their time reading texts they choose independently and with peers, writing about what they read, and engaging in discussions. The research also emphasizes accuracy and comprehension over isolated skill-drills. The document advocates collaborative teaching approaches and adjusting practices based on evidence rather than scripts. It provides specific examples of practices found to help students read proficiently by the end of first grade.
Principles in Teaching Multigrade Classes.pdfKentGarcia7
This document outlines several principles for teaching multigrade classes:
1) Children are unique and learn at different speeds so teachers must understand each child's needs.
2) Children learn best through hands-on experiences rather than just books.
3) Children can learn from one another in mixed-aged groups by taking on roles like leader or follower.
The teacher's role is to set up a supportive learning environment tailored to students' varied abilities and interests. Collaboration between teachers, students, and parents is important for achieving educational goals.
Similar to Handling Students with Mixed Abilities (20)
Grade 8 St. Monica Group 2 Glamorous MagazineMerra Mae Ramos
Ms. Merra Mae Ramos is a Grade 8 Filipino, Math and English teacher who is blessed with beauty and knowledge. She finds teaching challenging, as the students at her current school lack interest compared to her previous assignments in mountainous villages.
Mrs. Gretchen Mata is a science teacher and registered nurse at D.T. Durano Memorial Integrated School. She became a teacher because she believes it is a profession of the heart aimed at holistically developing students.
Ms. Cherry Lyn Giango is known as the "Math-Tinik" teacher because she is very good at teaching math. She is strict to discipline students but considers those who deserve leniency.
Mrs. Jigalyn Cordero is a teacher who loves imparting her knowledge to students and seeing them smile. She disciplines students privately and ensures instructions are followed. She also loves her family as a strict but good mother.
Mrs. Flory May Capute is an understanding teacher who avoids behavioral problems by engaging students' interests. She sees students learning as her satisfying moment and teaches the value of education to manage her students.
Mrs. Lorna Enriquez teaches students what is right and calls parents of regularly absent students. She does not like distractions in her classroom.
Mrs. Jessel Galo has a supportive family and organizes her teaching through time management. She encourages underperforming
This document contains profiles of four teachers from D.T. Durano Memorial Integrated School:
1. Ms. Merra Mae Ramos is a unique and skillful teacher who gives challenging performance tasks and recognizes students' positive attitudes.
2. Mr. Rusell Collamat finds teaching rewarding when students are smiling and engaged, and aims to help them become successful professionals.
3. Mrs. Susette Tarucan is a strict but dedicated teacher who chose the profession to share knowledge and wants a bright future for her family.
4. Ms. Shiera Lyn Chuatico is a kind, loving teacher who finds her greatest accomplishment in teaching and believes in living life to
Grade 8 St. Monica Group 1 Danaoanons' MagazineMerra Mae Ramos
Mrs. Marilyn Antig is a graduate of Master of Arts in Education, majoring in Mathematics. She works hard as the assistant principal of D.T. Durano Memorial Integrated School to create a conducive learning environment and ensure students are responsible and well-disciplined. Though she did not intend to leave, the decision was made by the Schools Division Superintendent. She remains an inspiration as an assistant principal and mother with great responsibility.
The document profiles 4 teachers:
1) Mrs. Rheena Merra de Veyra is an eloquent English teacher who loves to teach and has been teaching for 6 years.
2) Ms. Mary Jane Jacobe is a fan of K-Pop and teaches Filipino. She requires students to submit projects to pass her class.
3) Ms. Almie Batucan loves dancing and might have worked abroad if not a teacher. She is currently single.
4) Mrs. Lorna Bacus loves teaching and managing her responsibilities as a teacher and mom, like family bonding through swimming and movies.
Mr. Christopher Arnejo is an "Araling Panlipunan" teacher who gives one homework per day. He loves his students but sometimes they do not listen. His other ambition is to become a veterinarian and his close friends at the school are Mrs. Rheena Merra De Veyra and Mrs. Flory May Capute.
Mrs. Hazel L. Barriga is the principal of D.T. Durano Memorial Integrated School. Her inspiration comes from her family and her weaknesses as a teacher was not being prepared and being scared of supervisors. Her favorite color is green and favorite food is dried fish.
Mrs. Niña Nette Garcia is considered a hero
This document contains profiles of four Filipino teachers:
- Ms. Mary Jane Jacobe teaches to shape character and enjoys conducting extracurricular activities. She is joyful despite being single.
- Mrs. Carmen Manguilimotan teaches social studies and establishes rules to avoid behavioral issues. She is helpful but afraid of dogs.
- Ms. Ivy Mechelle Mata does her best to teach but will get angry if disobeyed. She spends money on family and saves to support them.
- Ms. Cherry Lyn Giango chose teaching to help her family. She considers family her greatest treasure and is inspired by them despite challenges from students.
This document contains summaries of three teachers from D.T. Durano Memorial Integrated School. The first teacher, Ms. Merra Mae Ramos, is described as a motivator and task maker who helps students solve problems and gives advice. The second, Dr. Jackie Ann Peralta, is the new assistant principal described as kind but sometimes strict, with a risk-taking personality. The third teacher, Ms. Niña Hortilano, is described as an English teacher and "silent listener" who gives advice during hard times and believes in growing wise over growing beautiful.
Sandayong Sur National High School celebrated Nutrition Month with various indoor and outdoor contests to promote nutrition, including a Nutri-Quiz Bee, slogan contest, cooking contest, and search for Mr. and Ms. Nutrition, with the winners from different sections and contests being recognized. The school also held its annual Intramural to inspire youth through sports, with dance and talent competitions recognizing section winners.
This document appears to be a song or jingle about nutrition and the importance of proper nutrition, especially during the first 1000 days of a baby's life. It encourages eating fruits and vegetables which are full of vitamins. It also promotes the importance of breakfast and having a nutritious breakfast. The jingle emphasizes that children are the hope of our nation and nurturing them properly with good nutrition will help them grow up healthy, active and give light to the future.
Science 7-4th Quarter The Philippine EnvironmentMerra Mae Ramos
The document discusses the location of the Philippines using latitude and longitude. It describes how latitude and longitude can be used to pinpoint the specific location of Manila at 14°N, 121°E. While a single point can locate a city, describing the location of a country requires indicating the range of latitudes and longitudes that define its boundaries, which can be approximated using a rectangular boundary. The document also provides background on lines of latitude and longitude, and names important parallels that delineate climate zones around the world.
This document contains a 15-question pre-test in science with multiple choice answers. It covers topics on motion, speed, waves, and sound. The questions test understanding of concepts such as what defines an object in motion, how to calculate average speed, properties of transverse waves, and characteristics of high and low frequency sounds. Sample calculations and diagrams are provided to aid in answering some of the questions.
This document defines and explains key concepts related to motion, including:
- Motion is defined as a change in position over time. A point of reference is used to measure an object's changing position.
- Displacement refers to the straight line distance and direction between two positions, while distance is the total path traveled.
- Speed is defined as distance divided by time and can be measured in units like km/h or m/s. Speed with direction is called velocity.
- Instantaneous speed is an object's speed at a moment in time, which may vary, while average speed represents the speed over the entire journey. Constant speed means the instantaneous speed does not change.
- A
A festival is an event organized by a community to celebrate some unique aspect of its culture and traditions, often coinciding with a local or national holiday. Festivals serve several purposes, including celebration, entertainment, improving the local economy, and honoring patron saints. There are two main types of festival dances: religious festivals focused on spiritual traditions, and secular or non-religious festivals celebrating regional culture. Some examples of religious festivals in the Philippines include Ati-atihan, Sinulog, Dinagyang, and Moriones, while non-religious regional festivals include Panagbenga, Kadayawan, and Masskara. Artistic decorations are an important part of making festivals interesting for attendees.
The Sinulog festival is celebrated every third Sunday of January in Cebu City, Philippines to honor the child Jesus. Dancers perform steps forward and back to the rhythm of drums, representing river currents. It has evolved from pagan rituals to honor Catholicism, and features colorful costumes, street dancing, and cultural displays. The festival lasts nine days, culminating in a grand parade that draws large crowds and is a major tourist attraction celebrating Filipino culture and heritage.
This document contains 15 multiple choice questions about Philippine culture, traditions, and health topics. The questions cover various forms of Philippine theater such as sarswela, komedya, and moro-moro. They also ask about different festivals celebrated around the country including Ati-Atihan, Dinagyang, Pahiyas, and Sinulog. Finally, there are questions that test knowledge of communicable versus non-communicable diseases, and specific diseases like asthma, diabetes, cancer, pneumonia, rabies, and allergies.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
12. • Students knowledge, varied
opinion, interests and ideas can
be used in classroom interaction.
• Students increase their
knowledge and awareness of
others in heterogeneous classes.
Advantages of Mixed-Ability Class
13. • There is much more peer-
teaching and collaboration among
students.
• Classes are more challenging
and interesting for teachers and
students.
14. • Difficulty to control discipline.
• Difficulty to be certain that all
students are learning
effectively.
Disadvantages of Mixed-ability class
15. • Difficulty to find appropriate
material.
• Difficulty to activate all
learners’ participation.
16. 1.Creating a good atmosphere
2.Developing the student’s
responsibility for learning
3.Giving clear instructions
4.Motivation and differentiation
What is important when handling with
mixed-ability classes?
17. Form a good relationship
between him/herself and the
students.
Create motivating situations
with a calm and welcoming
environment.