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Ppt chapter 3
1.
Chapter Three Who are
Today’s Students in a Diverse Society?
2.
Sources of Student
Diversity • Racial, ethnic, and cultural backgrounds • Language (other than English) • Academic abilities, achievements, and learning styles • Diverse needs (develop at different rates) • Gender • Sexual orientation • Socioeconomic backgrounds © 2009 Wadsworth, Cengage Learning 3|2
3.
Race and Ethnicity Ethnicity
Race • Racial similarity or • Common ancestry & difference physical • Common culture characteristics – Language – Customs – Religion © 2009 Wadsworth, Cengage Learning 3|3
4.
Projections of the
U.S. Population © 2009 Wadsworth, Cengage Learning 3|4
5.
Assimilation v.
Cultural Pluralism Cultural Pluralism Assimilation • Each subculture • Members of maintains its own subcultures expected individuality to give up their own • Seeks healthy customs and learn interaction among American ways diverse groups © 2009 Wadsworth, Cengage Learning 3|5
6.
Approaches to
Multicultural Education • Teaching the exceptional and culturally different • Human relations • Single-group studies • Multicultural approaches • Multicultural social justice © 2009 Wadsworth, Cengage Learning 3|6
7.
Culturally Responsive Teaching •
Takes a social justice perspective • Responds to conflicts of communication styles, expectations between students and teacher or school – Equity pedagogy © 2009 Wadsworth, Cengage Learning 3|7
8.
VIDEO CASE: Culturally
Responsive Teaching © 2009 Wadsworth, Cengage Learning 3|8
9.
ELL Student Language
Backgrounds • Spanish - 77% • Vietnamese - 2.4 % • Hmong - 1.8 % • Korean - 1.2 % • Arabic - 1.2 % • French (Haitian) Creole - 1.1 % • Cantonese - 1.0 % • All others together - less than 1% © 2009 Wadsworth, Cengage Learning 3|9
10.
Bilingual Education Models
Immersion Teaching is in English E Short-term or pull-out English lessons; may be used with immersion © 2009 Wadsworth, Cengage Learning 3 | 10
11.
Howard Gardner’s
Multiple Intelligences Eight distinct intellectual capacities: • Verbal/Linguistic • Logical-mathematical • Spatial • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist • Tentative identification of a ninth intelligence (existential) that Gardener is currently trying to validate © 2009 Wadsworth, Cengage Learning 3 | 11
12.
Four Basic Learning
Styles • Visual - seeing • Auditory - hearing • Kinesthetic - moving • Tactile - touching © 2009 Wadsworth, Cengage Learning 3 | 12
13.
Specific Disabilities Among
Children Age 6-21 © 2009 Wadsworth, Cengage Learning 3 | 13
14.
Six Principles of
Special Education • Six principles provide the framework of IDEA (Individuals with Disabilities Education Act ), around which education services are designed and provided to students with disabilities: • Free appropriate public education • Appropriate evaluation • Individualized Education Program (IEP) • Least restrictive environment • Parent and student participation in decision making • Procedural safeguards © 2009 Wadsworth, Cengage Learning 3 | 14
15.
Mainstreaming and Inclusion Inclusion
Mainstreaming • Students in regular • Students with school and disabilities in classroom as general education much as possible classrooms for at • Brings services to least part of the the child in the day. classroom. • Additional classes, services as needed © 2009 Wadsworth, Cengage Learning 3 | 15
16.
VIDEO CASE: Inclusion:
Classroom Implications for the General and Special Educator © 2009 Wadsworth, Cengage Learning 3 | 16
17.
Guidelines for Teaching
Students With Disabilities • Be open to including students with disabilities in your classroom • Learn each child’s limitations and potential • Learn instructional methods & technology that can help each child • Insist that needed services be provided • Use a variety of teaching strategies • Co-teach with a special education teacher © 2009 Wadsworth, Cengage Learning 3 | 17
18.
Acceleration and Enrichment
for Gifted and Talented Students Enrichment Acceleration • Go beyond regular • Learn regular curriculum curriculum at a pace • Greater depth and commensurate with breadth abilities • Individual or • Progress to advanced collaborative inquiry materials faster than activities age norms or grade • Develop problem- levels solving abilities © 2009 Wadsworth, Cengage Learning 3 | 18
19.
Guidelines for Teaching
Gifted and Talented Students • Provide teaching that allows use of the regular class as a forum for research, inquiry, and projects • Encourage curiosity and confidence • Allow exploration beyond standard curriculum • Differentiate instruction • Help students develop the skills required for self-directed learning • Group students of varying ability levels by interest for cooperative projects • Teach complex thinking processes • Look for alternative curriculum materials • Implement curriculum compacting • Match students with mentors © 2009 Wadsworth, Cengage Learning 3 | 19
20.
Glasser’s Choice Theory •
Students make choices to satisfy basic needs – Survival – Love and Belonging – Power – Freedom – Fun • Class works better if teachers plan learning activities that help satisfy, instead of frustrating, needs © 2009 Wadsworth, Cengage Learning 3 | 20
21.
VIDEO CASE: Motivating
Adolescent Learners: Curriculum Based on Real Life © 2009 Wadsworth, Cengage Learning 3 | 21
22.
Promoting Gender Equity •
Have high expectations for all students, boys and girls. • Organize classroom, technology schedules so students don’t segregate or monopolize by sex. • Avoid biased instructional materials. • Examine and address, if needed, the frequency with which students are called on and the kind of responses teachers provide. • Eliminate sex-stereotyped assignments & tasks. • Structure learning to give girls equal opportunity to participate. • Model sex-equitable behavior. © 2009 Wadsworth, Cengage Learning 3 | 22
23.
VIDEO CASE: Gender
Equity in the Classroom: Girls and Science © 2009 Wadsworth, Cengage Learning 3 | 23
24.
Making School Safer
for Students of All Orientations • Establish classroom guidelines against name- calling. • Respect different points of view. • Make no assumptions about students’ families or their sexual orientations. • Be a role model; treat all students with respect and dignity. © 2009 Wadsworth, Cengage Learning 3 | 24
25.
Teaching Your
Diverse Students • Seek out experiences to broaden your cultural and societal understanding. • Spend time with people who differ from your ethnicity, culture, or language. • Volunteer in schools that differ from those you attended. • Learn about and appreciate the values and backgrounds of your students. • Teach to your students’ strengths. • Provide a variety of educational experiences. • Involve students’ families. Respect values of both school and families. © 2009 Wadsworth, Cengage Learning 3 | 25
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