This document summarizes observations from a classroom with some diversity. The majority of students were Hispanic and mainly sophomores. The teacher did an excellent job getting all students to interact. There was no issue with English as a second language, and different religions were accepted but not discussed. The teacher created developmentally appropriate lessons and allowed for extra help. Culture and schooling can affect student development through surrounding influences. All children can learn despite disabilities or differences, as intelligence is not defined by social class.
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
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.
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
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.
Cultural Diversity in the Classroom by Nada Cohadzichholycross
This presentation covers some basic ideas about cultural diversity in the classroom. It was written and presented by Nada Cohadzic for the Seoul Bears summer internship program.
Teacher autonomy : a tool to create learner autonomyAditi Bhushan
This was presented in National Seminal held at Gurukrupa College of Education and Research, Kalyan. This presentation is about teacher-learner autonomy.
A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective...Yamith José Fandiño Parra
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.
Cultural Diversity in the Classroom by Nada Cohadzichholycross
This presentation covers some basic ideas about cultural diversity in the classroom. It was written and presented by Nada Cohadzic for the Seoul Bears summer internship program.
Teacher autonomy : a tool to create learner autonomyAditi Bhushan
This was presented in National Seminal held at Gurukrupa College of Education and Research, Kalyan. This presentation is about teacher-learner autonomy.
A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective...Yamith José Fandiño Parra
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.
Problems in Educational PsychologyJournal article assignment d.docxbriancrawford30935
Problems in Educational Psychology
Journal article assignment due April 9, 2017
1. Read the two attached articles .
2. Respond to the following questions (print for class):
· Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners?
· What is dysconscious racism and how does it impede educational equity? (use examples from King’s article)
· How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students?
· What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?
walk into the first class session of my introductory
educational psychology course for preservice teachers
and start writing on the board—the course number, my
name, and the following statement: There are a thou-
sand good ways to teach, and some really bad ones!
As we wait for the inevitable latecomers who are still
trying to find the room or figuring out the bus system,
students fill out a personal information sheet that asks for
their names, phone numbers, e-mail addresses, majors,
and the answer to the question: “In your own experience,
what things help you actually learn in classes? Please list
as many factors as possible.”
After everyone has a chance to think and write, we go
around the room introducing ourselves. Starting with
me, each person shares his or her name, career goal, and
one of the things that helps him or her learn. As they
talk, I write down each factor they identify, ending up
with a list of thirty or so different things on the board.
Then, looking at all of these, we talk about how different
we are in what helps us learn. Some of us really benefit
from an organized lecture, while others hate lectures and
learn best through small group discussion. Some want
notes in outline form on the overhead, while others
understand visuals or diagrams better. But we also talk
about how we are the same: no one ever says they learn
best when they aren’t allowed to ask questions, or when
the teacher is disorganized, unenthusiastic, or gives no
concrete examples of the concepts being taught. Finally,
I point out that the different learning preferences my stu-
dents have shared are only one aspect of the dilemma of
student diversity that is common to all teachers: How
can I try to meet all of my students’ different learning
preferences, needs, and goals in one class, one class-
room? This then leads me into the syllabus and why I
have chosen to structure the class as I have.
The Need to Prepare Teachers for Diversity
Our introductory educational psychology course is
usually the first education course taken by preservice
teachers at the University of Georgia. I teach one sec-
tion of thirty-five students, mostly fre.
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.docxcargillfilberto
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.
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1. Cullen 1
Shannon Cullen
Professor Coury Knowles
EDF 2085
20 April 2012
Field Observations Essay
According to the Merriam-Webster Dictionary, diversity is defined as “the
condition of having or being composed of differing elements...” In the teaching world
there is so much diversity. All the teachers out there have to be able to accommodate the
diversity that they run into.
What were your observations with specific reference to diversity? This
classroom had a little bit of diversity. The majority of the classroom’s students were
Hispanic. The entire school is actually mainly populated with Hispanic students. This
classroom did not have that big of an age range. The students were mainly sophomores
with a couple juniors and one senior thrown into the mix. The teacher did an excellent job
of having all the students interact with each other. The students of the classroom all got
along very well. In Chapter 4 of the text one of themes from the Cross-Cultural
Psychology is that “Interactions with other cultures can be viewed as a resource for
understanding…” (120), this statement is very true. If these students are going to be
mixing with other cultures other than their own then this will help them later with all
different types of people.
2. Cullen 2
List the kind of tools and strategies the teacher used to include English as a
Second Language. There were no issues in the classroom about English being used as a
Second Language. All the students had English as their First Language.
How did the teachers attend to religious pluralism in their classroom?In this
specific class there was so clear sign of the students being of different religions. But you
can never tell with other people unless there is a dead giveaway like if there is a specific
clothing item to be worn. In this school all the students and teachers seem to be accepting
of the different religions. There are not discussions that go through the classroom that are
about anyone’s religion. Walking around the halls you are able to see those children that
have certain religious attire. All those students blend in with the others in the hallway.
What role did the teacher play to create a developmentally appropriate and
collaborative classroom? How can culture and schooling affect students’
development?The teacher of course went of the material in a way that was grade
appropriate and not too hard or simple. In the text the way the material is being taught is
talked about along with the set up of the classroom (380). The classroom at this particular
school had all the tables in horizontal rows with a set of tables in the shape of a U. All the
tables are in the direction of the main white board. The teacher’s desk is in a corner of the
desk by the window. With the position of her desk she is able to get a good view at what
is going around in the classroom. Most of the time there was a lecture that went on
through out the class period; afterwards there was usually a packet that was to be finished
for homework. The students were able go and comfortably ask their teacher for extra help
if they were not grasping the information. Culture and schooling can affect the students’
development because it is the learning area they are in. The things that surround them
3. Cullen 3
definitely affect the way the students learn. The other classmates have a big influence on
this because that is literally who they are surrounded by.
Do you believe that all children can learn? Why or Why not? Support your
answer with reference to your experience with the specific program you
observed.Yes, all children can definitely learn. There are so many things that can affect
one’s learning that really should not. Disabilities, cultural, language, or social class
differences should not stand in the way of anyone’s education. When the text is talking
about social class, it mentions that it is organizing people in layers (442). There are many
different levels of learning through out those “layers”, not all the intelligent people are in
high social classes and not all the un-intelligent people are in the low social classes. At
this high school it is clear where the social classes stand. Not everyone fits in to the
assumed educational social class like stated before.
There are so many opportunities for teachers and students to run into diversity. A
lot of these opportunities will be in the classroom. Teachers get the chance to teach and
inspire all these students with these different culture backgrounds. It is a great
experience for both the teacher and their students. It gives them all a new understanding
for each other.
4. Cullen 4
Work Cited
"DiversityAbout Our Definitions: All Forms of a Word (noun, Verb, Etc.) Are Now
Displayed on One Page." Merriam-Webster. Merriam-Webster, n.d. Web. 15 Apr.
2013.
Cushner, Kenneth, Averil McClelland, and Philip Safford. Human Diversity in
Education. N.p.: McGraw-Hill Humanities Social, 2011. Print.
