Transcript Chapter 3 Helping Diverse Learners Succeed in Today`s Classrooms

Helping Diverse Learners
Succeed in Today’s Classrooms
ED 1010
1
Dimensions of Diversity
Culture
Language
Gender
Ability differences
Exceptionalities
Add a Word Activity
2
Culture
The knowledge, attitudes, values, customs,
and behavior patterns that characterize a
social group.
Cultural Diversity
The different cultures that you’ll encounter
in classrooms and how these cultural
differences influence learning.
3
4
Urban Schools and Diversity
Cultural minorities
Are majorities in 48 of 100 largest U.S. cities
Are majorities in 6 states
Comprise 90% of students in
•
•
•
•
•
Chicago
Detroit
Houston
Los Angeles
District of Columbia
Percentage of minority students predicted to
increase in the future
5
Diversity in Utah Schools
Student Enrollment by Race/Ethnicity,
2008-2009
6
Cultural Attitudes, Values, &
Interaction Patterns
Learned at home and in neighborhood
Influence school success, both
positively and negatively
Require both teacher sensitivity and
adaptability
“Cultural Synchronization”
7
Educational Responses to Cultural Diversity
Culturally Responsive Teaching video
Multicultural education:
a variety of strategies
schools use to accommodate cultural differences in
teaching and learning
salad bowl or mosaic versus melting pot
Culturally responsive teaching:
Instruction
that acknowledges and accommodates cultural diversity
Accepting and valuing cultural differences
Accommodating different cultural interaction patterns
Building on students’ cultural backgrounds
Discrimination
http://www.youtube.com/watch?v=T8gCJ4K4tnE&feature=related
8
Language Diversity
Maintenance language programs: use
and sustain the first language
Immersion programs: emphasize rapid
transition to English
English as a Second Language (ESL)
programs: focus on English in academic
subjects
Transition programs: maintain first
language while students learn English 9
Bilingual Education
Controversial because critics fear the
loss of English as U.S. language
26 states have official English language
legislation
De-emphasized by No Child Left Behind
Proponents claim it is effective,
humane, and practical.
Critics claim it is divisive, ineffective,
and inefficient.
10
ESL Programs
English as a Second Language
ESL endorsement
Alternative Language Services (ALS)
English Language Learners (ELL)
Limited English Proficiency (LEP)
11
Gender
Gender influences career choices.
Gender-role identity creates differences
in expectations and beliefs about
appropriate roles and behaviors.
Stereotypes create rigid and simplistic
caricatures of groups of people.
Single-gender classrooms and schools
separate male and female students.
Brainstorm: Gender Stereotypes
12
Ability Differences
Scenario: p. 91
Average
Below
Average
13.5%
Intellectually
Disabled 2%
68%
Above
Average
13.5%
Gifted 2%
13
Multiple Intelligences
Gardner’s theory:
Suggests that intelligence is not unitary but
multidimensional
Suggests that classrooms should attempt
to develop different kinds of intelligence
While accepted by teachers, is
controversial because of a lack of a firm
research base
14
Gardner’s Multiple Intelligence
Linguistic intelligence: a sensitivity to the meaning
and order of words.
Logical-mathematical intelligence: ability in
mathematics and other complex logical systems.
Musical intelligence: the ability to understand and
create music. Musicians, composers and dancers
show a heightened musical intelligence.
Spatial intelligence: the ability to "think in pictures,"
to perceive the visual world accurately, and recreate
(or alter) it in the mind or on paper. Spatial
intelligence is highly developed in artists, architects,
designers and sculptors.
15
Multiple Intelligences continued
Bodily-kinesthetic intelligence: the ability to use
one's body in a skilled way, for self-expression or
toward a goal. Mimes, dancers, basketball players,
and actors are among those who display bodilykinesthetic intelligence.
Interpersonal intelligence: an ability to perceive and
understand other individuals -- their moods, desires,
and motivations. Political and religious leaders, skilled
parents and teachers, and therapists use this
intelligence.
Intrapersonal intelligence: an understanding of
one's own emotions. Some novelists and or
counselors use their own experience to guide others.
Naturalist intelligence: an ability to recognize
16
similarities and differences in the natural world
Responses to Differences in Ability
Ability Grouping
Places students of similar aptitude and
achievement together for instruction
Between-class ability grouping divides students
for all subjects.
Within-class ability grouping divides students
only in certain subjects, such as math and
reading.
Tracking
At the secondary level, divides students across
the curriculum.
17
What do you think? What does the research say?
Learning Styles
Describes students’ personal
approaches to learning
Popular with educators, viewed
skeptically by researchers, and difficult
to implement
Suggests we should develop
metacognition — students’ awareness
of how they learn most effectively
18
Students with Exceptionalities
Individuals with Disabilities Education
Act (IDEA)
Passed in 1975
Guarantees a free, appropriate, public
education (FAPE) for all students with
exceptionalities
Mainstreaming: moves students from
segregated settings into the regular
classroom
19
Students with Exceptionalities (continued)
Inclusion: more recent and more
comprehensive approach, advocates a total,
systematic, and coordinated school-wide
system of services
Least restrictive environment (LRE): places
students in as normal an education setting
as possible
Individualized Education Program (IEP):
individually prescribed instructional plan
created and implemented by multiple
20
stakeholders
Categories of Disabilities under IDEA
Specific learning
disability
Communication
disorder
Intellectual disability
Emotional
(behavioral)
disturbance
Other health
impaired
Autism
Multiple disabilities
Hearing impairment
Orthopedic
impairment
Developmental delay
Visual impairment
Traumatic brain
injury
Deaf-blindness
21
22
Students who are Gifted and Talented
Students who are at the upper end of
the ability continuum who need special
services to reach their full potential.
Controversy about Gifted and Talented
programs in the era of NCLB
23
24
Exceptionalities: Implications for
Teachers
Collaboration: working with other
educational professionals to create an
optimal learning environment for
students with exceptionalities
Your role:
Aid in identification process
Collaborate on IEPs
Adapt instruction
Maintain communication
25