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Getting Started Right with Diversity Responsive Teaching
Unformatted Document Text:  (Bowe, 2005; Echevarria, Vogt, & Short, 2004; Gay, 2000; Ladson-Billings, 2001; Law & Eckes, 2000; Lewis, Hudson, Richter, & Johnson, 2004; Price & Nelson, 2003; Rose & Meyer, 2002; Salend, 2005; Sobel, Taylor & Anderson 2003; Sugai, Horner & Gresham, 2002; Turnbull, Turnbull, Shank, & Smith, 2004). In this session, we will present specific and practical examples of ways to build in diversity responsive teaching to initial courses on effective planning, teaching, and management.1. Build prompts into planning forms for the use of universal design. (Price & Nelson, 2003) 2. Build habits of behavior into pre-service teachers through assignments for objective setting and self-monitoring of the use of attention to appropriate behavior and use of active participation strategies in a practicum setting. (Price & Nelson, 2003) OUTCOMES1. Participants will identify disadvantages of solely using specialty courses for preparing diversity responsive teachers. 2. Participants will recognize advantages of building in diversity responsive teaching methods to initial courses on effective planning, teaching, and management. 3. Participants will learn about the use of two specific methods of building in diversity responsive teaching: lesson plan prompts and teacher habit development. METHODSDuring the session, advantages and disadvantages of various approaches to preparing diversity responsive teachers will be identified and discussed with participants. Participants will have the opportunity to examine and discuss examples of lesson planning forms with built in prompts and examples of plans designed by beginning students in a teacher preparation program. Additionally, participants will examine examples of self-monitoring assignments designed to develop teacher habits for using active participation strategies and providing positive behavior support through attention to appropriate behavior. REFERENCES Bowe, F. (2005). Making inclusion work. Columbus, OH: Merrill/Prentice Hall. Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English language learners: The SIOP model. Boston, MA: Pearson. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Hallahan, D.P., & Kauffman, J.M. (2003). Exceptional learners (9 th ed.). San Francisco, CA: Allyn and Bacon. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.

Authors: Price, Kay.
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(Bowe, 2005; Echevarria, Vogt, & Short, 2004; Gay, 2000; Ladson-Billings, 2001; Law &
Eckes, 2000; Lewis, Hudson, Richter, & Johnson, 2004; Price & Nelson, 2003; Rose & Meyer,
2002; Salend, 2005; Sobel, Taylor & Anderson 2003; Sugai, Horner & Gresham, 2002;
Turnbull, Turnbull, Shank, & Smith, 2004).
In this session, we will present specific and practical examples of ways to build in diversity
responsive teaching to initial courses on effective planning, teaching, and management.
1.
Build prompts into planning forms for the use of universal design. (Price & Nelson,
2003)
2.
Build habits of behavior into pre-service teachers through assignments for objective
setting and self-monitoring of the use of attention to appropriate behavior and use of
active participation strategies in a practicum setting. (Price & Nelson, 2003)
OUTCOMES
1.
Participants will identify disadvantages of solely using specialty courses for preparing
diversity responsive teachers.
2.
Participants will recognize advantages of building in diversity responsive teaching
methods to initial courses on effective planning, teaching, and management.
3.
Participants will learn about the use of two specific methods of building in diversity
responsive teaching: lesson plan prompts and teacher habit development.
METHODS
During the session, advantages and disadvantages of various approaches to preparing diversity
responsive teachers will be identified and discussed with participants. Participants will have the
opportunity to examine and discuss examples of lesson planning forms with built in prompts and
examples of plans designed by beginning students in a teacher preparation program.
Additionally, participants will examine examples of self-monitoring assignments designed to
develop teacher habits for using active participation strategies and providing positive behavior
support through attention to appropriate behavior.
REFERENCES
Bowe, F. (2005). Making inclusion work. Columbus, OH: Merrill/Prentice Hall.
Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English
language learners: The SIOP model.
Boston, MA: Pearson.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York:
Teachers College Press.
Hallahan, D.P., & Kauffman, J.M. (2003). Exceptional learners (9
th
ed.). San Francisco, CA:
Allyn and Bacon.
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse
classrooms.
San Francisco: Jossey-Bass.


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