Chapter 4 pt.2 Flashcards
general, culturally based set assumptions about reality that influence understandings of a wide variety of phenomena
worldview
What are some suggestions to creating a culturally inclusive classroom?
(1) come to grips with your own cultural lens and biases
(2) educate yourself about your students’ cultural background
(3) be sensitive to the culture shock that recent immigrants may be experiencing
(4) incorporate the perspectives and traditions of many cultures into the curriculum
instruction that integrates throughout the curriculum the perspectives and experiences of numerous cultural groups
multicultural education
Look for ______________ as well as differences among people fro different cultural background
commonalities
Look for commonalities as well as ___________ among people fro different cultural background
differences
Build on students’ strengths, and adapt __________ ________ to their preferred ways of learning and behaving
instructional methods
Build on students’ _________, and adapt instructional methods to their preferred ways of learning and behaving
strengths
Build on students’ strengths, and adapt instructional methods to their preferred ways of _________ and _________
learning
behaving
use of instructional strategies that build on students’ existing knowledge and skills and are consistent with their culturally preferred ways of learning and behaving
culturally responsive teaching
Work hard to break down students’ ___________ of particular ethnic groups
stereotypes
rigid, simplistic, and erroneous view of a particular group of people
stereotype
awareness of a negative stereotype about one’s own group and accompanying uneasiness that low performance will confirm the stereotype; leads (often unintentionally) to lower-quality performance
stereotype threat
One way you address stereotypes and prejudice:
use curriculum materials that represent all cultures and ethnic groups as competent, legitimate participants in ____________ society, rather than as exotic curiosities who live in a __________ world
mainstream
seperate
One way you address stereotypes and prejudice:
Assign __________ depicting peers from diverse cultural backgrounds
literature
One way you address stereotypes and prejudice:
Explore the nature and complexity of various ________
dialects
One way you address stereotypes and prejudice: Conduct class discussions about \_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_ that exist in the school and local community
prejudice
racism
One way you address stereotypes and prejudice:
Expose students to successful _____ _______ from various ethnic background
role models
One way you address stereotypes and prejudice:
Assign _____-_____ cooperative projects in which students from diverse backgrounds must combine their unique talents to achieve a common goal
small-group
One way you address stereotypes and prejudice:
Emphasize that some people affiliate with two or more ________ groups and that individual members of any single group are often very different from one another in behaviors, beliefs, and values
cultural
Foster __________ ideals, and empower students to bring about meaningful change.
democratic
Which gender is more active than the other and have trouble sitting still?
boys
ability to imagine and mentally manipulate two-and three-dimensional figures
visual-spatial ability
Differences specific cognitive abilities between both genders is quite _____, but _____ do tend to earn higher grades.
small
girls
True or False: boys and girls are becoming increasingly similar in their academic performance.
True
self-constructed body of beliefs about characteristics and behaviors of males or females
gender schema
Some differential treatment of girls and boys is appropriate, especially if it helps to _______ gender gaps in particular abilities and predispositions
reduce
What are some ways you can promote gender equity in the classroom?
(1) use your knowledge of typical gender differences to create greater equity for males and females, not to form expectations about how well males and females are likely to perform in various activities
(2) when planning lessons and instructional strategies,, consider typical interests and activity levels of both boys and girls
(3) use curriculum materials that represent both genders in a positive and competent light; include materials that portray both genders competently engaging in counter-stereotypical behaviors
(4) monitor yourself to see whether you’re unintentionally treating boys and girls in ways that limit the learning opportunities of one gender
one’s general and economic standing in society; encompasses family income, occupation, and educational level
socioeconomic status (SES)
Students’ school performance is correlated with their _____________ ______ .
socioeconomic status
What type of children face the most significant obstacles to academic success and personal well-being?
children in chronic poverty
What several factors tend to contribute to the generally low school achievement of low-SES student?
(1) poor nutrition & health
(2) inadequate housing and frequent moves
(3) exposure to toxic substances
(4) unhealthy social environments
(5) emotional stress
(6) gaps in background knowledge
(7) lower-quality schools
student who succeeds in school and in life despite exceptional hardships at home
resilient student
How do you foster resilience in schools?
(1) be a dependable source of academic and emotional support
(2) build on students’ strengths
(3) identify and provide missing resources and experiences important for successful learning
student with a high probability of failing to acquire minimal academic skills necessary for success in the adult world
student at risk
What are the characteristics of students at risk?
(1) a history of academic failure
(2) emotional and behavioral problems
(3) lack of psychological attachment to school
(4) increasing disinvolvement with school
How do you support students at risk?
(1) identify students at risk as early as possible
(2) create a warm, supportive school and classroom atmosphere
How do you engage students at risk in the academic curriculum?
(1) pique students’ interest with stimulating activities
(2) make the curriculum relevant to students; lives and needs
(3) create a community of learners- teachers & students work together
(4) use students’ strengths to promote a positive sense of self
(5) communicate high expectations for short-term and long-term academic success
(6) provide extra support for academic success
