EAS study guide-Diverse Student Populations (DSP) Questions and Answers 2023

EAS study guide-Diverse Student Populations (DSP) Questions and Answers 2023 Looping -Teachers working with the same class or students group for 2 or more years -Promotes higher student performance Culturally relevant material -Helps students in real life interactions -Shows that the teacher appreciates and values their language and culture -Raises student self esteem Activating background knowledge -Asking students what they already know and what they want to learn -Students are more motivated -Can be done through a pre-assessment Culturally compatible classroom -Enables greater student learning -Teacher recognizes cultural expectations and norms -Incompatible classrooms can lead to students being confused, anxious, unable to pay attention and uninformed. Self reflection for teachers -Have teachers record and analyze everything from the lesson -Write self reflections -Record lessons -Get feedback from others Questions for teachers to ask others in self reflection -Can be students or peers who observe the class -Lesson objectives -Leaning materials -Studens -Classroom management -Teacher Refugee students -Have had little/no formal education in L1 so learning L2 is even harder Strategies for teaching refugee students -sheltered instruction, using multisensory/multimodal techniques, short sentences -contextual support and cues -activating background knowledge -teaching vocabulary explicitly -teaching before, during and after comprehension strategies -differentiated instruction Challenges for low-income students -Not having needs met -Not having educational resources -Less access to enrichment -More home responsibilities Difficulties for low-income students -Attending school and coming on time -Materials and homework -Staying awake and engaged -Communicating appropriately -Staying in and graduating school SIFE -Students with Interrupted Formal Education -L1 is not English -Entered US schools after 2nd grade -2 years less school than classmates -2 years behind classmates -Subgroup of ELL/LEP LEP -Limited English Proficiency -Speak little to no English because of foreign ancestry or birth -speak/understand little to no English or score below English Language proficient test. Impacts for SIFE -unfamiliar with new country and culture -culture shock, anxiety, confusion, feeling dislocated -can impede academic achievement Supports for SIFE -Giving instruction in L1 -supplementary programs with targeting interventions -structured learning experiences for social and emotional development -ensuring access to bilingual social workers and guidance counselors. Grouping for gifted students -enrichment -student interest -student ability -flexible grouping that is impermanent and targeting -cluster grouping that benefits gifted and typical students Acceleration for gifted students -AP -Continuos Progress curriculum with flexible pacing -dual or concurrent enrollment in higher grades/schools -Curriculum Compacting covering material in less time -Early Entrance -Skipping grades -Subject accelerations Enrichment for gifted students -Academic competitions -Independent study -Learning/Interest centers -Field trips -Mentorships -Weekend/Summer programs Differentiation -Tiered assignments -Learning contracts -Self directed learning -Learning centers -Problem-Based Learning -Seminars with small groups to learn what was not taught or to expand on what was taught Equitable classroom assessment -not teach all students the same -vary assessment -state learning outcomes and objectives -inform students of goals -give students lists of skills and concepts -give copies of the rubric -match assessment with instruction supporting task completion and skills -Students need to know content and how to respond to the assessment -Some students need to be taught test taking skills or how to use computer if they are not taught with them -students need thorough directions and examples Encouragement and assessment -All students need encouragement, especially from collectivist cultures or who think more holistically -standard based approaches and criterion referenced measures and the most fair -Teachers should evaluate the outcomes and see if anything needs to be changed Diversity in the classroom -Teachers should embrace diversity and show how differences are good -Create a classroom that values diversity -Establish a learning environment where every students feels respected and valued -Encourage students to learn about each other Welcoming atmosphere for ELL -Learn to pronounce their names correctly -offer one-on-one assistance -Assign classmates, particularly if they are bilingual or know the ELLs L1 -Post daily schedules -Invite to share cultural aspects Including diverse cultures -Have classroom materials with various cultures and languages -Labeling classroom objects -Cooperative learning styles -Use visuals -Treat all students fairly with equal accountability for behavior 3 Characteristics of Culturally Responsive Teaching -Sociocultural consciousness-understand how socioculture influences how people live and behave and keep that in mind -Affirmative attitudes-respect cultural differences and incorporate instruction related to culture -Commitment to and skills for acting as agents of change 3 More Characteristics of Culturally Responsive Teaching -Constructivist philosophies about learning and teacher scaffolding for students to construct their own learning -Learning about student lives -Culturally responsive strategies Effectively Instructing Diverse Students -Develop bonds with students with no racism -Focus instruction on student construction of meaning -Collaborate with students -Preserve student ethnic and cultural identity and pride AVID -Achievement Via Individual Determination -All students in rigorous academic program, not tracking -explicit instruction including collaboration -higher percentage of college enrollment, particularly African American and Latino students After-School Youth Programs -Minimal budgets leads to students assuming some responsibilities -Collaboratively plan activities -learn skills through collaborative efforts Challenge of Multicultural Classrooms -Students tend to form cliques based on shared ethnicity -Assign small learning groups -Help students get to know each other as people, not stereotypes Instructional Methods for All Students -Accommodations -Modifications -Universal Design for Learning -Cooperative Learning Activities Accommodation -support or service so students can access instruction and content fully because they cannot through the typical way -does not interfere with standards