3 - understanding diversity in classroom.ppt

8/18/2019 3 - understanding diversity in classroom.ppt

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Understanding Diversity

• In Malaysia, the multiplicity of racial andethnic groups and immigration patterns existsbut not as complex as in the United States

•

Whether it is one student, or a large group ofstudents, or the whole class that diers fromthe teacher ! as well as from other students !teachers must bridge the gap"i# $vercome biases

ii# %rovides supportive environment for all !every

student is respected, feels comfortable and

con&dent, and can learn


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Understanding Diversity"Diversity as an asset

• 'eachers who respect their students( culturalstrengths, life experiences, and communityresources, and are able to draw on this)nowledge to strengthen connections to theirstudents and families are better positioned tomeet their students( needs

• When teachers legitimi*e their students( lifeexperiences and see them as essential to thesuccess of the educational process, they increase

their students( opportunities for educationalachievement and future success

• $ne of the &rst steps in this process is valuingstudents( diversity as an asset in classrooms andschools


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+


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Group Diferences

• -ulture, ethnicity, language,socioeconomic status .S/S0, andgender#

• 1ariation within groups

• Stereotypes


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Group Diferences

• -ulture " the )nowledge, attitudes,values, and behaviors that characteri*ea group of people#

• /thnicity " common place of origin#

• 3ace " category of people who sharebiologically transmitted traits such as

s)in color or hair texture• Mainstream culture

• -ulture shoc)


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Group Diferences

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• 5anguage dierences

• -ommunication dierences

•

-ooperation vs# competitiondierences

• 'ime orientation

•6amily and world views

h hi i


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Approaches to Teaching inthe Culturally Diverse

Classroom

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• -ultural de&cit model

• 8chievement gap

•

Self9ful&lling prophecy• Multicultural education

• -ulturally relevant pedagogy

• -ulturally responsive teaching


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Understanding Diversity"Diversity as an asset

• 8n irrelevant teaching approach in a diverseclassroom" de&cit model

• 'eachers or other professionals who adopt this modelmay believe that students bring nothing of substantial

value to their formal schooling ! they believe thatstudents need to be taught everything, and have noresources within their families or communities thatcan support or be connected to their schooling

• De&cit model of diversity places the focus on what

students and their families do not have and cannot do#

• When this perspective prevails, teachers ! and otherswho wor) in schools ! may fail to see the assetschildren and families do possess that form the basis

for their future learning


Classroom

A h T hi i


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• 8chievement gap is the term commonly usedto describe the dierence in academicachievement between 8frican98merican or5atino students and white, middle9S/Sstudents

• $nce the low expectations for culturalminority students have been set, the result

can be a self9ful&lling prophecy" 5ow9expectation minority students perform poorlyand con&rm the teachers( original bias againstthem


Classroom


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Characteristics o EfectiveMulticultural Teachers

:;

• Show deep caring for all students• %rovide clear learning ob


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Understanding Diversity:teaching as a culturally responsive

proession• 'he negative experience of students who are devalued in school

because of race, class, culture, or language, as well as the persistentachievement gap between middle9class students and many studentsfrom these groups, ma)e it crucial for teachers to be responsive to theirstudents

• 1illegas and 5ucas .2>>20 identify six characteristics of teachers who are

responsive to student dierences in a way that fosters success in school !characteristics that constitute what is )nown today as culturally responsiveteaching

• Should embrace the importance of contextuali*ed teaching and learning,and also emphasi*e the personal commitments teachers must ma)eregarding issues of diversity and interaction across various groups

• -ulturally responsive teaching ? teaching that is continuouslyresponsive to the race, class, culture, ethnicity, and language of eachstudent

• handout


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@ender and Sex Diversity

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• @ender " traits and behaviors that aparticular culture believes to beappropriate for men and women

• Sex " the biological dierences ofmen and women

• Aature versus nurture

• @ender sociali*ation


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Gender Diferences in theClassroom

:

• /motions and behavior

• %hysical performance

•

'echnology use• -ognitive abilities

• 8chievement

• @ender bias eect on students


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:


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Individual Dierences

:4

• Intelligence

•

8bility grouping – Between class

– Within class

• Dierentiated instruction


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Cognitive Styles andearning !reerences

:7

• -ognitive styles

– Impulse C reective

•

5earning preferences – /nvironmental preferences

– Sensory Modality " 8udio, visual,)inesthetic

– %rocessing " deep, surface

• 'emperament and %ersonality


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2>


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E"ceptional Students

2:

• %57E9:E2

• ID/8

– 6ree and appropriate education

– 5east restrictive environment

– Individuali*ed education program


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Classiying E"ceptionalStudents

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• Disturbances

• Disabilities and impairments

•

6ocus on students, not on thedisability

– Student with a learning disability, not alearning disabled student


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2;

• 5earning disabilities

• Speech or language impairments

•

Mental retardation• /motional disturbance

• Sensory and physical impairments

• Multiple disabilities


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2E

• 8utism spectrum disorder

• 'raumatic brain in


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Characteristics of Gifted and

Talented Students

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F 8bility to learn at a much faster pace thanpeers

F %rocessing of information at a much deeper

level than peersF More and better organi*ed )nowledge than

peers

F 8bility to thin) independently, exibly,

critically, and creatively

F Willingness to entertain complexity and tothrive on problem solving


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Characteristics of Gifted and

Talented Students

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F 'he need to see) challenging activities

F 8 tendency toward perfectionism

F 8bove9average social development

F 8bove9average verbal s)ills

F Geen observation and abstractionpower

F Intensity in energy, imagination, andsensitivity


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Instruction for @ifted and 'alented Students

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• Unfunded at federal level

• %ull out programs

• -luster groups

• Special magnet schools

• 8cceleration

• /nrichment

• See 'able titled H-lassroom 'ips( forinstructional suggestions for exceptionalchildren, pages ++9+#


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The #ole o the Teacher in$nclusive Classrooms

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• Identifying exceptionalities

• Modifying instruction and

collaborating• Developing acceptance and

belongingness

%3$B5/M S$51IA@ IA '=/


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%3$B5/M S$51IA@ IA '=/-58SS3$$M"

8 '=IAGIA@ 638M/W$3G

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:# Identify the situation

2# /valuate the teacher(s approach

;# %ropose a plan of action given thevariables and constraints de&ned bythe issue#

•

See owchart on page > and 'hreeSteps in the %roblem Solving %rocesson page :#


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Summary

;>

• @roup dierences ! S/S, culture,race, ethnicity, gender

• Individual dierence ! I, learningpreferences, cognitive styles,temperament and personality

• /xceptional students ! disabilities,impairments, disturbances,categories, giftedness


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'est Jour Gnowledge

;:

:# Why is understanding diversity in theclassroom important for teachersK

2# What are the main group dierences

studied in educationK;# In which ways may students from

diverse cultural bac)grounds showdierences in the classroomK

E# What are some approaches toteaching in the culturally diverseclassroomK

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