Accommodating culturally diverse learners

it has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds.

For instance, in Canada, research reflects the need to bridge the gap between traditional Aboriginal education and Western education systems by including spirituality in Aboriginal educational practices.

These interventions might include turning on equipment, helping a student with a tripod grasp and basic writing, or completing the majority of steps in a task but allowing the student to complete the last few.

Whatever the goal, identify your peer supports and identify for them and the student your specific, individuated goals for that learning time.

In 2000, Gay defined culturally relevant teaching as the practice of using prior experiences, cultural knowledge, and performance styles of diverse learners to make the curriculum more appropriate and effective for them.

Grant (1977, 1978), Garcia (1982), Frazier (1987), and Banks (1990) define multicultural education as an education reform movement that is attempting to change the structure of all educational institutions.

By making education culturally relevant, it is thought to improve academic achievement.

Although the majority of this practice is undertaken in a primary or secondary school setting, Baumgartner and Johnson-Bailey (2008), have experienced the implementation and discussions of culturally relevant teaching within a higher education environment.

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I was most interested in how my mom walked to school early every morning to stoke up the wood stove before the children arrived.Accounting for this physical need can make all lessons run more smoothly.Some students require physical assistance to participate in classroom behaviors.I suspect that some of these teachers, educated during the heyday of John Dewey, would have found our debates about homogeneous/ heterogeneous classes silly. That is the ethical, and moral, and in some cases legal, imperative. And for efficiency, let's label this kind of teaching differentiating your instruction.However, it would be only fair to admit that teaching today is a bit more complicated. If you teach in a progressive elementary or middle school, it is likely that you already differentiate your instruction—working to teach a heterogeneous mix of students that includes mainstreamed special education students, a mixture of "average" kids, and a sprinkling of what we sometimes refer to as "the gifted." If you are a high school teacher, it is likely that you are teaching in a school that tracks students into ability levels such as low, medium, high, or basic, general, college prep., honors. There are many ways that schools designate what "track" a student should be in while attaining a high school education.Neito (1992) further states that it challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms the pluralism that students, their communities, and teachers represent (208).Neito is reinforcing the idea that culturally relevant teaching practices encourage and support the cultural differences that students bring to the classroom and work to include those in the daily teaching practices.One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay.In her landmark book, Culturally Responsive Teaching: Theory, Research, and Practice, Geneva Gay expanded the traditional view of culture beyond race and ethnicity.Suzuki (1984) looks at culturally relevant teaching practices as a multicultural education that includes interdisciplinary instructional programs that provide multiple learning environments to meet the individual needs of the student.Hulsebosch and Koerner (1993) claim that culturally relevant teaching means that teachers have actively engaged in assimilating themselves into the mainstream culture of their students while searching for tools, strategies and other means to enact culturally relevant pedagogy.


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