Transcript Chapter 3 Helping Diverse Learners Succeed in Today’s

Chapter 3
Helping Diverse Learners
Succeed in Today’s
Classrooms
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
1
Dimensions of Diversity
 Culture
 Language
 Gender
 Ability
differences
 Exceptionalities
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
2
Urban Schools and Diversity
 Cultural



minorities
Are majorities in 48 of 100 largest U.S. cities
Are majorities in 6 states
Comprise 90% of students in
•
•
•
•
•
Chicago
Detroit
Houston
Los Angeles
District of Columbia
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
3
Urban Schools and Diversity
(continued)
 Percentage
of minority students predicted
to increase in the future
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
4
Cultural Attitudes, Values, &
Interaction Patterns
 Learned
at home and in neighborhood
 Influence school success, both positively
and negatively
 Require both teacher sensitivity and
adaptability
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
5
Educational Responses to
Cultural Diversity
 Multicultural
education: salad bowl or
mosaic versus melting pot
 Culturally responsive teaching



Accepting and valuing cultural differences
Accommodating different cultural interaction
patterns
Building on students’ cultural backgrounds
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
6
Language Diversity
 Maintenance
language programs: use and
sustain the first language
 Immersion programs: emphasize rapid
transition to English
 English as a Second Language (ESL)
programs: focus on English in academic
subjects
 Transition programs: maintain first
language while students learn English
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
7
Bilingual Education
 Controversial
because critics fear the loss
of English as U.S. language
 26 states have official English language
legislation
 De-emphasized by No Child Left Behind
 Proponents claim it is effective, humane,
and practical.
 Critics claim it is divisive, ineffective, and
inefficient.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
8
Gender
 Gender
influences career choices.
 Gender-role identity creates differences in
expectations and beliefs about appropriate
roles and behaviors.
 Stereotypes create rigid and simplistic
caricatures of groups of people.
 Single-gender classrooms and schools
separate male and female students.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
9
Multiple Intelligences
 Gardner’s



theory:
Suggests that intelligence is not unitary but
multidimensional
Suggests that classrooms should attempt to
develop different kinds of intelligence
While accepted by teachers, is controversial
because of a lack of a firm research base
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
10
Ability Grouping
 Places
students of similar aptitude and
achievement together for instruction
 Between-class ability grouping divides
students for all subjects.
 Within-class ability grouping divides
students only in certain subjects, such as
math and reading.
 Tracking: at the secondary level, divides
students across the curriculum.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
11
Learning Styles
 Describes
students’ personal approaches
to learning
 Popular with educators, viewed skeptically
by researchers, and difficult to implement
 Suggests we should develop
metacognition—students’ awareness of
how they learn most effectively
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
12
Students with Exceptionalities
 Individuals
with Disabilities Education Act
(IDEA)


Passed in 1975
Guarantees a free public education for all
students with exceptionalities
 Mainstreaming:
moves students from
segregated settings into the regular
classroom
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
13
Students with Exceptionalities
(continued)

Inclusion: more recent and more comprehensive
approach, advocates a total, systematic, and
coordinated school-wide system of services
 Least restrictive environment (LRE): places
students in as normal an education setting as
possible
 Individualized Education Program (IEP):
individually prescribed instructional plan created
and implemented by multiple stakeholders
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
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