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Más de Ria Lopez (Reservist)(ms.Education)(20)



  1. 1. Content Integration - it deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations and issues within their subject area or disciplines.
  2. 2. Knowledge Construction Process - it describes how teachers help students to understand, investigate and determine how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it.
  3. 3. Prejudice Reduction - It describes lessons and activities used by teachers to help students to develop positive attitudes toward different racial, ethnic, and cultural groups.
  4. 4. Equity Pedagogy - It exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social class groups.
  5. 5. Empowering School Culture and Social Structure - This dimension is created when the culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status.
  6. • People’s behavior is influenced by their cultural background (socialization) and setting (their personal experiences in society). • They form small groups within the society which we called subcultures.
  7. • Sociologists define subculture as cultural patterns that set apart some segment of a society’s population. • Sometimes, the special cultural traits of a particular group are too numerous and too interwoven to be called specialties.
  8. • A sub-cultural group can develop around any number of social activities (family, work, education, religion, geographic region, and so forth). • For a sub-culture to exist, people must identify with the sub-cultural group.
  9. • Sub-culture can be used sociologically when referring to a group of people whose behavior has features that set it apart from the wider culture of the society in which it develops. • Recognizing the relationship between the dominant culture and sub-cultural groups are needed.
  10. 1. Permitting Specialized Activity - subcultures carry the knowledge necessary to perform specialized tasks, they are essential to the division of labor which is essential in any society which is becoming larger and more complex.
  11. 2. Identity in Mass Society - Subcultures also provide a source of identity in mass society, thus preventing feelings of isolation and anomie.
  12. 3. Cultural Adaptation and Change - subcultures also serves as a source of adaptation to society. Often a subculture is the mechanism through society.
  13. • Inclusive content in the curriculum that reflects the diversity of society. In effect, students from diverse backgrounds see themselves and their experiences in the curriculum.
  14. • Students’ prior knowledge, including their culture and language.
  15. • The idea of culture is central to student learning because there is strong evidence that cultural practices are thinking process.
  16. • It encompass elements such as communication of high expectations, active teaching methods that promote student engagement, teacher as facilitator, positive perspectives on parents and families of culturally and linguistically diverse students, cultural sensitivity, reshaping the curriculum, culturally mediated instruction and small group instruction.