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Transcript of Diversity
Cultural Diversity in Education
Developing an understanding of students' lives also enables the teacher to increase the relevance of lessons and make examples more meaningful.
Use a variety of instructional strategies and learning activities.
Offering variety provides the students with opportunities to learn in ways that are responsive to their own communication styles, cognitive styles, and aptitudes. In addition, the variety helps them develop and strengthen other approaches to learning.
Appreciate and accommodate the similarities and differences among the students' cultures.
What is Cultural Diversity?
Consider students' cultures and language skills when developing learning objectives and instructional activities.
Facilitate comparable learning opportunities for students with differing characteristics. For example, consider opportunities for students who differ in appearance, race, sex, disability, ethnicity, religion, socioeconomic status, or ability.
Incorporate objectives for affective and personal development.
Provide increased opportunities for high- and low- achievers to boost their self-esteem, develop positive self-attributes, and enhance their strengths and talents. Such opportunities can enhance students' motivation to learn and achieve.
Focus on the ways students
learn and observe students to
identify their task orientations.
Allow time for students to
prepare, provide them with
advance organizers, and announce
how much time will be given
for preparation and when
the task will begin.
Provide frequent feedback.
Feedback at multiple levels is preferred. For example, acknowledging a correct response is a form of brief feedback, while prompting a student who has given an incorrect answer by providing clues or repeating or rephrasing the question is another level.
In considering content, an educator’s primary concern should be that of enabling students to develop an understanding of our collective history—the places in time and space where people’s lives intersect but also the lives of groups of people prior to and after such intersections. Such an approach will allow students to fully understand the roles and contributions of various groups of people to human civilization and culture.
The curriculum should be relevant to the lives of students and should reflect their images as well as their natural experiences.
The content, therefore, should reflect everyday aspects of living and the daily experiences of students.
This will sometimes create a necessity for teachers to select illustrations, create analogies, or relate allegories that will connect new information to the experiences of the students. To do an effective job in this area, teachers will need to develop their knowledge about the sociocultural backgrounds of their students.
Dr. King, for example, should be portrayed as a peacemaker but he should also be portrayed as a warrior, as a family man, and so on. It is also important that historical figures and their accomplishments be shared with students in regard to their historical time period and the social, economic, political, and geographical conditions in existence at that place and time. The dress, eating habits, and other customs of a people can be appreciated when viewed from these perspectives.
It is important to give depth and meaning to information. This is especially true when looking at historical figures. Students should be given an accurate well-rounded view of people
A multicultural curriculum should be focused on the integration of content across disciplines. Students need to understand that all things in life are interconnected, that they use science and math, for example, in many activities in their daily lives. When we teach content as separate entities, many students come to believe that one discipline has nothing to do with any other.
ED435147 1999-11-00 Critical Behaviors and Strategies for Teaching Culturally Diverse Students. ERIC/OSEP Digest E584.
In-text: (Burnette, 1999)
Bibliography: Burnette, J. (1999). Ed435147 1999-11-00 critical behaviors and strategies for teaching culturally diverse students. eric/osep digest e584.
Effectively teaching ALL students does not require wildly different strategies; rather, it requires skillful and intentional use of existing proven practices.
Set high expectations and deliver
The best teachers see intelligence not as something that is innate to, or fixed within, students but as something that can be nurtured or developed.
Intentionally match instructional strategies to learning goals.
It is important to consistently monitor student progress toward learning goals and use appropriate teaching strategies to close the gap between what they know and what they are expected to learn.
Goodwin, B. (2011). Simply better. Alexandria, Va.: ASCD.
Culture is a set of norms that set standards for a society of what is acceptable behavior. In any culture there is a majority and many minorities.
Diversity is nothing more than a difference from the majority.
Cultural diversity, or multiculturalism,
is based on the idea that cultural identities should not be discarded or ignored, but rather maintained and valued. The foundation of this belief is that every culture and race has made a substantial contribution to American history.
Ways to Practice in the classroom:
Diversity Affairs What is Cultural Diversity?. (n.d.). What is cultural Diversity. Retrieved February 6, 2014, from http://fhsu.edu/diversity-affairs/what-is-diversity/