CHAPTER 3 Collin College EDUC 1301 Dr. Nita Thomason February
1, 2011 Who Are Todays Students?
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I. Chapter 3 Who Are Todays Students? A. Diversity B. Educating
Diverse Students Copyright by Houghton Mifflin Company. All rights
reserved. 3 - 2
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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 - 3
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Race Common ancestry & physical characteristics Ethnicity
Common culture Language Customs Religion Copyright by Houghton
Mifflin Company. All rights reserved. 3 - 4
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Assimilation Members of subcultures expected to give up their
own customs and learn American ways MELTING POT Cultural Pluralism
Each subculture maintains its own individuality Seeks healthy
interaction among diverse groups TOSSED SALAD Copyright by Houghton
Mifflin Company. All rights reserved. 3 - 6
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Teaching the exceptional and culturally different Human
relations Single-group studies Multicultural Multicultural and
social reconstructionist Copyright by Houghton Mifflin Company. All
rights reserved. 3 - 7
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Takes a social justice perspective Responds to conflicts of
communication styles, expectations between students and teacher or
school Equity pedagogy Copyright by Houghton Mifflin Company. All
rights reserved. 3 - 8
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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 - 12 What do opponents of Bilingual Education have to
say?
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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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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 - 14
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Visual - seeing Auditory - hearing Kinesthetic - moving Tactile
- touching Copyright by Houghton Mifflin Company. All rights
reserved. 3 - 15
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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 - 16
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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 - 18
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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 - 20
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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
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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 - 22
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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
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Students make choices to satisfy basic needs Survival Belonging
Power Freedom Fun Class works better if teachers plan learning
activities that help satisfy, instead of frustrating, needs
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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 - 25 Know thyself, too!