Karen Bell

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• Karen Bell
• Eva Aurich
• Donna Sanchez
• DeAndrea Kelley
• Sophia Napolez
• Amy Garcia

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TExES Competency 2

• The teacher understands student diversity and
  knows how to plan learning experiences and design
  assessments that are responsive to differences
  among students and that promote all students
  learning.

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The beginning teacher

• Demonstrates knowledge of students with diverse
  personal and social characteristics (e.g., those
  related to ethnicity, gender, language
  background, exceptionality) and the significance
  of student diversity for teaching, learning, and
  assessment.

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The beginning teacher

• Accepts and respects students with diverse
  backgrounds and needs.

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Various Religious Holidays

• Mexican Holidays
• Buddhism
• Shinto
• Hinduism
• Islam/Muslim
• Sikhism

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Mexican Holidays

• January 17 Feast Day of de San Antonio
• Abdad
• April (week of Good Friday and Easter
• Sunday) Semana Santa
• May 1 Primero de Mayo
• May 5 Cinco de Mayo
• May 10 Mothers Day
• Nov. 12 Dia de los Muertos

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Buddhism

• March 21 Spring Ohigon Kwan Yin Day
• Sept. 23 Ulambana (Ancestor Day)
• Oct. 21 Pavarana
• Nov. 20 Kathina

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Shinto

• Jan. 1 Ganton-sai
• Jan. 15 Seijin-no-hi
• March 21 Shunki-sorei-sai
• Sept. 23 Shuki-sorei-sai

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Hinduism

• Jan. 14 Makar Sankranti
• Feb. 6 Vasanta Panchami
• March 18 Holi (Last Day)
• April 2 Bikarami Sanvat

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Islam/Muslim

• Feb. 11 Day of Hajj
• Feb. Eid al-Adha
• March 4. First of Muharram
• March 13 Ashura
• May 13 Mawlid al-Nabiy
• Nov. 6 Ramadan begins
• Dec. 5 Eid al-Fitr
• (Dates depend on lunar calendar and so vary
  depending on the year)

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Sikhism

• Jan. 13 Maghi (Nankshahi)
• Jan. 14 Maghi (Bikarami)
• March 19 Sikh New Years Day
• April 14 Vaisakhi
• Nov. 6 Installation of the Guru Granth Sahib
  (Bikarami)

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Teaching students respect
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Your Role as a Teacher

• As a teacher it is important to help students
  expand their thoughts and minds and to change the
  way they might look at and interact with the
  world.
• It is important that you as a teacher show
  respect for other cultures by bringing them into
  the classroom.
• Avoid telling jokes that could offend anyone.
  Give no student a soapbox platform in class, but
  do encourage all students to express their
  opinions. Demand tolerance from all students for
  all students.
• http//www.glencoe.com/ps/teachingtoday/weeklytips
  .phtml/40

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What to know as a teacher

• There is a lack of knowledge about diverse
  cultures in America
• Prejudices and stereotypes can be inherited, and
  many students do not know what is right and
  wrong.

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What you can do as a teacher

• .

• Create an atmosphere of respect.
• Have students do icebreaking activities so they
  can get to know one another. Students need to
  experience the marvelous paradox of human
  diversity, that WE ARE ALL THE SAME IN DIFFERENT
  WAYS
• You must make it absolutely clear that no one in
  the classroom is under attack, or is seen as the
  official representative of a particular group
• celebrate everyone and to denigrate no one
• Make sure minority students are viewed and
  treated as individuals rather than racial, ethnic
  or gender categories.

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Try to attract students to your classroom who
represent diversity. For example, you might
notify people from counseling and advising staffs
that you you are interested in issues of
diversity. When there is a difference of opinion
between two students have the students explain
their position. Have them reverse roles and
explain in their own words what was said by the
first person. When the first speaker is
satisfied that she has been understood
accurately, then the two can reverse roles. In
this way you can build accuracy of communication
and encourage mutual respect. Often differences
that seemed great initially are minimized and
even eliminated.
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Fostering Diversity in the Classroom Teaching by
Discussion Professor Ron Billingsleyhttp//www.c
olorado.edu/ftep/diversity/div02.html
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The beginning teacher

• knows how to use diversity in the classroom and
  the community to enrich all students learning
  experiences.

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• Diversity in the classroom
• Community in the classroom
• Community as a classroom
• Building community

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Working with Diversity

• 4 Strategies
• Exchange information with parents about race,
  language, and culture
• Involve parents in the life of the school
• Use parent conferences to set mutual goals
• Validate home language in the classroom

• Breaking the barrier
• Establish relationships
• Link parents together
• Show parents

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Community in the classroom

• Obstacles
• Plural
• Community
• Groundwork

• Interdisciplinary
• Alternative
• Curriculum
• Content

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Community as a classroom

• Education with a purpose
• Education Versus Community Needs

• Politics
• Race and Class
• Assignment to Involvement
• Lasting Impact

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Building community

• Activities
• Role-Playing
• Class Environment
• Class Meeting
• Cooperative Games
• Snowball Fight
• Class Web

• Books on Community
• Friends, by Heine, 1982
• Amos and Boris, by Steig, 1971
• Two Good Friends, by Delton, 1974
• Some Things You Just Cant Do by Yourself, by
  Schiff, 1973

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The beginning Teacher

• Knows strategies for enhancing ones own
  understanding of students diverse backgrounds
  and needs.

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Cultural Organizations

• CEO at University of Houston
  www.uh.edu/ceo/index.html
• www.mediacampaign.org
• LULAC www.lulac.org
• Rainbow Coalition www.rainbowpush.org

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Disability Organizations

• www.makoa.org
• www.yellowpagesforkids.com/help/dis.orgs.htm
• www.wrightslaw.com

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Strategies for the beginning of the
Year

• Make children feel comfortable
• Establish a good relationship w/ parents
• Educate self on different cultures
• Do one-on-one assessments
• Have parents sign homework

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Instructional Approach

• use visuals
• use group work
• involve parents
• build on what students already know
• use lectures outlines and overheads
• connect lessons with examples from the real
  world

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The beginning teacher

• Knows how to plan and adapt lessons to address
  students varied backgrounds, skills, interests,
  and learning needs, including the needs of
  English language learners and students with
  disabilities.

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Backgrounds

• Culture
• Religion
• Values
• Socioeconomic
• Political

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Backgrounds

• Prior Knowledge
• What I know activities
• Gender
• Present in non-stereotypical ways
• Encourage equal participation
• Watch for sexual harassment

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Interests

• Interest Inventories / Inquiry
• Guest speakers
• Analogies
• Current events
• Popular Culture

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Learning Needs English language learners

• Read-alouds from trade books that feature
  minority cultures.
• Supplemental literature
• Contextual Clues
• Survival words
• Increased wait time
• Simplify language
• Use gestures body language

• Group activities
• Heterogeneous grouping
• Buddy system, peer tutoring, study groups
• Triads Jigsaw II
• Experiential activities, pictures manipulatives
• Accept and rephrase student questions if spoken
  incorrectly

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Learning Needs Students with disabilities

• Advance/graphic organizers outlines
• Break things down
• Many examples and illustrations
• Multi-text strategies
• Adapting/rewriting text
• Written previews

• Flexible learning objectives varying activities
• Heterogeneous grouping
• Modified and/or alternative assessment
• Provide scaffolding
• Clear directions procedures
• Modeling
• Explicit cues
• Elaboration
• Analogies metaphors

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The Beginning Teacher

• Understands cultural and socioeconomic
  differences (including differential access to
  technology) and knows how to plan instruction
  that is responsive to cultural and socioeconomic
  differences among students.

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The Effects of Socioeconomic Status (SES)

• Definition
• SES and Achievement
• SES and Development

• Parenting Style
• Authoritarian
• Permissive
• Authoritative

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Criteria for an Equitable Classroom

• Parent Involvement
• Questions to ask
• Diversity Checklist

• Environment
• Curricula
• Strategies/Styles
• Outside Resources
• Extra Curricular Activities

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Technology Access

• Reserve Computer lab
• Library
• Power Points
• Over-head projector

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The beginning teacher

• Understands the instructional significance of
  varied student learning needs and preferences.

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• The Pud cartoon signifies the power of adaptive
  instruction. Pud had no trouble when things were
  explained in terms he could relate to.
• Give your students a questionnaire to find out
  what method of learning works best for them.
• Group students according to their category or
  place them in a diverse setting to enhance
  learning.
• In the following slide pay attention to what
  comes easy to you and what is more difficult.
• Are you using a visual, verbal, or kinesthetic
  strategy, or perhaps a combination of strategies?
  Recall the steps you took to solve each problem.

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Multiple Intelligences (H. Gardner) Overview
The theory of multiple intelligences suggests
that there are a number of distinct forms of
intelligence that each individual possesses in
varying degrees. Gardner proposes seven primary
forms linguistic, musical, logical-mathematical,
spatial, body-kinesthetic, intrapersonal (e.g.,
insight, metacognition) and interpersonal (e.g.,
social skills). According to Gardner, the
implication of the theory is that
learning/teaching should focus on the particular
intelligences of each person. For example, if an
individual has strong spatial or musical
intelligences, they should be encouraged to
develop these abilities. Gardner points out that
the different intelligences represent not only
different content domains but also learning
modalities. A further implication of the theory
is that assessment of abilities should measure
all forms of intelligence, not just linguistic
and logical-mathematical.
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Using multiple learning styles and multiple
intelligences for learning is a relatively new
approach. This approach is one that educators
have only recently started to recognize.
Traditional schooling used (and continues to
use) mainly linguistic and logical teaching
methods. It also uses a limited range of learning
and teaching techniques. Many schools still rely
on classroom and book-based teaching, much
repetition, and pressured exams for reinforcement
and review. A result is that we often label
those who use these learning styles and
techniques as bright. Those who use less
favored learning styles often find themselves in
lower classes, with various not-so-complimentary
labels and sometimes lower quality teaching. This
can create positive and negative spirals that
reinforce the belief that one is smart or
dumb.
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Learning styles are a way to help improve the
quality of learning.
By recognizing and understanding students own
learning styles, you can use techniques better
suited in helping them succeed. This improves the
speed and quality of their learning.