Ppt chapter 3

Who are Today’s Students in a

Diverse Society?

Chapter Three

3 | 2© 2009 Wadsworth, Cengage Learning

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


Race and Ethnicity

Ethnicity• Racial similarity or

difference• Common culture

– Language– Customs– Religion

Race• Common ancestry &

physical characteristics


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


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


VIDEO CASE: Culturally Responsive Teaching


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

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

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

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

Eight distinct intellectual capacities:


Four Basic Learning Styles

• Visual - seeing• Auditory - hearing• Kinesthetic - moving• Tactile - touching


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


VIDEO CASE: Inclusion: Classroom Implications for the General and Special

Educator


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


VIDEO CASE: Motivating Adolescent Learners: Curriculum Based on Real Life


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.


VIDEO CASE: Gender Equity in the Classroom: Girls and Science


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.