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

2. I. Chapter 3 – Who Are Today’s Students? A. Diversity B. Educating Diverse Students Copyright by Houghton Mifflin Company. All rights reserved. 3 - 2

3.  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. 3 - 3

4. Race  Common ancestry & physical characteristics Ethnicity  Common culture Language Customs Religion Copyright by Houghton Mifflin Company. All rights reserved. 3 - 4

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6. 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. 3 - 6

7.  Teaching the exceptional and culturally different  Human relations  Single-group studies  Multicultural  Multicultural and social reconstructionist Copyright by Houghton Mifflin Company. All rights reserved. 3 - 7

8.  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. 3 - 8

9.  Spanish - 77%  Vietnamese - 2.4 %  Hmong - 1.8 %  Korean - 1.2 %  Arabic - 1.2 %  French (Haitian) Creole - 1.1 %  Cantonese - 1.0 %  All others together - less than 1% Copyright by Houghton Mifflin Company. All rights reserved. 3 - 9

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12. 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. 3 - 12 What do opponents of Bilingual Education have to say?

13.  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. 3 - 13

14.  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. 3 - 14

15.  Visual - seeing  Auditory - hearing  Kinesthetic - moving  Tactile - touching Copyright by Houghton Mifflin Company. All rights reserved. 3 - 15

16.  Verbal/Linguistic  Logical-mathematical  Spatial  Bodily-kinesthetic  Musical  Interpersonal  Intrapersonal  Naturalist  Existential/Spiritual Copyright by Houghton Mifflin Company. All rights reserved. 3 - 16

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18.  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. 3 - 18

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20. 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. 3 - 20

21.  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. 3 - 21

22. 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. 3 - 22

23.  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. 3 - 23

24.  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. 3 - 24

25.  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. 3 - 25 Know thyself, too!