1. Teaching your diverse students Gillian Guitian Daliana Torras EDF 1005

2. Discussing student diversity Race-a group of individuals sharing a common genetic attributes, physical appearance and ancestry. Ethnicity- a shared common cultural trait. Culture- a set of learned beliefs, values, and behaviors. Culture is also based on class, religion, or sexual orientation. Multiracial-claiming ancestors of two or more races.

3. LGBT Lesbian, gay, bisexual, and transgender students. https://www.youtube.com/watch?v=B- G4vA6TsX4https://www.youtube.com/watch?v=B- G4vA6TsX4 Some school districts mandate that homosexuality be described in negative terms. Others recognize LGBT in nondiscrimination policies. More than 3,500 Gay-Straight Alliances provide safe places for LGBT students. 1984 Federal Equal Access Act: if all schools allow any non-curricular clubs they must allow them all.

4. Racism Invisible Knapsack: hidden privileges of being in the majority(white) Ex: I can be employed without having my colleagues believe that I was hired based on my race and not my qualifications. Most teachers have a knapsack of hidden privileges. Students from other backgrounds don’t always have privileges. Teachers must connect and communicate with the growing student diversity in class by learning more about students backgrounds that differ from their own.

5. Why do some groups succeed and others don’t? Deficit Theory: students do poorly in school because of a deficit (social, economic, academic, etc.…) Expectation theory: students do poorly because of little teacher expectation for kids from certain racial and ethnic groups. Cultural difference theory: academic problems can be overcome when teachers study and mediate the cultural gap separating school and home.

6. Bilingual education Not every school district agrees with bilingual education. Some students have to “speak or sink”. Language submersion: students learn to speak as they sit in class or they fail. An extreme example of immersion. Education act of 1968 was enacted.(financial incentives)

7. ELL Nearly 10% of school enrollment. Come from families that have recently come to the U.S. The goal for ELL students is to master English and academic content. Transitional approach: class taught in your native language, progressively transitioned to English. Goal is English only classes within 2- 3yrs. Maintenance/Developmental approach: academic development by dual language instruction. Immersion approach- instruction in English only. Lessons are “sheltered” and simplified.

8. ESL Provides special pullout classes for additional instruction in reading and writing English. Goal is to teach students English as quickly as possible. May work well for students who are highly motivated to be part of a mainstreamed English –only classroom.

9. Bilingual controversy https://www.youtube.com/watch?v=AFCkhppJv Ldwhttps://www.youtube.com/watch?v=AFCkhppJv Ldw English-only movement:  Supporters believe that English is a unifying bond that preserves our common culture.  Believe that English should be the only language in public and the point of ELL is teach English as quickly as possible.  Bilingual Education Act expired in 2002 Advocates  argue that the U.S should honor its diversity, diversity will help our country succeed globally.  Not enough teachers and students are getting the resources needed to success.

10. Bilingual research Study conducted by Virginia Collier and Wayne Thomas. Bilingual education was approached as a two way-street. Study suggested that if our teachers could competently teach in two languages, academic achievement would increase for all students.

11. Multicultural Education Similar to bilingual education, multicultural education has its Supporters and adversaries. Focused on fighting on racism at first, overtime began to focus on injustices based on gender, social class, disability and sexual orientation. Goal is to help all students develop more positive attitudes toward different racial, ethnic, and cultural groups.

12. Dimensions of multicultural education ① Expanding the curriculum ② Using teaching strategies( responsive to different learning styles) ③ Supporting the multicultural competence of teachers (making them comfortable and knowledgeable working with multicultural families) ④ Commitment to social justice (promoting teaching toward local and global equity)

13. James bank approach

14. Culturally Responsive Teaching The key to multicultural education. Focuses on the learning strengths of students and mediates the frequent mismatch between home and school cultures. Gloria Ladson-Billings principles ① Students must experience academic success, which leads to a stronger self-esteem. Esteem is built on solid academic accomplishment. ② Students should develop and maintain cultural competence, and the student’s home culture is an opportunity for learning. ③ Students must develop critical consciousness and actively challenge social injustice.

15. How to be a culturally responsive teacher? ① Skills-diagnose student needs, plan for different learning styles. ② Attitudes- develop attitudes that are accepting of people who at first glance may seem different to you. ③ Knowledge- educate yourself about your future students and the educational implications of their cultural backgrounds.

16. Stereotypes Absolute beliefs that all members of a group have a fixed set of characteristics. Ignore individuality obstructs a search for new information; information that might add to the complex, rich understanding of an individual or a group. Short-circuit thoughtful reflection when what students really need is the willingness to engage in complex thinking.

17. Stereotype Threat A measure of how social context, such as self image, trust on others, and a sense of belonging, can influence academic performance. Limit students by teaching them that intellect is a fixed trait.  Some groups are naturally brighter than others.  Your future was determined at birth Stereotype threat can be diminished if students think of their brain and intellect as muscles that can grow and become stronger. Teachers can ensure that their curriculum represents diversity, or explain stereotype threat in class and neutralize it.

18. Generalizations Does not assume that everyone in a group has a fixed set of characteristics. Use words like “many”, “often”, or “tend to.” Unlike stereotypes, generalizations recognize that people belong to many groups simultaneously. Teachers can use generalization in culturally responsive teaching by researching the cultures of different students in their classroom, then creating a lesson that incorporates a variety of aspects of students culture.

19. Diversity Assets Insights, experiences, and ways of knowing and seeing the world that each group of students bring to the classroom. EX: Lindsey (Navajo) Lindsey may be able to share her people’s reverence for the earth and stewardship of the environment, their spiritual insights, artistic talents, oral traditions, and preference for cooperative learning. Perhaps her tribes warm interpersonal relationship will help build the class community.

20. Teaching Skills Diverse Instructional Materials: diverse thoughts, views, and people integrated into the curriculum. Inclusive: every student deserves a public voice and should be heard. Variety: Using different teaching strategies Exploration: encourage students to explore new cultures and beliefs, to be open to new ideas. Reaction: teachers specific, timely, honest, and precise comments. Safety: offensive comments about religion, race, ethnicity, and sexuality need to be stopped. Evaluation: assists in student diagnosis and planning effective instruction.