Who are today's students? EDF 1005 CRN Created by: Miranda Perkins, Natasha Ruest, Nicole Williams and Katarzyna Wojdyla

Introduction Bilingual education; Specially Designed Academic Instruction in English; Sexual orientation and invisible minority; Multicultural education; Culturally relevant pedagogy; Learning styles; Student landscape; Students at risk; Dropout rate; Strategies for reducing dropout rate; Multiple intelligence.

Bilingual education Students are provided with lessons in English and their native language.

Bilingual education Students are taught in their native language during part of the lesson. They are also students of English as a Second Language class (ESL).

Bilingual education There are programs that teach in two languages. Students are learning fluency in both languages.

Specially Designed Academic Instruction in English Teaching strategies for teaching academic content to English Language Learners. Students move forward with academics while at the same time learning English through clues provided by the course of study.

Specially Designed Academic Instruction in English Educators need to: Speak clearly and slow for students to understand; Use gesture and facial expressions;

Specially Designed Academic Instruction in English Use concrete materials and visuals; Avoid informal English; Encourage English speaking peers to work with English – learners. Encourage students to work in groups;

Sexual orientation People interested with members of the same sex (homosexuality), opposite sex (heterosexuality), or both sexes (bisexuality).

Sexual orientation Sexual orientation is often hidden from peers and society. Lesbian, Gay, Bisexual and Transgender group (LGBT) is called the invisible minority.

Multicultural education It is an approach to school reform that strives to promote access and equal opportunity for students from all diverse groups.

Multicultural education Students are equal regardless of race, culture and social status.

Culturally relevant pedagogy Teaching practice where students' culture is a center of curriculum. It is an effective teaching in a culturally diverse classroom. Term created by Gloria Ladson-Billings (1994) to describe “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” (

Culturally relevant pedagogy Teachers create a bridge between students’ home and school lives, while still meeting the expectations of the district and state curricular requirements.

Culturally relevant pedagogy (teaching practices) - attributes Using cultural referents to develop student's knowledge, skill and attitudes. Using students' life stories and belief systems as a part of curriculum. Students are encouraged to achieve academically by acknowledging their personal and cultural identities. All student have a voice. Classroom is a community.

Learning styles Learning styles identify ways people learn.

Learning styles Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.

Learning styles Visual learners - learn best by looking at graphics, watching a demonstration, or reading. For them, it's easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation.

Learning styles Auditory Learners: Hear would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Kinesthetic Learners: Touch process information best through a "hands-on" experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand. (

Learning styles Tactile-Kinesthetic Learners absorb information by doing, experiencing, touching, moving or being active in some way (about 5% of the population) (studyingstyle.com)

Learning styles Solitary learners – working best themselves rather than in groups. They are private and independent.

Current student landscape Public schools are very diverse. Students speak different languages, they have diverse religion, culture, beliefs.

Dropout rate This term means a percentage of students that fail to complete school or earn and equivalency degree. In US dropout rate is 10 percent.

Strategies to reduce dropout rate Make it harder for students to dropout. Address the underlying causes of the dropout. Address the needs of those who are at high risk. Strengthen the skills of the adults who motivate students. Strengthen school readiness.

Students at risk Students that are in danger of not completing school or not acquiring their education. There are some social factors that put students at risk.

Social factors Child does not live with two parents. Head of the house hold is high school dropout. Underemployment. Poverty, no insurance. Family at risk = child at risk

Gardner's types of multiple intelligence. Linguistic intelligence (word smart) – ability to use and manipulate language. Logical – mathematical intelligence (math and science smart) – ability to analyze problems and use logical thinking.

Gardner's types of multiple intelligence. Musical intelligence – ability to recognize musical patterns and rhythms. Bodily – kinesthetic intelligence (body smart) – ability to move one's body in a coordinated way.

Gardner's types of multiple intelligence. Spacial intelligence (art smart) – recognizing patterns and relationships in physical space. Interpersonal intelligence (people smart) – ability to understand people moods and intentions.

Gardner's types of multiple intelligence. Intrapersonal intelligence (self smart) – understands his own feelings and strengths. Naturalistic intelligence (nature smart) – sensitivity to the natural world.

Gardner's types of multiple intelligence. Existential intelligence – concerns with ultimate issues, like life and death.

Conclusion School environment is very diverse. There are kids from different economic groups, religion, culture, speaking foreign languages.

Conclusion Students learn using different styles of learning and different types of multiple intelligence. Schools need to be ready for diverse students.

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