1. LEARNING, CURRICULUM, AND DIVERSITY Week 7 18 February 2010

2. THINKING ABOUT DIVERSITY IN SOCIETY Diversity cannot be an attribute of an individual. It can only refer to the differences between individuals within a group. So ‘diverse’ can be used to describe any group:- a team; a classroom; a school; a city; a nation. ‘Diverse’ means the members of a group are different from each other. But this NOT imply that, in absolute terms, they are not Equal. Seen in this light, all groups are -- to varying degrees diverse And all groups, by the same token, are to varying degrees homogeneous.

3. What is “Intelligence”?  Can it be accurately measured by IQ or SAT tests?  Are such tests “fair”? Unbiased?  Is “intelligence” determined by heredity or can it be increased through experience and/or formal education?

4. Equal Opportunity What does “equal opportunity” entail? Does it mean equal resources for every student? Or the same expectations and the same curriculum for every student? Or the resources and support to enable every student to achieve her/his potential?

5. Constraints  Children develop at different rates; some come to school more attuned to and prepared for schooling, as currently conceived and practiced, than others.  Many educated and economically successful parents demand the “best” academic preparation for their children and willingly provide additional financial support for their children’s schools.  Federal Government ‘No Child Left Behind’ Act calls for minimal skills and knowledge to be acquired by all students at any given grade level.  School Districts differ in the proportions of children with the greatest needs: poverty; limited/poor community facilities; English Language Learners; etc.  School Districts differ in their funding from taxes - suburban v. inner city v. rural.  Many well qualified teachers prefer not to teach in inner city or rural schools.

6. Given these constraints How can we engage ALL students in learning to their fullest potential?