2. Learning Objectives: I can explain how cultural diversity influences learning and how effective teachers respond to this diversity. I can explain how cultural diversity influences learning and how effective teachers respond to this diversity. I can describe the major approaches to working with ELL students. I can describe the major approaches to working with ELL students. I can explain how gender differences influence school success and how effective teachers respond to these differences. I can explain how gender differences influence school success and how effective teachers respond to these differences.

3. Teachers begin their careers expecting to find classrooms like the ones they experienced when they were students. Classrooms are changing, however, because our students are coming from increasingly diverse backgrounds. Read the case study p. 103. Think about this diversity and how it will influence your life as a teacher.

4. Culture and language are two of the most important dimensions of the current diversity in schools. In addition, we have both boys and girls in our classes, and this dimension of diversity can have a powerful influence on learning. In addition, we have both boys and girls in our classes, and this dimension of diversity can have a powerful influence on learning.

5. Photo from http://self-reflection-arif.blogspot.com/ Diversity Culture Language

6. This I BELIEVE For each item, circle the number that best represents your thinking. Use the following scale as a guide. 4 = I strongly believe the statement is true. 3 = I believe the statement is true. 2 = I believe the statement is false. 1 = I strongly believe the statement is false.

7. 1.Although students from different cultures have varying attitudes and values, these variations have little impact on student learning. 1234 2.Culturally sensitive teachers treat all students the same way. 1234 3.Students who aren’t native English speakers learn English most effectively by hearing the teacher use correct English. 1234

8. 4.Most differences between boys and girls are due to heredity. 1234 5.Boys generally get better grades in school than girls. 1234 This I BELIEVE

9. CULTURAL DIVERSITY Culture - The knowledge, attitudes, values, customs, and behavior patterns that characterize a social group. What specific “things” make up your culture? List and be ready to discuss.

10. Cultural diversity – The different cultures encountered in classrooms and how these cultural differences influence learning. Questions???? Do you sit down to dinner at 6 in the evening or do you often eat at 8 or later? Do you sit down to dinner at 6 in the evening or do you often eat at 8 or later? Does your family sit down together or do you eat on the run? Does your family sit down together or do you eat on the run? Do you eat with a knife and fork or use chopsticks? Do you eat with a knife and fork or use chopsticks? Do you use a piece of bread to push food onto your fork? Do you use a piece of bread to push food onto your fork?

11. Ethnicity – A person’s ancestry; the way individuals identify themselves with the nation they or their ancestors came from. Experts estimate that nearly 300 distinct ethnic groups currently reside in the USA. Experts estimate that nearly 300 distinct ethnic groups currently reside in the USA. In 2004, the U.S. Bureau of Census reported that 1 of 10 people in the USA are foreign born, the highest number in more than 100 years. In 2004, the U.S. Bureau of Census reported that 1 of 10 people in the USA are foreign born, the highest number in more than 100 years.

12. Percentages of Public School Students by Race/Ethnicity Source: National Center for Education Statistics (2007a)

13. By the year 2020, experts predict Whites will drop to around 50% and all other groups will increase. By 2050, no single group will be a majority among adults.

14. Cultural Attitudes and Values Our students come to school with a history of learning influenced by the cultures of their homes and neighborhoods. Some of these attitudes and values complement school learning; others do not. Language is one example. Students are sometimes hesitant to drop the use of non- standard English dialects in favor of “school English” because doing so might alienate their peers.

15. Minorities in “resistance cultures” find peer values either don’t support school learning or actually oppose it; low grades, management and motivation problems, truancy, and high dropout rates are symptoms of this conflict. Students’ attitudes and values can complement learning; academic success of Vietnamese and other Asian American students’ found that hard work, perseverance, and pride were heavily emphasized in the home. Indian students also have high success rates; emphasis on hard work and study.

16. I Believe statement – “Although students from different cultures have varying attitudes and values, these variations have little impact on student learning.” Is not true! Students’ attitudes and values have a powerful effect on student learning.

17. Cultural Interaction Patterns Because our students learn to interact with others at home, cultural conflict can occur when they enter our classrooms. Read the scenario on p. 106. Why do you think she will not answer? Native American students are not use to the fast paced, give and take patterns that characterize many American classrooms.

18. Educational Responses to Cultural Diversity Are we a “melting pot”? Are we a “melting pot”? Assimilation – A process of socializing people so they adopt dominant social norms and patterns of behavior. ( making minority “similar” to major cultural group) Does it work? Does it work?

19. Multicultural Education Multicultural education – A general term describing a variety of strategies schools use to accommodate cultural differences in teaching and learning. Instead of a “melting pot” the terms “mosaic” or “tossed salad” are more appropriate. Multicultural education recognizes and builds on students’ cultural heritage.

20. Culturally Responsive Teaching Read passage p. 108 Culturally responsive teaching - Accepting and valuing cultural differences Accepting and valuing cultural differences Accommodating different pattern of cultural interaction Accommodating different pattern of cultural interaction Building on students’ cultural backgrounds Building on students’ cultural backgrounds This allows teachers to communicate that all students are welcome and valued.

21. The challenge for teachers is to help students learn about the “culture of schooling,” the norms, procedures, and expectations necessary for success in school, while honoring and valuing their home cultures. Building on Students’ Backgrounds. Read about Jack Seltzer’s class p. 109 What are the advantages to using local real-world applications?

22. This I Believe – “Culturally sensitive teachers treat all students the same way.” Not true! Effective teachers adapt their instruction in response to students’ cultural backgrounds.

23. Check Your Understanding p. 110

24. Section 2 Language Diversity Imagine trying to help students make sense of a topic you are teaching if they do not understand the words you are saying. And, what if you can not understand what they are trying to say to you? This is the task many teachers in today’s schools face. Language is one of the most important parts of any culture, and language influences learning more than any other single factor. Read about Ellie Barton p. 110

25. English Language Learners (ELLs) - Students whose first language is not English and who need help in learning to speak, read, and write in English. The number of ELL students increased by more than 60% between 1995 and 2005. Over 10% of the student population in the US are ELL students. Over 440 languages are spoken in the US. Most common are English, Spanish, Vietnamese, Hmong, Chinese, and Korean.

26. Language Diversity: The Government’s Response 1968 - Congress passed the Bilingual Education Act which provided federal funds for educating nonnative English speakers. 1974 – Lau v. Nichols case, the Supreme court ruled unanimously that the San Francisco School District unlawfully discriminated against minority students by failing to address non-English-speaking children’s language problems. More recently, the English Acquisition component of NCLB mandated that the primary objective of schools should be teaching English without any attempt to preserve minority languages. 2006 – U.S. Senate voted to designate English as the national language.

27. Language Diversity: Schools’ Responses Different Programs for ELL students Different Programs for ELL students Type of Program DescriptionAdvantagesDisadvantages Bilingual Maintenance First language maintained through reading and writing activities in 1 st language while English introduced. Students become literate in 2 languages. Requires teachers trained in 1 st language. Acquisition of English may no be as fast. TransitionStudents learn to read in 1st language and are given supplementary instruction in ESL Maintains first language. Transition to English is eased by gradual approach. Requires teachers trained in 1 st language. Acquisition of English may not be as fast, 1 st language is dropped

28. Different Programs for ELL students Type of ProgramDescriptionAdvantagesDisadvantages ImmersionStudents learn English by being “immersed” in classrooms where English is the only language spoken. When effective, quick transition to English. Does not require teachers trained in 2 nd language. Loss of native language. Sink-or- swim approach hard on students. English as a Second Language (ESL) Programs Pull-out programs where students receive supplementary English instruction or modified instruction in content areas. Easier to administer when dealing with diverse language backgrounds. Students may not be ready to benefit from content instruction in English. Pull-out programs segregate students.

29. Check Your Understanding - p. 113 Taking a Stand in an Era of Reform pp. 113-114 You Take a Stand You Take a Stand Should schools make efforts to retain students’ native languages, or should they move students into English as quickly as possible? Write and be ready to share.

30. Exploring Diversity Language Diversity in the Classroom - pp 114-115 - pp 114-115 Answer Questions to Consider - p 115

31. GENDER Read the scenarios on p 115. Gender and Society GirlsBoys More extroverted, anxious and trusting More rough and tumble play Verbal and motor skills tend to develop faster More assertive Have advantage in reading, small motor tasks; using pencils and scissors Higher self-esteem Able to sit still for long periods of time

32. This I Believe. “Most differences between boys and girls are due to heredity.” This statement isn’t true. This statement isn’t true. Both heredity and environment play a role in shaping boys’ and girls’ behavior, it’s difficult to say which is more powerful. Genetics predisposes each sex to certain types of behaviors, but the environment is important in determining how these predispositions are shaped.

33. Gender and Classrooms Differences between boys and girls should generally be celebrated, but gender bias becomes a problem when forces in schools and the larger society limit the growth and academic potential of either boys or girls.

34. Gender–role identity – Differences in expectations and beliefs about appropriate roles and behaviors of the two sexes. These identity differences are not a problem unless they perpetuate stereotypes or negatively influence behavior, learning, or expectations for school success. Stereotype – A rigid, simplistic caricature of a particular group of people.

35. This I Believe “Boys generally get better grades in school than girls.” This statement is not true. Girls generally do better than boys on a number of academic measures, with grades being one of the most obvious.

36. Gender and Career Choices How do the career choices differ between girls and boys? Society perpetuates some stereotypes, but ironically, parents – and particularly mothers – are among the most powerful sources. Read about a software developer – p 118.

37. Single Sex Classrooms and Schools Single Sex classes and schools – classes and schools where boys and girls are segregated for part or all of the day. These type of classes/schools attempt to build on student’ strengths and remove the distractions from the other sex. Do you know of schools who do this?

38. Check Your Understanding – p 120 Discussion Questions – p 122 Select 4 of 7. Be ready to share, listen and discuss.