Human Differences

Lessons might be organized in such a way where students have the chance to share among one another in pairs. This promotes equity participation and allows students without a voice to be heard; especially when presentations on discussions follow shortly after.

Include readings and lessons that are meaningful to learners so that it might reflect cultural ideologies that the student is familiar with and can relate to in order to make learning more meaningful

• Identity
• Racial
• Ethnic
• Gender
• Learner

Identity is challenged as they learn that things like studying hard, creativity and giving back to their communities are important and valued in society

Masculinity is challenged as boys don't feel traditional notions of "strength" are the end all reason as to why a boy is "manly"

Educators can be responsible for constructing a new definition of masculinity by teaching boys to become responsible and goal oriented people

Influenced by their peers as they learn to build their character

Key Takeaways (Teachers must avoid the pitfall of associating a stereotype with the ability of the learner)

Students' individual potentials need to be addressed in light of their learning needs

Superimposing a "model-minority" identity robs students from one of the most imperative features of the classroom, namely, the freedom to carry in their unique cultural backgrounds

Minority students who are not of Asian descent are at an immediate disadvantage, since ethnicity is immediately coorelated with capability

Special focus on the details of various cultures and people groups promotes interest among students (e.g. some students express high interest in the Native American inventions and ideas)

Differences among humans make for incorporation of visual and audio sources (such as those which report the experiences of different people groups), and appeal to learners of various types

Students can be taught that everyone is equal on the principle of uniqueness; therefore even our differences paradoxically shed light on our similarities. This ideology will encourage students to identify with one another on deeper levels and welcome their peers into academic and social groups.

Consider different cultures and backgrounds and include instruction that is relevant to the students. Include strategies that focus on differences, but on the details of a culture that would promote growth and understanding

Instruction that is rooted at harboring the differences of a classroom and using it to promote student growth

Assign an "icebreaker" activity in which students introduce their family history in the form of an essay or presentation

Student scavenger hunt where students must find information about other classmates that pertains to their cultural background

Often times there are topics that are avoided in the classroom. Such topics are widely considered the "elephant in the room" or a societal faux pas. Teacher's have the opportunity to reframe these topics as a means to empower students and promote equality in and out of the classroom. For example, in ILearnAmerica, a documentary about an international school located in NY, two homosexual staff members present students with an opportunity to ask questions on the topic of homosexuality. Consequently, students were able to see that the "elephant in the room" wasn't as big and awkward as it once seemed. Furthermore, when a teacher shows vulnerability and opens discussions on human differences, students are able to follow suit and make connections that surpass such differences. This humanizing approach to education fosters students' social and emotional maturity, thus establishing a more equitable learning environment. Not to mention, teachers and students develop mutual respect when teachers take the time to explicitly discuss human differences.

Brings to light the difficult and emotionally painful topics that students are prone to ignoring

Motivation among students is a major contributor to high learner outcomes; this may be fostered through engaging content as well as intelligently-selected groups

Peace among students is a prerequisite for ideal learner outcomes; conflict can hinder the achieving of a learning objective

Knowing students on a personal level primes opportunities for engagement and scaffolding lessons that directly draw on their social backgrounds to reach intended learning outcomes

Humor is an effective tool that can be used to defuse hostile situations; it can also be used to engage students with content and promote their interest in the material

How might we meet our student of focus's learning needs in light of their disability?

My student is hypersensitive to emotional stimuli and hyposensitive to educational stimuli: channeling her passions into her work and giving her the opportunity to draw on her funds of knowledge to complete writing and reading assignments will dramtically improve her engagement in the material

My student has difficulties emotionally which gives him the inability to learn within a general education classroom.He is unable to maintain or build relationships with peers or teachers.His ability to control his emotions to pay attention in the classroom has caused him to be placed into a smaller classroom.This learning environment has been beneficial and has been taking small steps towards a positive environment.

How can we be adequately prepared to address a wide range of student needs (language, ability, culture, gender, socio-economic, learning) and differences?

Search for student interest and plan activities that make connections with student interest. Also, contrive classroom procedures that allow students to take risk and make mistakes without punishment or humiliation. Set goals that promotes growth. Lastly, use clear models to teach concepts with academic and simple language.

UNIT 5

Learning and Application: Differentiating Instruction

Pertinent Knowledge on IEP's

DO NOT recommend the student for therapy or any other counseling services: you, as the teacher, can be held financially responsible for the services!!!

People Involved:

School Psychologist

Administrator

Parents

Teacher: Our job is to ensure we leave out what we "think, feel, believe, etc." and instead simply report what we see and observe objectively about the student

IEP's creates an opportunity for teachers, parents,administrators, and others to work together to improve educational results for children with disabilities that can ensure effective teaching and learning for all students.

Steps to Identify IEP's

1.Student is identified as possibly needing special education and/or related services

2.Student is evaluated

3.Eligibility is decided for services

4.Student is found eligible for services

5.IEP meeting is scheduled

6.IEP meeting is held and IEP is written

7.Services are provided

8.Progress is measured and reported to parents

9.IEP is reviewed

10.Student is reevaluated

How can we ensure we construct learning environments that challenge or meet a wide range of student needs?

Reaching the needs of all learners begins with a balanced curriculum. This will allow for all students to have instruction in all aspects of a well rounded education. In order to challenge or meet students needs teachers should build relationships with the students. Then collaborate with the students to set goals that are meaningful and rigorous at the same time.Sanctioning different perspectives of ideas and events allows for one to be proactive and have respect for all students.

Teaching about human differences in the classroom to promote equality for all students

Of

How characteristics of the social and learning context contribute to high learner outcomes

UNIT 4

What comprises positive learning environments?

Differentiated Instruction Strategies

How teaching about human differences contributes to a positive learning environment

Responding to Learners Needs

Theory of Change

Strategies and Pedagogical Practices

How do we as educators solve the problems in our school?

School Climate Strategies

Teacher Pedagogy (Instructional)

Culturally responsive

How should teachers respond to the wide range of learner needs in their classrooms? (Haberman, Twice Exceptional readings)

Address the multiple learning styles

Provide relevant instruction

Identify the needs of your learners from an educational and social perspective

School Based Student Outcomes

Teacher Pedagogy (Relational)

encouraging a network with peers and colleagues

greater awareness of students well being

Teachers can talk to their students and get to know what they need in order to be successful. Ask them what kind of tasks they like to do and what is interesting to them. Utilizing surveys can also help to get to know our students as people.

Long-term outcomes

Teachers can communicate with each other to build lessons that sretch across multiple disciplines

Discussions

Plan of Action: establishing a community of diversity

How should teachers respond to the wide range of learner needs in their classrooms? (Haberman, Twice Exceptional readings)

Raise awareness for and campaign for marginalized and forgotten people groups

Devote subject matter to specific struggles and hardships of people groups

How might stereotypical teacher or peer perceptions and reactions to student characteristics affect classroom environment and student learning?

UNIT 3

What is human development?

Plan of Action: establishing a community of diversity

Schooling for Resilience: Reconstructing Social Identities

Gender, race,ethnicity, learning abilities, etc. are a few of the differences that need to be considered in order to reach students. While focusing on reaching each individual, it is important to simultaneously attend to the group as a whole. English teachers can provide specific literature that students can identify with, whether that occurs within the themes or the characters. In order to achieve a diverse community, a teacher should encourage students to see beyond stereotypes and get to know people who are different. Traveling is an excellent way for students to understand there is more to diversity than stereotypes.

Unraveling the "Model-Minority" Stereotypes: Listening to Asian American Youth

Gender Differences

There is no such thing as a "positive" stereotype: Steretypes are intrinsically damaging

boy students and girl students: characteristics and development of learners

Asian students who do not fit the model-minority stereotype are severely damaged; they are unable to discuss factors contributing to their underperformance, especially those which are emotional in nature

Girls

Boys

Girls learn names for things earlier, and also learn how to count earlier.

Girls know about college and academic achievement they want to pursue at a younger age.

Girls are quiet and more likely to control their impulses.

Boys have difficulty sitting still, are very active and direct.

Boys struggle with impulse control.

2-4x more boys than girls are diagnosed with ADHD.

Boys are less likely to know if they want to go to college at a young age

UNIT 2

What is human development?

Classroom as a Community

Schooling for Resilience

Ways to build resilience include building positive relationships, developing self-efficacy and self esteem.

Building Relationships

As teachers, we need to be prepared to accept both the obvious and not-so-obvious differences amongst our students.

See the differences between us as strengths in the classroom--student perspectives inform and enrich class content, and empower students as being experts of the material in their own rights.

• Students should be taught that building relationships forms one's sense of self, as well as one's sense of other; healthy relationships should be cultivated through drawing on past experiences and bringing funds of knowledge into the classroom

College (and future) Preparation

• "As a result of their past experience, some students had major challenges in acculturating to a school climate premised on trust and respect" (Fergus, 2014, p. 119)

• Some students are not planning on going to college for various reasons.

Self-Efficacy

• Success is different to everyone.

• Students learn that different teachers act differently, and it may take some time to adapt and feel comfortable in an environment.

• See students for their individual potential.

Promoting a students ability to be successful is important in the way they approach tasks, assignments and goals.

• Teaching kids to navigate the college system and financial aid system; persistence is key.

• Students might be the first to go to college, so it is intimidating and daunting.

• Students should be shown that they have the necessary skills and capabilities of collegiate studies within themselves, and we teachers need to facilitate their motivation

Self Esteem

Students' self esteem needs to be supported through "The essential elements of authentic caring: connection, unconditional love, and a comprehensive apprehending of 'the other'"

Classrooms are a reflection of society, and experiences students have find their way into the classroom

Staying in students' zone of proximal development as well as implementing high expectations and aiding students' ability to reach those expectations builds self esteem

Giving students too much freedom does not provide high expectations and promote self-efficacy.

Teachers must use the different experiences of students as a way to promote student learning

UNIT 1

What do I bring to the

learning experience?

Human Differences

EDUC 519

Culture in School Learning

Multicultural Education and Social Justice

Classroom Ideologies

Helpful

Detrimental

The USA is founded on equality for all, but there is not true equality found due to discrimination.

Deficit-Mindset Ideology

Culturally Relevant Pedagogy

Meritocracy

Empowering Education

Humanizing Pedagogy

"aesthetic" caring for students: concern is first with form and non-personal content and only secondarily, if at al, with students' subjective reality

Student empowerment

Emotional Safety

Colorblindness

Allison Bellows

Bethany Cannon

James Quinn

Brianna Sullivan

Joseph Vallin

Personal Awareness and Reflection

Autoethnography and Identity

Talking About Culture

"Identity is developedd through lived experiences"

-Finnan

Talking abot culture is more important than ever. We should be inclined to learn about others' differences.

"teachers are powerful models for students. Students imitate the discourse they hear in classrooms, and teachers serve as exemplars of behavior" - Camangian

Writing an autoethnography helped me see my identity more clearly situated in the grand scheme of society.

Culture needs to be open and students need to have a chance to identify where they come from in order for the teacher and their peers to better understand them

Religious, political, social, etc. beliefs intertwine to form singular understandings of one's identity

Your identity is not just based on how you perceive yourself, but also how you might view others.

The Classroom as a Community

In accordance with the Pedagogy of Freedom as articulated by Freire, "There is no teaching without learning" (Freire, 1998, p. 29). Writing an autoethnography bolsters this idea; teachers must develop his/her own identity in order to guide students in developing their identities.

Perceptions of Self

Self-efficacy is tied to success or failure

Enduring self: the sense of continuity one has with one's own past--a personal continuity of experience, meaning, and social identity

The self is socially constructed; the classroom needs to be understood as a place in which students' identities are formed in relation to their peers

Self includes a collection of desires and dispositions instead of within a category such as race, gender, disability, but extends beyond those dispositions and is something worthy of respect, emotional safety, and unconditional love

Sense of Belonging

Sense of Accomplishment

Difference should be accepted

Positive Classroom Climate

Greeting students, getting to know them as individuals as well as in a group.

• Good morning at the door to each student
• Students write letter to student teacher introducing themselves and discussing what they like and their goals for the future; talk about advice for their student teacher and their expectations for that person.
• Survey to get to know student: "help me help you"

Implementation of Token Economy so students are rewarded for contributions.

Make tasks accessible to all students so that all have a means of accomplishing them; this can be done through differentiation.

Drawing on students' beliefs and explaining how those make the class better

Sense of Engagement

Simple conversations asking about the student and how they are doing as a person

Using the students' engagements and desires (such as sports) in explanation, lesson, etc.