Group+1+Module+13


 * Module 13 Multicultural Factors and Instructing Diverse Students

1. What does research say about the topic?** ZH-Research is finding that the diverse student population is growing in America. It seems relevant when the writer of multicultural and SQR articles teaches in the University of Hawaii. The researcher Kathryn Au grew up in Hawaii speaking the local Hawai'i Creole language from the plantation. She can identify with those struggling with language. A teacher's prior stance about race, social grouping, and abilities are a hindrance when the teachers do not consider students' work habits, beliefs or cultures while instructing. Teaching and listening while studying about the cultures in a classroom will allow for differences and homogeneous grouping. I really like when a teacher drew a line across the classroom and asked questions so the students' would take steps toward the center of the line. Hilary Swank, in playing the teacher role lead the class to eventually think they were more similar than dissimilar. TD- Research indicates that students of diverse backgrounds consistently test below their Caucasian peers. It also says that poverty is a major factor of multiculturalism and that students may feel a lack of motivation and even a rebellion toward school because they do not see “what’s in it for me”. The key for teachers is to incorporate student interest into instruction to help students make a connection to what they read, which should motivate them to learn. KC- Teachers of students from diverse backgrounds are faced with challenges such as motivation, struggling readers, English language learners, and proper ways to assess their students. Teachers need to get to know the community in which they teach and more about their students’ cultures. A problem that English language learners and struggling readers face is that instruction is geared to lower level skills rather than higher level thinking. Teachers need to model the literacy behaviors that they want to see from their students. We need to show our students the value of owning literacy.

KC- I bet that made you feel really good! That is quite an accomplishment for that student. I agree with you that we need to make our classrooms a safte place where students aren't afraid to express themselves and to ask questions. I have the same rules with my students. KC- I would probably be more along the lines of the contributions approach to multicultural instruction. Although my instruction at times has gone into deeper thinking and discussions among the class as a whole and in smaller groups about cultural issues such as segregation, these types of activities do not take place on a regular basis in my instruction. The approach that I should be using would be more of the transformational or decision making approach. I’m not sure how to get to the decision-making or transformational approach. 1. Cultures are adapting and losing some of the real flavor. Languages are being lost. How do we recapture what is just out of a multi-cultural teacher's grasp? 2. Squeepers are really higher level SQR's. What is one way that you have used them?
 * 2.Terminalogically speaking, and with vibrant vocabulary, evaluate your approach to multicultural instruction. What approach do you use, should you use, and how do you get to decision making transformational levels?**
 * ZH-** A multicultural class is vibrant, colourful and full of chances to use cool strategies such as cognate searches and culturally responsive instruction. As an ELL teacher and title One teacher I have had opportunities to use strategies of research and goal oriented directions for the students. They know the goals, even when speaking minute quantities of the dominant language. I took many weeks of SIOP classes or Sheltered Instruction Observation Protocol classes through my school staff development and OU. The scaffolding term and its use begins with early learners no matter the age or tongue that they speak. We have been constantly activating prior knowledge. How you ever done a "remember when" and they remember? Where would my own children be without stories read to them, museums and trips in Paul's footsteps searching in two continents? The transformational approach to multicultural instruction has always been in my classroom. My three best friends in school were Catholic, Jewish and Presbyterian. Who cared who ate fish on Friday as long as they ate. The contribution and additive approach to multicultural learning was present when the British grandma brought her GPS currency for the children to marvel at with colors and foil on the currency. Postcards were sent around our inclusive circle along with books and maps of her area. The Native Americans brought relics from the culture that they were living in at the present moment. It is so much better than any textbook could teach. At Gilcrease Museum of the Americas the children are taught and mesmerized with how life used to be, or could be if they stepped out of the gaming world. As a trained docent I took each class and watched the wonder as they were lead to the pond below or exhibit of colonial farming that is hidden by the museum. These levels the children progressed on were one more transformational acquisition for the children to have in their "hats" when pulling out learned strategies.
 * TD-** The type of multicultural instruction I implement deals with the types of backgrounds my boys come from. I deal with drug problems, abuse, violence, and a plethora of other criminal or at the very least immoral situations that my boys have been brought up to think are the norm. Multiculturalism in my classroom begins with the mantra that everyone is safe in our classroom and no one laughs at or makes fun of anyone else, regardless of how silly anyone thinks a question or answer is. Getting my students to speak and engage is sometimes half the battle. My students have a general dislike of school, so another big element in my instruction is motivating them and maintaining their interest (especially since we go to school throughout the summer). I have sports magazines, outdoor life magazines, and a motley collection of books, newspapers, and other reading materials. We do sustained silent reading every day. Today, one of my students told me, “This is the first time in a year that I have finished reading a book! I normally get kicked out [of school] before I get to finish a book!” **ZH**-You should still be floating from that comment. WAY to go, Mrs. Duncan!
 * 3. Questions: Module 13 all of us**

KC- I have never used the squeeper strategy in my class before. 3. There is so much to remember and include as the teacher of ELL's and languages. How is it all put together and then projected into assessments that are State required? KC- 1. What are some ways to get to the decision-making or transformational approach? 2. How can we use bilingual education with ELL students when we do not have teachers that can effectively communicate with them in their native language? 3. How do we get out of the cycle of gearing our instruction of ELL students and struggling readers to lower level skills? How do we get our fellow teachers to see that we need to be working towards those higher level thinking skills?