LANGUAGEDoes your classroom/course speak the language of diversity?: LANGUAGE Does your classroom/course speak the language of diversity? A faculty Professional Development In capacity Building for Diversity College of Education Bluemont Hall, Room No. 21, 4/14/06, 10AM-Noon Facilitators: Dr. Socorro Herrera, Dr. Kevin Murry, andamp; Dr. Della Perez Kansas State University at Manhattan


Get to know your neighbor: Get to know your neighbor As you arrive take time to learn about the participant sitting at your table. Pass around your faculty biography. What connects you? What new perspective do you bring to your group today? As a group, write one burning question you bring to this session.


Slide3: Drs. Socorro Herrera, Kevin Murry, andamp; Della Perez Kansas State University


We are here today!: We are here today! 'There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English or effectively foreclosed from any meaningful education.' U.S. Supreme Court Lau v. Nichols (1974)


Slide5: The Prism Model Virginia Collier (1995)


Socio-cultural Checklist: Socio-cultural Checklist Read the Jose Case Profile. Confer with your group. Fill in blank socio-cultural checklist. What is Jose’s greatest need area? What does this tell you about possible program modifications and instruction for Jose? What does this mean with regard to classroom instruction?


Resiliency Checklist: Resiliency Checklist Read the Jose Case Profile. Confer with your group. Fill in blank resiliency checklist. What is Jose’s area of greatest strength? What are the instructional implications of 1-4?


Resiliency Based Instruction: Resiliency Based Instruction 1. Social Competence: ability to establish/sustain positive, caring relationships, sense of humor, communicate compassion/empathy 2. Resourcefulness: ability to critically, creatively, and reflectively make decisions, to seek help from others, recognize alternative ways to solve problems and resolve conflicts 3. Autonomy: ability to act independently/exert control over one’s environment, have sense of one’s identity and detach from others engaged in risky or dysfunctional behaviors 4. Sense of Purpose: ability to see bright future for oneself, be optimistic, and aspire toward achievement.


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Slide10: How could we have supported the storytellers during the second story?


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Supporting English Language Learners in Mainstream ClassroomsClarification of Definitions & Perspectives: Supporting English Language Learners in Mainstream Classrooms Clarification of Definitions andamp; Perspectives Second Generation Immigrant Children: o Children with at least one, first generation, immigrant parent (Hansen andamp; Kucera, 2006). First Generation Immigrant Parent o A parent who has himself or herself immigrated from another country to the U.S. (Hansen andamp; Kucera, 2006). The Hyphenated American Virtually universal applicability.


Modified Jigsaw Activity: Modified Jigsaw Activity Select one group leader AND a recorder. Count off '1-4' within your group Please write down your No. Read your segment No. 1 = pp. 1-2 No. 2 = pp. 3-4 No. 3 = pp. 5-6 No. 4 = pp. 7 'andamp;' 10 Only Share andamp; Summarize Share your handout segment with the group. Summarize/write key concepts (with implications for teacher preparation)on group flip chart.


The Six Must Do’s: The Six Must Do’s Plan instruction based on strengths. Examine cultural and linguistic background. Collect data on experiential background. Look at the stage and pattern of acculturation. Assess sociolinguistic development and language transfer. Examine culturally different cognitive habits of mind and learning styles.


Differentiated Instruction: How?: Differentiated Instruction: How? Begin where students are. Build upon learner differences. Engage students through variant learning strategies. Use varied rates of instruction. Ensure that the student compares against him/herself rather than others. Provide specific ways for each student to learn. Establish learner-responsive, teacher-facilitated classrooms based on essential skills.


Quiz Quiz Trade: Quiz Quiz Trade Have all students read the same section of a text (allow more proficient peers to translate the text for less proficient peers in the native language if possible). After reading the passage, each student thinks of a question, focusing on a basic understanding or vocabulary word, from the text and writing it, along with the answer on a 3'x5' card. Students then pose their question to a partner, who will in turn pose their own question.


Quiz Quiz Trade: At this point, partners trade cards and find another partner. With each successive exchange, the student is taking someone else’s thought processes, incorporating them into their own, posing those questions and hearing yet another perspective of the answer. In subsequent rounds, the students are asked to expand upon the established concepts, developing questions which grow progressively more analytical. By the fifth round, students are asking each other to apply the content and expanded ideas to real life scenarios. Quiz Quiz Trade


Benefits of Quiz Quiz Trade: Benefits of Quiz Quiz Trade This is a wonderful way to get students to mediate the text for content as they develop questions for the facts or ideas they’ve discovered through reading the text. The process engenders natural scaffolds as students make and share meaning together. As the activity progresses, the questions have evolved to elicit inferences, comparisons, and explanations. Finally, a few of the questions generated can be used for a quick verbal quiz after the activity while the rest of the questions can be used to create a more formal formative test in the future.


CLD Strategies Explored in this Session: CLD Strategies Explored in this Session Sociocultural Preassessment Checklists Role Play/Simulation Modified Jigsaw Brainstorming Quiz-Quiz-Trade


Slide20: I wish….. I wonder….. I think…..