Week 2

Front 1

Diversity

Front 2

diversity includes:

(6)

Back 2

1.Race

2. Ethnicity

3. Gender

4. Culture

5. Language

6. Special Needs

Front 3

Diversity should .......

Back 3

be celebrated

Front 4

w can teachers help prevent diversity

Back 4

by modeling, encouraging and appreciation for all students' cultures, abilities, learning styles, interest and needs.

Front 5

Culturally relevant teaching

Back 5

being sensitive to the cultures of the students throughout the year.

Front 6

multicultural education

Back 6

the process of making aware the likeness and differences, and accepting them.

Front 7

methods by which multicultural education is Implemented

Back 7

-Interdisciplinary planning

-Unifying themes

-learning holistically

-materials from diverse writers

-role playing

-sharing cultures

-music

-interviewing each other

-high expectations for all

-contacting parents

-surveying parents

-discussion groups

Front 8

educational environment should

Back 8

1. Empower students of all race , ethnic, or culture groups.

2. help them function and find their place in society.

3. draw upon and develop unique individual talents.

prepare all students to make contributions to society.

Front 9

Common misconceptions about diverse groups.

(THESE ARE WRONG! GIVEN TO TRY TO TICK YOU)

Back 9

1.Males are overactive and hyper

2.Females are submissive

3. Females are not good at math, science, or computers

4. Asians are smarter

5. Limited language students are smarter

Front 10

TEKS stands for

Back 10

Texas Essential Knowledge and skills

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TEKS are

Back 11

state developed curriculum guidelines for all grade levels and subject areas.

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TEKS contain:

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*basic knowledge

*prerequisite knowledge necessary for attaining higher level thinking skills

Front 13

TEKS are NOT

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*activities for the classroom

*resources for lessons

*assessments for students.

Front 14

How to use TEKS

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use it to see how much time and instruction is needed to teach that topic in class

Front 15

Testing of TEKS

Back 15

Testing of the TEKS are started in 3rd grade called STAAR; teachers and students are held accountable for knowing what is in the TEKS

Front 16

Benjamin Bloom

Back 16

created a higher to lower way of thinking skills that include creative problem solving ability and critical thinking. This is used when teaching writing objectives for the students.

Front 17

Objectives

Back 17

What the students look for when coming into the room and knowing what they will be learning.

Front 18

objective writing

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Verbs used must be measurable to ensure students meet goals.

Front 19

What are some of the words not to use when writing objectives.

Back 19

Learn

understand

know

appreciate

Front 20

Bloom's three domains for objectives

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1.Cognitive Domain

2. Affective Domain

3. Psychomotor Domain

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1. COGNITIVE Domain

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Cognitive domain is the thinking, memory and reasoning ( divided into 6 levels)

*knowledge

*comprehension

*application

*analysis

*synthesis

* evaluation

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COGNITIVE DOMAIN : Knowledge

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being able to remember and recall information from earlier

(state, define, list, describe, recognize, label, recall)

Front 23

COGNITIVE DOMAIN : Comprehension

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the ability to demonstrate understanding of information.

(explain, distinguish, summarize, illustrate, interpret, generalize)

Front 24

COGNITIVE DOMAIN: Application

Back 24

the ability to apply information to new and old situations.

(apply, interpret, construct, show, solve, demonstrate

Front 25

COGNITIVE DOMAIN: Analysis

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(Higher order thinking) the ability to separate complex information into parts and recognize the relationship between the parts.

(compare, contrast, analyze, infer, classify, categorize, distinguish)

Front 26

COGNITIVE DOMAIN: Synthesis

Back 26

(higher order of thinking) The ability to gather information

(create, develop. design, produce, generate, predict, and formulate)

Front 27

COGNITIVE DOMAIN: evaluation

Back 27

(higher order of thinking) the ability to make judgments based on given knowledge or standards.

Front 28

AFFECTIVE DOMAIN

Back 28

Attitudes and feeling; must teach this though modeling

example: Students will develop an appreciation for poetry.

Front 29

PSYCHOMOTOR DOMAIN

Back 29

Physical ability; must assess through student performance

example: Students will be able to say the 50 states without looking at their notes.

Front 30

Unit

Back 30

the result of long-term planning. There are many lesson plans under one unit.

Front 31

Unit plans should include:

Back 31

1. Title

2. The overview

3. Instructional outcome

4. conceptual map (unit web)

5. Timetable

6. The approach

7. Activities

8. Bibliography

9. Materials

10. Evaluation techniques

Front 32

Traditional lesson cycle

Back 32

A type of classroom instruction

Front 33

homework

Back 33

An extension of the lesson that was taught in the classroom

Front 34

guidelines for homework

Back 34

clear set goals

outline/ rubric

make students accountable

determine due date

do not use as punishment

don't reward by not giving homework

teach students to proofread

Front 35

ability group

Back 35

grouping with the same academic level.

Front 36

acculturation

Back 36

successful application of new knowledge and use of new norms from another culture while retaining one's own native culture and language

Front 37

James Bank's: additive approach (+)

Back 37

Second approach to multicultural education; This is where the teacher puts or adds information about culture without altering the curriculum.

Front 38

assimilation

Back 38

taking on ways of the dominant culture at the expense of loosing ways of one's native culture and language.

Front 39

basic interpersonal communication skills (BICS)

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being able to use everyday language in conversation. (can take up to two years to accomplish)

Front 40

Bias

Back 40

having unfair prejudices toward a group of people.

Front 41

bidialectism

Back 41

being able to speak casually at home or have a work conversation with ease.

Front 42

bilingual

Back 42

being able to speak two different languages with the facility of a native speaker

Front 43

cognitive academic language proficiency (CALP)

Back 43

(5-7 yrs if age) being able to use language for abstract and academic purposes.

Front 44

James Bank's: contribution approach

Back 44

the first and lowest level of four approaches to multicultural education. This is where the teacher adds ethnic or cultural information as an appendage to the standard curriculum.

Front 45

cultural deprivation

Back 45

having the mindset that the student's have no culture and that is why they do so poorly in school.

Front 46

culturally relevant teaching (CRT)

Back 46

a theory that underscores teaching practices grounded in the understanding od culture and experiences that shape students' ways of knowing the world.

Front 47

culture

Back 47

a way of life, the habits, values, norms, and attitudes of a group of people.

Front 48

dialect

Back 48

a regional variety of a language, with difference in vocabulary, grammar, and pronunciation.

Front 49

digital divide

Back 49

term used to describe the difference in access to technology between more affluent and less affluent children.

Front 50

discrimination

Back 50

having negative thoughts, behaviors or actions toward a certain group of people.

Front 51

dual language program

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having instruction in both English and then their native language ( in Texas it is more that likely to be Spanish).

Front 52

empowerment

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factors and beliefs that make up their identity. (language, culture, and other factors. )

Front 53

ESL; English as a second language

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a program where students, who's native language is not English but learning it for educational purposes.

Front 54

English Language Learner (ELL)

Back 54

the term used for a student learning English as a second language

Front 55

ethnicity

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a shared national heritage; pertaining to cultural or racial features

Front 56

ethnocentric

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describes actions wherein people view their own cultural group characteristics as a correct or superior and the ways of other groups as odd or inferior.

Front 57

funds of knowledge

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knowledge, skills, and experiences that families and communicates practices that when recognized by teachers, can enhance learning; usually refers to minority families whose knowledge and skills do not match typical school knowledge and skills.

Front 58

generalization

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flexible conclusion about characteristics of a group with the understanding that nor everyone in that group shares those characteristics.

Front 59

hidden curriculum

Back 59

what students learn that the teacher does not explicitly teach

Front 60

inclusion

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when a student with disabilities is placed in an educational setting with students without exceptionalities, and receive help along the side of the them.

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least restrictive environment (LRE)

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children who are differently abled are required by law to be placed in regular classrooms to the greatest extent possible.

Front 62

limited English proficient(LEP)

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an older term used to describe children with learing English as a second language.

Front 63

macro culture

Back 63

a large culture group

Front 64

maintenance program

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a program for bilingual children that emphasizes language development in both the first and second languages

Front 65

melting pot

Back 65

many cultures that blend together

Front 66

micro culture

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small cultural group

Front 67

minority group

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a part of the total population that has different characteristics than most others and that often is treated differently than others.

Front 68

monoculture

(MONO: one)

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of only one culture

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multicultural

Back 69

having more than one culture

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multiracial

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people who's ancestors are from three or more different racial groups.

Front 71

physically challenged

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people who possess some type of bodily condition that prevents them from performing certain actions such as walking, speaking, hearing, or seeing.

Front 72

pluralism

Back 72

an aspect of a society where many different cultural groups are valued and respected and share power

Front 73

prejudice

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the mindset and resulting action that consistently thrusts negative responses on a particular person or group of people.

Front 74

pull out ELL (ESL) program

Back 74

a program for second language learners in which they are placed in regular classes for the most of their day but are pulled out for special instructions in English

Front 75

race

Back 75

the association of skin color or other inherited physical characteristics with a person's identity, many prefer the term ethnicity

Front 76

salad bowl

Back 76

metaphor for many cultures blending together

Front 77

James Banks: social action approach

Back 77

fourth approach to multicultural education. teacher encourages the multicultural curriculum to be part of the children's lives so that they are actively are engaged in it.

Front 78

stereotyping

Back 78

the assumption that certain beliefs based on skin color, religious, or other cultural identifiers are trues of all people of that group.

Front 79

James Banks: transformation approach

Back 79

third approach to multicultural education, teacher involves students in viewpoints and frames of reference from different cultures that are integrated into the curriculum.

Front 80

transitional program

Back 80

a plan in which the native language of English language learners is used in instruction along with English until the instruction can be given only in English.