draft

Hi, Cass here, popped in after the chat tonight (21/10) and I think we forgot the 2nd para....anyway here is a conclusion i've put together, it needs a bit of work but it's a starting point. Another problem is this moves us from 537 to 607 words but i think we can merge the first two para's and lose a few words there. Anyway... Hi Cass, I just moved it down the bottom, looks good. Leah 22/10 1.01pm Sorry to put this here, I've been kicked out of Blackboard, and can't get back in. I'll keep trying. Kelly Apps

==== Diversity exists in all classrooms and for this reason it represents one of the teacher’s most important considerations and greatest challenges. Within the classroom environment diversity will encompass differences such as language, ethnicity, culture, social standing, ability and gender of students (Groundwater-Smith & Le Cornu 2003:55). It is important teachers consider their own preconceptions and prejudices to avoid bringing any misconceived attitudes into a classroom. ====

==== To cater for individual differences teachers need to be guided by their belief system, teaching philosophy, the teaching context and interests and abilities of their class (Barry & King 1999:283). To provide equal learning outcomes it is crucial to create the opportunity for all students to learn and be challenged (Atherton 2010:online). Lessons must be formulated with diversity in mind and provide a platform for all individuals to excel. Teachers should remember that students can learn orally, visually or kinaesthetically and must provide the best opportunity for students to learn by incorporating all learning styles (Partin 2009:161). ====

==== Teachers will inevitably encounter students with special needs, including gifted students who can traditionally disengage in the classroom setting due to uninspiring teaching methods (Groundwater-Smith & Le Cornu & Ewing 2003:65). Planning extension activities for gifted and talented students is one strategy to keep them motivated and keen to construct their own learning experiences (Vialle, Lysaght & Verenikina 2005:164). These students also demonstrate positive academic improvements from some types of homogenous classroom grouping. Similarly, average and academically challenged students show the most improvement when placed in small focus groups (Allan 1991:online). ====

Another vital teaching strategy to be utilised by teachers is to build upon the prior knowledge and experience of each child (McInerney & McInerney 2006:351). Hill (2006:39) also discusses the importance of teachers recognising the social and cultural discourses that students bring to the classroom. This is particularly relevant with reference to indigenous students and those with English as their second language. Culturally relevant teaching practices will aid their learning and help to provide acceptance within the classroom environment (McInerney & McInerney 2006:369). Understanding these factors, a teacher can ensure lessons are culturally receptive, using cooperative, learner centred instruction (Merlin 2010:online).

It is beneficial to incorporate parents and caregivers into the school community so they are empowered to ask questions and assist in meaningful ways with their children’s education (McInerney & McInerney 2006:365). Furthermore, by having an open door policy with parents, a teacher is modelling the idea of inclusivity to students. This can assist with a diverse classroom exposing students to many different cultures.

==== In summary, there are many ways a teacher may experience diversity in a classroom. Ethnicity, social standing and ability are some examples. To provide an equal learning outcome for their students, a teacher needs put aside their own prejudices and plan for each of these factors using a variety of teaching strategies. This may include extension activities for gifted children or parental assistance in the classroom. Student’s prior knowledge will also affect which strategy is used. It is important teachers identify what strategies work for them and their students so both can learn and develop. Student teachers need to discuss strategy options throughout their degree so they can actively construct their own understanding needed in present and future diverse classrooms. ====

Correct Reference List:

Reference List :

Allan, S. 1991, ‘ //Ability-Grouping Research Reviews: What Do They Say about // //Grouping and the Gifted’ //, Department of Instructional Services, Virginia. Retrieved 9 October 2010 from [|http://www.donet.com/~eprice/sdallan.htm]

Atherton, J. 2010, Equal Opportunities in the Classroom, Learning and Teaching [On-line] United Kingdom. Retrieved 27 September 2010  [|http://www.learningandteaching.info/teaching/equal_opportunities.htm]

Barry, K. & King, L. 1999, Beginning Teaching and Beyond, 3rd edition, Social Sciences Press, Tuggerah, NSW.

Groundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003, ‘Understanding learner diversity’, Teaching: challenges and dilemmas, Thomson Learning, Southbank, VIC.

Hill, S. 2006, ‘Developing early literacy: Assessment and teaching’, Eleanor Curtain Publishing, Prahran, Vic.

McInerney, D. M. & McInerney, V. 2006, ‘Managing Effective Learning’, Educational psychology: constructing learning, 4th edition, Pearson Education, Sydney.

Merlin, R. 2010, Addressing Cultural Diversity in the Classroom, Retrieved 25 September 2010 from  [|http://www.helium.com/items/169369-addressing-cultural-diversity-in-the-classroom]

Partin, R. 2009, The classroom teacher’s survival guide, Jossey-Bass, 3rd Edition, San Francisco. Retrieved 9 October 2010 from [|http://books.google.com.au/booksid=RjX3sz4BBUC&pg=PA161&lpg=PA161&dq=strategies+for+teaching+visually,+orally+] and+kinesthetic&source=bl&ots=RbFRZH5f03&sig=exwGqY38il9s2ZZMyIXDkIC65dc&hl=en&ei=hBuxTIaLDougvQP99eX0Bg &sa=X&oi=book_result&ct=result&resnum=5&ved=0CCsQ6AEwBA#v=onepage&q&f=false  I have this saved as a word document with the correct fomatting for whoever does the absolute final. I can email it though as an attachment. Tamara 18/10 9.47pm Reference List:

Allan, S. 1991, //Ability-Grouping Research Reviews: What Do They Say about// // Grouping and the Gifted //, Department of Instructional Services, Virginia. Retrieved 9 October 2010 from

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: black; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-right: 10px; text-indent: 36pt;">[|http://www.donet.com/~eprice/sdallan.htm]

** Atherton, ??? where was this reference from??? I just found it with Tamara's input (Leah 18/10 ) 901pm ** ATHERTON J S (2010) Learning and Teaching; Equal Opportunities in the Classroom [On-line] UK: Available:<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|http://www.learningandteaching.info/teaching/equal_opportunities.htm] Accessed: 27 September 2010 <span style="color: black; font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Barry, K. & King, L. 1999, //Beginning Teaching and Beyond//, 3rd edn, <span style="color: black; font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 36pt;">Social Sciences Press, Tuggerah, NSW, Chapter 9.

<span style="color: black; font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36pt;">Groundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003. ‘Understanding learner diversity’ //,// in: //Teaching: challenges and dilemmas,// Thomson <span style="color: black; font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 36pt;">Learning, Southbank, Vic., pp. 53-73.

<span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Hill, S. 2006, //Developing early literacy: Assessment and teaching//, Eleanor <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-indent: 36pt;">Curtain Publishing, Prahran, Vic.

<span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">McInerney, D. M. & McInerney, V. 2006, ‘Managing Effective Learning’, In: <span style="font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 36pt; margin-right: 0cm; margin-top: 0cm;">// Educational psychology: constructing learning, // 4th edn, Pearson Education, pp. 350-357, 360-365, 368-369.

<span style="color: black; font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">Merlin, R. 2010, //Addressing Cultural Diversity in the Classroom// , Retrieved 25 September 2010 from:

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: black; padding-right: 10px;">[|http://www.helium.com/items/169369-addressing-cultural-diversity-in-the-classroom]

** Partin 2009??? Where was this reference from??? ** current draft below ( 12/10/10 @ 5:18pm)<span style="font-family: arial,helvetica,sans-serif; line-height: 19px;"><span style="display: block; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">The diversity of learners in any single class room must be one of the teacher’s most important considerations as well as being one of the teacher’s greatest challenges (Groundwater-Smith, Le Cornu & Ewing 2003:54). It is important as beginning teachers to thoughtfully consider ones own preconceptions of different cultures and backgrounds so as not to bring those misconceived attitudes and ideas into a classroom setting and unconsciously perpetuate them amongst the students. To cater for individual differences teachers need to be guided by their belief system, teaching philosophy, the teaching context and interests and abilities of the class (Barry & King,1999:283 **).** <span style="display: block; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt;">Diversity in the classroom environment will encompass differences such as the language, ethnicity, cultural background, social standing, ability and gender of students (Groundwater-Smith & Le Cornu, 2003: 55). There may be students with special needs, be they physically or mentally handicapped, who will be incorporated into a mainstream class. Strategies for gifted and talented students need to also be incorporated when planning for equal learning outcomes as traditionally it is these students who have disengaged in the classroom setting due to uninspiring whole teaching methods (Groundwater-Smith & Le Corne, 2003:65). <span style="display: block; font-family: arial,helvetica,sans-serif; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt;">As part of providing equal learning outcomes for all, it is crucial to provide the opportunity to learn and extend along with the chance for all students to be on an equal playing field (Atherton 2010: **page no?)).** Lessons must be formulated with diversity in mind and provide a platform for all individuals to excel.One such strategy is planning extension activities for gifted and talented students to keep them motivated and keen to construct their own learning experiences. Gifted and high ability students also demonstrate positive academic improvements from some types of homogenous classroom grouping. Similarly, average and academically challenged students show the most improvement when placed in small focus groups (Allan 1991: online). ** Furthermore as a teacher one must remember that students can learn orally, visually or kinesthetically, therefore strategies must be implemented to cater for all learning styles. Teachers provide the best opportunity for students to learn when they incorporate all learning styles into lessons, for example, writing the question, reading it out loud then using physical objects or people to act out or explain (Partin 2009:161). ** <span style="display: block; font-family: arial,helvetica,sans-serif; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">Another strategy for teachers to use to their advantage is the prior knowledge children arrive at school with. <span style="color: #ff00c1; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">"Teachers need to build on the experiences of their students" (McInerney, D. M. ; McInerney, V. 2006:351) <span style="display: block; font-family: arial,helvetica,sans-serif; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">. Hill (2006:39) discussed the importance of teachers recognizing the social and cultural discourses that each child brings to the classroom. Children can often see their own differences as a weakness, which can bring added stress to the child in an unfamiliar classroom environment. By teachers understanding this and acknowledging that everybody is different in one way or another it can help the teacher get to know their students. They can then shape the curriculum so that it is culturally receptive to the students whilst utilizing cooperative, learner centered instruction(Merlin, R. 2010: **para number** ? Online). <span style="color: #f80d0d; display: block; font-family: arial,helvetica,sans-serif; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">And last but not least it is essential to incorporate the parents and caregivers into the school community so they are empowered to ask questions and able to help in meaningful ways with their children’s education. It is vitally important as pre service teachers that these discussions are continued throughout our teacher-training course so we can actively construct our own understanding of the strategies needed in tomorrow’s diverse classrooms. <span style="color: #808000; display: block; font-family: arial,helvetica,sans-serif; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">Reference: <span style="font-family: arial,helvetica,sans-serif; line-height: 19px;"> Allan, S. 1991 ‘Ability-Grouping ResearchReviews: What Do They Say aboutGrouping and the Gifted’, Department of Instructional Services, Virginia accessed on 9 October 2010 from <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">[] Barry, K. & King, L. 1999, Beginning Teaching and Beyond, 3rd edn, Social Sciences Press, Tuggerah, NSW, Chapter 9.<span style="font-family: arial,helvetica,sans-serif; line-height: 19px;"> Merlin, R. 2010, ‘Addressing Cultural Diversity in the Classroom’ Retrieved 25th September 2010 from:

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: #0000ff; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;"> [] -HI every body, all responses are below and in different colours so we keep track of whose we have used ( might work or might be silly idea) Hey all, <span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal;"> I have just been working on other things and have had a read through the slides for the diversity lecture (not sure if any of you have had this idea but it only just occurred to me lol).

So thought I would add some extra thoughts that we could maybe work into the answer....

Diversity also occurs though motivation and an goal orientation, an individuals purpose for working. For example mastery or performance goals, and whether students are intrinsicly or extrinsicly motivated to work. This may be used as a strategy to overcome diversity and mix up the motivation styles used by a teacher. (this is from motivation lecture, lecture 2 module 1 - no quotes used all paraphrased from slides)

Students may also be diverse in their own interests.

Also, modifying learning environment can assist with dealing with diversity, it "must must respect the rights of all and provide for the needs of all" (Yvonne Masters 2010:lecture 1 module 4)Sorry they are not more polished but i thought they might add a new dimension of integrating previous modules of this semester like they ar asking us to do in our eportfolio. Looks like Tamara beat me to adding more info and hers might be more useful but thought I would add anywayJess (11/10/10 - 6:40pm) Hi Everyone, Tamara here, (hi tamara this looks great! i will work on it later today, Leah ) 11 oct 10.51 am I have found some good quotes and have paraphrased below with their references. I think these will be useful in addressing the actual strategies teachers use to cater for mixed ability levels, behaviour types and challenges eg. Asperger's, ADD etc.. There are so many things we could include eg access to technology, student financial challenges eg. excursions, swimming lessons, resources they have access to..We just do not have a high enough word count =(

Gifted and high ability students demonstrate positive academic improvements from some types of homogenous classroom grouping. Similarly, average and academically challenged students show the most improvement when placed in small focus groups (Allan 1991: online). The seating arrangement of the classroom can also impact on the effectiveness of instruction and classroom discipline.

Students may learn orally, visually or kinaesthetically therefore strategies must be implemented to cater for all learning styles. Teachers provide the best opportunity for students to learn when they incorporate all learning styles into lessons, for example, writing the question, reading it out loud then using physical objects or people to act out or explain (Partin 2009:161)

Cheers, Tamara 10/10/10

Hey Leah,

I only got around to highlighting some stuff that is really good. Haven't had a chance to move any of it yet....

Talk soon Jess Yes lots of good stuff here Jess. Don't want to use any direct quotes though and there are a lot of them! If you play around with this just select and copy from the original text so we keep individual responses in their entirety. I am trying to use other sources so we have alot of referencing, (need page number for your Barry and King Quote in first para) Leah

Ok hey looking good..... That is paraphrased from text (so no need for pg #) but its pg 283..... and we can add in quotes...but instead of quoting it we can paraphrase it :)

I will have more of a look later on tho ploughing ahead with hsie Jess

Have made a few edits and a note at the bottom :) - Jess 4/10

DRAFT

<span style="display: block; font-family: Verdana,Arial,Helvetica,sans-serif; line-height: normal; margin: 0px; padding: 0px;">In what way might you experience diversity in a classroom? What strategies might you use to help provide equal learning outcomes for all? Draft - Jess' edit's, 8:30pm 6/10

I do think we need just a little bit more about the actual strategies teachers may use for example grouping children into similar academic levels in particular activities or another is the seating arrangement they are placed in in the classroom and possibly using positive reinforcement as a behaviour management strategy as children do not respond well to punishment... I might see if I can find some quotes - I am sure I have seen some around! (from blackboard.....Tamara) Also examples such as Blooms Taxonomy (jess’s) This knowledge may be used as a stepping-stone to a wider range of learning content and ability. “To help all learners, you will need to develop a range of teaching styles – by using many different styles you will not disadvantage the students who do not like to learn from your favourite way of teaching.” Killeen pg 86 – para 3 (Kelly Apps) "Teachers need to build on the experiences of their students" McInerney, D. M. ; McInerney, V. 2006:351 "Effective teaching also requires that teachers make linkages between students' home culture and classroom practices" <span style="color: #f80d0d; display: block; line-height: 19px; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt; text-indent: 2cm;">Hollins 96 cited McInerney & Van Etten 2001).:351 (Kelly allen)