Diversity Of Learners Quotes

Song of myself I am of old and young, of the foolish as much as the wise, Regardless of others, ever regardful of others, Maternal as well as paternal, a child as well as a man, Stuff'd with the stuff that is coarse and stuff'd with the stuff that is fine, One of the Nation of many nations, the smallest the same and the largest the same, A Southerner soon as a Northerner, a planter nonchalant and hospitable down by the Oconee I live, A Yankee bound my own way ready for trade, my joints the limberest joints on earth and the sternest joints on earth, A Kentuckian walking the vale of the Elkhorn in my deer-skin leggings, a Louisianian or Georgian, A boatman over lakes or bays or along coasts, a Hoosier, Badger, Buckeye; At home on Kanadian snow-shoes or up in the bush, or with fishermen off Newfoundland, At home in the fleet of ice-boats, sailing with the rest and tacking, At home on the hills of Vermont or in the woods of Maine, or the Texan ranch, Comrade of Californians, comrade of free North-Westerners, (loving their big proportions,) Comrade of raftsmen and coalmen, comrade of all who shake hands and welcome to drink and meat, A learner with the simplest, a teacher of the thoughtfullest, A novice beginning yet experient of myriads of seasons, Of every hue and caste am I, of every rank and religion, A farmer, mechanic, artist, gentleman, sailor, quaker, Prisoner, fancy-man, rowdy, lawyer, physician, priest. I resist any thing better than my own diversity, Breathe the air but leave plenty after me, And am not stuck up, and am in my place.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

Culture, it turns out, is the way that every brain makes sense of the world. That is why everyone, regardless of race or ethnicity, has a culture. Think of culture as software for the brain’s hardware. The brain uses cultural information to turn everyday happenings into meaningful events. If we want to help dependent learners do more higher order thinking and problem solving, then we have to access their brain’s cognitive structures to deliver culturally responsive instruction.

These programs and activities are based on the assumption that exchanges among culturally diverse learners and teachers will enable them to discover the common humanity they share with others across lines of difference.

In culturally responsive teaching, rapport is connected to the idea of affirmation. Affirmation simply means that we acknowledge the personhood of our students through words and actions that say to them, “I care about you.” Too often, we confuse affirmation with building up a student’s self-esteem. As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

A more generous assessment of the learning styles movement is that, in attempting to address the inherent diversity of classrooms, it has broadened the range of pedagogical options available. As Jim Scrivener (2012: 106) argues, even if learning styles are simply unfounded hunches, ‘perhaps their main value is in offering us thought experiments along the lines of “what if this were true?” – making us think about the ideas and, in doing so, reflecting on our own default teaching styles and our own current understanding of learner differences and responses to them.

Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding abstract science and math concepts. For older students, making combines disciplines in ways that enhance the learning process for diverse student populations and opens the doors to unforeseen career paths.

Systematically shifting instructional pedagogy in the classroom, and supporting the needs of diverse learners, is the hard part; but the part that matters most.

It is instructive rather than evaluative. The feedback is focused on correcting some aspect of the student’s performance—a step in a procedure, a misconception, or information to be memorized. It isn’t advice or a grade but some actionable information that will help the student improve. It is important to know the difference between the three types of feedback because not all feedback is actionable. It is specific and in the right dose. Your feedback should focus on only one or two points. Don’t point out everything that needs adjusting. That’s overwhelming for a dependent learner and may actually confirm her belief that she is not capable. It is timely. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It is delivered in a low stress, supportive environment. The feedback has to be given in a way that doesn’t trigger anxiety for the student. This means building a classroom culture that celebrates the opportunity to get feedback and reframes errors as information. Making Feedback Culturally Responsive: Giving “Wise” Feedback For feedback to be effective, students must act on it.

Developing creative human beings means that we encourage learners to view from multidimensional perspectives (Edelman, 2017); we need them to be open-minded (Snow, 2018; Goleman, 2018; Kaufman & Gregoire, 2016) and develop a diverse set of neural networks of knowledge, connecting them appropriately to construct a vast knowledge base.

This technocratic–instrumental perspective on teaching and teacher learning has advocated deference to so-called educational experts, a teacher-proofing of the curriculum, and a devaluing of teachers’ own innovations and decisionmaking in their classrooms (Herrera & Murry, 2016; Jackson, 2015; Leopard, 2013).

Culturally responsive teaching is also about empowerment and interrupting teaching practices that keep certain students dependent learners. We have to create the right instructional conditions that stimulate neuron growth and myelination by giving students work that is relevant and focused on problem solving.

Admission Open in Nios Board 10th & 12th April & October Session in Dwarka, Uttam nagar, Palam, Kapashera Here’s some key information about NIOS board exams for 10th & 12th class: Eligibility: NIOS exams are open to a wide range of learners, including school dropouts, working professionals, and those who want to complete their secondary or senior secondary education through distance learning. Subjects: NIOS offers a variety of subjects at both the secondary (Class 10) and senior secondary (Class 12) levels. Students can choose subjects based on their interests and career goals. Examination Schedule: NIOS conducts examinations twice a year: April-May and October-November. Students can choose the exam session that suits them best. Examination Centers: NIOS has examination centers across India and some international locations to accommodate the diverse needs of its students. Examination Format: NIOS board exams are typically conducted in a written format, where students have to answer questions on paper. The question papers are sent to the examination centers, and students are required to appear in person to take the exams. Admit Card: NIOS issues admit cards to registered students, which contain essential information about the exam schedule, center details, and instructions for candidates. Results: After the exams are conducted, NIOS releases the results after 45 days, and students can check their results on nios official website and download the passing mark sheet. Certification: Upon successfully passing the NIOS board exams, students receive a secondary or senior secondary certificate, which is equivalent to certificates issued by other recognized educational boards in India. Apply Nios Admission through J.P INSTITUTE OF EDUCATION, DELHI Disclaimer: Note requirement of document and fee change be as per the direction of NIOS We at J.P INSTITUTE OF EDUCATION Provide NIOS Admission for the OCTOBER 2023-2024 session For more detail about the course you can visit our Institute.

More recently, autism has been seen by some as a neurological difference and not necessarily a disorder at all. According to the Autistic Self Advocacy Network (ASAN 2022, About Autism section): Autism is a developmental disability [which is a natural part of human diversity] that affects how we experience the world around us. Autistic people are an important part of the world. Autism is a normal part of life, and makes us who we are… Autistic people are born autistic and we will be autistic our whole lives… There is no one way to be autistic. Some autistic people can speak, and some autistic people need to communicate in other ways. Some autistic people also have intellectual disabilities and some autistic people don’t. Some autistic people need a lot of help in their day-to-day lives, and some autistic people only need a little help. All of these people are autistic, because there is no right or wrong way to be autistic. All of us experience autism differently, but we all contribute to the world in meaningful ways. We all deserve understanding and acceptance.

Dr. Evan Leonard is a dedicated clinician, educator, and lifelong learner with a passion for making a difference in the lives of others. With a background in emergency and critical care medicine, Evan has honed his skills as a practitioner and educator, earning recognition for his contributions to the field. As an adjunct professor, he is committed to empowering the next generation of healthcare professionals with the knowledge and skills they need to succeed. Outside of work, Evan enjoys pursuing his diverse interests, from sports to literature and is always eager to engage with others in meaningful ways.

By offering a diverse range of teaching methods, educators empower learners to choose the pathways that resonate best with them.

Educators in rapid learning classes explore a diverse array of teaching strategies, methods, and techniques. They carefully select and implement the most suitable approaches based on the specific needs and preferences of their learners, creating a dynamic and adaptive learning environment.

In the realm of rapid learning, teachers in these classes acknowledge the individuality of each learner, understanding that diverse learning preferences and needs exist. This acknowledgment empowers educators to personalize their teaching methods, addressing variations in learning styles, strengths, weaknesses, and gaps in understanding.

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During the process of redesigning the NPR News mobile app, senior designer Libby Bawcombe wanted to know how to make design decisions that were more inclusive to a diverse audience, and more compassionate to that audience’s needs. So she led a session to identify stress cases for news consumers, and used the information she gathered to guide the team’s design decisions. The result was dozens of stress cases around many different scenarios, such as: • A person feeling anxious because a family member is in the location where breaking news is occurring • An English language learner who is struggling to understand a critical news alert • A worker who can only access news from their phone while on a break from work • A person who feels upset because a story triggered their memory of a traumatic event13 None of these scenarios are what we think of as “average.” Yet each of these is entirely normal: they’re scenarios and feelings that are perfectly understandable, and that any of us could find ourselves experiencing. That’s not to say NPR plans to customize its design for every single situation. Instead, says Bawcombe, it’s an exercise in seeing the problem space differently: Identifying stress cases helps us see the spectrum of varied and imperfect ways humans encounter our products, especially taking into consideration moments of stress, anxiety and urgency. Stress cases help us design for real user journeys that fall outside of our ideal circumstances and assumptions.14 Putting this new lens on the product helped the design team see all kinds of decisions differently.

educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should be informed by professional development and coaching from experienced colleagues on effective techniques in the classroom. But is there no room for diversity in teaching styles and techniques? Is there really just one way to shelter instruction?

To empower dependent learners and help them become independent learners, the brain needs to be challenged and stretched beyond its comfort zone with cognitive routines and strategy.

As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced. Affirmation and rapport are really about building trust, not self-esteem.

My approach to teaching diverse Learners in the classroom is to meet their needs in the least obvious way possible so that they don't stick out as 'different'.

These dispositions include hospitality, participation, mindfulness, humility, mutuality, deliberation, appreciation, hope, and autonomy (p. 8). Hospitality makes learners feel welcome to participate and safe to express their ideas and opinions. Participation encourages contributions from all learners to add depth and subtlety to the discussion. Mindfulness encourages learners to spend time to understand the opinions of other learners and be respectful of their diversity of thought. Humility allows learners to admit the limitations of their knowledge and opinions. Mutuality encourages learners to be concerned not only about their own learning but the learning of their peers. Deliberation encourages learners to offer arguments and counterarguments supported by evidence, data, and logic in a thoughtful discussion of an issue. It includes the understanding that their views may be changed as a result of the arguments presented by peers. Learners express their appreciation to peers for their thoughtful comments and insights. Hope encourages learners to stay the course regardless of the time, effort, and roadblocks they may encounter knowing that the results will be a transforming learning experience. Autonomy allows learners to stay committed to their opinions and beliefs and argue assertively for them. Posting these dispositions at the beginning of a course can set the stage for mindful discussions and encourage respectful dialogue (Brookfield & Preskill, 2005).

In recent years, there’s been a lot of talk about the reasons behind the low performance of many students of color, English learners, and poor students. Rather than examine school policies and teacher practices, some attribute it to a “culture of poverty” or different community values toward education. The reality is that they struggle not because of their race, language, or poverty. They struggle because we don’t offer them sufficient opportunities in the classroom to develop the cognitive skills and habits of mind that would prepare them to take on more advanced academic tasks (Boykin & Noguera, 2011; Jackson, 2011). That’s the achievement gap in action. The reasons they are not offered more opportunities for rigor are rooted in the education system’s legacy of “separate and unequal” (Kozol, 2006; Oakes, 2005).

Too often, we focus on only doing something to culturally and linguistically diverse students without changing ourselves, especially when our students are dependent learners who are not able to access their full academic potential on their own.

Even if we accept that we are prone to errors in judgment, how do we know when to dig deeper? When might our own views not be built on stable foundations? Fortunately, there are a number of ways. Avid readers and learners, especially those who study across various fields, will tell you that they read diverse topics so they can connect patterns across disciplines or industries. From this practice, they train their brain to recognize opportunity, seeing what worked in one place and applying it elsewhere. By doing so, these people force themselves to break out of the walls that could trap them and to remain open to possibility.

On his own, a dependent learner is not able to do complex, school-oriented learning tasks such as synthesizing and analyzing informational text without continuous support. Let’s not misunderstand the point—dependent doesn’t mean deficit.

Ladson-Billings (1994) and others emphasize that the point of culturally responsive teaching isn’t just about getting along with students but to use that connection to stretch and empower them as learners.