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IRIS Module | Classroom Diversity: An Introduction to Student Differences,…

- - - - ELL
        
        HISPANIC BOY
      - CHEERLEADER
        
        skinny, white, blond girl, mean
      - Student living in poverty
        
        White boy black foot hoodie. Dirty ripped up jeans
      - student with a dissability
        
        me
        
        girl in a wheel chair
      - Honor Roll student
        
        Rhett and Jamie
      - school bully
        
        large white boy
        
        mean pretty girls
      - prom queen and king
        
        QB and Cheerleader
        
        Noel
      - Dig deeper
        
        our thoughts can be influenced by stereo types.
        
        everyone stereo types
    - - Even when individuals have little information about another, they naturally form perceptions about them, some of which might be based on stereotypes. This tendency can lead to misperceptions.
      - Teachers should realize that their perceptions—and misperceptions—can positively or negatively shape their expectations for students. This, in turn, can influence students’ performance in the classroom.
        As research has shown, when teachers have high expectations, students are more likely to demonstrate high academic achievement. In contrast, when teachers have low expectations, students do not perform up to their potential.
        
        High expectations
        
        Give longer wait time after asking a question
        
        Provide more prompts and cues to shape student responses
        
        Offer specific feedback
        
        Create more opportunities to learn and practice new skills
        
        Provide more positive reinforcement
        
        Low expectations
        
        Give little or no wait time
        
        Move on to another student if a student gives an incorrect answer
        
        Offer minimal feedback (e.g., “Incorrect,” “Wrong”)
        
        Provide fewer opportunities to learn and practice new skills
        
        Provide less reinforcement
      - Research Shows
        
        Students whose teachers have high expectations for them perform better on achievement tests than do students for whom teachers have low expectations.
      - Activity
        
        How similar are your own experiences to those of your students?
        
        How might these similarities affect your perceptions of your students?
        
        What perceptions do you have of your students’ race/ ethnicity, cultural diversity, linguistic differences, disabilities, or socioeconomic status?
        
        How might these perceptions influence your instruction and your students’ learning?
- - - - the beliefs, values, customs, and social behaviors of a group that are reflected in their everyday life. Cultural norms are learned as they are passed down from one generation to the next. Though culture can be tied to specific racial or ethnic groups, it can also encompass broader groups of people.
    - - culturally based conflicts
      - Cross-cultural dissonance can also occur when the methods of instruction used in school differ from what students may be used to.
    - - Teachers should take the time to learn more about the background, values, histories, practices, and traditions of these students and their families.
        
        culturally responsive teaching.
        
        By doing this, they have the potential to change how they provide instruction. More, teachers who embrace a fuller understanding of their students’ backgrounds and personal experiences can use them as a tool to make connections for all of their students
      - Students from different cultural backgrounds bring their own knowledge and life experiences to the academic setting.
      - Teachers are culturally responsive when they
        
        Acknowledge and respect different cultural heritages
        
        Teach students to understand and appreciate their own and others’ cultural heritages
        
        Recognize the strengths and contributions of individuals from historically underrepresented groups
        
        Activate students’ prior knowledge and connect what they know to what they are learning
        
        Use a wide variety of instructional techniques (e.g., role-playing exercises, storytelling) that align with the way in which the student is taught in his or her own culture
        
        Expand the traditional curriculum to ensure that diverse perspectives are embedded by incorporating multicultural knowledge, resources, and materials in all subjects
  - - - At the same time, general education teachers should promote the success of ELL students in mastering academic content. In addition to adding to their own knowledge about language acquisition and proficiency, teachers should use effective supports and strategies to strengthen students’ learning outcomes.
        
        Contextual Supports
        Provide visual cues to help students learn new words or content.
        
        Activate Background Knowledge
        Build on or connect instruction to students’ previous experiences to help them understand new concepts.
        
        Sheltered Instruction
        Enhance student comprehension during instruction by speaking more slowly, speaking more clearly, monitoring vocabulary, using multimodal techniques (e.g., visuals, role-playing, video), and keeping clauses and sentences short.
        
        Teach Vocabulary
        Provide explicit vocabulary instruction with guided practice and frequent opportunities to practice using new words.
        
        Teach Comprehension Strategies
        Help students understand what they read by teaching pre-, during-, and post-reading strategies such as finding the main idea, using context cues, and self-monitoring.
        
        Differentiate Instruction
        Use of a framework in which teachers implement a variety of strategies to adjust curriculum and instruction to maximize the learning of all students.
        
        Provide Opportunities for Practice
        Provide ample opportunities for students to practice not only their academic skills but also their use of the English language, while providing corrective feedback.
    - - English language learners perform better when information is scaffolded in their first language. (August & Shanahan, 2006)
      - Literacy in one’s native language is a predictor of reading success for English language learners. (Ford, 2005)
      - Reading instruction in a student’s primary language promotes higher levels of reading achievement in English and in his or her primary language. (Goldenberg, 2008)
  - - - These are:
        
        Deaf-blindness
        
        Deafness
        
        Developmental delay
        
        Emotional disturbance
        
        Hearing impairment
        
        Intellectual disability
        
        Multiple disabilities
        
        Orthopedic impairment
        
        Other health impairment
        
        Specific learning disability
        
        Speech or language impairment
        
        Traumatic brain injury
        
        Visual impairment, including blindness
        
        Autism
      - Students with disabilities (ages 6–17) make up 11% of the total school population. Of these students, three out of four spend all or part of their day in the general education classroom.
    - - In fact, no two students with the same exceptionality act or achieve in exactly the same ways. It is important for teachers to learn about all aspects (e.g., motivations, experiences, goals, strengths) of their students. Understanding how a disability affects the student will allow teachers to make specific instructional adjustments.
    - - General education teachers should be prepared to address their students’ wide range of ability levels and instructional needs. Two approaches for helping them to do so—Universal Design for Learning (UDL) and differentiated instruction—are designed to meet the needs of the widest range of students (i.e., gifted, typically achieving, struggling learners, students with disabilities, ELLs).
  - - - Students from low-SES families typically:
        
        Achieve at lower levels than do students from middle- and high-SES families
        
        Enter kindergarten with significantly lower language skills
        
        Score at least 10% lower than the national average in mathematics and reading
      - Students living in poverty are much more likely to be absent from school, which also affects their learning.
      - Students of parents with higher educational levels and professional careers have stronger language skills than do students whose parents have lower educational levels because their parents speak to them more using enhanced vocabulary, longer sentences, direct and open-ended questions, questions that enhances higher-order thinking skills, and more encouraging statements.
    - - Potential Challenges for Students Related to Low SES
        
        Students Might Have Difficulty
        
        Concentrating
        
        Remaining engaged
        
        Attending school regularly
        
        Being on time to school
        
        Responding appropriately to authority figures
        
        Completing or turning in homework
        
        Bringing materials to class
        
        Communicating with others
        
        Performing on grade level
        
        Staying in school and graduating
        
        Staying awake
        
        Having their basic needs met
        
        Few educational resources at home (e.g., books, computers)
        
        Less access to enrichment (e.g., tutors, museums)
        
        Limited access to transportation
        
        Reduced opportunity to participate in extracurricular activities at school or in the community
        
        Transiency or homelessness
        
        Poor nutrition
        
        Inadequate healthcare
        
        Less help with homework
        
        Delayed language development
        
        Read to less frequently at home
        
        More responsibilities (e.g., childcare, cooking meals) because parents are working multiple jobs or longer hours
        
        Less supervision at home
        
        Fewer hours of sleep
      - Schools are often based around middle-class norms and values. students from low-SES backgrounds might display behaviors that interfere with their ability to succeed in school. school personnel sometimes assume that the student in question is unmotivated, lazy, or apathetic about school. Alternatively, they might think that the student has a disability that affects his learning or behavior.
    - - Create a structured and well-managed classroom
        
        Critical because… An unstructured and poorly managed classroom is likely to increase anxiety for students who already have highly stressful lives.
        
        Potential Actions
        
        Teach self-regulation strategies (e.g., self-monitoring)
        
        Provide predictable and consistent routines and schedules
      - Provide a safe and nurturing environment
        
        Critical because… An unsafe environment without nurturing can lead students who come from stressful home environments to feel fearful or threatened, interfering with their learning.
        
        Potential Actions
        
        Teach students how to handle strong emotions such as anger, fear, hurt, and tension
        
        Boost self-esteem and confidence in learning situations
      - Use evidence-based practices
        
        Critical because… Students might not have access to educational resources and supports outside of school and so often lag behind in basic skills (e.g., language); therefore, teachers need to use evidence-based practices to maximize students’ learning.
        
        Potential Actions
        
        Activate prior knowledge, making instruction relevant to their daily lives
        
        Increase language skills (e.g., by teaching vocabulary, using graphic organizers)
        
        Provide instruction in smaller chunks
        
        Provide rapid feedback
      - Motivate and engage students
        
        Critical because… These students might have low self-esteem and might not receive a lot of positive reinforcement in the home; therefore, teachers need to provide positive feedback to motivate and engage students. Because these students are often less engaged in school, teachers should build relationships with them to discover their strengths and interests so they can make learning relevant.
        
        Potential Actions
        
        Provide extrinsic rewards (e.g., stickers, extra computer time)
        
        Provide more frequent praise (note: does not have to be related to a specific task)
        
        Incorporate students’ interests into instruction
        
        Include practical applications to help students understand how the content is related to their lives
      - Support students
        
        Critical because… Students might not have access to resources (e.g., computers, library, quiet places to study, time) to adequately complete assignments; therefore, teachers need to be creative and flexible in helping students to access resources.
        
        Potential Actions
        
        Be available to students before school, during, or after school to help with instructional needs
        
        Schedule time for students to access resources (e.g., library, computer) and to complete assignments.
      - Involve families
        
        Critical because… There is less parental involvement in schools among low-SES households due to factors such as work conflicts, limited or no childcare, lack of transportation, and negative personal school experiences. In addition, parents may feel disrespected, uncomfortable, or as if they have little or nothing to contribute to their child’s school. Therefore, teachers need to make the extra effort to build trusting relationships with parents, because the more parents participate, the better student achievement will be.
        
        Potential Actions
        
        Find ways to reach families, particularly if they do not have a phone, speak English, or cannot read
        
        Schedule conferences at convenient times for parents
        
        Provide food and childcare while parent/ teacher conferences are being held
        
        Meet for conferences at community centers or other locations to increase attendance among families without transportation