CHAPTER 5 Collin College EDUC 1301 Dr. Nita Thomason Who Are
Todays Students?
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Racial, ethnic, and cultural backgrounds Language Gender Sexual
orientation Socioeconomic status Abilities, achievements, and
learning styles Diverse needs Copyright by Houghton Mifflin
Company. All rights reserved. 3 - 2
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Race Common ancestry & physical characteristics Ethnicity
Common culture Language Customs Religion Copyright by Houghton
Mifflin Company. All rights reserved. 3 - 3
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Number of public school students is rising Enrollment rose
dramatically from 1985-2010 Demographics changing Number of non
native English speaking students rose dramatically during this
period. Over 43% of public school students are part of a racial or
minority group; Latino and Latina students are the fastest growing
segment of the school population.
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Copyright by Houghton Mifflin Company. All rights reserved. 3 -
5
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Equity: Treating individuals & groups fairly & justly,
free from bias or favoritism Equity does not mean treating groups
equally- it means treating them in ways that maximize their
potential for learning. Those ways may be different for different
groups- but the outcomes are the same!
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Equity: Treating individuals & groups fairly & justly,
free from bias or favoritism Equity does not mean treating groups
equally- it means treating them in ways that maximize their
potential for learning. Those ways may be different for different
groups- but the outcomes are the same!
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English-language learners (ELLs) or language minority students:
Speak a language other than English at home, need to learn English
in school 1979-2009 # ELLs rose from 9% to 20% About speak Spanish
Bilingual education has met with some success
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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% Copyright by Houghton Mifflin
Company. All rights reserved. 3 - 9
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ImmersionTeaching is in English English Acquisition Short-term
or pull-out English lessons; may be used with immersion
TransitionalIntensive English instruction combined with subject
instruction in native language Maintenance or Developmental
Preserves native language skills while adding English as a 2nd
language Copyright by Houghton Mifflin Company. All rights
reserved. 3 - 10 What do opponents of Bilingual Education have to
say?
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Christians account for 78.4 percent of the American population,
with Protestants accounting for 51.3 percent of that total. The
total number of Americans who identified their religion as
something other than Christian increased by more than 32 percent
over the last two decades.
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One Cannot: Teach a religion (indoctrinate or inhibit)
Encourage, participate in students religious activities One Can:
Teach about religion Honor privacy of students rituals, as long as
they dont interfere with class/school function Teach values such as
honesty, respect, citizenship Guidance from the First Amendment
Center
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Watch your own behavior toward girls and boys; have high
expectations for all. Organize classroom, technology schedules so
students dont segregate or monopolize by sex. Avoid biased
instructional materials. Eliminate sex-stereotyped assignments
& tasks. De-emphasize competition and speed; include
cooperative activities. Structure learning to give girls equal
opportunity to participate. Model equitable behavior; establish a
culture that does not permit gender or ethnic bias. Copyright by
Houghton Mifflin Company. All rights reserved. 3 - 13
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Girls often squelched in coed classrooms Teachers tend to call
on boys more often Girls less likely to express themselves Fewer
leadership roles Women underrepresented in curriculum Single-sex
schooling predicted to become more common in public schools
Gender-fair education: Helps females & males achieve full
potential
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Enduring emotional, romantic, or sexual attraction for people
of one or both sexes LGBT students fear rejection and harm: Over
60% surveyed felt unsafe at school LGBT students suffer greater
risk of suicide, depression, bullying, assault Unlike most minority
students, LGBT may experience prejudice & isolation at
home
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Socioeconomic status: Based on family income, occupation,
education, and social status: Relates to social capital of family
Students with higher socioeconomic status tend to outperform those
w. low social capital >30% of all U.S. kids live in
single-parent household
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Students in danger of dropping out before completing high
school or not acquiring adequate skills for success High-risk child
= one whose family has 4 or more of these risk factors: Household
head is high school dropout Family income below poverty line Child
living with underemployed parent(s) Family receives welfare Child
lacks health insurance -from Annie E. Casey Foundation, 2003
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Most significant are: Poverty Substance abuse Child abuse
Homelessness Hunger Depression Teen pregnancy (major reason girls
drop out) High-risk 16-19 yr. olds are 4x more likely to drop out
of HS than those not in category -from Annie E. Casey Foundation,
2003
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Creates equal learning opportunities for students from diverse
racial, ethnic, socioeconomic groups Curriculum as Window and
Mirror- topics outside of the students world and topics that
reflect the students world; Culturally relevant pedagogy: Places
learners culture at center of instruction Incorporates culture into
curriculum Respect students experiences
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Establish classroom guidelines against name- calling, and
address all name-calling immediately. 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. Copyright by Houghton Mifflin Company. All rights
reserved. 3 - 20
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Free appropriate public education Appropriate evaluation
Individualized Education Program (IEP) Least restrictive
environment Parent and student participation in decision making
Procedural safeguards Copyright by Houghton Mifflin Company. All
rights reserved. 3 - 21
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Mainstreaming Students with disabilities in regular classrooms
for at least part of the day. Additional classes, services as
needed Inclusion Students in regular classroom as much as possible
Brings services into the classroom Copyright by Houghton Mifflin
Company. All rights reserved. 3 - 22
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Be open to including students with disabilities in your
classroom Learn each childs limitations and potential Learn
instructional methods & technology that can help each child
Insist that needed services be provided Pair students with
disabilities with children who can help them Use a variety of
teaching strategies Co-teach with a special education teacher
Copyright by Houghton Mifflin Company. All rights reserved. 3 -
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Acceleration Learn regular curriculum at a faster pace Progress
to advanced materials sooner Enrichment Go beyond regular
curriculum Greater depth and breadth Individual or collaborative
inquiry activities Copyright by Houghton Mifflin Company. All
rights reserved. 3 - 24
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Encourage curiosity Allow exploration beyond standard
curriculum Differentiate instruction 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
Copyright by Houghton Mifflin Company. All rights reserved. 3 -
25
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Verbal/Linguistic Logical-mathematical Spatial
Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalist
Existential/Spiritual Copyright by Houghton Mifflin Company. All
rights reserved. 3 - 26
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Copyright by Houghton Mifflin Company. All rights reserved. 3 -
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Seek out experiences to broaden your cultural understanding.
Spend time with people who differ from your ethnicity, culture, or
language. Learn about 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. Copyright by Houghton Mifflin Company. All
rights reserved. 3 - 28 Know thyself, too!
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Different is just different; its not lesser Treat your students
differences as a gift, not a barrier to be overcome Learn from them
And with them Help them be all they can be: Through your non-biased
teaching practices and your pursuit of equity!