1 / 11

TEACHING DIVERSE LEARNERS

Jian He, College of Applied Engineer, Sustainability and Technology, Kent State University Oindrila Roy, Department of Political Science, Kent State University August 2014. TEACHING DIVERSE LEARNERS. Outline. Why care about diversity? What does diversity really mean?

eze
Download Presentation

TEACHING DIVERSE LEARNERS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Jian He, College of Applied Engineer, Sustainability and Technology, Kent State University Oindrila Roy, Department of Political Science, Kent State University August 2014 TEACHING DIVERSE LEARNERS

  2. Outline • Why care about diversity? • What does diversity really mean? • Diversity in learning styles & best practices • “Facing the Uncomfortable Silence” • Campus resources • Q&A • Contact details

  3. Why Care about Diversity? • Enhances student experience & highlights the worth of multiple perspectives • Promotes social and professional development • Encourages self-awareness

  4. Visible & Invisible Diversity • Visible Diversity • Examples: Age, race, sex, ethnicity, accent, and other physical attributes • Invisible Diversity • Examples: Socio-economic status, work experience, sexual orientation, parental status, religious affiliation and beliefs, nationality, geographic location, and political views • Personal Diversity

  5. Best Practices • Be careful and intentional about the course-design • Be attentive to issues of diversity while planning the schedule • Be aware of, and avoid problematic assumptions • Beextra-careful about cultural references • Be prepared to deal with controversial issues • Familiarize yourself with the student body

  6. Diversity: Dimensions in Learning Styles (Felder 1993)

  7. Teaching Techniques to Address All Learners (Felder and Silverman 1988) • Talk about diverse learning styles • Balance teaching material • Do not lecture the entiretime • Encourage students to share their learning experience with you • Diversify assessment techniques

  8. GS0: Facing the Uncomfortable Silence Series • Diversity-related scenarios discussed: • PTSD • Minority • Coming-out • Disability • Language-barrier • Religion • Web link for the resource document: http://www2.kent.edu/graduatestudies/gsonew/upload/gso-fall-2013-conversations-resource-doc.pd

  9. Campus Resources

  10. Contact DetailsJian Hejhe2@kent.edu&Oindrila Royoroy@kent.edu

  11. Bibliography Felder, Richard M. 1993. “Reaching the Second Tier: Learning and Teaching Styles in College Science Education.” Journal of College Science Teaching 23(5): 286-290. Felder, Richard M., and Linda K. Silverman. 1988. “Learning and Teaching Styles in Engineering Education.” Engineering Education 78(7): 674-681. Hyman, Jeremy S., and Lynn F. Jacobs. 2009. “Why Does Diversity Matter at College Anyway ?” U.S. News and World Report. Retrieved August 5, 2014, from http://www.usnews.com/education/blogs/professors-guide/2009/08/12/why-does-diversity-matter-at-college-anyway Saunders, Sari , and Diana Kardia. n.d.“Creating Inclusive College Classrooms.” Retrieved August 5, 2014, from http://www.crlt.umich.edu/gsis/p3_1

More Related