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.
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.
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.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
How may a teacher help ALL students find a voice? How may s/he foster dialogues perhaps difficult dialogues in class? How may s/he prepare herself and be aware of her own perceptions and biases?
[This presentation was delivered at a Symposium by Center for Teaching and Learning, Illinois State University in 2017]
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
How may a teacher help ALL students find a voice? How may s/he foster dialogues perhaps difficult dialogues in class? How may s/he prepare herself and be aware of her own perceptions and biases?
[This presentation was delivered at a Symposium by Center for Teaching and Learning, Illinois State University in 2017]
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Пожалуйста, простите моего перевода.
Qivana объяснить на русском языке. Это огромная возможность для специалистов в России, ни людей в США или Канаде русского наследия. Мы будем тесно работать с вами, чтобы построить гигантский международной организации.
Introduction of Deferred Prosecution Agreements in the UK in 2014iohann Le Frapper
Introduction of deferred prosecution agreements in the United Kingdom in 2014 ; regulatory background and timeline; features of the DPAs ; differences with US DPAs.
Automating JFC UI application testing with JemmySPB SQA Group
В докладе рассказано о нескольких подходах к автоматизации тестирования через пользовательский интерфейс. Вы узнаете как автоматизировать приложения на Java Swing. Также будет рассмотрен инструмент автоматизированного тестирования Jemmy, продемонстрирована работа с ним. Еще вы познакомитесь с новыми возможностями Jemmy 3.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Teaching TolerancePublished on Teaching Tolerance (httpww.docxssuserf9c51d
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
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Incorporating world heritages and cultures into thematic units for TEYLChaouki M'kaddem
TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
Commentonat least 3 Classmates’Posts (approximately 150 -300 wo.docxdrandy1
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
According to the dictionary, culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. The capacity building series article “Culturally Responsive Pedagogy” explains that culture goes beyond the understanding of ethnicity, race and faith. In regards to teaching and learning, it is essential that teachers understand the similarities and differences about their students various social identities. Gay explains that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personal and meaningful, have higher interest appeal and are learned more easily and thoroughly (pg. 106). As humans, our identities play a huge role in our overall mood. When we feel unaccepted or neglected, we tend to shut down. It is essential to the learning process that all students are able to identify with their cultures.
Escudera explains that cultural competence requires that teachers understand their own cultural backgrounds and actively learn about those of their students (2019). Teachers must also take the time to truly learn and understand the different cultural backgrounds of their students. This will allow students to identify with what is being taught and will result in a more engaged group of students. Real learning takes place when students around able to connect with what is being taught. Students and teachers need to coexist. Teachers who are reluctant about obtaining knowledge about culture or incorporating culture into their classrooms may bring their own bias based on their own culture; knowingly or unknowingly.
Culturally responsive teaching refers to using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching (Gay, 2001). In culturally responsive classrooms, teachers need to develop knowledge about cultural diversity, design culturally relevant curricula, demonstrate cultural caring, build a learning community, have cross-cultural communications, and inclu.
Commentonat least 3 Classmates’Posts (approximately 150 -300 wo.docx
Ppt podcast
1. Teach ME in a Different Way, I’m Different! Jessica N. Walker
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15. Examples of Different Learning Styles Dunn and Dunn Effect of temperature, light, food, time of the day, sound, design Behavior: manifestations of all the above-mentioned characteristics Gardner Interpersonal/intrapersonal Jung, Myers-Briggs, Mok, Keirsey and Bates, Hanson, Silver and Strong Feeling/thinking Affect: feelings, emotional response, motivation, values, judgments Gardner Logical intelligence Gregorc Random/sequential Kolb and McCarthy Reflective observation/active experimentation Jung, Myers-Briggs, Keirsey and Bates Extraversion/introversion Conceptualization: thinking, forming ideas, processing, memory Barbe and Swassing, Dunn and Dunn, Gardner Visual, auditory (verbal, musical), kinesthetic, tactile Gregorc, Kolb and McCarthy Abstract/concrete Witkin Field dependence/ field independence Jung, Myers-Briggs, Mok, Keirsey and Bates, Hanson, Silver and Strong Sensing/intuition Cognition: perceiving, finding out getting information Research Characteristics Category