Diverse Teaching Strategies

After reading about the 7 guidelines of teaching in diverse classrooms I realized that they are all very interrelated and build on one another. For example, guidelines 1. Cultural responsive instruction, 2. Know your “cell phone”, and 7. Multicultural curriculum are all very closely related since they all have to do with being aware of different cultures in your classroom as well as your own and how they all need to be cherished in the classroom. The remaining four guidelines, 3. Engaging with learning, 4. High expectations for learning, 5. Flexible grouping, and 6. Differentiated instruction, are all related to how the curriculum or instruction in the classroom should be presented. Even with in these two groups of the guidelines they are also related or intertwined

Please describe how you would benefit from and add to a diverse learning environment in and outside of the classroom. Write answer in 250 words or less. (*Required)

The physical environment, materials, and resources was an area that required some help. Material that promote the children’s culture and ethnic environment is defiantly a weak area in the program. A suggestion to improve the environment with diverse materials would be puzzles, dolls and musical instruments in a variety of cultural diverse cultures. The books and videos are very divers and do meet the children’s cultural and ethnic needs. The food provided by the school district is diverse they tend to focus on providing healthy choices for the children.

This article discussed culturally and linguistically diverse students entering school and the challenges faced when implementing literacy instruction. This is a challenge for teachers because these students bring with them experiences and socialized patterns of behavior that are not traditional (Bank & Bank, 1997). Culturally and linguistically diverse students are on the same reading and learning continuum as other students; their experiences differ from the mainstream. Reading instruction has been based on European American paradigms for many years. The curriculum mirrored societies that consist of middle income families (mom, dad, two children, and pet). Students who fall in the margin of low-income and single parent families (African American, Hispanic American and Native American) are neglected and tend to fall behind in reading.

Checking has two purposes: (a) answering the questions might cause the students to elaborate on the material they have learned and augment connections to other learning in their long-term memory, and (b) alerting the teacher to when parts of the material need to be retaught. In contrast, the less effective teachers simply asked, “Are there any questions?” and, if there were no questions, they assumed the students had learned the material and proceeded to pass out worksheets for students to complete on their own. Guided practice after teaching small amounts of new material, and checking for student understanding, can help limit the development of

The neighborhood I grew up in, my experiences in school, and my family background has shaped my view and deeds on equity, inclusion, and diversity to its own extent. I grew up in a normal middle class neighborhood, with the majority of the population being boys. Also in my neighborhood I had my two male cousins along with my male brother. As you may guess, I hung out with a lot of boys while I was younger, however that didn’t necessarily make me a tomboy. I could hang out with the guys, which influenced me to the fact that I’m just as good as them and we are on the same level. On the other hand, my room was filled with pink items and I loved to play with dolls. At an early age, they try to diversify the differences between little boys and little

Students learn both inside and outside the classroom and the University of North Carolina has students that come from all over the world to form a diverse pool of students. How I would add to that diversity for other students to learn is with my culture, background and experiences. Of all the people in this world, there is only one Jae Yoo.

Mrs. Warren is an experienced 9th grade English teacher at Littleton High School. Her class consists of 8 students, 2 boys and 6 girls, who are all very diverse. These students’ names are: Jose, Tyrone, Angela, Bettie Ann, Sara, Rhea, Katie and Maria. Many students in the 9th grade are about 14 years old like Tyrone, Bettie Ann, Sara, Katie, and Maria. Jose and Angela are repeating the 9th grade while Rhea was retained in the 8th grade making them at least one year older than their peers. Ethnically speaking these 8 students stem from 3 different backgrounds, 2 Hispanics, 2 African Americans, and 4 Caucasians. Since Jose and Maria are Hispanic, Spanish is the primary language of their household. Jose is fluent in Spanish and

Using Assessment in Instruction – During the lesson, Miss Nitzkin was able to grasp students’ understanding by randomly selecting students to share their thoughts, written work, participation in discussions, etc. Tomorrow, students will complete the rest of the packet for further assessment of

The first component in assessing student learning is thinking about the instrument that will be used to gather evidence and make sense of what students have learned and understand about their learning progress. Assessment instruments vary in form and include essays to synthesize knowledge, presentations, test worksheets etc., but any assessments must be aligned to measure learning targets and state standards at the appropriate levels of understanding. In many cases, as seen in Figure 1, teachers make sense of the evidence they collect from assessments by making tables and graphs that represent the quantitative measure of student knowledge before and after instruction. These forms of analysis serve teachers

Is there a correlation between test scores and methods of teaching for students based on gender, race, or economics?

To ensure that all students succeed, constantly checking for understanding is important for knowing that students understand the material. During work sessions, students are met with individually to see their progress. I keep mental notes of the students who may be struggling, and put in effort to meet with them more often. To check for understanding, I ask open-ened questions that require the students to recall and repeat the information learned. The worksheets allow students to demonstrate their knowledge and feedback is written on each student’s worksheet. Feedback is both positive and constructive, so that students know what they did correctly, and what they can improve on.

Teaching students whose first language is not English is often a challenging task. This essay will focus on a few effective teaching and learning strategies for teaching business studies to second-language learners (ESL learners) in the context of the mainstream classroom.

Students will be assessed by a teacher centered informal questioning period prior to each day’s lesson to observe their grasp of the content materials of the prior lesson. Teacher will also use journal entries and exit slips as formative assessments as well.

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.