Student Learning in Diverse Classrooms Chapter 2 Student Learning in Diverse Classrooms

Check, Extend, Explore Perspective and Overview How have society’s expectations changed over the past century in regard to who should be educated? Why is using the right language important when discussing differences and referring to students’ backgrounds and abilities?

Theoretical and Empirical Support Equity Differential Treatment of Students Self-Fulfilling Prophecy Teacher Expectations Tracking and Ability Grouping

Theoretical and Empirical Support (cont’d.) Learning Abilities, Styles, and Preferences Learner Abilities and Intelligence General Intelligence Multiple Intelligences Emotional Intelligence Nature or Nurture? Differences in Cognitive and Learning Styles

Theoretical and Empirical Support (cont’d.) Cognitive Styles Learning Styles Learning Preferences

Check, Extend, Explore Theoretical and Empirical Support Why should teachers be concerned about equity and classrooms that are inclusive and equitable? Contrast “self-fulfilling prophecy” with the “sustaining expectation effect.” Give some examples of how teachers treat students for whom they hold high expectations as compared to those for whom they hold low expectations.

Check, Extend, Explore Theoretical and Empirical Support (cont’d.) Contrast the traditional definition of IQ with the views held by Robert Sternberg and Howard Gardner. Why are the concepts of cognitive and learning styles important when thinking about diverse classrooms?

Cyclical Process of Teacher Expectations (Figure 2.1)

Exceptionalities Students with Disabilities Features of Special Education Today Working with Students Who Have Disabilities Gifted and Talented Students Characteristics of Gifted and Talented Students

Exceptionalities (contd.) Working with the Gifted and Talented Differentiate Instruction for Gifted Students Create a Rich Learning Environment with a Variety of Opportunities Use Flexible Groupings Compact the Curriculum and Instruction Use Tiered Activities Consider Independent Study and Learning Contracts Use Group Investigation and Problem-based Learning Hold Gifted Students to High Standards

Check, Extend, Explore Exceptionalities What are the main features of inclusion as defined by legislation and judicial decisions over the past quarter-century? What is an IEP and what are are features of the IEP process? What strategies can teachers use when working with students with disabilities?

Check, Extend, Explore Exceptionalities (contd.) What are the characteristics commonly observed in gifted students? What strategies can teachers use when working with gifted and talented students?

Number of Children with Disabilities Who Were Served by Federal Programs as a Percentage of Total Public K-12 Enrollment (Figure 2.2)

Sample Individualized Education Plan (Figure 2.3)

Sample Individualized Education Plan (Figure 2.3) (cont.)

Culture, Ethnicity, and Race Perspectives on Culture, Ethnicity, and Race Melting Pot or Salad Bowl? Cultural Deficits versus Cultural Differences Cultural Discontinuity

Multigroup Membership in the United States (Figure 2.4)

Culture, Ethnicity, and Race Working with Students in Racially and Culturally Diverse Classrooms Developing Cultural Understandings and Self-Awareness Creating a Culturally Relevant and Multicultural Curriculum Using Culturally Relevant Pedagogies Making Connections to Prior Knowledge

Approaches to Multicultural Curriculum Reform (Figure 2.5)

Culture, Ethnicity, and Race Using Flexible Grouping Paying Attention to Learning Styles Assigning Competence Employing Strategy Instruction

Check, Extend, Explore Culture, Ethnicity, and Race Contrast the meaning of the terms culture, ethnicity, and race. How do the “melting pot” and “cultural pluralism” perspectives differ? Contrast the theory of cultural deficits with the cultural difference theory.

Check, Extend, Explore Culture, Ethnicity, and Race (contd.) Describe actions teachers can take to develop cultural understandings of the students in their classrooms. Why is it important for teachers to use culturally relevant pedagogies?

A Story about Assigning Competence (Figure 2.6)

Language Diversity Differences in Dialects Second-Language Acquisition Working with Language Diversity in the Classroom

Check, Extend, Explore Language Diversity What types of language diversity are teachers likely to find in their classrooms? Why is it critical that teachers be supportive of language differences? How do children approach the problem of learning English if it is not their native language? Contrast transitional bilingual programs with full bilingual programs.

Gender Differences Nature of Gender Differences Origins of Gender Differences Stereotyping and Differential Treatment Working with Gender Differences in the Classroom

Check, Extend, Explore Gender Differences How is gender bias still a problem in the classroom? Discuss gender differences in regard to personality and abilities. Contrast gender differences attributed to nature as compared to socialization. What kinds of differential treatment in regard to gender are most likely to be found in schools?

Social Class Differences Characteristics and Performance of Low-SES Students Differential Treatment of Low-SES Students Working with Low-SES Students in the Classroom

Check, Extend, Explore Social Class Differences How do social scientists define the term socioeconomic status (SES)? What specific problems are faced by students of low economic status? Out of school? In school? How can teachers prevent the negative situations described in the Rist study?