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Cultural Diversity and its Effects on Learning and
TeachingMonica A. Devanas
Teaching Excellence Center
Rutgers University
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Diverse Students
• motivational and learning characteristics of students different from white, middle class males
• interplay of social and cultural diversity and learning style, curriculum content and instructional style
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Diverse Students
• Social relational skills, values, characteristics
• Information processing orientations and skills
• Communication patterns
• Learning styles and strategies
• Motivational styles
• Psychological characteristics
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Cultural, Learning and Motivational Styles
• Non-traditional– Social interactions– Peer cooperation– Performance– Visual perception– Symbolic expression– Narrative
• Traditional– Independence– Competition– Verbal skills
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Cultural, Learning and Motivational Styles
• Females– affiliation– relationships– collaborative-
cooperative interaction
• Males– separation– autonomy– competitive
achievements
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Learning Styles Relational
– holistic, global– intuitive– social– verbal– nonacademic task
oriented– affected by opinions– withdraw from drill– style conflicts with
school environments
Analytical– focus on detail– sequential– impersonal– abstract– academic task oriented– not affected by
opinions– persist in drills– styles matches school
environments
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Experiential Learning Model
Concrete Experience
Testing Implications Observations and
of Concepts in New Reflections
Situations
Formation of Abstract
Concepts and Generalizations
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Experiential Learning Model
Concrete Experience
Testing Implications Observations and
of Concepts in New Reflections
Situations
Formation of Abstract
Concepts and Generalizations
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Experiential Learning Model
Visual
Concrete Experience
Testing Implications Observations and of Concepts in New Reflections Situations
Connected Separate Formation of Abstract Concepts and Generalizations
Verbal
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Learning Styles and Strategies
Felder and Soloman ModelActive/Reflective
Sensing/Intuitive
Visual/Verbal
Sequential/Global
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
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Effective Teaching Strategies
• Concrete Experience- readings, examples, fieldwork, problems, observations, simulations, primary texts, films, games
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Effective Teaching Strategies
• Concrete Experience- readings, examples, fieldwork, problems, observations, simulations, primary texts, films, games
• Reflective Observation - logs, journals, discussion, brainstorming, thought/rhetorical questions
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Effective Teaching Strategies
• Concrete Experience- readings, examples, fieldwork, problems, observations, simulations, primary texts, films, games
• Reflective Observation - logs, journals, discussion, brainstorming, thought/rhetorical questions
• Abstract Conceptualization - lecture, papers, projects, analogies, model building
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Effective Teaching Strategies
• Concrete Experience- readings, examples, fieldwork, problems, observations, simulations, primary texts, films, games
• Reflective Observation - logs, journals, discussion, brainstorming, thought/rhetorical questions
• Abstract Conceptualization - lecture, papers, projects, analogies, model building
• Active Experimentation - projects, fieldwork, homework, laboratory, case study, simulations
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UCLA Freshman Survey
1998 33rd year sampled: 383,815 students,
668 Two & Four Year Institutions
adjusted: 275,811 students,
469 Institutions
represent: 1.6 M entering 1st year students
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UCLA Freshman Survey
• 82.9% Internet – educational, research tool
• 65.9% email
• 54.2% chat rooms
• 72.9% “other”
• 80.4% play computer games
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UCLA Freshman Survey
private public black colleges
email in HS 80.1% 41.4%
homework 90.2 77.6
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UCLA Freshman Survey
Interest in:
Politics Law
1998 – 25.9%* 3.0%*
1997 – 26.7 3.3
1966 – 57.8 1989 – 5.4
* record low
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UCLA Freshman Survey
Volunteerism in HS:
1998 – 74.2*
1997 – 73.1
1989 – 62.0
* record high
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UCLA Freshman Survey
Academic Disengagement:
(“bored in class” in HS)
1998 – 37.7*
1997 – 36.0
1985 – 26.4
* record high
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Implementing the Principles of
Good Practice
for Diverse Learning Styles
Technology as the Lever
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Promising Instructional Technologies
Visual Materials – artifacts– overhead projector and slides– computer graphic presentation– movies, video, videodisk
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Promising Instructional Technologies
Visual Materials – artifacts– overhead projector and slides– computer graphic presentation– movies, video, videodisk
Auditory Materials– tapes– instruments– human voices
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Classroom Technologies
“Smart” Classrooms (HEFT)
• see, hear, breathe
• equipment: – overhead, ceiling, 16 mm, slides– VCR, CD/Video disk– computer connections– audio tape player/recorder
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Video Conferencing
“Open your Classroom to the World”
languages, cultures, literature, film
Students at a Distance
Research, Meetings, Seminars
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“EXTRA-classroom”Instructional Technologies
• Electronic data bases– library– web-based
• Graphic Data
• Statistical Data
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“EXTRA-classroom”Instructional Technologies
• Listserv
• newsgroups/discussion groups
• “chat rooms” real time
• web-based materials
• on-line courses
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Uses of Email
• Communication - Q&A, “virtual” office hours
• Information distribution - FAQ’s,
announcements
• Course Organization - homework,
assignments
• Content Enrichment
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Intro to Macro & Micro Economics
http://TeachX.rutgers.edu/gag
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Biomedical Issues of AIDShttp://www.rci.rutgers.edu/~devanas/AIDS
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Student’s Listserv Discussions
• megan wrote: just a question to ponder.... how do you think life will change if a cure is found. do you think people will change their attitudes …
• In respone to megan if there was a cure i think people will have another excuse to hace unprotected sex. I know many people who refuse to use…
• For the past week or so, I have received many emaill messages about a conspiracy theory. It bothered me to hear that people had that little faith in their government…..
• in response to what megan wrote...i think people will still have protected sex because the cure for AIDS is going to be very expensive, and besides …
• I must say that for those of you who believe that our government would not withhold the cure for AIDS, have to much faith in their government…
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Listserv Discussion Groups
• Group 2: Should convicted criminals be required to disclose their HIV status and/or be tested for HIV?
• Many people agreed that, for the majority of cases, a criminal should not be forced to be tested and therefore disclose their information. Afterall, as someone stated, "having your personal medical records made public is not part of the sentence." Others felt that it would be too expensive to test everyone in prison and that the money could be used elsewhere. The fact is that other inmates would discriminate against the HIV positive person and a great deal of violence would occur. If you think about it, why should criminals be forced to be tested and/or forced to disclose their personal medical history just because they are in jail? Afterall, they don't test you for any other diseases in jail- why only HIV?
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Conferencing Software
• Conferencing - Web-Based Discussion– Nicenet (http://www.nicenet.org)– NetscapeProfessional, Allaire Forum
• WebCT (https://webct.rutgers.edu/)– conferencing– organization– testing
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Testing Software
• Half-Baked Potato Software– http://web.uvic.ca/hrd/halfbaked/– JBC on-line quizzes (multiple choice)– JQuiz (short answers)– Markin (annotate text)
• PerfectMatch (beta preview)– http://biomedia.bio.purdue.edu/PerfectMatch/– match image with concept
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Precautions for using Instructional Technologies• Purpose
• Evaluation of Effectiveness– teaching– learning
• Back-up plans
• Reliance on Infrastrucure
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“Highly Interactive” Learning Model
• Bork Model
• “New Learning Structures”
• learning and evaluation blended– frequent interaction (20 sec)– Socratic format– memory of learning style
http://www.educause.edu/ir/library/html/erm9946.html
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Assessment
• Student survey
• Instructor satisfaction
• Attendance
• Graduates
• quantitative scores
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“Seven Principles of Good Practice”
Increase Contact Cooperation
Active Learning Feedback
Time on Task High Expectations
Respects Diverse Talents and Ways of Learning
Chickering and Ehrmann 1996 IMPLEMENTING THE SEVEN
PRINCIPLES: Technology as Lever. AAHE Bulletin
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Teaching Effectiveness Goal
Research - Strategies - Assessment
“Multicultural Teaching Repertoire” is….
…effective teaching for all students
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