Student diversityyanyang.pbworks.com/w/file/fetch/44624158/student diversity-chapt… · The Effect...

STUDENT DIVERSITY

Chapters 4, 5, & 6

What is Diversity?

Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. (NCATE, 2008, p. 86)

EDCI 4322 Human Development and Instruction.4-3

Gender Differences

Males outscore females on the following tests: Visual-spatial ability

Mathematical reasoning

College entrance

Females outscore males on the following tests: Memory

Language use


Classroom Activity

Girls Are . . . Boys Are . . .


What is Gender Bias?

Gender bias is…

Responding differently to male and female students without having sound educational reasons for doing so.


How Gender Bias Affects Students

Course selection Math and science courses

Career choices Familiarity with and interest in tools of science,

perceived self-efficacy, competence-related expectations communicated by parents and teachers

Class participation “Loss of voice”

EDCI 4322 Human Development and Instruction4-7

Working Toward Gender Equity in the Classroom Use work arrangements and reward systems that

encourage all students to value a subject.

Emphasize concrete, hands-on science, math, and technology activities.

Incorporate math, science, and technology concepts into other subjects.

Talk about the practical, everyday applications of math and science.

Emphasize materials that highlight the achievements and characteristics of women and women’s groups.

Create a reading list that is appealing to boys.

EDCI 4322 Human Development and Instruction. 5-8

Immigrants to the United States

Source: U.S. Office of Immigration Statistics (2003).

66,089,431Total

9,095,4171991-20008,795,3861908-1910

7,338,0621981-19903,687,5461891-1900

4,493,3141971-19805,246,6131881-1890

3,321,6771961-19702,812,1911871-1880

2,515,4791951-19602,314,8241861-1870

1,035,0391941-19502,598,2141851-1860

528,4311931-19401,713,2511841-1850

4,107,2091921-1930599,1251831-1840

5,735,8111911-1920151,8241820-1830

NumberYearsNumberYear

Race & Ethnicity


The Effect of Ethnicity on Learning

Five aspects of ethnicity that are potential sources of misunderstanding:

1. Verbal communication patterns

2. Nonverbal communication

3. Time orientation

4. Social values

5. Instructional formats and learning processes (Bennett,

2003)

Unsatisfactory health care.

One-parent family.

Low motivation in school because of lower levels of need for achievement.

Negative classroom environments.


SES-Adverse Factors Experienced by Many Low-SES Children

On the basis of such characteristics as race, SES, ethnic background, dress, speech pattern, and test scores, teachers form expectancies about how various students will perform in class.

Those expectancies are subtly communicated to the students in a variety of ways.

Students come to behave in a way that is consistent with what the teacher expects.

Video Clip


Teacher Expectancy (Pygmalion) Effect

Middle-class vs. low-SES students with similar IQ scores and achievement scores.

African-American vs. white students, even when both groups have the same ability.

Teachers’ views of intelligence as a fixed and stable capacity vs. a collection of skills that can be shaped.


Factors That Help Create Expectancies

The influenced of negative information about students vs. neutral or positive information on teachers.

High-achieving students receive more praise than low-achieving students.

Attractive children often perceived as brighter, more capable, and more social than unattractive children.

Teachers’ approval of girls’ behavior vs. boys’ behavior.


Factors That Help Create Expectancies


What Traditional Intelligence Tests Measure IQ score

Spearman’s two factor theory of intelligence

General factor

Affected performance on all intellectual tests

Specific factor

Affected performance only on specific intellectual tests


Limitations of Intelligence Tests Cannot be measured directly.

Intelligence is classroom achievement?

IQ is not an absolute measure. Performances on other tasks or in comparison with other age groups not assessed.

IQ scores can be improved with systematic instruction-capabilities can change with experiences.


Four Aspects of Sternberg’s Theory of Intelligence

Memory ability

Creative ability

Analytical ability

Practical ability


The Three Components of Sternberg’s Triarchic Theory

Sternberg’s

Triarchic Theory

of Intelligence

Practical

ability

Creative

ability

Analytical

ability

Adapting

to one’s

environment

Shaping

one’s

environment

Selecting

a different

environment

Solving

novel and

unfamiliar

problems

Using prior

knowledge

and cognitive

skills to solve

problems and

learn new

information


Multiple Intelligences

Video clip: http://www.youtube.com/watch?v=2stVs4mjbsU&feature=related

http://www.youtube.com/watch?v=2stVs4mjbsU&feature=related


Gardner’s 7 Multiple Intelligences

Sculptor

Navigator

Capacities to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions.

Spatial

Violinist

Composer

Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness.

Musical

Poet

Journalist

Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language.

Linguistic

Scientist

Mathematician

Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning.

Logical-mathematical

End-StatesCore ComponentsIntelligence


Note: personal=interpersonal and intrapersonal

Gardner’s 7 Multiple Intelligences

Botanist

Entomologist

Ability to recognize and classify the plants and animals of one’s environment and their relationships on a logical, justifiable basis.

Naturalist

Person with detailed accurate self-knowledge

Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior.

Intrapersonal

Therapist

Salesman

Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people.

Interpersonal

Dancer

Athlete

Abilities to control one’s body movements and to handle objects skillfully.

Bodily-Kinestheics

End-StatesCore ComponentsIntelligence

Misconceptions of Gardner’s MI Theory


1. If an individual has strength in one particular intelligence, then he will excel on all tasks in that domain.

2. Ability is destiny.

3. Every child should be taught every subject in eight different ways in order to develop all of the intelligences.


Learning Styles

Reflectivity and Impulsivity

Field-Dependence and Field-Independence


Reflectivity vs. Impulsivity

Reflectivity

In a problem solving situation, the student prefers to spend more time collecting information and analyzing its relevance to the solution before offering a response.

Impulsivity

In a problem solving situation, the student responds quickly with little collection or analysis of information.


Field-Dependence vs. Field-Independence

Field-Dependence A person’s perception of and thinking about a task or

problem are strongly influenced by such contextual factors as additional information and other people’s behavior.

Field-Independence A person’s perception of and thinking about a task or

problem are influenced more by the person’s knowledge base than by the presence of additional information or other people’s behavior.

Major Provisions of the Individuals with Disabilities Education Act (IDEA)

A free and appropriate public education A preplacement evaluation prior to being placed in a

special education program An individualized education program (IEP) if one

receives special education services Educational services must be provided in the least

restrictive environment Procedural safeguards to protect the legal rights of

parents and their children

EDCI 4322 Human Development and Instruction6-25

Individualized Education Plan (“Individuals with Disabilities,” 1997)

A statement of the child’s present levels of educational performance

A statement of annual goals, including short-term instructional objectives

A statement of the specific special education and related services to be provided to the child, and the extent to which the child will be able to participate in regular educational programs

EDCI 4322 Human Development and Instruction

6-26

Individualized Education Plan (“Individuals with Disabilities,” 1997)

The projected dates for initiation of services and the anticipated duration of the services

Appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether short-term objectives are being achieved


6-27

Students Receiving Special Education Services, 1999-2000 (U.S. Department of Education, 2001)

EDCI 4322-06 Human Development and Instruction 6-

28

99.4811.32Total

0.00.00Deaf-blindness

0.20.03Traumatic Brain Injury

0.40.05Visual impairments

1.10.13Autism

1.20.14Orthopedic impairments

1.20.14Hearing impairments

1.80.21Multiple disabilities

4.60.52Other health impairments

8.3.94Serious emotional disturbance

10.21.15Mental retardation

20.22.28Speech or language impairments

50.65.73Specific learning disabilities

Percentage of Students with Disabilities Served

Percentage of Total School Enrollment

Disabling Condition

Regular Education Teacher’s Responsibilities Under IDEA

Referral

Assessment

Preparation of the IEP

Implementation and evaluation of the IEP


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Definition of Specific Learning Disabilities

The individual has a disorder in one or more of the basic psychological processes.

The individual has difficulty in learning.

The problem is not due primarily to other causes.


6-30

Congressional Definition of Gifted and Talented

“The term gifted and talented children and youth means children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capability, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.” (Title IV-

H.R.A, 1988, pp. 227-228)


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Instructional Options for the Gifted and Talented

Accelerated instruction

Gifted and talented classes and schools

Enrichment and differentiated instruction


6-32

Types of Accelerated Instruction Allowing students to complete the work for

more than one grade during the regular school year

Extending the school year by using summer sessions

Allowing students to take college classes while still in high school


6-33

What is ability grouping?

Ability grouping is …

Grouping students of similar ability for the purposes of instruction.

6-34EDCI 4322 Human Development and Instruction

.

Types of Ability Groups

Between-class ability grouping Each class is made up of students of similar ability.

Regrouping Students of the same age, ability, and grade but from

different classes come together for instruction in a specific subject.

Joplin plan Regrouping that takes place across grade levels.

Within-class ability grouping Division of a single class into two or three groups for

instruction in specific subjects.


.

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Evaluations of Ability Grouping There is little to no support for between-class

ability grouping.

Research on the effect of regrouping for reading or math is inconclusive.

The Joplin plan yields moderately positive effects compared with instruction in heterogeneous classes.

Within-class grouping in math and science produced modestly positive results compared to other instructional approaches.


6-36

Evaluations of Ability Grouping Students in homogeneously and

heterogeneously grouped classes scored similarly on measures of self-esteem.

Students in high-ability classes had more positive attitudes about school and higher educational aspirations than did students in low-ability classrooms.

Between-class grouping affected the quality of instruction received by students.

Experts’ stance-Video Clip


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