1. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.0 DIVERSE LEARNERS Teachers, Schools, and Society A Brief Introduction to Education David Miller Sadker Karen R. Zittleman Chapter 2

2. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.1 FACTORS CONTRIBUTING TO LEARNING STYLES

3. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.2 CREATING A PRODUCTIVE LEARNING CLIMATE: MYTHS AND FACTS SELECTED MYTHS: Students learn best in quiet surroundings. FACTS: Students learn best in well-lighted areas. STUDENT GENERATED MYTHS: FACTS: Student Generated Responses

4. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.3 STUDENT DEMOGRAPHICS

5. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.4 DISTINCTIONS: STEREOTYPES AND GENERALIZATIONS StereotypesGeneralizations Absolute statementsInforming statements “They don’t look you in the eye.” “Some students, in this group, may avoid direct eye contact.” Student Generated Responses

6. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.5 BANK’S APPROACH TO MULTICULTURAL EDUCATION

7. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.6 APPROACHES TO TEACHING BILINGUAL STUDENTS ApproachAdvantagesDisadvantages Language submersion Language immersion Transitional Maintenance/ developmental (Student Generated Responses)

8. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.7 STATES WITH OFFICIAL ENGLISH LAWS * Hawaii recognizes English and Hawaiian languages. Source: U.S. English, Inc. (2002), Washington, DC.

9. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.8 THE GROWING NUMBER OF ELL STUDENTS: 1991/92 – 2001/02 Source: U.S. Department of Education Survey of the States. LEP students and available education programs and services, 1991-1992 through 2001-2002; National Clearinghouse for English Language Aquistition, Washington, D.C. March 2003.

10. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.9 CHARACTERISTICS OF GIFTEDNESS

11. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.10 APPROACHES TO TEACHING GIFTED STUDENTS AdvantagesDisadvantages Enriched curricular offerings Acceleration Other(s) Student Generated Responses

12. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.11 CRITICAL PRINCIPLES OF SPECIAL EDUCATION 1.Zero Reject 2.Nondiscriminatory Education 3.Appropriate Education 4.Least-Restrictive Environment 5.Procedural Due Process Student Generated Definitions and Examples

13. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.12 DISTRIBUTION OF STUDENTS SERVED UNDER IDEA Source: U.S. Department of Education, Office of Special Education Programs, 23 rd Annual Report to Congress (2001), Table 11-8.

14. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.13 ACCOMMODATIONS FOR SPECIAL NEEDS KEY POINTS: 1.Use group work 2.Use hands-on and activity-based learning 3.Adjust the type and length of assignments 4.Individualize instruction (use support staff) 5.Carefully select materials or create your own 6.Present information orally and visually 7.Use technology 8.Examine the classroom environment 9.Use various forms of assessment

15. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.14 THE DIGITAL DIVIDE ON COMPUTER USE 15.1 11.1 44.7 38.9 71.8 70.7 39.4 38.6 8.5 12.2 4.7 6.7 4.5 6 11.2 15.6 0%20%40%60%80% 100% White Asian Amer. & Pacific Isl. Black Hispanic Computer Use Among 10- to 17-Year-Olds by Race/Hispanic Origin and Location, 2001 School, Not HomeSchool and Home Home, Not SchoolDoes Not Use a Computer Source: NTIA and ESA, U.S. Department of Commerce, using U.S. Census Bureau Current Population Survey Supplements.

16. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. 2.15 Source: National Telecommunications and Information Administration, “Advanced Telecommunications in Rural America,” 2000. An analysis of data from CED Magazine, “Cable Modem Deployment Update,” March 2000 and U.S. Census Bureau, Census Gazetteer, 1990. 0.2% 0.70% 2% 5% 7.60% 15.90% 26.20% 40.40% 65.90% 73.30% 100% Less than 1,000 1,000-2,499 2,500-4,999 5,000-9,999 10,000-24,999 25,000-49,999 50,000-99,999 100,000-249,999 250,000-499,999 500,000-1,000,000 Greater than 1,000,000 Percent of Towns with Cable Modem Service RURAL AMERICA