Techniques and strategies in teaching

ethically diverse classroom

SPT 1 (11:30-12:30 pm)

the condition of having or being composed of differing elements : variety; especially : the inclusion of different types of people (as people of different races or cultures) in a group or organization programs intended to promote diversity in schools.

DIVERSITY

A person who teaches or instructs, especially as a profession; instructor

Synonyms: educator, tutor, instructor, master, mistress, governess, educationist, preceptor; coach, trainer; lecturer, professor, don; guide, mentor, guru, counselor

TEACHER

TEACHER BEHAVIORS

Appreciate and accommodate the similarities and differences among the students’ cultures

Build relationship with students Focus on the ways students learn and observe students to identify their task orientations

Teach students to match their behaviors to the setting

INSTRUCTIONAL

STRATEGIES

Use a variety of instructional strategies and learning activitiesConsider Students’ cultures and language skills when developing learning objectives and instructional activitiesFacilitate independence in thinking and actionMonitor students’ academic progress during lessons and independent work Provide feedbackRequire Mastery

TEACHING STYLES

DIRECTING STYLE

DISCUSSING

STYLE

DELEGATING STYLE

DIRECT –tell students what to do

SUMMARY

DISCUSS – ask questions and listen

DELEGATE –empower students

Metacognition Awareness or analysis of one’s learning or

thinking process thinking about thinking or learning how to

learn

NOVICE AND EXPERT LEARNERS

NOVICE LEARNERS a person who has just started learning or doing

somethingEXPERT LEARNERS

- employed metacognitive strategies in learning- Monitored their learning and consequently

adjusted their strategies to make learning more effective

DIFFERENCE BETWEEN NOVICE AND EXPERT LEARNERS

•Knowledge in different subject areas• Problem solving• Learning/ thinking strategies• Selectivity in processing• Production of output

Metacognitive strategies to facilitate

learning

1.Have students monitor their own learning and thinking.2.Teach students to study or do some learning strategies• TQLR – it is a metacognitive

strategy before listening to a story or presentation

Tune in – it is first important for the learner himself to be aware that he is paying attention and that he is ready to learn.Question – the learner is given questions or he thinks of questions about what he will soon learnLISTEN - the learners exerts effort to listenREMEMBER – the learner uses ways or strategies to remember what was learned.

PREVIEW - scan the whole chapter QUESTION – read the guide question provided, or

think of your own questions about the topic READ – check out sub headings as you read. Find

out the meaning of words that are not clear to you RECITE – work on answering the questions you had

earlier REVIEW – pinpoint topics you may need to go back

and read in order to understand better REFLECT – think about what you read

• PQ4R – this strategy is used in studying a of unit or chapter

3.Have students make predictions about information to be presented next based on what they have read4.Have students relate ideas to existing knowledge structures5.Have students develop questions; ask question of themselves, about what’s going on around them.

6.Help students to know when to ask for help7.Show students how to know when to ask for help8.Integrate learning experiences and activities which promote students’ multicultural and cross-cultural awareness

9.Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students from diverse backgrounds10.Adapt to the students’ diverse backgrounds and learning styles by allowing them personal choice and decision-making opportunities concerning what they will learn and how they will learn it.

FACTORS THAT BRING ABOUT STUDENT

DIVERSITYSOCIOECONOMIC STATUS - (SES) is an

economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others, based on income, education, and occupation.

THINKING/LEARNING STYLE EXCEPTIONALITIES