Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CHAPTER 4: LEARNER DIVERSITY

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.1 Learner Diversity Learner Diversity: The Group and individual differences we see in our students. Sources of Learner Diversity: Culture: The knowledge, attitudes, values, and customs that characterize a social group Language:The traditional way of communicating with others Gender: Differences between girls and boys SES:The combination of parents’ level of education, occupation, and the types of jobs they hold Ethnicity:A person’s ancestry and the way individuals identify with the nation from which they or their ancestors came.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.2 Population Statistics What fraction of the population in the United States are members of cultural minorities? About a third What percentage of the school population are members of cultural minorities? About 40 percent Children of color are what percent of the school population in New York, Chicago, Los Angeles, Detroit, and Baltimore? More than 90 percent By 2050 what fraction of our country will be “minority?” More than half

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.3 Our Students’ Heritage In the early 1900’s, from where did most immigrants come? a. Asia b. Central and South America c. The Caribbean d. Europe Europe From where have more recent immigrants come? a. Asia b. Central and South America c. The Caribbean d. Europe About 40 percent come from Central and South America About 25 percent come from Asia About 10 percent come from the Caribbean Less than 15 percent come from Europe

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Resistance Cultures Resistance Culture - Cultures with beliefs, values, and behaviors that reject the values of mainstream culture - In order to maintain their identify the often reject attitudes and behaviors that lead to school success ( doing homework, participating in class). - Teachers must help students understand the “culture of schooling,” while honoring the values of the students’ home cultures. - Minority role models are often important in this process.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.4 Stereotype Threat Responding To Stereotype Threat Stereotype threat: The anxiety experienced by members of a group resulting from concern that their behavior might confirm a stereotype, such as high achieving members of cultural minorities in a domain, such as math Minimizing Stereotype Threat Communicate positive expectations for all students Make individual improvement the theme of your teaching and minimize comparisons between students. Emphasize and model the role that hard work and effort play in achievement

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.5 Conclusions About Culture Conclusions About Culture  People from all cultures learn in fundamentally the same way.  Parents of cultural minorities care deeply about their children and want them to succeed in school  Students may enter our classrooms with different ways of acting and believing  Communicating that all cultures are valued and respected, and celebrating cultural diversity is the most effective way of capitalizing on the varied experiences that our students bring to school.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Group Activity -Describe culture and ethnicity, and explain how they can influence learning. -What is a resistance culture? How can teachers effectively deal with it? -Identify at least one way in which classroom organization can clash with the values of cultural minorities. What can teachers do about this problem?

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.6 Linguistic Diversity Linguistic Diversity Within the next five years, what fraction of the school population will speak a native language other than English? More than half What obstacles exist for ELL students (English Language Learners)?  They are more likely than non-ELL students to be referred for special education services.  They are more likely to drop out of school.  They tend to lag behind in achievement.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Types of Bilingual Programs Type of ProgramAdvantageDisadvantage Maintenance: Students maintain the first language with literacy activities in the first language while learning English Students become literate in two languages Requires teachers trained in first language. Acquisition of English may be slowed. Transitional: Students learn to read in first language, with supplemental instruction in English, followed by enrollment in regular classrooms. Maintains first language. Transition to English is eased by gradual approach. Requires teachers trained in first language. Literacy skills in first language may be lost.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Types of Bilingual Programs Type of ProgramAdvantageDisadvantage ELL Pullout: Pullout programs in which students are provided with supplemental English instruction together with regular instruction Easier to administer because it only requires pullout teachers to have ELL expertise. Segregates students. Students may not be ready for content instruction in English. Sheltered English: Teachers adapt content instruction to meet the learning needs of ELL students.. Easier for students to learn content. Requires an intermediate level of English proficiency. Requires teachers with ELL expertise.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Types of Bilingual Programs Type of ProgramAdvantageDisadvantage Immersion: Places students in classrooms where only English is spoken, with few or any linguistic aids Increased exposure to new language and multiple opportunities to use it. Sink or swim approach may be overwhelming and leave students confused and discouraged..

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Working With Culturally and Linguistically Diverse Students in Your Classroom  Communicate that you respect all cultures and value the contributions that cultural differences make to learning.  Involve all students in learning activities  Use concrete experiences as reference points for language development  Target important vocabulary and provide opportunities for all students to practice language  Frequently comment on how lucky the class is to have people from such varied backgrounds and how much they contribute to the class  Call on all students—minority and non-minority—as equally as possible.  Provide concrete examples that illustrate new vocabulary.  Label common objects around the room, and have students practice putting their understanding into words

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.9 Making Students Feel Welcome in School (slide 1 of 2) Making Students Feel Welcome at School  Stand by the door and greet students as they come in to class. Be sure that students not greeted by name one day are the next.  Make it a point to make personal comments to students, such as complimenting a new hairstyle or extracurricular accomplishment.  Call parents or caregivers if students are missing school or assignments.  Call on all students as equally as possible, and call on students by name.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.9 Making Students Feel Welcome at School (slide 2 of 2)  Adopt and enforce rules that require students to treat each other and you with courtesy and respect. Emotional needs supercede intellectual needs, and members of cultural minorities sometimes feel as if they are neither wanted nor welcome in school. Making them feel welcome and valued can be one of the most important contributions you can make to their education.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Group Activity -Explain why so much linguistic diversity exists in the United States, and describe ways teachers can accommodate this diversity. -Describe the major approaches to helping ELL students. Explain how they are similar and different.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Gender Differences Girls – tend to be more extroverted and anxious – more trusting – less assertive – have slightly lower self esteem. Girls – develop faster – acquire verbal and motor skills at an earlier age – prefer activities with a social component. Boys – oriented toward roughhouse play – like playing with blocks, cars, & video games – like activities that are physical and visual Both - prefer to play with members of the same sex

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Achievement Characteristics of Girls and Boys Characteristics of Girls  In the early grades, girls achieve as high or higher than boys but later fall behind in some areas.  Girls score lower on the SAT and ACT.  Women score lower on the GRE and other graduate admissions tests.  Women lag behind in traditionally male college majors, such as math, engineering, and computer science. Characteristics of Boys  More boys are in remedial and special needs classes, and they are held back in grade more.  Boys fail and drop out of school more often than girls.  Boys are cited for disciplinary infractions much more often than girls.  Boys score lower than girls in reading and writing, and earn fewer bachelors and masters degrees.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.11 Responding to Gender Differences in Your Classroom Communicate openly with students about gender issues and concerns. Eliminate gender bias in instructional activities. Present students with non- stereotypical role models. Conduct class discussions about boys’ and girls’ views, needs, and perceptions of how they’re treated. Call on boys and girls as equally as possible and give them similar roles in all learning activities. Invite female engineers and male nurses into your class to talk to your students. Responding to Gender Differences in Your Classroom

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Group Activity -Explain how gender can influence learning, and describe steps for eliminating gender bias in classrooms. -What is gender-role identity, and why is understanding it important for teachers? -You working with students on a learning activity. What important factor, which can reduce gender bias should you attempt to apply?

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Socioeconomic Status The combination of parents income, occupation, and level of education that describes the relative level of standing in society of a family or individual. Socioeconomic status consistently predicts achievement, test scores, grades, truancy, and dropout and suspension rates.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Predictors of School Success Which of the following best predicts students’ success in school? a. culture b. gender c. socioeconomic status d. country of origin Socioeconomic status How many times more likely is a low-SES elementary student to read below grade level than is a high-SES student? Four times more likely What percentage of the children in this country live in poverty? A little less than 20% How does the rate of poverty in this country compare to other industrialized countries? The rate of poverty in this country is 5 times greater.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved High SESLow SES Basic needs and experiences 1.Well nourished 2.Stable homes 3.Access to educational activities outside of school. 1.Sometimes lack proper nourishment and medical care 2.Less stable homes 3.Transience 4.Homelessness 5.Lack access to learning experiences outside of school PowerPoint 4.13 The Influence of SES on Learning (slide 1 of 3)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved High SESLow SES Parental involvement 1.Highly involved parents 2.Involvement in extracurricular activities 3.Interaction between parents and children 4.Parents explain causes of events, and demonstrate authoritative parenting styles 1.Lower parental involvement 2.Lower involvement in extracurricular activities 3.Less interaction between parents and children 4.Less elaborate interaction and authoritarian parenting styles PowerPoint 4.13 The Influence of SES on Learning (slide 2 of 3)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved High SESLow SES Attitudes and values 1.Parents value and emphasize autonomy 2.High expectations 1.Parents value and emphasize conformity 2.Lower expectations PowerPoint 4.13 The Influence of SES on Learning (slide 3 of 3

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.14 Students Placed At Risk Students placed at risk: Learners in danger of failing to complete their education with the skills necessary to succeed in today’s society Characteristics of Learners Placed At Risk: Poverty and low socioeconomic status Member of cultural minority Non-native English speaker

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Resilience A learner characteristic that, despite adversity, raises the likelihood of success in school and later life. Young people who have survived and even prospered despite obstacles such as poverty and fragmented support. Typically come from nurturing environments. In virtually all cases, these children have one or more adults who have taken a special interest in them and held them to high moral and academic standards. In many cases these adults are teachers.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Characteristics of Schools & Teachers That Promote Resilience 1.High and uncompromising academic standards Mastery of content is emphasized, and passive attendance and mere completion of assignments are unacceptable. 2. Strong personal bonds between teachers and students Teachers become the adults that refuse to let students fail, students feel connected to the schools, mutual respect between students and teachers is emphasized, and personal responsibility and cooperation are stressed. PowerPoint 4.15 Schools That Promote Resilience (slide 1 of 2)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 4.15 Schools That Promote Resilience (slide 2 of 2) 3. Order and high structure The school and classes are orderly and highly structured. Reasons for rules are emphasized, and rules and procedures are consistently enforced. 4. Participation in after-school activities Activities such as clubs and athletics give students additional chances to interact with caring adults and receive reinforcement for achievement.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Guidelines for Teaching Students Placed At Risk 1.Create and maintain an orderly learning environment with predictable routines. 2.Combine high expectations with frequent feedback about learning progress. 3.Use teaching strategies that actively involve all students and promote high levels of success. 4.Use high-quality examples that provide the background knowledge students need to learn new content. 5.Stress student self-regulation and the acquisition of learning strategies. PowerPoint 4.16 Theory to Practice: Teaching Students Placed At Risk in Your Classroom

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Group Activity -Define socioeconomic status (SES), and explain how it can effect learning -As you work with students, what important factor should you keep in mind when considering SES? -Describe characteristics of schools and teachers that promote resilience in students placed at risk.