Chapter 5 Learning Guide PDF

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Psychology for Educators Chapter 5 Learning Guide...

Description

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Learning Guide: Chapter Five - Addressing Cultural and Socioeconomic Diversity Below you will find study questions and graphic organizers to help you organize the information for Chapter 5. Watch the podcast and read the indicated sections of your text, especially the “Suggestions for Teaching” sections. In “Suggestions for Teaching” (and in the videos), you will see how these concepts can be applied to an actual classroom (and to the classroom scenario questions you will encounter on the exam). To jump to specific sections or pages, you may type the page number into the “search this course” function or click on “chapter contents,” which is in the top left once you click into the textbook.

1. Read “Suggestions for Teaching” (p. 154-155). You may add additional notes here:

Culture: The way in which a group of people perceives the world; formulates beliefs; evaluates objects, ideas and experiences; and behaves 2. Read Section 5-2a (p. 156-158), focusing on the 5 aspects of Ethnicity that often lead to misunderstandings. Fill out the graphic organizer below with details on why each aspect might lead to misunderstandings.

Aspect

Description and Notes

 Verbal Communication Patterns 

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Classroom discussions may not go as planned If a teacher has students who do not understand the idea of you take a turn, I take a turn convention or take an adult as authoritarian of discussion perspective so may not contribute or question. Some students may be reluctant to speak or perform in public, whereas others may prefer chaotic exchanges or prefer to work on ideas and skills in private.

American mainstream promotes direct eye contact while among certain American Indian, Latino, and Asian cultures averting

Nonverbal Communication 

one’s eyes are a sign of deference to and respect with direct contact being considered sign of defiance-looking away is not hiding guild, ignorance, or las of interest. Personal space, gestures, and ideas on personal contact or touching differ.

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Mainstream culture very time oriented, very time sensitive regarding learning and rigid in classrooms, others, maybe not so much and may be upsetting or add pressure.

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Mainstream values competition and individualism for personal benefit. Others may value cooperation and family loyalty more than individual glory.

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Differences in preferences for traditional instructional format, role-play, peer tutoring, small group learning, slower pacing, multiple sensory modalities and use of stories versus whole class, rows, teacher directed. Need for flexibility due to difference in preferences for visual, written, and spoken formats, and for memorizing.

Time Orientation

Social Values

Instructional Formats 

2. Read Section 5-2b (p. 159-165) and Section 5-2c (p. 165-167), focusing on SES and its effects on learning. Define SES and describe these effects. As a thought question, consider possible barriers to instruction related to culture or low SES, and strategies teachers can use to manage those barriers:

*SES (Socioeconomic status); Formally determined by family social standing defined by annual income, occupation, amount of education- then adds other factors like place of residence, types of organizations involved in, manner of dress, and material possessions. Effects on Learning      

Higher dropout rates Scores lower on test Drop out of school sooner Achievement gaps Retention Inconsistent discipline or high referral to special education

Barriers to Instruction       

Health and living conditions Poverty Family and community experiences Single parent households Homelessness Lack of parental academic support Lack of positive

Management Strategies        

Create positive classroom environments Provide equal opportunities Connect with students Promote mastery Scaffold Remove competition Differentiate instruction Promote SEL

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community, family or social experiences (trauma, abuse, violence) Prejudice, discrimination Negative self-concept, low self-esteem and low self-efficacy Lower teacher expectations

3. Read “Suggestions for Teaching” (p. 167-170). You may add additional notes here:

4. Read Section 5-3b (p. 171), focusing on Banks’s theory of multicultural education. Using the table below, explain the main idea for each of the four approaches in this theory. Approaches

Description

Contributions Approach

Study historical figures consistent with mainstream culture and ignore individuals who have challenged dominant views.

Ethnic Additive Approach

An instructional units composed of concepts, themes, points of view, and individual contributions from other ethnic group’s contributions to the curriculum.

Transformative Approach

Assumes there is no one valid way of understanding people, events, concepts and themesrather there are multiple views, and everyone has something to offer.

Decision-making and Social Action Approach

Incorporates all of the previous approaches and requires students make their own decisions and take actions concerning concepts, issues, or problems being studied.

5. Read Section 5-3d (p. 173-176), focusing on instructional goals and methods for the classroom. Explain below how peer tutoring aids student achievement (hint: Piaget). Cognitive growth depends on a disequilibrating stimulus that the learner is motivated to eliminate. When children with different cognitive schemes (because of differences in age, knowledge, or cultural background) are forced to interact with each other, cognitive conflict results. Growth occurs when children try to resolve this conflict by comparing/contrasting each other’s views. As this theoretical analysis suggests, both the student doing the tutoring and the one receiving the tutoring should benefit from the interaction. So benefits wide range of students and subject matters.

6. Read “Suggestions for Teaching” (p. 179-181). You may add additional notes here:

7. Read the Chapter 5 summary (p. 188-189) thoroughly. There is additional information from the chapter in the summary that you haven’t yet encountered. Please be sure to read ALL chapter summary information to support your learning! You may add additional notes here:...