Who are Today’s Students in a
Diverse Society?
Chapter Three
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Sources of Student Diversity
• Racial, ethnic, and cultural backgrounds• Language (other than English)• Academic abilities, achievements, and learning
styles• Diverse needs (develop at different rates)• Gender• Sexual orientation• Socioeconomic backgrounds
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Race and Ethnicity
Ethnicity• Racial similarity or
difference• Common culture
– Language– Customs– Religion
Race• Common ancestry &
physical characteristics
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Projections of the U.S. Population
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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
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Approaches to Multicultural Education
• Teaching the exceptional and culturally different• Human relations• Single-group studies• Multicultural approaches• Multicultural social justice
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Culturally Responsive Teaching
• Takes a social justice perspective• Responds to conflicts of communication styles,
expectations between students and teacher or school– Equity pedagogy
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VIDEO CASE: Culturally Responsive Teaching
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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%
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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
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Howard Gardner’s Multiple Intelligences
• Verbal/Linguistic• Spatial• Musical
• Intrapersonal
• Tentative identification of a ninth intelligence (existential) that Gardener is currently trying to validate
• Logical-mathematical• Bodily-kinesthetic• Interpersonal• Naturalist
Eight distinct intellectual capacities:
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Four Basic Learning Styles
• Visual - seeing• Auditory - hearing• Kinesthetic - moving• Tactile - touching
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Specific Disabilities Among Children Age 6-21
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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
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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
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VIDEO CASE: Inclusion: Classroom Implications for the General and Special
Educator
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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
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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
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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
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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
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VIDEO CASE: Motivating Adolescent Learners: Curriculum Based on Real Life
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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.
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VIDEO CASE: Gender Equity in the Classroom: Girls and Science
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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.
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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.
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