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Home > Learner Diversity > Diversity Synthesis

Diversity Synthesis

Here is my diversity synthesis
NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator: Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
Standard: Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups.
Indicator: Indicator 6: Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students.
Standard: Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator: Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:
Detail: Give personal attention and encouragement to underrepresented groups of students
Detail: Use relevant and real-world applications that interest a diverse population
Detail: Encourage underrepresented groups to assume leadership roles.

Context:

I performed my diversity synthesis by observing at W.A. Young Elementary with a 2nd grade class. This was done for my CI-3000 course, under my instructor Ann-Marie Clark.  I developed this synthesis from my observations, teacher interview, student interview, math assignments, and reading assignments. 

Impact:

This assignment impacted me in a positive way. I did not realize how diverse a classroom can be and how a teacher needs to incorporate material into the classroom to meet the needs of every student. Also every student has different learning abilities and the teacher needs to help each child with different abilities. This observation was important because I got to see how students work differently, overcome challenges, and recognize those that need extra help. The students benefited from this because I could help those that needed the extra help in certain curriculum areas.

Alignment:

This synthesis paper about diversity aligns with the following program standards:

  •  Standard 7,

-Indicator 6: While doing the student interview I had to change some of the questions because the child did not understand what I was asking them. Also while working on lesson plans, I had to reword some questions and make them easier, so student could understand what I was asking.

  •  Standard 14,

-Indicator 6: While observing the students I searched for ideas to help individuals learn the material. Those that could not pay attentions were asked questions during the lesson to keep them on track. I had to give more hands on activities to those that learned through being active. For example, I used letter cards for my reading lesson so students could use their hands and not just write. I had to change up some of my teaching style after observing diverse students.

  •  Standard 15,

-Indicator 1:  After observing for a couple days, I had to pick a student to observe for the rest of the time. I picked a student that had trouble paying attention most of the time. I wanted to give them that personal attention, so I kept them on track during lessons and also took them aside to review a math lesson. I also asked more questions from the female student during the math lesson because she was the only female. I did not want that to get in the way of her learning and kept her involved in the lesson.

 

 

 

File Attachments:
  1. Diversity Synthesis Diversity Synthesis
Author: Deborah Hinshelwood
Last modified: 11/14/2006 4:39 PM (EST)