Topics: Gender, Multiculturalism, Bias Pages: 7 (2645 words) Published: September 3, 2013
Week 7 Assignment 2: Instructional Content and Implications
Vivian Matthews
Dr. Calvin Moore
Diversity in K-12 Education
August 18, 2013
Instructional Content and Implications

There is an atmosphere of diversification and multiculturalism. The trend is to satisfy the diversity thirsts of the system. The thrust is not to satisfy the crowds, but noted as a mandate that became a “must” to satisfy the standards-core curriculum. Diversity not only encompassed gender, and sexual orientation, but psychological natures that were ingrained in individuals, Therefore, the direction of a multicultural classroom had a need to diversify the standard curriculum which in itself was meant to provide an equal access to the American dream of financial and educational success. The learning goal was improvised to meet national standards. The goal, however, could only be met by exceeding the basics required, in other words, diversification. The following pieces of knowledge are directed towards the engendering and production of a diverse classroom,including comprehensive integration strategies, methods to integrate social concepts and finally, assessments for determining evidence of success. Because most students are required to become computer literate, the ability to access resources for study are readily accessible . Students have the opportunity to research just about any question that requires an answer. Thus, materials using multicultural and diversity themes are readily available. Diversity Council. org lists an array of materials that may clarify and inculcate a true understanding of living in a diversified world.(Diversity Lesson Plans for Elementary School , 2013). An understanding that it is also the responsibility of the instructors to bridge the gaps within the classroom, one must acknowledge the absolute importance of implementing socialization issues within the diverse individuals in the class. If socialization is to occur with success, then the instructor is to monitor the atmosphere for signs of animosity or discomfort which should immediately be alleviated through empowering individuals with the true nature at hand. It would be dishonest to think that all groups will accept each other. The goal ,then, would be to create tolerance and respect for people in general. Because it always begins with the leader of the class, the following are suggestions for handling diversity in the classroom:(Stanley Washington, How to handle Diversity in the Classroom, August,5, 2013) 1. Try to become neutral towards groups. This may be difficult considering that all people carry certain biases. 2. Each child should be considered unique and not “Hispanic”or “Asian” or “Black”. 3.Students should be able tell about their cultural experiences. 4.Become educated about terms that may not be genuinely respectful. One may think it is appropriate, but studying may reveal its true demeaning nature. 5.Permit students to discuss how the class is diversified and how this relates to what is happening in the real world. Instructors may discover that students are really accepting of each other as human beings. When students are accepting of each other, there may be less tension and even physical fights may not be evident. As the issues of acceptance and tolerance become evident in the class, academic learning should proceed in a more comforting way. The discussions and cooperative groups should provide assurance that people are not being selective based on race but more so on character and integrity. The quality of work produced and understanding of concepts proven by assessments, oral or written should assure the instructor that the elements of a multicultural class are working as planned. Peer assessments should also signal red flags when there are miscommunications within the class. It is then advised that the instructor assess the plan and correct those remedies that failed. Just as classroom successes generate funds for...

References: Gender based education. (2006, May).
Gender Differences
Sax, L. (n.d.). Why Gender Matters. Why Gender Matters. Retrieved August 13, 2013, from http://www.whygendermatters.com/
Seven Forms of Bias in Instructional Materials
Washington, S. (2011, April 05). How to Handle Diversity in the Classroom | eHow. EHow. Retrieved from http://www.ehow.com/how_8169414_handle-diversity-classroom.html
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