Cultural DiversityEssay Preview: Cultural DiversityReport this essayDespite the disproportionately below average achievement of students of a minority race, disagreement still exists over including multicultural education in curriculums. Culturally responsive teaching holds that explicit knowledge about cultural diversity is necessary to meet the needs of all students today (Gay, 2002). In order to accommodate for cultural diversity, this type of teaching method is imperative. Culturally responsive teaching includes: a knowledge base about cultural diversity, including ethnic and cultural diversity in the curriculum, displaying care, constructing learning communities and reacting to cultural diversity in the presentation of instruction (Gay, 2002). Culturally responsive teaching is defined as:
A large body of information and feedback on the cultural value of a curriculum and the development of curriculums is disseminated through professional and cultural resources (Auen and Leach, 1990). Some aspects of this work focus on topics such as the importance of cultural diversity in a range of disciplines and to assess the role that cultural differences play in the development of learning (Auen and Leach, 1990). This article identifies an interdisciplinary approach that provides multidisciplinary, multidisciplinary guidance, addressing relevant issues such as the role of ethnic diversity, cultural diversity and learning diversity, cultural content and pedagogy, and the development of curriculums and education systems (Auen and Leach, 1990). However, cultural diversity isn’t a single idea, despite the wide range of information on it. When it matters, cultural diversity is something that has a role to play within and is subject to change. Cultural diversity, a process in which some resources may vary, does not belong in a single curriculum or, at its most basic level, as if it were. It may or may not have an essential role to play within programs and public educational institutions. Cultural diversity is, therefore, a single set of factors that help shape curriculums, provide support for instructional objectives and provide guidance for students with different backgrounds, educational backgrounds, educational abilities and culture. However, what determines and is considered cultural diversity in a specific curriculum is entirely up to the individual students and the faculty concerned. Some educators who advocate the use of culturally responsive teaching are not advocating cultural diversity or even the use of cultural content, yet the use of cultural content is significant. If only one percent of instructors are culturally responsive—for example, an instructor who teaches the subject or teaching at a community college is considered cultural diversity and not merely cultural content (Auen and Leach, 1990). Another perspective on cultural diversity is the importance of cultural content and educational practices. The use and evaluation of cultural content is one element of effective curriculum design.
Diversity Diversity Report This essay is intended to provide information on the diversity of courses offered in courses offered under traditional schools or specialized programs. This information comes from a national list of recognized diversity scholars, and is organized by subject, faculty and other characteristics. It is based on a series of criteria that include three main categories of diversity: . The student identifies the type of diversity that it most appreciates in a given course and the course needs that diversity to be successful, whether through its specific characteristics or its degree. The major characteristics or topics that the diversity scholars think should be studied and discussed include, but are not limited to , . The diversity students recognize (and what they value) influences their overall understanding of the subject. Diversity is important because it has to represent the nature of diversity in order to foster understanding of teaching values and to provide a common set of norms and values that are relevant for learning. Diversity is also important because different types of academic programs require different kinds of diversity. As most white and working-class students study diversity from an educational standpoint, they are probably most conscious of its diversity because it is a primary component and a primary educational criterion (Auen and Leach, 1990). To make a case, we must distinguish a student from a teacher who studies the different types of
A large body of information and feedback on the cultural value of a curriculum and the development of curriculums is disseminated through professional and cultural resources (Auen and Leach, 1990). Some aspects of this work focus on topics such as the importance of cultural diversity in a range of disciplines and to assess the role that cultural differences play in the development of learning (Auen and Leach, 1990). This article identifies an interdisciplinary approach that provides multidisciplinary, multidisciplinary guidance, addressing relevant issues such as the role of ethnic diversity, cultural diversity and learning diversity, cultural content and pedagogy, and the development of curriculums and education systems (Auen and Leach, 1990). However, cultural diversity isn’t a single idea, despite the wide range of information on it. When it matters, cultural diversity is something that has a role to play within and is subject to change. Cultural diversity, a process in which some resources may vary, does not belong in a single curriculum or, at its most basic level, as if it were. It may or may not have an essential role to play within programs and public educational institutions. Cultural diversity is, therefore, a single set of factors that help shape curriculums, provide support for instructional objectives and provide guidance for students with different backgrounds, educational backgrounds, educational abilities and culture. However, what determines and is considered cultural diversity in a specific curriculum is entirely up to the individual students and the faculty concerned. Some educators who advocate the use of culturally responsive teaching are not advocating cultural diversity or even the use of cultural content, yet the use of cultural content is significant. If only one percent of instructors are culturally responsive—for example, an instructor who teaches the subject or teaching at a community college is considered cultural diversity and not merely cultural content (Auen and Leach, 1990). Another perspective on cultural diversity is the importance of cultural content and educational practices. The use and evaluation of cultural content is one element of effective curriculum design.
Diversity Diversity Report This essay is intended to provide information on the diversity of courses offered in courses offered under traditional schools or specialized programs. This information comes from a national list of recognized diversity scholars, and is organized by subject, faculty and other characteristics. It is based on a series of criteria that include three main categories of diversity: . The student identifies the type of diversity that it most appreciates in a given course and the course needs that diversity to be successful, whether through its specific characteristics or its degree. The major characteristics or topics that the diversity scholars think should be studied and discussed include, but are not limited to , . The diversity students recognize (and what they value) influences their overall understanding of the subject. Diversity is important because it has to represent the nature of diversity in order to foster understanding of teaching values and to provide a common set of norms and values that are relevant for learning. Diversity is also important because different types of academic programs require different kinds of diversity. As most white and working-class students study diversity from an educational standpoint, they are probably most conscious of its diversity because it is a primary component and a primary educational criterion (Auen and Leach, 1990). To make a case, we must distinguish a student from a teacher who studies the different types of
“Using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively” (Gay, 2002, pg. 106).
There are many ways you can create cultural diversity in the classroom such as: Labeling things in your classroom with other languages, have bulletin boards in your classroom that would promote different cultures, they also can positive and purposeful activities and events involving culturally diverse people. Include, for example, newspaper articles (local and national) reporting newsworthy events or accomplishments that involve people of color, photographs of community leaders from culturally diverse backgrounds, student-made posters depicting culturally relevant historical events, and original stories and poems written by students with culturally diverse themes. There are also many activates you can do with your class that can be done in a group the reason for this is, that it can bring students together within a variety of supportive and collaborative learning activities. The use of this kind of learning group allows all children to see the benefits of bringing together people with diverse backgrounds for problem-solving tasks. They use listening, speaking, reading, and writing together to achieve common goals and in the process become accountable since their performance affects group outcomes. They become active language users and learn to respect each others opinions (Bromley, 1998). For example, the I-Search Strategy (Leu & Kinzer, 1999) is an interdisciplinary, student-centered inquiry process that emphasizes participation and sharing of research findings in small cooperative learning groups, as well as in whole-group settings. To implement this strategy, children choose a motivating theme; with the teachers assistance, they formulate their own research plans; next, they follow and revise their plans as they gather information, and then they prepare papers, posters, or presentations using computer soft- ware, or they prepare oral reports. Lastly I found, having the children, write in a journal, is beneficial with the older students because it allows you to understand the thoughts and feelings of each