Teaching tolerance
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This document provides lessons to teach students about tolerance, in honor of Martin Luther King Jr. It includes lessons that address stereotyping, appreciating differences, and how words can hurt or heal. The lessons are designed to make a difference in students' lives by exposing them to messages of tolerance at the start of the school year or around Martin Luther King Jr. Day in January. Five specific lessons are described that use balloons, surveys, stories, music lyrics, and art to illustrate themes of tolerance for different grades. Additional tolerance lessons can also be found on the provided website.
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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?
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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
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Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
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Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
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2) It emphasizes that Christians should act with forgiveness and love, as God and Jesus did, rather than judging others or finding fault in them.
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1. Mediation - Learning is viewed as a socially mediated process where language and other tools mediate cognition. Interaction with more capable individuals also mediates learning.
2. Zone of proximal development - The ZPD represents what students can achieve with assistance that exceeds their independent abilities. Social interaction within the ZPD activates learning and development.
3. Scaffolding - Support provided within the ZPD, such as simplifying tasks or demonstrating solutions, allows students to accomplish tasks they cannot yet do independently. Peer scaffolding can also facilitate language development.
ppt GMJA1013 intolerant
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CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
This document discusses the importance of understanding cultural diversity and its impact on family-school relationships. It begins by defining key terms like culture, race, ethnicity, nationality, and social class. Culture encompasses the values and norms that organize a group, while race refers to biological taxonomy. Social class relates to socioeconomic standing. The document emphasizes that educators must recognize how families from diverse backgrounds may have different worldviews and expectations regarding the roles of parents, teachers, and goals of schooling. Not doing so can negatively impact students if educators view cultural differences as deficiencies. The chapter will explore how economic resources and cultural contexts shape family life and interactions with schools.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
■ Explain the various meanings of the term culture.
■ Describe the diverse economic, cultural, and social contexts that influence an individual or a family’s worldview.
■ Explain the differences in individualistic and collectivistic worldviews of families.
■ Discuss the impact of worldviews on student learning and educators’ interactions with students’ families.
What is culture? What is social class? How do culture and social class affect children’s and families’ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their students’ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educators’ interactions with students’ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their own—European American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their students’ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
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Storybooks are useful tools in the classroom for both children and teachers. For children, stories promote relaxation, motivation to learn, imagination, cultural understanding, and life lessons. They also enhance listening skills. For teachers, stories create a relaxed atmosphere, provide authentic materials, allow creative expression, and can be used to teach across subjects. When selecting stories, teachers should choose books appropriate for the children's ages and abilities that engage them and transmit positive values. A variety of activities can bring stories to life, such as sequencing, creative projects, and roleplaying. School libraries also support learning through stories and provide resources for teachers.
(chapter taken from Learning Power) From Social Class .docx
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(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEANANYON
It's no surprise that schools in wealthy communities are better than those in poor communities,
or that they better prepare their students for desirable jobs. It may be shocking, however, to
learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon obse111ed five elementa,y schools over the course of a
full school year and concluded that fifth-graders of different economic back, 伊·ounds are _qjready
- b eing prepared to occupy particular rungs on the social ladder. In a sense, some whole schools
are on the vocational education track, while others are geared to produce future doctors,
lawyers, and business leaders. Anyan's main audience is professional educators, so you may find
her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand.
Anyon is chairperson of the Department of Education at Rutgers University, Newark; This essay
first appeared in Jomnal ofEducati-en in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public
schools in complex industrial societies like our own make available different types of
educational experience and cuniculurn knowledge to students in different social classes. Bowles
and Gintis1 for example, have argued that students in different social-class backgrounds are
rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the
different occupational s廿ata--the working classes for docility and obedience, the managerial
classes for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael
W. Apple focusing on school knowledge, have argued that knowledge and skills leading to social
power and regard (medical, legal, managerial) are made available to the advantaged social
groups but are withheld from the working classes to whom a more "practical" curriculum is
offered (manual s沁11s, clerical knowledge). While there has been considerable argumentation of
these points regarding education in England, France, and North America, there has been little or
no attempt to investigate these ideas empirically in elementary or secondary schools and
c assrooms m this country.
This article offers tentative empirical support (and qualification) of the above arguments by
providing illustrative examples of differences in student work in classrooms in contrasting social
class communities. The examples were gathered as part of an ethnographical4 study of curricular,
pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a
theoretical contribution as well and assesses student work in the light of a theoretical approach to
social-class analysis ... It will be s ...
Problems in Educational PsychologyJournal article assignment d.docx
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.
Issues of Diversity
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
Discussion Week 4 Possible Effects of Poverty on Young Children’s
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
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Shannon cullendiversitypaperedf2085
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4. Course objectives to help students develop culturally relevant and flexible teaching practices informed by critical perspectives.
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L E G O
The document discusses teaching English to young learners. It covers 10 truths of teaching English to young learners, including differences between lower and upper primary students and between social language and cognitive academic language. It also discusses cognitive, emotional, and social differences between child learners and young learners. Learning strategies and using reflective tools to address constraints in the language learning ecology are proposed.
Izhevsk Talk1
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Teachig english
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Teaching tolerance
- 1. Teaching Tolerance Martin Luther King Jr., dreamed of a world more tolerant than the one he lived in. The lessons below -- perfect for use at the start of the school year or for celebrating King's life in January -- are designed to teach kids about tolerance. Included: Lessons on stereotyping, appreciating differences, recognizing how words can hurt (or heal), and more. The highest result of education is tolerance. -- Helen Keller Helen Kellers words serve as a reminder of the key role educators play -- both as role models and as teachers of tolerance. The start of the school year and the days leading up to the celebration of Martin Luther King's birthday are excellent times to introduce classroom activities that teach tolerance. Exposure to such lessons has the power to make a difference in students lives -- and in the world those students will create. FIVE LESSONS FOR TEACHING ABOUT TOLERANCE This week, Education World provides five lessons focused on messages of tolerance. Click each of the five lesson headlines below for a complete teaching resource. (Appropriate grade levels for each lesson appear in parentheses.) Bursting Stereotypes Balloons serve as the conduit for this lesson in which students "burst stereotypes. (Grades 2-12) How Tolerant Are Kids in Your School? Students graph results of a survey of attitudes and tolerance in their school. (Grades 6-12) Those Tear-Me-Apart, Put-Me-Back-Together, Never-Be-the-Same- Again Blues This powerful activity illustrates how unkind words can hurt. (Grades PreK- 8) Teaching About Tolerance Through Music Invite students to analyze the lyrics of Peter, Paul and Mary songs that express themes of tolerance. (Grades 3-12) Everybody Is Unique: A Lesson in Respect for Others Differences Teach about respect for others unique qualities in this lesson that combines art and language arts. (Grades K- 8) ADDITIONAL RESOURCES We have set up a special page on which you can find more than a dozen additional lesson plans focused on teaching about tolerance. Click here to view those lessons. - See more at: http://www.educationworld.com/a_lesson/lesson/lesson294.shtml#sthash.jksxchTN.dpuf Celebrate Martin Luther King Find more lessons about tolerance on our special Martin Luther King Jr., Day holiday page. More Tolerance Lessons While searching the Net, Education World editors tracked down many classroom activities focused on tolerance. Click here to view more than a dozen of those lessons.