1. Student Learning in Diverse Classrooms
Chapter 2
Student Learning in Diverse Classrooms

2. 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?

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

4. 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

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

6. 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.

7. 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?

8. Cyclical Process of Teacher Expectations (Figure 2.1)

9. 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

10. 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

11. 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?

12. 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?

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

14. Sample Individualized Education Plan (Figure 2.3)

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

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

17. Multigroup Membership in the United States (Figure 2.4)

18. 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

19. Approaches to Multicultural Curriculum Reform (Figure 2.5)

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

21. 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.

22. 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?

23. A Story about Assigning Competence (Figure 2.6)

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

25. 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.

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

27. 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?

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

29. 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?