MCCfacdevday

8/9/2019 MCCfacdevday

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Cultural Diversity and its

Effects on Learning and

TeachingMonica A. Devanas

Teaching Excellence Center Rutgers University


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Diverse Students

• otivational and learning

characteristics of students different fro

!hite" iddle class ales

• inter#lay of social and cultural diversity

and learning style" curriculu content

and instructional style


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Diverse Students

• Social relational s$ills" values" characteristics

• %nforation #rocessing orientations and s$ills

• Counication #atterns

• Learning styles and strategies

• Motivational styles

• &sychological characteristics


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Cultural" Learning and

Motivational Styles• 'on(traditional

) Social interactions

) &eer coo#eration

) &erforance

) *isual #erce#tion

) Sy+olic ex#ression

) 'arrative

• Traditional

) %nde#endence

) Co#etition

) *er+al s$ills


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Cultural" Learning and

Motivational Styles• ,eales

) affiliation

) relationshi#s

) colla+orative(

coo#erative

interaction

• Males

) se#aration

) autonoy

) co#etitive

achieveents


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Learning Styles Relational

) holistic" glo+al

) intuitive

) social ) ver+al

) nonacadeic tas$

oriented

) affected +y o#inions

) !ithdra! fro drill

) style conflicts !ith

school environents

Analytical

) focus on detail

) se-uential

) i#ersonal ) a+stract

) acadeic tas$ oriented

) not affected +y

o#inions

) #ersist in drills

) styles atches school

environents


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Ex#eriential Learning Model

Concrete Ex#erience

Testing %#lications +servations andof Conce#ts in 'e! Reflections

Situations

,oration of A+stract

Conce#ts and /enerali0ations


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Ex#eriential Learning Model

Visual

Concrete Ex#erience

Testing %#lications +servations and

of Conce#ts in 'e! Reflections

Situations

Connected Separate

,oration of A+stract

Conce#ts and /enerali0ations

Verbal


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Learning Styles and

Strategies,elder and Soloan Model

Active1Reflective

Sensing1%ntuitive

*isual1*er+al

Se-uential1/lo+al

htt#211!!!3.ncsu.edu1unity1loc$ers1users1f1

felder1#u+lic1%LS#age.htl

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htmlhttp://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html


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Effective Teaching Strategies

• Concrete Ex#erience( readings" exa#les"field!or$" #ro+les" o+servations" siulations" #riary

texts" fils" gaes


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texts" fils" gaes• Reflective +servation ( logs" 4ournals" discussion"

+rainstoring" thought1rhetorical -uestions


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• A+stract Conce#tuali0ation ( lecture" #a#ers"#ro4ects" analogies" odel +uilding


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• A+stract Conce#tuali0ation ( lecture" #a#ers"#ro4ects" analogies" odel +uilding

• Active Ex#erientation ( #ro4ects" field!or$"hoe!or$" la+oratory" case study" siulations


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UCLA ,reshan Survey

5667 88rd year

sa#led2 878"759 students"

::7 T!o ; ,our :6 %nstitutions

re#resent2 5.: M entering 5st year students


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UCLA ,reshan Survey

• 73.6? %nternet ) educational" research

tool

• :9.6? eail

• 9>.3? chat roos

• =3.6? @other

• 7B.>? #lay co#uter gaes


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UCLA ,reshan Survey

#rivate #u+lic +lac$ colleges

eail in S 7B.5? >5.>?

hoe!or$ 6B.3 ==.:


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UCLA ,reshan Survey

%nterest in2

&olitics La!

5667 ) 39.6? 8.B?

566= ) 3:.= 8.8

56:: ) 9=.7 5676 ) 9.>

record lo!


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UCLA ,reshan Survey

*olunteeris in S2

5667 ) =>.3

566= ) =8.5

5676 ) :3.B

record high


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UCLA ,reshan Survey

Acadeic Disengageent2

@+ored in class in SF

5667 ) 8=.=

566= ) 8:.B

5679 ) 3:.>

record high


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Implementing the Principles of

Good Practice

for Diverse Learning Styles

Technology as the Lever


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&roising %nstructional

Technologies*isual Materials

) artifacts

) overhead #ro4ector and slides ) co#uter gra#hic #resentation ) ovies" video" videodis$


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&roising %nstructional

Technologies*isual Materials

) artifacts

) overhead #ro4ector and slides ) co#uter gra#hic #resentation ) ovies" video" videodis$

Auditory Materials

) ta#es ) instruents ) huan voices


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Classroo Technologies

@Sart Classroos E,TF

• see" hear" +reathe

• e-ui#ent2

) overhead" ceiling" 5: " slides

) *CR" CD1*ideo dis$

) co#uter connections

) audio ta#e #layer1recorder


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*ideo Conferencing

@#en your Classroo to the Gorld

languages" cultures" literature" fil

Students at a Distance

Research" Meetings" Seinars


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@EHTRA(classroo

%nstructional Technologies• Electronic data +ases

) li+rary

) !e+(+ased

• /ra#hic Data

• Statistical Data


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@EHTRA(classroo

%nstructional Technologies• Eail

• Listserv

• ne!sgrou#s1discussion grou#s

• @chat roos real tie

• !e+(+ased aterials• on(line courses


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Uses of Eail

• Counication ( I;A" @virtual office hours

• %nforation distri+ution ( ,AIJs"

announceents

• Course rgani0ation ( hoe!or$"

assignents

• Content Enrichent


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%ntro to Macro ; Micro

Econoicshtt#211TeachH.rutgers.edu1gag

http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/http://teachx.rutgers.edu/gag/


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Kioedical %ssues of A%DShtt#211!!!.rci.rutgers.edu1devanas1A%DS

http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/http://www.rci.rutgers.edu/~devanas/AIDS/


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StudentJs Listserv Discussions

• egan !rote2 4ust a -uestion to #onder.... ho! do you thin$ life !ill change if a cure

is found. do you thin$ #eo#le !ill change their attitudes

• %n res#one to egan if there !as a cure i thin$ #eo#le !ill have another excuse to

hace un#rotected sex. % $no! any #eo#le !ho refuse to use

• ,or the #ast !ee$ or so" % have received any eaill essages a+out a cons#iracy

theory. %t +othered e to hear that #eo#le had that little faith in their governent..

• in res#onse to !hat egan !rote...i thin$ #eo#le !ill still have #rotected sex +ecausethe cure for A%DS is going to +e very ex#ensive" and +esides

• % ust say that for those of you !ho +elieve that our governent !ould not !ithhold

the cure for A%DS" have to uch faith in their governent


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Listserv Discussion /rou#s

• Group 2 Should convicted criminals be required to disclose their

HIV status and/or be tested for HIV?

• Many #eo#le agreed that" for the a4ority of cases" a criinal should

not +e forced to +e tested and therefore disclose their inforation.

Afterall" as soeone stated" Nhaving your #ersonal edical records

ade #u+lic is not #art of the sentence.N thers felt that it !ould +e too

ex#ensive to test everyone in #rison and that the oney could +e used

else!here. The fact is that other inates !ould discriinate against the

%* #ositive #erson and a great deal of violence !ould occur. %f youthin$ a+out it" !hy should criinals +e forced to +e tested and1or forced

to disclose their #ersonal edical history 4ust +ecause they are in 4ailO

Afterall" they donPt test you for any other diseases in 4ail( !hy only %*O


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Conferencing Soft!are

• Conferencing ( Ge+(Kased Discussion

) 'icenet htt#211!!!.nicenet.orgF

) 'etsca#e&rofessional" Allaire ,oru

• Ge+CT htt#s211!e+ct.rutgers.edu1F

) conferencing

) organi0ation

) testing

http://www.nicenet.org/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/https://webct.rutgers.edu/http://www.nicenet.org/


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Testing Soft!are

• alf(Ka$ed &otato Soft!are ) http!!"eb#uvic#ca!hrd!halfba$ed!

) QKC on(line -ui00es ulti#le choiceF

) QIui0 short ans!ersF

) Mar$in annotate textF

• &erfectMatch +eta #revie!F

) htt#211+ioedia.+io.#urdue.edu1&erfectMatch1 ) atch iage !ith conce#t

http://web.uvic.ca/hrd/halfbaked/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://biomedia.bio.purdue.edu/PerfectMatch/http://web.uvic.ca/hrd/halfbaked/http://web.uvic.ca/hrd/halfbaked/http://web.uvic.ca/hrd/halfbaked/http://web.uvic.ca/hrd/halfbaked/http://web.uvic.ca/hrd/halfbaked/http://web.uvic.ca/hrd/halfbaked/http://web.uvic.ca/hrd/halfbaked/


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&recautions for using

%nstructional Technologies• &ur#ose

• Evaluation of Effectiveness

) teaching

) learning

• Kac$(u# #lans

• Reliance on %nfrastrucure


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@ighly %nteractive Learning

Model• Kor$ Model

• @'e! Learning Structures

• learning and evaluation +lended

) fre-uent interaction 3B secF

) Socratic forat

) eory of learning style

htt#211!!!.educause.edu1ir1li+rary1htl1er66>:.htl

http://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.htmlhttp://www.educause.edu/ir/library/html/erm9946.html


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Assessent

• Student survey

• %nstructor satisfaction

• Attendance

• /raduates

•-uantitative scores


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@Seven &rinci#les of /ood

&ractice%ncrease Contact Coo#eration

Active Learning ,eed+ac$

Tie on Tas$ igh Ex#ectations

Res#ects Diverse Talents and Gays of Learning

Chickering and Ehrmann 1996 %M&LEME'T%'/ TE SE*E'

&R%'C%&LES2 Technology as Lever. AAHE Bulletin


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Teaching Effectiveness /oal

Research ( Strategies ( Assessent

@Multicultural Teaching Re#ertoire is.

effective teaching for all students


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Date post:	01-Jun-2018
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