Please enable JavaScript.

Coggle requires JavaScript to display documents.

Differentiated Instruction and Cultural Responsiveness Differentiation…

- - - - All voices and perspectives valued, as well as the strengths and talents each student brings to our class and lessons.
      - classroom systems should have an element of universal access and self-selection of the structures and supports students use.
      - Empowering students to have a voice in how they learn comes with the need for both autonomy and rigor.
    - - Microaggressions come in many forms in the classroom: instructor to student, student to instructor, or student to student. When addressing student-to-student microaggressions in the classroom, an instructor needs to consider the learning needs of all the students. Dealing with them is not about punishment or finding consensus or avoiding disagreements. It’s about creating a space where students can address difference and diversity in productive ways.
        : :https://www.youtube.com/watch?v=ho_WW7M5E3A
  - - - In order for a classroom to have an inclusive climate for diversity, students must feel supported in the components of the course, including content, discussion, physical/structural aspects, and class meeting times.
      - Although all participants (students, teaching assistants, and instructors) in a course play a part, the faculty member’s role is central in the formation of the climate for diversity. Faculty have the power to select course content, facilitate discussion, and reward learning—all of which can affect the classroom climate.
      - Faculty can build and maintain such a climate by actively incorporating inclusivity in course development, syllabi, teaching methods, and interactions with students.
    - - It takes a lot of time and attention to create a community in which everyone belongs。it’s not just about putting diverse students in the building, it’s about creating a culture where working together is the goal, and then providing the tools and learning experiences that support that goal.
      - uses a social and emotional learning framework and relies on creating a collaborative group dynamic where everyone’s voice is heard and valued.
    - - Self-identification. Start by thinking about your own identity and how your attitudes and experiences may affect your teaching and your students’ responses.
      - Self-learning. We all have more to learn from other groups. Informing yourself about other groups and cultures—whether through readings or other means—is critical to increasing awareness of student needs and of problematic assumptions about particular groups.
    - - Within science, technology, engineering, and mathematics (STEM) disciplines, instructors can also make the curriculum more inclusive by including content about diversity, justice, and social responsibility.
      - When selecting course content, it is important to consider whether the perspectives and scholarship of diverse groups are being represented. Focusing solely on the experiences of one group or on a single perspective is likely to exclude diverse viewpoints.
      - Depending on the topic and focus of the course, instructors should include scholarship or materials developed by people of various backgrounds and/or perspectives.
    - - Creating and sustaining a positive classroom climate includes establishing ground rules for discussion and for interactions between students and between student and instructors (faculty and teaching assistants).
      - The teacher should avoid stereotypes, convey positive messages, and actively communicate respect and expectations of success for all students.
- - - - -TPR（Total Physical Response）
      - -TPRS（collaborative story-asking）
      - -Picture talk
      - -movie talk
      - -collaborative writing
      - -reading and interactive reading activites
      - -songs
  - - - D. Historical Perspectives - Migration Practices
      - E. Contemporary Issues - 1. Discrimination and Racism, 2. Identity and Intersectionality
      - C. Diversity within Groups - 1. Language (Linguistic Diversity, Dialects and Languages spoken) 2. Cultural Practices (Traditions, Customs, Celebrations)
      - B. Types of Racial and Ethnic Backgrounds (Asian, African, European, Native American, Hispanic/Latino, Middle Eastern, Pacific Islander
      - F. Importance of Understanding - 1. Cultural Competence, 2. Social Harmony
      - A. Definition - Ethnicity, Cultural Identity, Race
  - - - -Group teaching
      - -Varied difficulty levels of assignments
      - -Different requirements for activities
      - -textbook( story book)