C H A P T E R T H R E E

WHO ARE TODAY’S STUDENTS IN A DIVERSE SOCIETY?

SOURCES OF STUDENT DIVERSITY

• Racial, ethnic, and cultural backgrounds• Language (other than English)• Academic abilities, achievements, & learning

styles• Diverse needs (develop at different rates)• Gender• Sexual orientation• Socioeconomic backgrounds

RACE AND ETHNICITY

Ethnicity• Racial similarity or

difference• Common culture

• Language• Customs• Religion

Race• Common ancestry

& physical characteristics

Give me five (5) examples for each

PROJECTIONS OF THE U.S. POPULATION

ASSIMILATION V. CULTURAL PLURALISM

Cultural Pluralism• Each subculture

maintains its own individuality

• Seeks healthy interaction among diverse groups

Assimilation• Members of

subcultures expected to give up their own customs and learn American ways

How would you integrate one or both into a classroom project, game or activity?

WHAT DOES IT LOOK LIKE IN THE CLASSROOM?

Approaches to Multicultural Education• Teaching the exceptional

and culturally different

• Human relations

• Single-group studies

• Multicultural approaches

• Multicultural social justice

Culturally Responsive Teaching• Takes a social justice

perspective

• Responds to conflicts of communication styles, expectations between students and teacher or school

• Equity pedagogy

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%

BILINGUAL EDUCATION MODELS

• Define:• Immersion• English as a Second

Language (ESL)• Transitional• Maintenance or

Developmental

BILINGUAL EDUCATION MODELS

Immersion Teaching is in English

English as a Second Language (ESL) Program

Short-term or pull-out English lessons; may be used with immersion

Transitional Intensive English instruction combined with some subject instruction in native language

Maintenance or Developmental

Preserve and build on native language skills while adding English as a second language

HOWARD GARDNER’S MULTIPLE INTELLIGENCES

• Verbal/Linguistic• Spatial• Musical• Intrapersonal

• Logical-mathematical• Bodily-kinesthetic• Interpersonal• Naturalist

Eight distinct intellectual capacities:

• Tentative identification of a ninth intelligence (existential) that Gardener is currently trying to validate

In your groups/partners: Define Example of how you’d teach to the intelligence

FOUR BASIC LEARNING STYLES

• Visual - seeing

• Auditory - hearing

• Kinesthetic - moving

• Tactile – touching

• One scenario

• How would you teach it using each of the learning styles?

SPECIFIC DISABILITIES AMONG CHILDREN AGE 6-21

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

MAINSTREAMING AND INCLUSION

Inclusion• Students in regular school and classroom as much as possible

• Brings services to the child in the classroom.

Mainstreaming• Students with disabilities in general education classrooms for at least part of the day.

• Additional classes, services as needed

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

ACCELERATION AND ENRICHMENT FOR GIFTED AND TALENTED STUDENTS

Enrichment• Go beyond regular

curriculum• Greater depth and

breadth• Individual or

collaborative inquiry activities

• Develop problem-solving abilities

Acceleration• Learn regular

curriculum at a pace commensurate with abilities

• Progress to advanced materials faster than age norms or grade levels

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

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

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.

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.

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.