Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Understanding Human Differences
Transcript of Understanding Human Differences
Unit 1: Teacher - What do I bring to the learning experience?
Unit 2: Learner - What is human development?
The Model Minority Stereotype
What is the "Model Minority"?
Asian students are subjected to high standards and harmful biases that force them into high-achieving categories, damaging self-esteem, self-concept, and shaming those who do not meet the standard (Lee, 2009).
Unit 3: Perceptions and Reactions to Learner Differences
“Good teaching transcends the particular grade or subject and even the need for lesson with specific purposes.” (Haberman, 1991)
Unit 4: Building Positive Learning Environments
Garcia and Ortiz (1988)
Unit 5: Learning and Application
There are strategies that educators can use to promote inclusive practice. Inclusive practice is contingent upon the inclusion of various types of strategies that educators can use to differentiate learning. Differentiated instruction is a way to promote learning and to ensure that students are engaged and are receiving instruction that meets their individual learning needs.
-There is a disproportionate amount of language minority students in special education due to differences in learning styles and achievement difficulties being left unaddressed.
-Culturally responsive differentiated instruction and its usage to narrow the gap between pedagogical practices for all lessons, to build relationships and promote an inclusive learning environment.
- Queer pedagogy to create copious thinking and social inclusion for students with gender differences.
An overwhelming number of minorities in special education placements and the increasing issues that they face such as ambiguities and overlapping among their placements.
In order to reform the pedagogy of poverty Haberman looks outside of the box of the previous constructs and tries to appeal to the students in a way that the previous pedagogy of control had not before. Instead Haberman now gives ideas how to integrate the students into the lessons, by allowing their ideas, emotions and opinions to be apart of the learning process.
Haberman lists different techniques that allow for teachers to better integrate their students into their lesson plans, thus making for a more conducive learning environment.
~Whenever students are involved with issues that they regard as vital concerns, good teaching is going on.
This unit focuses on providing a different reasoning for why it is beneficial to transform the classroom into a community in which our students are working together to building the community throughout the academic year.
“The feeling of belonging has been seen as crucial for providing children with the stability and security that are essential for optimal social and emotional development” (Solomon et. al, 1997). It is extremely important for students to feel valued in their classroom; what they bring to classroom is important and necessary to build a functioning classroom community.
Students want to feel cared for by their teachers. Often times, their teacher is the only positive role model they have in their lives. Camargian (2010) says, “to establish a classroom community with a sense of family, teachers structure their classroom in a manner that mirrored family and community practices, beliefs, and values.” As teachers, we need to learn about our students’ backgrounds and use them as funds of knowledge in our lesson planning. We all have something to bring to the classroom, but it is up the teacher to utilize what students bring and convey its value.
Thorn Among Roses
Young, active, and excited young boys are often told to sit straight, listen quietly, and learn in ways different from their natural way of learning. Kindlon and Thompson (2002), encourage teachers to incorporate kinesthetic activities to provide all students with an opportunity to experience and learn curricular content in they most boys learn naturally.
Looking for Ideas?
SDG 4: Alison Cohen, Deicy Gonzalez, Dharini Kumarasiri, Neva Galvez, and Sharan Kaur