When Two Worldviews Collide - Educational Leadership
the worldview of the Aboriginal people with whom to teaching and learning can suit all people. A vari- . University to meet the specific needs of mature-. Price, review and buy Learning and Teaching: Where Worldviews Meet at best price and offers from guiadeayuntamientos.info Shop Education, Learning & Self Help Books at. One way to understand our responses to different worldviews is to learn about the Worldview Explorations Curriculum will enable teachers to meet numerous.
Assistive technology refers to "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability" U. Department of Education,20 U.
Hence, low-tech devices such as pencil grips may be considered assistive technology as well as high-tech devices such as screen readers or electronic books.
The principles of universal design are important to engineering classrooms that support diverse learners, including those students with physical, sensory, and cognitive disabilities see Chapter 2 for an in-depth discussion on UDL.
Sheltered Instruction Like differentiated instruction and universal design, sheltered instruction also embraces the needs of diverse learners, specifically English language learners. Echevarria, Vogt, and Short define sheltered instruction by using the following eight broad elements: The preparation element suggests that teachers first identify lesson objectives aligned with state and local standards. The building background element requires that teachers link new content to students' background experiences and helps students focus on unfamiliar vocabulary.
With the comprehensible input element, as the name implies, teachers use controlled vocabulary, sentence structure, and visuals and gestures to facilitate students' comprehension. The strategies element refers to teaching students different approaches for organizing and retaining information associated with effective learning.
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The interaction element shows teachers how to structure opportunities for students to interact with their peers in the learning process. The interaction phase leads to the practice and application element, which requires teachers to provide frequent opportunities for students to practice new language skills in context.
The lesson delivery element illustrates how teachers can appropriately pace the lesson and provide for active engagement.
The review and assessment element focuses on establishing standards and including language-based and content-based evaluations. All of these elements are important in designing classroom instruction that embraces the needs of English language learners.
- When Worldviews Meet
- Learning and Teaching Where Worldviews Meet
- Introduction: Teaching in Diverse, Standards-Based Classrooms
Multicultural Education Multicultural education is another approach that is important in today's diverse, standards-based classrooms. As the name implies, multicultural education addresses the needs of culturally diverse populations of students. Banks defined this approach with the following five major dimensions: Content integration implies that curricula should include content about diverse populations and present information from diverse points of view.
The knowledge construction process focuses on the extent to which teachers explore the influences of culture with students.
This process includes exploring how knowledge is constructed and how attitudes are formed in regards to what constitutes valuable or important knowledge. Bias reduction refers to activities that are designed to examine and reduce bias in attitudes. Building an empowering school culture eradicates systemic factors such as the negative effects of tracking practices on diverse groups of students.
Equity pedagogy helps teachers use instructional strategies that embrace the learning characteristics and cognitive styles of diverse populations. Multicultural education supports educators in enhancing the educational experiences of all learners, including students from culturally diverse backgrounds.
Together, differentiated instruction, sheltered instruction, universal design, and multicultural education address the broad array of students in today's classrooms. By using these approaches, teachers have the pedagogical tools they need to teach standards in diverse, inclusive classrooms. A Framework for Success As you read the descriptions of the instructional approaches, you probably noticed that there was some similarity in the strategies used for each.
For example, encouraging teachers to vary how they present content to students is a common theme for all of the instructional approaches. This overlap suggests that teachers need not have a separate repertoire of strategies for each aspect of student diversity. Rather, it may be more helpful to consider implications of student diversity on the critical elements of instruction. Combining instruction with an awareness of student diversity is the theme of this book.
The following chapters will focus on the MMECCA framework which is composed of six critical elements of instruction that must be addressed to appropriately respond to student diversity in standards-based classrooms. As shown in Figure I. This element shows the strategies and techniques that are employed during instruction. This is the "how" through which instruction is accomplished.Westside Christian Academy: Teaching Thru a Biblical Worldview
This element pertains to the tangible items that are used to support instruction. This is the "with what" through which instruction is accomplished.
This element focuses on the physical environment of the classroom, behavior management, and general classroom ethos. This is the "where" of instruction or the instructional context in which learning will occur.
This element details what is being taught to students. It addresses curricular issues related to what students should know and be able to do. This is the "what" of the learning process or the knowledge, facts, and understandings that are the essence of teaching and learning. This element pertains to how educators should work together in delivering instruction to diverse populations.
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It includes educational practices such as collaborative problem solving and co-teaching. The New Age appears to be the instrument that Satan will use to catapult his Antichrist to power When Christians refuse to be initiated into this Satanic religious system, they will be dealt with very harshly The New Age is working hard today to set up an environment of hatred against Christians Another frightening aspect of the New Age is that it has infiltrated public education, say these critics.
As Pat Robertson explains: You can't put the Ten Commandments on the classroom wall, but apparently there's nothing wrong with having gurus come in to lecture or having seances and meditations. These practices are going on right now in many schools The infiltration of the New Age into public education is so great a threat that Christian parents have but one alternative—to fight, says Robert Simonds, president and founder of Citizens for Excellence in Education.
Eric Buehrer, once executive vice president of Citizens for Excellence in Education, explains that the battle must be fought in the schools even by those very children who are so threatened: The major tactic in this battle within public education seems to be to infiltrate school boards, because school boards can most powerfully influence the direction of American education.
This is illegal and must be stopped. The kit goes on to describe techniques that can be used to elect right-minded Christians onto school boards. Such an important position, asserts Simonds, should be held by those who understand the nature of the battle that is raging Simonds's organization appears to be meeting with great success.
For example, in his January President's Report, Simonds notes that: Our CEE chapters are finding outstanding school board candidates and teaching them how to get elected to office Every day we are still hearing of great school board election victories in CEE chapter districts.
Just yesterday another Pennsylvania Chapter reported a four-person sweep for a seven-person board. That makes over 1, NEW school board members in November elections. Reading Simonds report, I could not help but wonder whether the dream of Jerry Falwell would become a reality: I hope I will see the day when, as in the early days of our country, we won't have public schools.
The churches will have taken them over again and Christians will be running them. What a happy day that will be cited in Saperstein With my research completed, the reaction of the parents in that school auditorium finally made some sense to me. Given that they had read the same literature I had, it is no wonder they reacted the way they did. To them I was part of a movement that would eventually lead to the coming of the Antichrist, even if I was unaware of it.
Introduction: Teaching in Diverse, Standards-Based Classrooms
Yet I was still amazed as to how anyone could accept such a line of reasoning. Ironically, my own domain of interest and study—cognitive psychology—provided me with an answer. A Matter of Worldviews One of the most powerful findings in psychology in the last few decades is that human beings interpret the information they receive from the senses via sets of beliefs they have about the world at large.
As Frank Smith notes: What we have in our heads is a theory of what the world is like, a theory that is the basis of all our perceptions and understanding of the world, the root of all learning, the source of all hopes and fears, motives and expectancies, reasoning and creativity If we make sense of the world at all, it is by interpreting our interactions with the world in light of our theory. The theory is our shield against bewilderment These theories of the world are sometimes referred to as paradigms or worldviews.
That is, paradigms both enable and inhibit perception. On one hand, they provide frameworks with which to organize information received from the senses; on the other hand, they limit what can be perceived because of the inherent assumptions that underpin them. They tell us what to do and what to expect in every situation without the need for deep philosophical consideration. With the realization that paradigms or worldviews are the filter through which human beings interpret information, my understanding of the reaction of those community members in the auditorium became much clearer.
Even though they and I both profess to be Christians, perhaps they interpreted the world from a totally different paradigm or worldview. Additionally, perhaps I and other educators hold a worldview that contradicts theirs.
If so, these two groups would be incapable of seeing the logic of one another's actions. A little investigation seemed to validate this hypothesis. Many of the authors alluded to a worldview that might be described as a unique form of Christian fundamentalism, or Ultra-Fundamentalism. Briefly and with the inevitability of oversimplifying a complex issuewhereas Fundamentalist Christians hold to a literal interpretation of the Bible, Ultra-Fundamentalists additionally believe that their worldview should be the dominant one in American culture Gaddy The Ultra-Fundamentalist is intent on stopping the spread of other, contrary worldviews.
Such missionary zeal was evident in much of the literature I read.