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Study worksheets for the objective assessment. Very useful study tool....

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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: Taking account for your students cultural differences 1. recognize differences and not deficits 2. recognize that the groups we and others describe with a general label are frequently made up of subgroups with somewhat different characteristics. 3. above all, remember that each student is a unique individual. Although descriptions of various ethnic groups and subgroups may accurately portray some general tendencies of a large group of people, they may apply only partly and not all to given individuals.

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

Classroom discussions may not go as planned due to students, who do not understand, or feel confined to mainstream convention “you take a turn, then somebody else takes a turn”. Because of differences in cultural experience, students may feel reluctant to speak in front of class, whereas others prefer exchanges comparable to all out screaming matches.

Nonverbal Communication

Making eye contact may not be appropriate in some cultures. For this reason some students will avert their eyes. This may seem disrespectful to the teacher, but in averting their eyes, to the student, this would be showing respect to the teacher.

Time Orientation

Some students ethnic cultures are not so time bound. In this case, rigid school scheduling approaches to learning may be upsetting.

Social Values

Many classroom activities are competitive and done on one’s own for one’s personal benefit. Some students from different ethnic cultures have been raised with different beliefs that contrast this such as cooperative relationships and family loyalty. Thus may prefer group projects and respond well to praise that emphasizes family pride.

Instructional Formats

Ethnic groups may differ in terms of instructional formats and learning processes they prefer.

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:

Effects on Learning

Barriers to Instruction

Management Strategies

Higher dropout rate, low achievement level, negative

Ethnic Prejudice, lower levels

motivate educationally

effects on cognitive and health, low aspirations in attending college, lower level instructional support and emotional help.

of motivation, lower self esteem, weaker academic skills, more impulsive, unfair discrimination, living conditions, family environment, classroom environment, characteristics of the student

disadvantaged students, use a variety of instructional techniques that help educationally disadvantaged students achieve basic and higher level skills, avoid stereotyping, remember that you are a human being and may at times react subjectively to students.

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 Ethinic historical figures whose values and behaviors are consistent with American mainstream culture are studied, whereas individuals who have challenged the dominant view are ignored, Ethnic Additive Approach

An instructional unit composed of concepts, themes, points of view and individual accomplishments is added to the curriculum.

Transformative Approach Based on the assumption that there is no one valid way of understanding people,events, concepts, and themes. Decision-making and Social Action Approach

Incorporates all of the components of the previous approaches and adds the requirement that students make decisions and take actions.

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). Peer tutoring can benefit lower achieving students by having them score higher on measure of achievement, positive social outcomes, self concept, and they reap substantial learning benefits.

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:

Main content

Chapter Review

Summary ● 5-1Define cultural pluralism, and explain how immigration and birth-rate patterns have made the United States more culturally diverse. ○ Culture refers to the perceptions, emotions, beliefs, ideas, experiences, and behavior patterns that a group of people have in common. ○ Beginning in the 1960s, the notion of the United States

as a cultural melting pot became less popular, and the concept of cultural diversity, or cultural pluralism, increased in popularity. As the latter became more widely accepted, calls were made for the establishment of multicultural education programs in American public schools. ○ The concept of cultural pluralism is based on three beliefs: ● societies should strive to maintain different cultures, ● each culture within a society should be respected by others, and ● individuals within a society have the right to participate in all aspects of that society without having to give up their cultural identity. ○ Because of immigration patterns and high birth rates in some ethnic groups, the United States is becoming an increasingly diverse country. ● 5-2Describe how students’ ethnicity and social class affect classroom learning and teacher expectancy. ○ Two important factors that distinguish one culture from another are ethnicity and social class. ○ People of the same ethnic group typically share many of the following characteristics: ancestral country of

origin, race, religion, values, political interests, economic interests, and behavior patterns. ○ Ethnic differences in communication patterns and preferences, time orientation, values, and instructional format and learning process preferences can lead to misunderstandings among students and between students and teachers. ○ Social class indicates an individual’s or a family’s relative position in society in terms of such factors as income, occupation, level of education, place of residence, and material possessions. Socioeconomic status (SES) is a somewhat narrower concept that focuses on the first three of these factors. ○ Low-SES students, especially students of color, tend to achieve at significantly lower levels than White, middleSES children for a variety of reasons. They are more likely than middle-SES students to experience homelessness and other adverse childhood experiences (ACE), including witnessing or being victims of violence. Students who have social capital—people in their family, community, and school that support them —are more resilient in overcoming adverse experiences. ○ The teacher expectancy effect occurs when teachers communicate a particular expectation about how a student will perform and the student’s behavior changes

so as to be consistent with that expectation. ○ Research has demonstrated that teacher expectancy strongly affects classroom achievement and participation in both positive and negative ways. ○ Factors that seem to play a strong role in producing a teacher expectancy effect are a student’s social class, ethnic background, gender, achievement, and attractiveness and teachers’ conception of the nature of intelligence. ● 5-3Define multicultural education, and name four basic approaches to multicultural education. ○ Multicultural education programs assume that minority students will learn more and have a stronger selfconcept if teachers understand, accept, and reward the thinking and behavior patterns characteristic of the students’ culture. ○ Effective multicultural teachers use such proven instructional techniques as providing clear objectives, communicating high expectations, monitoring progress, providing immediate feedback, and making lessons meaningful. In addition, they have experience in teaching culturally diverse classes, exhibit a high level of dedication, and have a strong affinity for their students. ○ Peer tutoring, cooperative learning, and mastery learning are three generally effective instructional

tactics that are particularly well suited to multicultural education programs. ○ Calls for multicultural education were stimulated by changing immigration and birth rate patterns, low levels of school achievement by many ethnic minority children, and students’ need to work productively with members of other cultures. ○ For students who live in culturally homogeneous communities, an increased understanding of the characteristics of students from different cultural backgrounds and the problems they face can be gained by using such technological tools as videoconferencing and electronic communities. ● 5-4Describe the following types of bilingual education programs: transition, maintenance, and two-way bilingual. ○ Most bilingual education programs reflect a transition goal, a maintenance goal, or a two-way bilingual goal. Transition programs teach students in their native language only until they speak and understand English well enough to be placed in a regular classroom. Maintenance programs try to maintain or improve students’ native language skills. Two-way programs provide subject matter instruction in both the majority and minority languages in roughly equal proportions to all students, and they are growing in popularity.

○ A few states have eliminated their bilingual education programs in favor of one-year English immersion programs. ● 5-5Describe how web-based resources and web-based interaction (e.g., chat sessions and discussion boards) help ELL students to improve listening, speaking, reading, and writing skills. ○ Teachers can use such technology tools as Internet discussion boards, e-mail exchanges, computer programs, and websites to help ELL students refine their English skills.

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