CHAPTER 3 Collin College EDUC 1301 Dr. Nita Thomason February 1, 2011 Who Are Today’s Students?

I. Chapter 3 – Who Are Today’s Students? A. Diversity B. Educating Diverse Students Copyright by Houghton Mifflin Company. All rights reserved

 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

Race  Common ancestry & physical characteristics Ethnicity  Common culture Language Customs Religion Copyright by Houghton Mifflin Company. All rights reserved

Copyright by Houghton Mifflin Company. All rights reserved

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

 Teaching the exceptional and culturally different  Human relations  Single-group studies  Multicultural  Multicultural and social reconstructionist Copyright by Houghton Mifflin Company. All rights reserved

 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

 Spanish - 77%  Vietnamese %  Hmong %  Korean %  Arabic %  French (Haitian) Creole %  Cantonese %  All others together - less than 1% Copyright by Houghton Mifflin Company. All rights reserved

Copyright by Houghton Mifflin Company. All rights reserved

Copyright by Houghton Mifflin Company. All rights reserved

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 What do opponents of Bilingual Education have to say?

 Watch your own behavior toward girls and boys; have high expectations for all.  Organize classroom, technology schedules so students don’t 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

 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

 Visual - seeing  Auditory - hearing  Kinesthetic - moving  Tactile - touching Copyright by Houghton Mifflin Company. All rights reserved

 Verbal/Linguistic  Logical-mathematical  Spatial  Bodily-kinesthetic  Musical  Interpersonal  Intrapersonal  Naturalist  Existential/Spiritual Copyright by Houghton Mifflin Company. All rights reserved

Copyright by Houghton Mifflin Company. All rights reserved

 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

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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

 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  Pair students with disabilities with children who can help them  Use a variety of teaching strategies  Co-teach with a special education teacher Copyright by Houghton Mifflin Company. All rights reserved

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

 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 Copyright by Houghton Mifflin Company. All rights reserved

 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 Copyright by Houghton Mifflin Company. All rights reserved

 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 Know thyself, too!