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LEARNING, CURRICULUM, AND DIVERSITY

LEARNING, CURRICULUM, AND DIVERSITY. Week 7 18 February 2010. THINKING ABOUT DIVERSITY IN SOCIETY Diversity cannot be an attribute of an individual. It can only refer to the differences between individuals within a group. So ‘diverse’ can be used to describe any group:-

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LEARNING, CURRICULUM, AND DIVERSITY

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  1. LEARNING, CURRICULUM, AND DIVERSITY Week 7 18 February 2010

  2. THINKING ABOUT DIVERSITY IN SOCIETY Diversity cannot be an attribute of an individual. It can only refer to the differences between individuals within a group. So ‘diverse’ can be used to describe any group:- a team; a classroom; a school; a city; a nation. ‘Diverse’ means the members of a group are different from each other. But this NOT imply that, in absolute terms, they are not Equal. Seen in this light, all groups are -- to varying degrees diverse And all groups, by the same token, are to varying degrees homogeneous.

  3. What is “Intelligence”? • Can it be accurately measured by IQ or SAT tests? • Are such tests “fair”? Unbiased? • Is “intelligence” determined by heredity or can it be increased through experience and/or formal education?

  4. Equal Opportunity • What does “equal opportunity” entail? • Does it mean equal resources for every student? • Or the same expectations and the same curriculum for every student? • Or the resources and support to enable every student to achieve her/his potential?

  5. Constraints • Children develop at different rates; some come to school more attuned to and prepared for schooling, as currently conceived and practiced, than others. • Many educated and economically successful parents demand the “best” academic preparation for their children and willingly provide additional financial support for their children’s schools. • Federal Government ‘No Child Left Behind’ Act calls for minimal skills and knowledge to be acquired by all students at any given grade level. • School Districts differ in the proportions of children with the greatest needs: poverty; limited/poor community facilities; English Language Learners; etc. • School Districts differ in their funding from taxes - suburban v. inner city v. rural. • Many well qualified teachers prefer not to teach in inner city or rural schools.

  6. Given these constraints • How can we engage ALL students in learning • to their fullest potential?

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