Student Diversity

Student Diversity 

Diversity in the classroom

Having a diverse group of students simply means recognizing that all the people are unique in their own way. Their differences could consist of their reading level, athletic ability, cultural background, personality, religious beliefs, and the list goes on. There has always been diversity in the classroom, but in today society it is important to embrace it and make positive use of it. Teachers should value diversity and they need to model this attitude to their students. When people value diversity, they recognize and respect the fact that people are different and that these differences is generally a good thing. For example, when attempting to solve a problem, it is better to assemble a diverse team with many skills and many different ways of approaching the problem than it is to assemble a team that has all their strength concentrated in one area.

What can teachers do to encourage, value, and promote diversity?

Teachers must provide students with an environment that is conducive to learning. If a student feels uncomfortable, unsafe, or not respected, then their chances of success in that class dramatically decrease. Also, as our society becomes more diverse, it is important that students learn to value and use diversity to the greater good. Teachers already have a number of roles in the classroom; yet, valuing diversity is one of the most important ones a teacher must fill. Below is a list of just a few things that teachers can do to create an environment where each student feels valued and respected.

• Take the time to learn about your students' background, interests, and learning style.
• This will allow you to create an environment that is conducive to each individual student.
• Allow time for the students to learn about each other and gain an appreciation for the diversity they bring to the classroom.
• Remind them how boring it would be if we were all alike and there were no differences among us to make each person unique.
• Teach students that everyone has strengths and weaknesses. When working in teams encourage students to take advantage of the strengths of the team members in order to produce the best possible results.
• Bring in different people to the class as resources that students might be able to connect with.
• Search out people that are different from yourself and that might share certain qualities with your students.
• Students need role models. Many times when they see they are connected in some way to a person they will be more apt to listen and learn from them.
• Never tolerate bullying, teasing, and other put-down behavior at any time in the classroom.
• Implement a "zero tolerance" for anything that is disrespectful, hurtful, or intolerant of diversity.

Reference

Web Quest. Retrieved on April 15, 2013, from

http://www.ndt-ed.org/TeachingResources/ClassroomTips/Diversity.htm

Learning Styles

Learning Styles

There are three main types of learning styles: auditory, visual, and kinesthetic. Most people learn best through a combination of the three types of learning styles, but everybody is different. 

Auditory Learners: Hear
Auditory learners 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. Other noises may become a distraction resulting in a need for a relatively quiet place. 

Visual Learners

• take numerous detailed notes
• tend to sit in the front
• are usually neat and clean
• often close their eyes to visualize or remember something
• find something to watch if they are bored
• like to see what they are learning
• benefit from illustrations and presentations that use color
• are attracted to written or spoken language rich in imagery
• prefer stimuli to be isolated from auditory and kinesthetic distraction
• find passive surroundings ideal

Visual Learners: See
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. 

Auditory Learners

• sit where they can hear but needn't pay attention to what is happening in front
• may not coordinate colors or clothes, but can explain why they are wearing what they are wearing and why
• hum or talk to themselves or others when bored
• acquire knowledge by reading aloud
• Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

Kinesthetic Learners: Touch
Kinesthetic learners 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. 

Kinesthetic Learners

• need to be active and take frequent breaks
• speak with their hands and with gestures
• remember what was done, but have difficulty recalling what was said or seen
• find reasons to tinker or move when bored
• rely on what they can directly experience or perform
• activities such as cooking, construction, engineering and art help them perceive and learn
• enjoy field trips and tasks that involve manipulating materials
• sit near the door or someplace else where they can easily get up and move around
• are uncomfortable in classrooms where they lack opportunities for hands-on experience
• communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

Reference

Web Quest. Retrieved on April 15, 2013, from

·         http://sunburst.usd.edu/~bwjames/tut/learning-style/styleres.html

·         http://www.learningrx.com/types-of-learning-styles-faq.htm

Maslow's hierarchy of needs

Maslow's hierarchy of needs

Maslow's theory consisted of two parts:

(1) The classification of human needs, and

(2) Consideration of how the classes are related to each other

The classes of needs were summarized by Maslow as follows:

How does the Hierarchy Work?

- A person starts at the bottom of the hierarchy (pyramid) and will initially seek to satisfy basic needs (e.g. food, shelter)

- Once these physiological needs have been satisfied, they are no longer a motivator. the individual moves up to the next level

- Safety needs at work could include physical safety (e.g. protective clothing) as well as protection against unemployment, loss of income through sickness etc)

- Social needs recognize that most people want to belong to a group. These would include the need for love and belonging (e.g. working with colleague who support you at work, teamwork, communication)

- Esteem needs are about being given recognition for a job well done. They reflect the fact that many people seek the esteem and respect of others. A promotion at work might achieve this

- Self-actualization is about how people think about themselves - this is often measured by the extent of success and/or challenge at work

Problems with the Maslow Model

There are several problems with the Maslow model when real-life working practice is considered:

- Individual behaviour seems to respond to several needs - not just one

- The same need (e.g. the need to interact socially at work) may cause quite different behaviour in different individuals

- There is a problem in deciding when a level has actually been "satisfied"

- The model ignores the often-observed behaviour of individuals who tolerate low-pay for the promise of future benefits

Reference

Web Quest. Retrieved on April 14, 2013, from

http://www.tutor2u.net/business/people/motivation_theory_maslow.asp

Constructivist Learning Theory

Teaching with the Constructivist Learning Theory

What is the best method of teaching to use?

One of the first things a teacher must do when considering how to teach students is to acknowledge that each student does not learn in the same way. This means that if the teacher chooses just one style of teaching (direct instruction, collaborative learning, inquiry learning, etc.), the students will not be maximizing their learning potential. Obviously, a teacher cannot reach every student on the same level during one lesson, but implementing a variety of learning styles throughout the course allows all the students will have the chance to learn in at least one way that matches their learning style.

Much of the material used to educate students at grade levels beyond primary school is largely text and lecture based, which have significant limitations. While reading is a very important learning mode, not all students learn effectively from reading. Some students respond better to visual and audio stimuli of lecture but often get lost in the material or lose interest in the presentation. In this type of a learning environment, students have limited opportunity to ask questions or may be uncomfortable asking a question in front of the class. It is well known that many questions go unasked.

How do students learn best?

Before we answer this question, ask yourself, "How do I learn best?" For example, do you learn better when someone tells you exactly how to do something, or do you learn better by doing it yourself? Many people are right in the middle of those two scenarios. This has led many educators to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. This belief is explained by the Constructivist Learning Theory. This theory states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by trying to make sense of something on their own with the teacher as a guide to help them along the way.

Since all sensory input is organized by the person receiving the stimuli, it cannot always be directly transferred from the teacher to the student. This means that a teacher cannot "pour" information into a student's brain and always expect them to process it and apply it correctly later. For example, think of a time when you were taught something in a lecture-type class. Then contrast that against a time when you had to prepare to teach someone else something. You will probably agree that you learned the material better when you were preparing to teach the material. This is because you constructed the knowledge for yourself.

Below is a list of different methods of learning. The percentages listed represent the average amount of information that is retained through that particular learning method. Note what method produces the highest retention rate.

1.     Lecture = 5%

2.     Reading = 10%

3.     Audiovisual = 20%

4.     Demonstration = 30%

5.     Discussion Group = 50%

6.     Practice by doing = 75%

7.     Teach others / immediate use of learning = 90%

It should also be recognized that a person's prior knowledge may help or hurt the construction of meaning. People's prior knowledge comes from their past experiences, culture, and their environment. Generally prior knowledge is good, but sometimes misconceptions and wrong information can be a hindrance. Sometimes time must be spent correcting prior knowledge before new learning can occur.

Suggestions for Teaching with the Constructivist Learning Theory

• Encourage and accept student autonomy and initiative.
• Try to use raw data and primary sources, in addition to manipulative, interactive, and physical materials.
• When assigning tasks to the students, use cognitive terminology such as "classify," "analyze," "predict," and "create."
• Build off and use student responses when making "on-the-spot" decisions about teacher behaviors, instructional strategies, activities, and content to be taught.
• Search out students' understanding and prior experiences about a concept before teaching it to them.
• Encourage communication between the teacher and the students and also between the students.
• Encourage student critical thinking and inquiry by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other.
• Ask follow up questions and seek elaboration after a student's initial response.
• Put students in situations that might challenge their previous conceptions and that will create contradictions that will encourage discussion.
• Make sure to wait long enough after posing a question so that the students have time to think about their answers and be able to respond thoughtfully.
• Provide enough time for students to construct their own meaning when learning something new.

Reference

Web Quest. Retrieved on April 14, 2013, from

http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm

Create a Positive Learning Environment

Create a Positive Learning Environment

Following are some ways to keep and to create a positive learning environment in the classroom.

1. Address students by name. Our names are our identity and we should use them as much as possible. Learn your students’ names, and the correct pronunciation immediately!

2. Use “please” and “thank you”. We take these words for granted but we need to keep in mind how important giving respect is in order to earn respect. Put these words to daily use on tests, homework, worksheets, presentations, etc. Saying “thank you” for an answer shows you hear them and appreciate them, even if the answer is wrong.

3. Listen. Students crave our attention and focus. We should be extremely careful that in listening we are NOT physically turning away, sighing, frowning, rolling our eyes, talking to someone else, or looking away. We show people they matter by our body language, whether we mean it or not. Body language can create a division in the classroom.

4. Don’t allow bullying/teasing/put downs. Students need to know that they are entering a safe environment. They need to be comfortable and know they fit in before they can learn and take risks in their learning. This needs to be implemented from the very beginning. No bullying from students or from teachers! We are responsible for what we allow in the classroom. For every put down, require two put ups (that person now has to say two nice things.) The put ups don’t mean anything; what matters is your consistency in protecting life and creating a level playing field for everyone.

5. Make Eye Contact. Making quick eye contact is important in creating a culture of trust. Students matter. They aren't lifeless objects just sitting in our room (although they may look like it) and we should we treat them as the valuable people they are. Recognize them.

6. Accept more than one answer. Instead of students reading their own mind, we want them to read ours. Don’t set kids up for failure by only asking for one right answer. Don’t damage the students in the process of learning. When kids get all the wrong answers, they start to think something is wrong with them. Ask open-ended questions to encourage divergent thinking. Ask “What do you think?” instead of “Why?” Say “That’s not exactly what I’m looking for” instead of “Wrong answer.”

7. Allow for anonymous positive feedback. Pass out blank papers with each student’s name at the top. Every student has to write a honest, positive comment about every other student. Read and discuss. Have students sign their name next to the comment to check for participation and being positive.

8. Do a line up. Ask the students to line themselves up in order from who contributes/participates the most to the class to who contributes the least. This can be controversial as students try to explain their behavior. Once in order, give each student a chance to pick another student who should get to move up in the order.

9. Use a variety of inquiry methods. Students need at least 6-8 seconds wait time after a question is asked. While you are anticipating their answer, they are processing the question, thinking about what they already know or have experienced, and deciding the best way to answer your question out loud. That takes time.

10. Greet students at the door. This creates a welcoming environment from the very beginning.

Reference

Web Quest. Retrieved on April 14, 2013, from
http://teaching.monster.com/benefits/articles/8704-10-ways-to-create-positive-learning-experiences?page=1

Social Learning Theory

Social Learning Theory

One of the most influential learning theories, the Social Learning Theory (SLT), was formulated by Albert Bandura. It encompasses concepts of traditional learning theory and the operant conditioning of B.F. Skinner.

Social Learning Theory has been useful in explaining how people can learn new things and develop new behaviors by observing other people. It is to assume, therefore, that Social Learning Theory is concerned on observational learning process among people.


BASIC CONCEPTS

· Observational Learning: The Social Learning Theory says that people can learn by watching other people perform the behavior. Observational learning explains the nature of children to learn behaviors by watching the behavior of the people around them, and eventually, imitating them.

· The state of mind (mental states) is crucial to learning.In this concept, Bandura stated that not only external reinforcement or factors can affect learning and behavior. There is also what he called intrinsic reinforcement, which is in a form of internal reward or a better feeling after performing the behavior.

· Learning does not mean that there will be a change in the behavior of an individual.


MODELING PROCESS

The Modeling Process developed by Bandura helps us understand that not all observed behaviors could be learned effectively, nor learning can necessarily result to behavioral changes.

Attention
Social Cognitive Theory implies that you must pay attention for you to learn. If you want to learn from the behavior of the model (the person that demonstrates the behavior), then you should eliminate anything that catches your attention other than him. Also, the more interesting the model is, the more likely you are to pay full attention to him and learn.

Retention
Retention of the newly learned behavior is necessary. Without it, learning of the behavior would not be established, and you might need to get back to observing the model again since you were not able to store information about the behavior.

Reproduction
When you are successful in paying attention and retaining relevant information, this step requires you to demonstrate the behavior. In this phase, practice of the behavior by repeatedly doing it is important for improvement.

Motivation
Feeling motivated to repeat the behavior is what you need in order to keep on performing it. This is where reinforcement and punishment come in. You can be rewarded by demonstrating the behavior properly, and punished by displaying it inappropriately.

Reference

Web Quest. Retrieved on April 7, 2013, from

 http://explorable.com/social-learning-theory