Lengend
Red=DIsagree
Green= Truth/Agree
Tool
Yellow= Still thinking about
Dotrines/Principlesc
Culture and Diversity
Applications
We need to have variety and consistency in our classrooms in order to embrace diversity and success.
We need to give students chances to find success on a small level, so that they can feel it and want to achieve it on a bigger level.
EX: sending notes home saying they did a good job.
Cultural Ecological Theory:
1. Show successful examples from minority groups EX: have students research inventions from minorities.
Complicated Identity:
1. Talk to them!
Resistance Theory:
1. Talk to them to see what's up
2. Don't judge!
3. Apply and relate things to them
Deficit Theory:
1. Guilty by association- SPEAK UP
2. Teach successful examples of minorities. EX: rich korean
3. Go higher on the power chain, ask admin. for seminars on diversity
4. Show them blue eyes video
5. Advocate for those children being accused.
What is the role of learning and teaching in the home?
That they do not have to be at odds, students can feel comfortable at school just as much as they do at home. There are know sacrifices that a child has to make in order for one place to be better then the other
Economic/Social reproduction- reproduce the students parents outcomes. You can only achieve s much as your parents.
Cultural Incompatibilities- Home school life are different= clash
As a teacher I want to allow the students to feel like they don't have to be different at school.
Cultural Ecological theories- immigrant status or how ethnic group became part of mainstream culture affect how people see you.
EX: Native Americans lowest on scale because they were conquered and colonized.
Upon what foundation are U.S public schools built?
Pedagogy of Poverty
Cultural Incompatibilities theory
Resistance theory
Caring theory
Complicated identities theory
OSF's
Cultural Ecological Theory
Deficit Theory
Poverty cause academic failure
The sobering realitiy is that when it comes to both color and class, U.S. schools tend to conform much more to the contours of the American society than they transform it. And this appears to be a lesson that we are not wanting to learn."- Ray Rist
Retention= dis-empowerment
Watering down curriculum/ lowering expectation
Profiling: Only paying attention to what can be seen at first glance.
Self Fulfilling Prophecy: What we think/say to our students DOES have an effect on them.
Ignoring the Achievement Gap or even adding to it The fact that we aren't a "5 Race Box" country
Teaching Mono Culturally
Racism, segregation, and inequality
What is worth teaching?
Englsih, but not in exchange for the students native language
Students can go from Remedial to gifted
Strong teacher-student relationships
1/28/19 Deficit Theory:
Children are stupid and lazy, its the parents fault, and their the inferior culture
1/16/19
Games and food that come from different cultures As teachers, adapt our approaches based on different cultures. Ex: Ukraine students don't mind being yelled at. American students see it as a negative thing. Asian kids don't talk due to respect.
Love and believing in them
1/7/19
Acceptance
What is the role of school in society?
Allowing students to still maintain their culture and who they are without having to sacrifice anything (language)
In some parents minds, to take care of everything and to ALWAYS have their child's best interests in mind.
Bilingual Teaching
Teaching and finding literacy in native language before learning English or other mainstream language.
Instead of being a place where parents don't feel welcome, being a place that every parent knows they have a place and a voice.
To tell them what their potential is based off of their immigrant status
To treat them like a bank
Giving them the structure they need to become better adults. Educare
Demanding the children learn to better themselves.
Focusing on the Achievment Gap
Not to be discrimatory
MCE Definition
Seven Basic Characteristics of MCE
1. Antiracist education
2. basic education
3. important for all students
4. pervasive
5. education for socal justice
6. a process
7. critical pedegogy
Different levels of MCE:
Monocultural- defines education as the 3 R's and the "canon
- cultural literacy is understood w/in monocultural framework
- all important knowledge is primarily Euro. American
- No attention is paid to student diversity
- students'teacher start to question status quo
Tolerant:
- capacity to bear something, even if it's unpleasant
- endure differences, not embrace
- view cultural/lingual differences as burden
- Education is domesticating. Reality = static, finished and flat
Accepting:
- recognize significance
- transitional biLing. programs, multi. Cult. fairs/cookbooks
- student's experiences, culture and language give a source of learning
Respectful:
- "admire and hold in high esteem"
- Diversity used as a basis for education that is offered
- Frequent/positive interactions with parents
- additive multi culture= goal
student's/teachers use critical pedagogy for education.
- see/understand different perspectives
Affirming, Solidarity, Critique:
- student's work through differences
- student's= valid vehicles for learning
- conflict = accepted as inescapable part of learning
- reflect on/challenge diversity
- transcend our own cultural experience through reflection/critique
- two way BiLing. programs
- curriculum = wide variety of content and perspectives
- decision making & social action skills are basis of curriculum.
a process, alway's changing
Static program in place; packaged program.
Goals of MCE:
- Tackling inequality and promoting access to an equal education
- Raising the achievement of all students and providing them with an equitable and high quality education
-Providing students with an apprenticeship in the opportunity to become critical and productive members of a democratic society.
It is a process of comprehensive school reform and basic education for all students
- It challenges and rejects racism and other forms of discrimination in school and society and accepts and affirms the pluralism that students, their communities, and teachers reflect.
- It permeates the schools' curriculum and instructional strategies, as well as the interaction among teachers, students, and families and the very way schools conceptualize the nature of teaching and learning.
5 Levels of MCE:
Mono cultural- Racism is unacknowledged. Policies and practices that support discrimination are left in place. These include low expectations and refusal to students' natural resources (such as language and culture) in instruction. Only a sanitized and "safe" curriculum in place.
Tolerance- Policies that challenge racism and discrimination are initiated. No overt signs of discrimination are acceptable. (e.g., name calling, graffiti, blatantly racists and textbooks or curriculum.) English as a second language (ESL) programs are in place for students who speak other languages.
Acceptance- Policies and practices that acknowledge differences are in place. Textbooks reflect some diversity. Transitional bilingual programs are available. Curriculum in more inclusive and perspective of a broader range of people.
Respect- Policies and practices that respect diversity are more prevalent, including maintenance and bilingual education. Ability grouping is not permitted. Curriculum is more explicitly anti racist and honest. It is "safe" to talk about racism and sexism and other examples of discrimination.
Affirmation, Solidarity and Critique- policies and practices that affirm diversity are developed. There are high expectations for all students; students' language and culture are are used in instruction and curriculum. Two way bilingual programs are in place wherever possible. Everyone takes responsibility for challenging racism and discrimination.
5 F's of MCE
Fun
FOOD
Fiesta
Focus on safe hereos
Focus on Individual differences
1/9/19 Teaching with CARE (Support/extend, greet, relate topics, hobbies, remember, interest, individual). MCE is also making an equal playing field. "We're not a melting pot." 5 F's: Food, fun, fiesta, Focus on heros( non controversial), Focus on individual differences. MCE: Students perspective- I have different classmates I can grow/learn from. Teachers perspective-I'm teaching in a way that can reach all students despite cultural differences. Culturally Relevant teacher: being ware of cultures other than my own
1/7/19 Teaching all cultures instead of just one. Addressing ALL cultures. Addresses ALL learning levels. Diversity= differences.
Update 1/14/19 DON't TEACH MONO CULTURALLY
Doctrines/Principles
2/4/19
- Academic Repentance all about becoming better= Atonement
1/23/19
Doctrine: We are children of God
Principle; There are no inferior languages or cultures. (Achievement gaps are not created due to inferior languages or cultures)
1/14/19
Doctrine: Plan of Salvation
Principles: Learning, Light, Work/learn together, love, guidance, educational in all ways, humble.
Fav: Learning together because we are all different, we will all have something to learn from and to teach from. I'd teach that with weekly spotlights
1/7/19
Doctrine: Child of God
Principle: Diversity
How to be a culturally relevant Teacher?
Get rid of the hyphen (African-American
Definition of American? EVERYONE
No giving up a culture, only adding
Not being afraid of failing a student because I don't speak their native language
Looking at a child as a valuable linguistic resource, meaning i can learn about their language just as they learn about mine.
"Rather than thinking children are culturally deprived... school's could be culturally depriving."
1. Deprive people of native language
2. monocultural= my way or the highway
3. define success in a narrow way= grades
Don't add hurdles to students that will make them seek negative alternatives to school. (Gangs, violence, drugs)
Using fun activities to help teach English to non English speakers EX: jump roping sayings/games
Offering books in both Spanish/English so students can choose what they re more comfortable in.
How Can I restructure school: a - I can allow mores
- Give high expectations for my students
- Physical structure: how schools work
* Fences keep parents out; instead have greeter or welcome signs. For sign up sheets, just ask
- We need to help clarify our students interests/wants
- talk about college and being successful
- Leader/follower roles
- Buffet of experiences to find talents
- Restructure disciplinary policies so it focuses on positives
- Be an example
- Fight for my students, even if it means going higher in the education ladder.
- Always see their potential, even if they don't
2/04/19
- World events, don't just focus on "my" country
- Multiple examples from different cultures
- classroom influenced by culture: decorations
Inclusive Classroom Concepts:
- COMMUNITY: Teach MY classroom culture, what I create Ex: class garden
- ORGANIZATION: Everyone has a job, everyone can be a leader/follower, can comment as they will. Ex: groups made up of fast readers and slow readers NO SEPARATION
- VALUES: Can teach the gospel values: divine nature, individual worth, knowledge, accountability etc
-FAIR EVALUATION: (In a fair matter): academic repentance, only compared to themselves. EX: Variety of options for one assignment (write paper, powerpoint, art option etc.)
- RULES: fair and make sense. EX: CTR
If classroom isn't successful, one or all of these is missing
1/28/19 As a teacher I will need to adapt to be more culturally relevant. I will need to put in the effort and go the extra mile.
Brother Duques son in India has to adapt culturally, learning the language otherwise he can't become the best missionary he can be.
1/28/19 Not being the typcal classroom teacher aka White, women and middle class. DON"T USE THE LENSES I"M USED TO! SEE CULTURES AND DIVERSITY!
NO JUDGING AT ALL! We HELP not JUDGE our students!
Limited role of teachers:
Assistance is key #Vygosky
Ex: I can have games and food and music from around the world.
How do I view and magnify those I teach?
If a child has a different native language, i should be viewing them as nothing but awesome, because they know more languages than I do, which means they're smarter.
Quit trying to make fish climb trees
Our students SEE THE IMPORTANCE OF SCHOOL it is just sometimes that their are too big of hurdles in their way.
2/20/19
Succeed early then they will like school then they will stay in school and then they will succeed in school.
What will i need to do to meet the needs of all children especially those that are different from me?
- Don't judge appearence
- As a teacher provide: decent education, productive jobs, and positive channels for interaction
- Respect the fact that some parents will be busy= work around THEIRschedule
- Work with students to make rules
- Make our lessons more personal
- Get students involved EX: play
- Go off the book, teach interesting things
- DON"T JUDGE
- No stereotypes "just because I'm in a gang, doesn't mean I can't make myself better."
HOW TO HELP MY STUDENTS BE MORE SUCCESSFUL
- MCE with all cultures
- Class projects like plays or gardens
- Talk about my students interests/hobbies
- Have FUN activities
- Find my students interests
- Allow students and staff to work together
- Dresscode = don't judge
- More recess/ breaks = success
Magnify to SUCCEED:
- Not reminding students of the stereotypes they face, and definitely not supporting those stereotypes as their teacher
- Perceptions: seeing ll students as equal, with endless potential
- Circumstances: Providing food, or book or support- whatever my student needs.
- Fix the lack of basic needs
1/14/19 Inclusive Classroom: Sense of community, organic classroom so all students have a chance to be leader/follower, teach values (love, humility, hard work), fair evaluation, rules that make sense.
Without stereotypes
Sister Jean B. Bingham says, "We want to use the light of the gospel to see others as the Savior does-with compassion, hope and charity." We must accept and love all types. Differences and equality can and do coexist.
Sister Chieko Okazaki says, "The basket and the bottle are different continers," then later, "Is the bottle right and the basket wrong? No, they are both containers appropriate to the culture."
Teaching Differently
Successful Biligual Program=
- Students can achieve academically while they learn rigorous content through native language
- Students can learn English and maintain native language
My students will have learning PREFERENCES, not style
Learning style is too exclusive
Communication preferences
SIOP (Sheltered Instruction Observation Protocol
1. Preparation: Post content/language outcomes, adapt content materials, use supplementary materials, meaningful activities that allow for language practice
2. Building Background: link to personal lives, link to past learning, key techniques
3. Comprehensive Input: Appropriate speech, clear task explanation, comprehensible input techniques
4. Strategies: learning strategies, scaffolding techniques, higher-order thinking questions
5. Interaction: Frequent Interaction, supportive grouping patterns, native language use
6. Practice/Application: hands on materials, language and content applications
7. Lesson Delivery: supporting content objectives, supporting language objectives
8. Review and Assessment: Feedback to students, Concept and Vocabulary review, assessing student learning.
SIOP Applications
Preparation
1. Plan for group activities
2. Think of questions
3. Write standards/objectives
4. language content objectives
Background
1. Pre assessment
2. Target vocab words
3. Interest activities
4. label contents
5. Vocab
Comprehensible Input
1. Explain task's thoroughly
2. Target vocab words
3. visuals/models
4. Middle language
5. Kinesthetic language
Strategies
1. Have scaffolding in place
2. Reflection time
3. Think. Pair. share
4. Small groups
5. P squared- read textbook
6. Look at textbook summary questions first
Interaction
1. Heads together, bums up
2. Bringing parents in to teach
3. teach one another activities
4. seating grouping
Practice/Application
1. Allow time to reflect
2. Concept map
3. Goal setting
Lesson Application
1. Record lessons
2. Confidence
3. Fun
4. Learning style preferences
5. Tucker 5
Tomlinson's 4
1. Differentiate by content
EX: teach a variety
2. Differentiate by learning environment
EX: Go outside, have options to sit or stand
3. Differentiate by product
EX: how show they've learned
4. Differentiate by learning process
EX: Show videos, audio, articles
Tucker 5
1. Increase development of a lesson
EX: Give worksheet, follow along, then discuss
2. Increase visual
EX: posters
3. Increase kinesthetic
EX: playing blocks, or fake money
4. Increase oral communication between subjects
EX: group discussion
5. Increase the monitoring of the lesson
EX: move around and give feedback
What is my work as learner and teacher?
As a teacher who only knows English, I can learn A LOT from my students who speak other languages. Just as I get excited when I learn a new Korean word from my husband, I can be equally excited when I learn new things in my students languages.
To make sure all are loved and to make sure no one feels like I'm favoriting them/not favoriting them. MY STUDENTS ARE ALL EQUAL
1/28/19
We need to give assignments in the forms that ur students like them, but we also need to challenge them by pushing them outside of their boxes
1/28/19 Limited Role of Teacher
Our classes should be about the students, we are there to help them reach their potential.
TEACHERS ARE THE MIDDLE MAN We are there to help facilitate whatever the student needs: resources, support, love, different forms of an assignment so that everyone has an equal chance of succeeding, different environments, academic repentance and fixing help, high expectations.
How do I learn?
Through my students. Children have a different and unique perspective compared to mine, meaning I have a lot to learn from them.
I also learn through my failures, because no one is perfect.
I know for me, I need a variety of way to learn. I like hands on projects, but then I also like lectures. I like group activities/projects, but I also need a chance to shine on my own. I think it's important to keep this in mind as I become a teacher that not all my students will learn in the same way. I need to offer different methods so everyone can achieve and be pushed out of their boxes.
Through my mistakes. We are not perfect, we will mess up. But, the difference in learning, is whether you decide to change your actions, or keep repeating them.
Through my students, we are ALL different. Therefore, we all have something to teach.
Through tools like videos, lectures, and discussion
Who am I and what motivates me?
My immediate love for all children. I grew up in a house where I was loved and knew my parents were always in my corner, cheering me on. I want to be that for everyone of my students: someone in their corner, cheering them on.
I cannot stand the idea of someone feeling left out. This includes my friends, my family and even random strangers. I want everyone to feel loved and included.
1/28/19 IMMIGRANTS AND THEIR GRASP ON THEIR CULTURE! Immigrants are always seen with this negative connotation because they are different, they don't "conform" when really it is us US born citizens who have conformed to the "American Culture"
1/14/19
From "A Brief History of Multicultural Education". I think it's important to point out where they say that it was K-12 teachers that turned into scholars. I think this shows that anyone can become a MCE teacher, as long as they put in effort.
Master Teacher
Never give up, encourage them, see best in them
Meet with the parent's of our student's to better form a relationship, understand what student is being taught at home
The spirit will guide you to whatever is most importnt
Teaching like the Savior:
-love others, know them personally
-know others potential, never give up on them
-seek Heavenly Fathers guidance daily
-scriptures
-share real life experiences
-Ask questions, give oppurtunities to ask their own questions and to share insights
- Invite others to testify
- He trusted them, service
-Invited them to act in faith
-He was an example and mentor
Matthew 6:26
Nevertheless, ye shall go forth from house to house, teaching the people; and I will go before you.
I liked this scripture because it reminded me of when Brother Duque was doing his research and he went into the homes of the Russian families. I think that it's extremley important to have relationships with not only our students but with their families as well. Christ was friends with everyone, no matter who they were.
Matthew 28:20 Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen.
I love the sense of constant companionship. Obviously we all know that the Savior will always be there for us, on our side. Can our students say that about us? Their teachers? I think that teachers have the power to really become a constant in their students lives, being able to affect them positively.
In the Guide to the Scriptures:
To give knowledge to others, especially about gospel truths, and guide them to righteousness. Those who teach the gospel should be directed by the Spirit. All parents are teachers within their own families. Saints should seek and be willing to accept instructions from the Lord and His leaders." I love this because just because we are in a school setting doesn't mean we can't teach our students gospel principles. We can teach them their importance, we can teach good values, we can teach service. The list goes on and on. We ourselves can teach with the spirit so that what we teach will be able to stick with our students.
2/04/19
- Good teacher: Activley involved, human differences explained, redoing/repolishing work, reflecting on students lives
We truly need to see our students as the Savior see's children. Think of any picture of the Savior with children: He is smiling, embracing them, letting them sit all over him. The children are all of different sizes and colors and shapes, yet He never favors any of them. He only ever loves them.
Vocabulary Part 2
SEI: Structured English Immersion
student's stay in class until they are fluent, then are mainstreamed.
Bilingual Education: at some point students learn 2 languages (teachers are trained to do this)
Transitional: 3 years, English then mainstreamed, replacing native language
Develop./Maintenance: native language taught too. #embraced
Two Way: ESL teach English speakers and vice versa, student in as long as needed. Most expensive
Sink or swim- the idea that we throw a child into learning language with very little help and they are left to either succeed or fail.
SEI- in this model, students are usually placed in a separate classroom where they learn all their content in English until they are proficient enough to be "mainstreamed" to a regular classroom
Transitional bilingual education- students receive content area instruction in their native language while learning English as a second language. As soon as they deemed ready to benefit from the monolingual English language curriculum, they are "exited" or "mainstreamed" out of the program.
Two-way bilingual education- an approach that integrates students whose native language is English with students for whom English is a second language.
Developmental or maintenance bilingual education- As in transitional approach, students receive content area instruction in their native language while learning English s a second language. The difference is that the primary objective of this approach is to develop students' fluency in both languages, or bi-literacy, by using both for instruction. Thus, there is usually no time limit for students being in the program.
Comprehensible Input- cues that are contextualized in their instruction.
Bilingual:
a child speaks 2 languages
Additive: Adding a language to a child
Subtractive: a language is taken away and replaced by one that is deemed "better"
Aditive: Gold= spanish and english Platinum= mandarin/spanish/english
Gardner's 5 Minds
Discipline- Specific lens to get things done
Synthesis- combine things in a way that makes sense
Creative- not stuck in tradition
Respect- Work w/ others
Ethics- professionalism
Culture:
Consists of the values, traditions, worldview, and social and political relationships created, shared and transformed by a group of people bound together by a common history, geographic location, language, social class, religion, or other shared identity.
Symbolic Violence- the tacit almost unconscious modes of cultural/social domination occurring within the every day social habits maintained over conscious subjects. included are actions that have discriminatory or injurious meaning or implications, such as gender dominance and racism.
Cultural Capital:
What a student brings to school depends on fail or success. EX: Health, supplies, appearance
RACE: only one, the human race. White/Black/Asian/Latino are all subcategories
Vocabulary
Pedogogy of Poverty: Passive
Banking education:
- assuming students come to school w/ nothing in heads. My job as teacher to fill it and occasionally make a withdrawal.
Nieto's Theory:
- No real answer why/why not a student succeeds in school while others don't
- School achievement combo of: personal, cultural, familial, political, relational and societal issues = societal context
Complicating Theories of Identity:
- "Acting white" or "acting black" or "acting Spanish"
- 3 forces integrated into students identities as the above:
1. Race 2. Class 3. Gender
- "Educators cannot disregard the value of different groups cultural repertoires"
- "Academic identity is an understanding of self w/ in the context of schools"
EX: part time job clashes with school
Cultural Ecological Theory:
- "Look not only at a groups cultural background but also at its situation in the host society and its perceptions of opportunity available in the society."
- voluntary immigrant: Came here of own free will
- Involuntary immigrant: those who were conquered or colonized
- "The burden of being white"= involuntary, don't want to be ostracized
- CET= help explain differences in school experiences of students of various backgrounds
In one line: perception of their opportunities/ how society views your culture EX: Native American, most teen pregs, alcoholism ect because they're pissed about being colonized and conquered
Resistance/ School to Prison Pipeline
-Attempting to explain the complex relationship between disempowerment communities and their schools
EX: Failure to do HW to violence or misbehavior
- students do bad B/C of labels WE PUT ON THEM
- Schools harsh punishments= school to Prison Pipeline
why act out? Because they don't want to be "too white"
How to fix: Relate school to them
Out Of School Factors:
Narrow achievment Gap by:
1. Promoting school improvment efforts that raise the quality of instruction
2. Giving more attention to out of school hours by implementing early childhood, afterschool and summer programs
3. Implementing politics that would provide appropriate health services and stable housing and narrow the growing income inequalities in our society
Six OSF's:
- Low birthweight and non genetic prenatal influences on children
- Inadequate medical/dental/vision care
- Food Insecurity
- Enviromental Pollutants (Lead in water)
- Family relations and stress
- Neighborhood Characteristics
Cultural Incompatibility:
- School and home cultures are at odds because too different= cultural clash
How to fix: POTLUCK
EX: Child Doesn't speak English
Assume child missing language
OR
Recognize child as understanding language, even if it's not the majority
Eco/Soc. Reproduction
Schools produce status quo #HighSchoolMusical
Deficit Perspectives:
Assumptions resluted in blaming students failure to achieve on their so called deficits
In one line: Blame on things student's can't control
Caring:
"Teachers showed they cared through close and affirming relationships w/ their students, high expectations for their students capabilities, and respect for students families
1. Provide scaffolding
2. Kind through actions
3. Always available
4. Wellbeing in/outside of class
5. Affective academic support in classroom
In one line: Caring= sense of belonging
Socio-political context of school:
The interplay of societal and school structures and contexts and how they influence learning & teaching
Socio-cultural context of school: the interplay of culture and school culture and how culture influences learning and teaching
Curriculum: What we teach
Pedagogy: Teaching techniques
Tracking: the placement of students for instruction with other students of equal or matched ability
Racism: a system of privilege and penalty based on one's race
Discrimination: denotes negative or destructive behaviors that can result in denying some groups life's necessities as well as the privileges, rights, and opportunities enjoyed by other groups
Prejudice: the attitudes and beliefs of individuals about entire groups of people. These attitudes and beliefs are generally, but not always, negative. NOTE: Attitudes alone, however, are not as harmful as the behaviors, policies, and practices that result from such attitudes.
Discrimination= power
Discrimination benefits someone
" No Monopoly on prejudices"
- Anyone can have them
types of discrimination:
- Sexism
- Racism
- Anti Semetism
- Classism
- Adeism
- Enthnocentrism
- Heteroism
- Anti Arab
- Ableism
- Linguism
Self Fulfilling Prophecy: Are students see or hear what we expect of them, and as a result, they do it.
Stereotype threat: Devaluation that occurs due to teacher's attitudes towards a child and child acts to fulfill the stereotype.
ex- girls aren't as good at math as boys are
Disciplinary Action:
Discipline see's race
Ex: Black kid suspended for 10 days because he wears a culturally relevant (and appropriate) outfit, while a white kid receives no punishment for an inappropriate outfit.
Retention:
Holding a student back due to their poor test scores.
Side effects: Harms ego/social
Solution: Summer school or tutoring
Self Fulfilling Prophecy:
A student is told they won't do well, and because so, they don't
Out of School Factors (OSF): Not deficit theories but real reasons that students can't control that negatively affect them. Ex: Hunger, poverty, support @ home Institutional Discrimination: Based on institution. Ex: G/B bathroom, girls don't have enough toilets. OR preferring a lawyer that graduated form Harvard vs. BYU
1/16/19
Achievement Gaps: the circumstances in which some students, primarily those from racially, culturally, and linguistically marginalized and low income families, achieve less than other students.
How To Beat Them High Expectations (REsources provided)
Academic repentance & fix studey help
Group work and discussions
Different forms of the same assignment/ differentiated instructions
Diff. Enviroments
U.D.L
what causes Achievment gaps?
Racism
Discrimination
Prejudice
Institutional discrimination
Institutional Discrimination:
Ex: a realtor shows you a house in a black community when you are black
Mainly include Black and Whites, American Indians and Latinos
1/14/19 Sociopolitical and Sociocultural: belief system, ideologies, our economy, our neighborhoods, our background, families, upbringing
Achievement Gap: circumstances in which some students (mainly those from racially, culturally, and linguistically marginalized and low income families) achieve less than other students. Mainly focuses on Black/White students.
Deficit Theories: Blame failure on child, or family or communities. EX: Podcast about Native American boy who left reservation to find more or things like language "Oh it's not their fault, they don't speak the language".
Inclusive Classroom: Sense of community, organic classroom so all students have a chance to be leader/follower, teach values (love, humility, hard work), fair evaluation, rules that make sense.
1/7/19 MCE: Multi Cultural Education. Mono Cultural: one culture Educare: Teaching everything to child/how to be best adult. Educere: Teaching knowledge (textbook) Academic Education: Things from a textbook Diverse: Different Equal Education:Means teaching same thing to everyone Educational Equity: Teach them what they need/remove barriers
