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Opening Minds and Hearts: Assisting Classroom Teachers to Celebrate Their Diverse Learners
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A. Learner/participant outcomes: In a hands-on workshop setting, participants will explore strategies found effective with K-12, university and graduate students to explore their own diverse heritage and welcome that of others. Application to teaching practice will be shared within the presentation so that participants will be informed and prepared to use the information, strategies and activities in their classroom settings.
B. Methods: This session is designed as a workshop in which participants will leave with clear plans to better serve diverse learners in any classroom setting. The session will open with survey data giving demographics of the graduate student participants in the study and their perceived and demonstrated attitude and behavior change throughout the program. Then session participants will receive information and demonstration of specific approaches and course-imbedded activities that effected attitude change. Case studies and artifacts will also be shared.
References
Burriss, K. & Burriss, L. (2004). Competency and comfort: Teacher candidates’ attitudes toward diversity. Journal of Research in Childhood Education. 18(3), 199-210.
Garmon, M.A. (2005). Six key factors for changing preservice teachers’ attitudes/beliefs about diversity. Educational Studies. 38 (3), 275.
Gollnick, D. M. & Chinn, P. C. (2005). Multicultural education in a pluralistic society. Prentice-Hall.
Joshi, A., Eberly, J & Konzai, J. (2005). Dialogue across cultures: Teachers’ perspectives about communication with diverse families. Multicultural Education. 13 (2),11-16.
Milner, H. R., Flowers, L. A., Moore, E., Moore, J. L., Flowers, T. A. (2003). Preservice teachers’ awareness of multiculturalism and diversity. The High School Journal. 87 (1), 63.
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A. Learner/participant outcomes: In a hands-on workshop setting, participants will
explore strategies found effective with K-12, university and graduate students to explore
their own diverse heritage and welcome that of others. Application to teaching practice
will be shared within the presentation so that participants will be informed and prepared
to use the information, strategies and activities in their classroom settings.
B. Methods: This session is designed as a workshop in which participants will leave
with clear plans to better serve diverse learners in any classroom setting. The session will
open with survey data giving demographics of the graduate student participants in the
study and their perceived and demonstrated attitude and behavior change throughout the
program. Then session participants will receive information and demonstration of
specific approaches and course-imbedded activities that effected attitude change. Case
studies and artifacts will also be shared.
References
Burriss, K. & Burriss, L. (2004). Competency and comfort: Teacher candidates’ attitudes
toward diversity. Journal of Research in Childhood Education. 18(3), 199-210.
Garmon, M.A. (2005). Six key factors for changing preservice teachers’ attitudes/beliefs
about diversity. Educational Studies. 38 (3), 275.
Gollnick, D. M. & Chinn, P. C. (2005). Multicultural education in a pluralistic society.
Prentice-Hall.
Joshi, A., Eberly, J & Konzai, J. (2005). Dialogue across cultures: Teachers’
perspectives about communication with diverse families. Multicultural Education. 13
(2),11-16.
Milner, H. R., Flowers, L. A., Moore, E., Moore, J. L., Flowers, T. A. (2003). Preservice
teachers’ awareness of multiculturalism and diversity. The High School Journal. 87 (1),
63.
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