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1994

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Teaching to Diversity synthesizes current information on second-language issues in a form that is eminently practical and usable by the regular classroom teacher as well as by the ESL teacher. 

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Chapter One - An attempt to rethink teaching and learning for African Americans.     Chapter Two - Discusses the growing educational and anthropological literature on ways in which a school can be made more compatible with the students' cultural background.     Chapter Three - Discusses a critical aspect of culturally relevant teaching: the teachers' conceptions of themselves and others.     Chapter Four - Discusses a second critical aspect of culturally relevant teaching: the manner in which classroom social interactions are structured.     Chapter Five - Discusses the third critical aspect of culturally relevant teaching: the teachers' concept of knowledge.     Chapter Six - Focuses on three of the teachers in the study and their teaching of elementary literacy and mathematics programs.     Chapter Seven - Attempts to peak in the future.

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◊What You Will Learn: At the beginning of each chapter is a list of the major concepts students will learn in that chapter.     ◊Becoming a Teacher: A vignette based on professional experiences of classroom teachers and others helps students reflect on the major concepts presented in each chapter.  The following question challenges students to get involved in learning by reflecting on what they would do.     ◊What You Have Learned: This checklist at the end of each chapter summarizes the main concepts for easy student review.     ◊Key Terms: Terms that are important to understand or which students will use in further study and boldfaced in the chapter and defined in the Glossary.     ◊Applying What You Have Learned: Questions at the end of each chapter help students test their understanding.     ◊Applying What You Have Learned: Questions at the end of each chapter help students test their understanding.     ◊Interactive Learning: Students are presented with situations or activities that encourage them to learn what the chapter has introduced.  Students are expected to explore or test their leadership abilities in searching out answers.     ◊Expanding Your Knowledge: This annotated list of books at the end each chapter encourages students to read more about topics they studied in the chapter.  It helps motivated students go a step beyond the course requirements.

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Program 1: Leadership  - No excuses begin with principles, administrators, and teacher leaders who:  ◊ Build equity among staff and students.  ◊ Provide clear vision and direction for all to follow.  ◊ Create accountability for teachers based on high expectations and support.  ◊ Sustain innovation through relevant and continuous professional development.

Program 2: School Culture - Schools create a culture of success by institutionalizing:  ◊ Responsible professional attitudes focused on high expectations.  ◊ A clear focus on students that establishes learning goals for all students while acknowledging individualized learning needs.  ◊ A safe and motivating inclusive environment.  ◊ Collaboration among teachers, students, parents, and administrators.

Program 3: Teaching & Learning - Every student succeeds when we have effective classroom teachers who focus on:  ◊ a standards-driven and culturally relevant curriculum.  ◊ Teaching skills that individually engage students daily in the instruction.  ◊ The use of assessment data to modify teaching based on student needs.  ◊ Providing interventions that support students before they fail.

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Program 1: Leadership  - No excuses begin with principles, administrators, and teacher leaders who:  ◊ Build equity among staff and students.  ◊ Provide clear vision and direction for all to follow.  ◊ Create accountability for teachers based on high expectations and support.  ◊ Sustain innovation through relevant and continuous professional development.

Program 2: School Culture - Schools create a culture of success by institutionalizing:  ◊ Responsible professional attitudes focused on high expectations.  ◊ A clear focus on students that establishes learning goals for all students while acknowledging individualized learning needs.  ◊ A safe and motivating inclusive environment.  ◊ Collaboration among teachers, students, parents, and administrators.

Program 3: Teaching & Learning - Every student succeeds when we have effective classroom teachers who focus on:  ◊ a standards-driven and culturally relevant curriculum.  ◊ Teaching skills that individually engage students daily in the instruction.  ◊ The use of assessment data to modify teaching based on student needs.  ◊ Providing interventions that support students before they fail.

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A multicultural education model is presented which:  -Empowers students, irrespective of racial, ethnic, or cultural diversity.  -Helps all students function successfully in mainstream society.  -Nurtures positive interaction with persons from diverse backgrounds.  -Draws upon and develops unique, individual ethnic resources.  -Prepares all youngsters to make contributions to society.  -The model includes 4 dimensions: Mainstream empowerment, intergroup understanding, group resource, civic commitment

Video 2 Highlights:

-Multicultural education brings to focus both differences and similarities; things that unite all people and things that make them unique.  -A curriculum model is presented which balances five positions in multicultural education.  -Schools with little or no cultural diversity must still prepare their students to enter an expanding multicultural society and shrinking globe.  -Diversity of cultures adds richness to a society, not just issues to be resolved.  -Multicultural education can contribute to better intergroup understanding, but cannot be expected to be a quick panacea for racism and bigotry.  -Using curriculum to help students understand cultural diversity will inhibit the belief that one group of people is superior to another.