PED11

Lesson Proper for Week 3

Learner Diversity
Learning is effective to the extent to which it engages with learner identities. These
are deeply diverse, complex and multilayered. Learner differences should be
measured and taken into account both in terms of the dimensions of ‘gross
demographics’ and the more subtle and variable ‘lifeworld attributes.
These dimensions not only shape how students feel about being in school,but
“these larger group trends shape learning and student development” (National
School Climate Center, 2013).
Learning is a journey away from the learner’s comfort zone, leaving the relative
narrowness and limitations of the life world. As much as learning needs to affirm
identity and create a sense of belonging, it is also a process oftravelling away from
the familiar, everyday world of experience. This journey is one of personal and
cultural transformation.
The two conditions of learning in a context of deep and multifaceted diversity:
Condition 1: Effective learning engages the learner’s identity. It builds on the
learner’s knowledge, experiences, interests and motivation. In any learning
community, there is a great deal of diversity, and this is because the everyday
lifeworld’s from which students come are always varied. A pedagogy of
BELONGING brings this diversity into the classroom, values it and uses it as a
resource for learning.
Condition 2: Effective learning takes the learner on a journey into new and unfamiliar
terrains. However, for learning to occur the journey into the unfamiliar needs to stay
with a zone of intelligibility and safety. At each step, itneeds to travel just the right
distance from the learner’s lifeworld starting point.A pedagogy of
TRANSFORMATION takes learners out of their comfort zones,because of which
they form new frames of understanding, ways of meaning, capacities to act and
expressions of identity.
How the Learning by Design Approach Addresses Learner Diversity
The Learning by Design project addresses learner diversity in several ways,
including:
· The Learner Resource side of the Learning Element is designed for self-paced
individual learning, or self-managed group learning. All learners do nothave to be on
the same page at the same time.
· Entry points: The Learning Element asks the question of prior learningon the
assumption that the answer will not be the same for all.
· The Knowledge Processes bring diversity into the learning experience:
- Experiencing the Known: bringing in students’ diverse experiences.
- Experiencing the New: always at a carefully measured distance from what
students already know (intelligibility).
- Analyzing Critically: measuring human interests is always against your own
perspective.
- Applying Appropriately: taking what you have learnt back to your own worldof
everyday experience.
- Applying Creatively: bring the multiple perspectives and experiences of yourlife
together in a creative way.
· The mix of Knowledge Processes allows different emphases and activitytypes
as appropriate to students’ different ‘learning orientations.
· All the Knowledge Processes also change direction of the knowledge flows
and the balance of responsibility for learning toward a more active viewof learning-
as-engagement—in this context, learner identities and subjectivities become more
manifest.
· Learning is conceived as a journey, in a transformational (rather than static)
view of diversity. The learner, for instance, may travel from everyday Experiencing
the Known, to depth and breadth perspectives (Conceptualizing,Analyzing), and back
to the everyday world by Applying Appropriately or Creatively—by which time
neither the world nor the learner are quite the sameas they were when the journey
began.
· Learning Outcomes: Assessment is not of the right/same answers or onecorrect
way to do things, but comparable performance in relation to standards.You don’t have
to do the same work to be doing equivalent work.
· Exit points: The Learning Pathways question at the end of the Learning
Element assumes that this may be answered in different ways for different learners.
HOW DO YOU MANAGE DIVERSITY IN THE CLASSROOM?
There are several ways teachers and administrators, such as principals and coaches,
can ensure that both the classroom environment and curriculum areresponsive to the
increasing cultural diversity of our society. These strategieswill encourage all
students’ cultural awareness, enhancing each student’s sense of identity, and foster
inclusion in the classroom community.

Get to Know Your Students

Ensuring that cultural awareness is promoted in the classroom starts with the teacher
understanding each individual student. Take the time to learn about each student’s
cultural background, hobbies, learning styles, and what makesthem unique.
Demonstrating a genuine interest in learning about each studentand their culture will
help establish trust and allow you to form a bond with them so they feel valued. If
students feel appreciated by and comfortable withthe teacher, there’s a better chance
they’ll feel comfortable talking with and respect their peers in the class – and
communication is the core to a culturallyaware and inclusive classroom.
Maintain Consistent Communication
Aside from getting to know your students, teachers should also continue to maintain
ongoing communication throughout the semester or school year. Scheduling 1-on-1
meetings with students to “check in” every so often will allow you to consistently
improve how accessible the classroom is to everyone. Students can talk about
whether they felt included in the classroomculture. This can help identify issues or
ways to improve the overall experience. It’s also an opportunity to discuss their
progress in the class and offer guidance on how they can improve, based on their
individual needs as astudent.

Acknowledge and Respect Every Student

It’s also important for students to celebrate and respect their own diverse
backgrounds, as well as each other’s. When appropriate, teachers should encourage
students to research and learn about their own ethnic and cultural backgrounds. This
allows them to better understand their own culture as well as the differences and
nuances with their peers. As a bonus, this can be a great ice breaker assignment,
allowing students to give presentations about their family traditions and culture to
help expose the class to concepts outsideof their own familiar comfort zone.
Acknowledging these differences and creating a safe space for discussion helps
promote understanding in the classroom and beyond. Also, as you encourage students
to learn about their diverse backgrounds, remember to take the time to highlight
what’s offensive and the distinction between cultural celebration and appropriation.
Learning how to talk about other cultures in a respectful, mature way is essential for
success in life outside the classroom.

Practice Cultural Sensitivity

While it’s important to keep an open dialogue amongst students, it’s equally
as important to make sure you’re being sensitive to everyone’s culture, beliefs,and
language concerns. Take the time to understand each student’s cultural nuances – from
learning styles to the language they use – and use these insights to design your lesson
plans. For example, provide English language learners with appropriate and relevant
resources that help them improve their English comprehension skills. Rather than
teach with a traditional lecture style,create learning experiences that are more
interactive and require collaboration. These considerations will help ensure that every
student feels included, is given the space to learn in their own way and is given a
chance to succeed.

Incorporate Diversity in the Lesson Plan

The classroom environment is important for fostering cultural awareness, but you also
should ensure diversity is represented in your actual lesson plan. Forexample, broaden
history lessons so that they encompass the world beyond United States history and
culture. Or use references and analogies to other
cultures in your lessons and assignments to help students with diverse backgrounds
personally connect. Another great strategy is bringing in diversespeakers to add
varying points of view and real-life context to different subjects. There are several
ways you can ingrain cultural awareness and diversity into your lesson plan, and it
will vary depending on the cultures represented in your classroom and the course
you’re teaching. Regardless ofthe subject, always try to present and connect lessons
to real-world issues.
It’s easier to promote cultural awareness within your lessons when there’s areal
example for students to relate to.

Give Students Freedom and Flexibility

Teachers often feel like they need to take on a strict, authoritative approachwhen it
comes to managing their classroom. The most valuable lessons areoften learned
through a student’s own experiences, so giving them some freedom in the course
encourages more connection to the curriculum. Allowstudents to read and present
their own materials that relate to the
fundamental lesson so they can approach the topic from their own perspective.As a
teacher, you can act as a facilitator and encourage conversation and healthy debate
between diverse opinions. Group assignments are also a great way to expose students
to diverse perspectives, allowing them to work together to explore and solve a problem.
This will also help prepare them for a diverse workforce where they’ll have to partner
with a range of people to accomplish their professional goals.
AAE:

1. The school day- and school year should be punctuated with time for fun. This helps
student engage with each other in positive events and build morale in school.

TRUE
FALSE

2. When in school, your students are learning more that just secular instruction. They’re
also developing their social skills, and learning how to become successful
adults.Schools that helps student develops essential social skills are preparing them on
an even deeper level for their future after graduation.

TRUE
FALSE

3. Students are not only people in you school who should be learning. Helping your
teacher to develop their skills will encourage a positive school culture by giving them
the ability to improve their craft.

TRUE
FALSE

4. When talking with teachers, encourage them to try new methods of teaching. You can
even set up regular meetings to discuss new research on teaching methods or new
teaching tech, and how these can be implemented in your school.

TRUE
FALSE

5. Complementing kids help them to feel that they are cared for individually. Both you
and your staff play a huge part in this aspect of your school culture.

TRUE
FALSE
6. The physical surroundings of student and teachers has a huge impact on the culture of
your school.

TRUE
FALSE

7. Creating a positive school culture isn’t just a matter of following a checklist. As a

school leader, you need to stay informed of what’s going on your school, and
understand the attitudes and atmosphere that permeate the hallways and classrooms.

TRUE
FALSE

8. Open communication with the parents of your students can help you avoid
misunderstandings remove feelings of mistrust or hostility.

TRUE
FALSE

9.You have a list of qualities and values that you want to see in your teachers and
student.

TRUE
FALSE

9. When rules are not followed, discipline must be administrated by giving penalty to
students.

TRUE
FALSE
ASS:

1.Creating appointment times to have fun and laugh breaks up the day and gives
student a chance to more stress in between learning.

TRUE
FALSE

2.Go beyond parent-teacher meetings and organize workshops where teachers and
parents can discuss homework, study skills, and tests.

TRUE
FALSE

3.Instead of constantly putting out fires, trying a more proactive approach to discipline.
Giving a student detention after bad behavior teaches him that he did something wrong.
But giving him a task that helps correct the wrong teaches him what he should’ve done
instead.

TRUE
FALSE

4.School that helps students develop essential social skills are preparing them on an
even deeper level for their future after graduation

TRUE
FALSE

5.Encourage them to give specific compliments that highlight what each individual
student has done well.

TRUE
FALSE

6.To involve parents in your school culture, give them a platform for feedback on
classroom activities or school programs. Ask them about their hopes or concerns
regarding their children’s education.

TRUE
FALSE

7.Getting your teachers to internalize the subtle and tactful arts of classroom
management consistently is critical for a school culture of mutual respect and
adherence to rules -- both by teachers and students.

TRUE
FALSE
8.One way to generate more positive reinforcement from your staff is to set goals for
the number of compliments each member has to give during the day or week.

TRUE
FALSE

9.That means when you interact with teachers and students, you need to be an example
of the behavior that you want to see in you school.

FALSE
TRUE

10.Create school norms that focus on building negative values in your class. This will
helps kids to learn, not just what they should and shouldn’t do, But why they shouldn’t
do it.

TRUE
FALSE
EVAL:

1. Is the communication of its norms, beliefs and values through various

behaviors and interaction and their effect on others, with the primary focus being on
students.
A. School climate
B. School staff
C. School culture
D. School friends

2. is the way things are done in the school (the personality of a school), the
underlying norms and values that shape patterns of behavior, attitudes and
expectations between a stakeholders in the school.
A.School climate
B.School staff
C.School culture
D.School friends

3.Complimenting kids helps them to feel that they are cared for individually. Both you
and your staff play a huge part in this aspect of your school culture.One way to generate
more positive reinforcement from your staff is to set goals for the number of
compliments each member has to give during the day or week.

A.Create meaningful parent involvement

B. Celebrate personal achievement and good behavior
C. Set consistent discipline
D. Establish school norms that build values

4.Create school norms that focus on building positive values in your class. This helps
kids to learn, not just what they should and shouldn’t do, but why they should or
shouldn’t do it.

A.Create meaningful parent involvement

B. Celebrate personal achievement and good behavior
C. Set consistent discipline
D. Establish school norms that build values

5.In a supportive learning environment, children’s diverse strengths are..

A. Honored
B. Punished
C. Discourages
D. Disregarded

6. The following best describes a positives school culture, EXCEPT.

A. A school where everyone does not feel a sense of belonging

B. A school where everyone is polite all the time
C. A school where everyone is happy all the time
D. A school where everyone performs well on standardized tests.
7.To involve parents in your school culture, give them a platform for feedback on
classroom activities or school programs. Ask them about their hopes or concerns
regarding their children’s education. Go beyond parent-teacher meetings and organize
workshops where teachers and parents can discuss homework, study skills, and tests.

A.Create meaningful parent involvement

B. Celebrate personal achievement and good behavior
C. Set consistent discipline
D. Establish school norms that build values

8. When in school, your students are learning more than just secular instruction. They’re
also developing their social skills, and learning how to become successful adults.Schools
that help students develop essential social skills are preparing them on an even deeper
level for their future after graduation.

A.Create meaningful parent involvement

B. Celebrate personal achievement and good behavior
C. Set consistent discipline
D. Engage student in ways that benefits them

9. When rules are not followed, discipline must be administered. However,

broadening the range of discipline methods can help encourage a positive school
culture.Instead of constantly putting out fires, trying a more proactive approach to
discipline. Giving a student detention after bad behavior teaches him that he did
something wrong. But giving him a task that helps correct the wrong teaches him what
he should’ve done instead.

A.Create meaningful parent involvement

B. Celebrate personal achievement and good behavior
C. Set consistent discipline
D. Engage student in ways that benefits them

10.What is one common characteristic of a positive school culture?

A. Differences are noticed, admired, and taken seriously

B. Children are not involved in decisions about learning
C. Academic are prioritized over social and emotional learning
D. The classroom are chaotic and messy.