This document discusses diversity, intelligence, equal opportunity, and constraints related to curriculum and learning. It defines diversity as differences between individuals within a group, noting that all groups are diverse to some degree. It raises questions about how intelligence is measured and influenced. Equal opportunity is discussed in terms of equal resources, expectations, or support to achieve potential. The document outlines constraints like differing student preparedness, parental demands, federal standards, district funding levels, and teacher preferences. It concludes by asking how all students can be engaged in learning to their fullest potential given these constraints.

1. LEARNING, CURRICULUM, AND
DIVERSITY
Week 7 18 February 2010

2. THINKING ABOUT DIVERSITY IN SOCIETY
Diversity cannot be an attribute of an individual. It can only refer to
the differences between individuals within a group.
So ‘diverse’ can be used to describe any group:-
a team; a classroom; a school; a city; a nation.
‘Diverse’ means the members of a group are different from each other.
But this NOT imply that, in absolute terms, they are not Equal.
Seen in this light, all groups are -- to varying degrees diverse
And all groups, by the same token, are to varying degrees
homogeneous.

3. What is “Intelligence”?
 Can it be accurately measured by IQ or SAT tests?
 Are such tests “fair”? Unbiased?
 Is “intelligence” determined by heredity or can it be increased
through experience and/or formal education?

4. Equal Opportunity
What does “equal opportunity” entail?
• Does it mean equal resources for every student?
• Or the same expectations and the same curriculum for every
student?
• Or the resources and support to enable every student to achieve
her/his potential?

5. Constraints
 Children develop at different rates; some come to school more attuned to
and prepared for schooling, as currently conceived and practiced, than
others.
 Many educated and economically successful parents demand the “best”
academic preparation for their children and willingly provide additional
financial support for their children’s schools.
 Federal Government ‘No Child Left Behind’ Act calls for minimal skills and
knowledge to be acquired by all students at any given grade level.
 School Districts differ in the proportions of children with the greatest
needs: poverty; limited/poor community facilities; English Language
Learners; etc.
 School Districts differ in their funding from taxes - suburban v. inner city v.
rural.
 Many well qualified teachers prefer not to teach in inner city or rural
schools.

6. Given these constraints
How can we engage ALL students in learning
to their fullest potential?

7. Given these constraints
How can we engage ALL students in learning
to their fullest potential?