Inviting All Students to Learn
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| Title: | Inviting All Students to Learn |
|---|---|
| Language: | English |
| Authors: | Dack, Hilary, Tomlinson, Carol Ann |
| Source: | Educational Leadership. Mar 2015 72(6):10-15. |
| Availability: | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Cultural Differences, Cultural Awareness, Guidelines, Classroom Techniques, Classroom Environment, Student Diversity, Culturally Relevant Education, Teaching Methods, Educational Practices, Special Needs Students, Educational Strategies, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 0013-1784 |
| Abstract: | All people are shaped by the culture in which they live, but it can be difficult for all of us to grasp that people shaped by other cultures will see and respond to the world differently than we do. These cultural differences can cause teachers to misunderstand students. For example, an educator might assume that quiet students have a language problem, when the reality is that they come from a culture that learn by quietly listening. Tomlinson and Dack offer four guidelines to help teachers become better attuned to the cultural differences in their classrooms. Recognize and appreciate cultural variance. Learn about and look for culturally influenced learning patterns. Look beyond cultural patterns to see individuals. Plan an inviting curriculum and instruction. It can be helpful to think about cultural and learning differences as being on a variety of spectrums, such as individualistic to collectivist or reserved to expressive, with students residing at different points on those spectrums. Teachers might choose a few spectrums and plan their instruction to meet the needs of students all along the spectrum. By differentiating in this way, they'll invite students with a variety of cultural backgrounds and learning needs to learn in the way that serves them best. |
| Abstractor: | As Provided |
| Entry Date: | 2015 |
| Access URL: | https://www.ascd.org/publications/educational-leadership/mar15/vol72/num06/Inviting-All-Students-to-Learn.aspx |
| Accession Number: | EJ1062897 |
| Database: | ERIC |
| Abstract: | All people are shaped by the culture in which they live, but it can be difficult for all of us to grasp that people shaped by other cultures will see and respond to the world differently than we do. These cultural differences can cause teachers to misunderstand students. For example, an educator might assume that quiet students have a language problem, when the reality is that they come from a culture that learn by quietly listening. Tomlinson and Dack offer four guidelines to help teachers become better attuned to the cultural differences in their classrooms. Recognize and appreciate cultural variance. Learn about and look for culturally influenced learning patterns. Look beyond cultural patterns to see individuals. Plan an inviting curriculum and instruction. It can be helpful to think about cultural and learning differences as being on a variety of spectrums, such as individualistic to collectivist or reserved to expressive, with students residing at different points on those spectrums. Teachers might choose a few spectrums and plan their instruction to meet the needs of students all along the spectrum. By differentiating in this way, they'll invite students with a variety of cultural backgrounds and learning needs to learn in the way that serves them best. |
|---|---|
| ISSN: | 0013-1784 |
