ch 7 Flashcards
Teaching history
expose learners to variety of perspectives
- help learners recognise +u.stand complex nature-society
- show learners- each society has own set values + traditions, none is superior
- include info that is left out
- expel myths + sterotypes
- ensure books + instructional material=appropriate
- help acquire critical analysis skills
Guidelines on how select ME content for school curriculum
-knowledge about ethnic groups (read 1 major on history)
-sensitive to own racial attitudes
-classroom convey pos images of vaious ethnic groups
-sensitive racial + ethnic attitudes of students
-wise choice + use of teaching materials
-use books, cd, films, textbooks, recordings sources
-share cultural stories
-sensitive some ethnic materials
-sensitive development levels –students
-view every learners as winner
Keep parents informed + involved
-ensure school activities are racially integrated
Types of bias
Ethnocentrism:
-one sided perspective, dominatnt group portrayed as being superior
Sterotyping:
- all individuals in group portrayed as having same attributes
- leads to misinterpretation, inaccurate info + false impressions
Omission:
-deliberate info left out, rise to false info + results one-sidedness (history books)
Distortion:
-misrepresentation of facts, motives, statements
deal-stereotyping +omission in instructional material
- Are there positive role models in material
- whom learners from the various cultural groups can identify?
- Are customs, lifestyles + traditions of people presented ( to explain value, meaning +role of customs in lives)
- Is material free from terms + images thats insulting
- Is role of women +impact on society adequately presented?
- Is material presented from the standpoint of multicultural society?
How use SCAFFOLDING learning to teach method effectively
Scaffolding:
- enabling method to bridge learners academic performance with potential.
- refers to temporary curricular support for learners while learn something new / complex.
- useful to settle all learners.
STAGES:
- stage 1. teacher assists learners in building knowledge of topic.
- stage 2. teacher talks through the construction of new knowledge + insight.
- stage 3. teacher jointly constructs texts with learners, starting with the learners’ verbalization of what is to be written, then helping students with sentence construction, wording
- stage 4. Students do the assignment independently.
How use Co-operative learning to teach method effectively
benefits cooperative learning :
- improved social interaction
- improved positive relationships
- enhanced language development
- reduced cultural and language barriers
- learners getting to know one another
Cooperative learning be: carefully planned + implemented. - positive independence. - Individual accountability - Collaborative skills - Group processing
criteria to evaluate bias in instructional media
- are positive role models present
- is material free from insult / degrading terms
- balance representation in material
- are realistic / accurate illustrations in material
guidelines effective classroom practice
- accomodate all learners learning styles
- aware learners teach + learn style
- flexible teaching strategy
- correct approach when introduce new content
- multisensory approach to teaching
barries to parent involvement in child learning
- teacher neg expectations working with parents
- sterotyping
- teacher lack training
- feel threatened by parents
- parents X know how help
- parent X time
- being single parents
define teachable moments
unplanned, teacher chance to offer insight to student
e.g learner showing teacher his new clothes
obstacles to learners success in tests
low self esteem
disciplin problems
aggresive
aspects learners diff cultural background teacher should know
communication styles how perceive reality why they perceive it that way identify groups in class beliefs, attitudes, values
how lang, family structure, gender influence teaching
lang:
diverse lang but school uses 1 lang
family structure:
broken families, need be aware + sensitive learners
gender:
boys said disruptive
