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CHAPTER 3: STUDENT DIVERSITY:
CULTURE, LANGUAGE, GENDER, AND EXCEPTIONALITIES
CHAPTER OVERVIEW
Learner diversity is the focus of this chapter. The chapter begins by examining culture and language
CHAPTER LEARNING OUTCOMES
2. Describe the major approaches to helping EL students learn.
InTASC Core Teaching Standard 8, Instructional Strategies
3. Explain how gender differences influence school success and how effective teachers respond to these
4. Explain how schools have changed the ways they help students with exceptionalities.
INTASC Core Teaching Standard 2, Learning Differences
POWERPOINT SLIDES
PPT 3.2 Population Statistics (2 slides)
PPT 3.4 Percentages of Public School Students by Race and Ethnicity
PPT 3.6 Culturally Responsive Teaching (4 slides)
PPT 3.8 Types of Bilingual Programs (4 slides)
PPT 3.10 Summarizing Multicultural and Bilingual Education
PPT 3.12
PPT 3.14 Intelligence (2 slides)
PPT 3.16 Emotional Intelligence
PPT 3.18 Individuals with Disabilities Education Act (IDEA) (5 slides)
PPT 3.20 Identifying Learning Problems in Students (2 slides)
PPT 3.22 Effective Instruction for Learners With Exceptionalities (2 slides)
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CHAPTER OUTLINE
I. Cultural Diversity
A. Cultural Attitudes and Values
B. Cultural Interaction Patterns
C. Educational Responses to Cultural Diversity
1. Multicultural Education
Diversity: Culturally Responsive Teaching
Accepting and Valuing Cultural Differences
Accommodating Cultural Interaction Patterns
Building on Students’ Backgrounds
Diversity and You: Cultural Discontinuities
D. Urban Education: Cultural Diversity in Urban Schools
Technology & Teaching: Technology Access Issues
II. Language Diversity
A.
B.
: Bilingual Education
C. Language Diversity in your Classroom
1. Teaching EL Students
III. Gender
A. Gender and society
B. Gender and Classrooms
1. Gender and Career Choices
3. Gender and Classrooms: Implications for Teachers
IV. Learners with Exceptionalities
A. Intelligence
1. Changes in Views of Intelligence: Multiple Intelligences
3. Learning Styles
B. Special Education and the Law
2. Individualized Education Program
C. Categories of Exceptionalities
1. Students Who Are Gifted and Talented
D. Adapti
1. Identifying Students with Exceptionalities
3.
Technology and Teaching: Employing Technology to Support Learners with Disabilities
Adaptations to Computer Input Devices
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PRESENTATION OUTLINE
I. Cultural Diversity
A. Cultural Attitudes and Values
B. Cultural Interaction Patterns
C. Educational Responses to Cultural Diversity
1. Multicultural Education
Diversity: Culturally Responsive Teaching
Accepting and Valuing Cultural Differences
Accommodating Cultural Interaction Patterns
Building on Students’ Backgrounds
Diversity and You: Cultural Discontinuities
Teaching Suggestions:
Cultural Diversity
and some of the different aspects of learning diversity
and how this diversity can impact learning and teaching:
1. Learner Diversity ese slides outline some of the different aspects of learner
ools and our society.
2. Have them provide some examples of the attitudes, values, and customs that characterize
different social groups. Food might be one of the simplest concrete examples. For instance
Humus and Tabouli are foods typical of Middle Eastern culture, just as lasagna and pizza are
characteristic of Italian culture.
3. To help your students understand how significant cultural diversity is in our schools and society
Population and School Statistics and have them answer the
questions on the slides.
5. Conclusions About Culture
statements on the slides. Discuss their conclusions.
6. To provide your students with an application of culturally responsive teaching, display PPT 3.6
Culturally Responsive Teaching third slide, and
discuss their responses.
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If you think too much information exists on the first two slides, you might want to duplicate the
case study for your students. The case study is below.
Jack Hawkins is beginning a lesson in his pre-algebra class.
mar Khayyam, a Persian mathematician, more than a
class?
He then writes
7. To summarize this section and provide an additional example of how a teacher responds to
cultural differences, show the video episode
Responding to Cultural Differences:
In this 4 minute 16 second interview, a 5th grade teacher explains how she and her students make
accommodations for
upbeat attitude and her descriptions of the support her students provide for Hajaar are important points
in the interview.
This episode is used in Applying Chapter Content to Your Classroom, so some of your students
may have seen it.
Ask your students to share their reactions to the episode.
II. Language Diversity
A.
B.
: Bilingual Education
C. Language Diversity in your Classroom
3. Teaching EL Students
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Teaching Suggestions:
Language Diversity
diversity in students:
1.
3. Types of Bilingual Programs
5. Summarizing Multicultural and Bilingual Education s some questions for
discussion with respect to working with students who are members of cultural minorities or
respect to the issues raised in the questions.
III. Gender
A. Gender and society
B. Gender and Classrooms
1. Gender and Career Choices
3. Gender and Classrooms: Implications for Teachers
Teaching Suggestions:
Gender
eristics of girls and boys and
the implications they have for your teaching:
1. Achievement Characteristics of Girls and Boys
the questions on the first slide, and discuss their responses.
2. Ask your students how we, as teachers, should respond to these characteristics. PPT 3.12
3. Considering Gender Differences offers some additional questions for discussion. You
might choose to summarize this section by having your students offer their views with respect to
the questions.
IV. Learners with Exceptionalities
A. Intelligence
1. Changes in Views of Intelligence: Multiple Intelligences
3. Learning Styles
B. Special Education and the Law
2. Individualized Education Program
C. Categories of Exceptionalities
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1. Students Who Are Gifted and Talented
D.
2. Collaboration with Other Professionals
3.
Technology and Teaching: Employing Technology to Support Learners with Disabilities
Adaptations to Computer Input Devices
Teaching Suggestions:
Learners with Exceptionalities
idea of learner exceptionality:
1. Begin your discussion by asking them to offer different definitions of intelligence. Explain that
2. Intelligence
formal definition of intelligence on the first slide.
4. s
5. work at several points in their
teacher-preparation program.
6.
7.
successfully in life, and the concept of emotional intelligence is receiving increased attention.
8. Learning Styles, quotes. Interestingly,
the idea of learning styles has been one of the more popular concepts in education for decades,
yet it is one for which research support is virtually nonexistent.
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The North (2015) reference that appears on the first slide is not in the reference list for the text,
so it appears below.
9. To introduce your studen Individuals with
Disabilities Education Act (IDEA
provisions.
10. As your students will see in PPT 3.18, one of the provisions of IDEA is the creation of an
11. Remind your students that the majority of the students with exceptionalities that they will
12. Identifying Learning Problems in Students
students respond to the directions on the slide.
13. Remind your students that learners who are gifted and talented also fall into the category of
14. To examine the implications learners with exceptionalities have for your students when they
Effective Instruction for Learners with
SUGGESTED STUDENT PORTFOLIO ACTIVITIES
Portfolio Activity 3.1 is included at the end of the chapter. The following are additional suggested portfolio
activities.
Portfolio Activity 3.2: Exploring Cultural Diversity
InTASC Core Teaching Standard 2: Learning Differences
The purpose of this activity is to introduce you to the cultural diversity in an area where you might
and Web sites can be found on the Internet). Or contact a district in which you might teach (School
Portfolio Activity 3.3: Exploring Cultural Diversity
InTASC Core Teaching Standard 2: Learning Differences
Chapter 3: Student Diversity: Culture, Language, Gender, and Exceptional
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The purpose of this activity is to introduce you to the cultural diversity in an area where you might
and Web sites can be found on the Internet ). Or contact a district in which you might teach (School
district websites can be found on the Internet , or telephone numbers can be found in the White Pages
graphic information
on cultural minorities and ELL students. How is this information similar to or different from what you
Portfolio Activity 3.4: Language Diversity
InTASC Core Teaching Standard 2: Learning Differences
The purpose of this activity is to help you become better informed about teaching EL students in your
area. Contact either your state office of education or a local school district to find out about the kinds
Portfolio Activity 3.5: Gender in Teaching
InTASC Core Teaching Standard 2: Learner Differences
The purpose of this activity is to help you become more aware of ways that you can help both boys and
girls succeed in your classroom. First, using the text as a resource, identify the major problems
GOING INTO SCHOOLS
Many Introduction to Education courses include a field component.
includes this component. .
1. Classroom Diversity
Interview a teacher about the diversity in his or her classroom. How do students differ in terms of
culture and first language? What cultures do students bring to the classroom? How does their
culture influen
teacher do to accommodate these differences?
2. Understanding Cultural Minority Students
Ask the teacher to identify several cultural minority students. Interview these students, and ask the
following:
a. How long have you been at this school?
b. What do you like most about school?
c. What do you like least about school?
d. What can teachers do to help you learn better?
3. Cultural Minorities in the Classroom
Observe a classroom, and focus on several students from cultural minority groups.
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a. Where do they sit?
b. Who do they talk to and make friends with?
c. Do they attend to the class, and are they involved?
d. Do they participate in classroom discussions?
4. Gender and Classroom Interaction
Observe a class during an interactive questioning session.
a. Note the number of boys and girls in the class.
b. Where were the boys and girls seated?
c. Did boys and girls raise their hands to respond equally?
d. Record the number of times boys and girls were called on. Were they equal?
e. Did the number of management interventions vary by gender?
How gender-neutral was the class? What can teachers do to make their classes more gender-neutral and
a better place for both boys and girls to learn?
5. Students With Exceptionalities
Interview a teacher about working with students with exceptionalities in the classroom. Ask the
following questions:
a. Which students are classified as exceptional? What behaviors led to this classification? What role
did the teacher play in identification?
b. In working with students with exceptionalities, what assistance does the classroom teacher receive
from the following people?
Special education teacher
School psychologist or school counselor
Principal