EPT514 Assignment 2
- 1. 11/2/2009Catering for diversityreflection on learning
- 2. 11/2/2009ACTIVE LEARNING ANDDIFFERENTIATED CLASSROOMS‘Do students become independent learners in classrooms where they are always told what to do?’‘Do learners care if they have choices about what and how to learn? ‘Why should we cater for individual needs?
- 3. 11/2/2009Learners’ needs According to Maslow’s hierarchy of needs, intellectual needs will only develop once our social needs are satisfied (Marsh, 2008)
- 4. No amount of motivation will fill in for the lack of need
- 5. Teachers should strive to create classroom environments that are safe, nurturing and encouragingWhat needs to be considered?
- 6. 11/2/2009GenderThere are many ways in which boys and girls are treated on an unequal basis
- 7. Teachers need to be gender-conscious in order to eliminate gender bias from their classroomsWhat needs to be considered?
- 8. 11/2/2009Culture and languageDiscourse is ‘a socially accepted association among ways of using language, of thinking, feeling, believing, valueing, and of acting that can be used to identify oneself as a member of a socially meaningful group’ (Gee, 1990, p. 143)
- 9. Schools as institutions of dominant Discourse marginalise students from different cultural backgrounds
- 10. Teachers need to celebrate and value cultural diversity in their classrooms
- 11. Technology is an invaluable resource What needs to be considered?
- 12. 11/2/2009Cognitive abilityDuring the primary school years, children undergo remarkable development
- 13. Piaget’s genetic epistemology provides basic guidance, but children ultimately develop at an individual pace
- 14. Integration of students with special needs is of great importance, the issue for teachers is how to find balanceWhat needs to be considered?
- 15. 11/2/2009ConclusionTeachers need to set up learning environments so that they are of maximum benefit to each childIndividual instruction can be organised in a number of waysTeachers should customise learning experiencesTeachers should hold high expectations of all children
- 16. 11/2/2009ReferencesGarrahy, D. (2003). Speaking louder than words: teachers’ gender beliefs and practices in third grade classrooms. Equity & Excellence in Education, 36(1), 96-104.Gee, J. P. (1990). Social Linguistics: Ideology in Discourses. London: Palmer Press.Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues (4th Ed.).Frenchs Forest: Pearson Education Australia.McDevitt, T., & Ormrod, J.E. (2007). Child development and education (3rd Ed.). Columbus, OH: Pearson Prentice Hall.