Differentiation Model for Culture & Poverty – Context, Content & Product, and Process
Context speaks to the culture of the students. How do they learn best – individually or in groups? (Individualist or Collectivist)
Example: African American culture – relationships are essential before learning can take place. (AA children that overcome adverse conditions almost always point to a relationship as a catalyst)
Sense of purpose & future signifies goal direction, educational aspirations, etc..
Differentiating Content & Product
- We must explore modifications to content: the activities we will engage students in to learn, and the products they will create to demonstrate that learning.
- Problem-solving skills encompass the ability to plan, to be resourceful in seeking help from others, and to think critically, creatively, reflectively, and flexibly.
Case Study – Little Miguel
Miguel is a 5th-grade Hispanic student. Miguel is struggling in reading, instead of reading at the 5th-grade level he is at a 3rd-grade reading level.
After working with Miguel for weeks on his reading – you don’t see improvement. Out of frustration you publicly scold Miguel in front of his classmates. After this incident, Miguel appears to be afraid and withdrawn.
What do you do?
- Understand the impact of public scolding by an authority figure!
- Try to develop a relationship with Miguel!
- Identify Miguel’s learning style/strength!
- Try to elicit help from family/community resources!
Differentiating Process
- Clearly identify the stages of the learning process.
- Know how these stages interface with human development?
- How children in poverty process information best?
- Which teaching methods are most effective?
Differentiating Content and Product
Out alternate solutions to both cognitive and social problems.
- Other critical components of problem-solving are the development of a critical consciousness; an awareness of the structures of oppression – whether by an alcoholic parent, an insensitive school, or a racist individual.
- How do we get students to engage in learning to make meaning for themselves?
- Differentiated instruction – means instruction that has been modified to address the needs of the diverse learners in the classroom.
- Teachers everywhere have tried to differentiate instruction to meet the needs of children in their classrooms.
Case Study – Miranda
Miranda is a 4th-grade Asian student. For her first three years of school, Miranda struggled with science classes. However, at the beginning of the 4th grade, Miranda seems to be making progress in science. Coincidentally at the same time, you notice Miranda is also starting to associate with a group of girls that have absolutely no interest in learning.
What do you do?
- Focus on the improvements made in science!
- Really focus on praising Miranda for her efforts – positive reinforcement!
- Try to establish a relationship with Miranda!
- Investigate the need for acceptance by this particular peer group – remember where Miranda is in her human growth and development!
Problem-Solving Set
- The adolescent sees no pro-social solution to his/her problems – has observed multiple dysfunctions in his/her life.
- The adolescent has demonstrated impulsive behavior – lacks delayed gratification skills.
- African American youth will usually apply a consistency test to compare new information with information they already possess.
- Other culturally different youth will apply a corroboration test – actively seeking info from others for comparative purposes.
Their attempts are usually conditioned by their own perspectives, the set of glasses through which they look at human development and education.
Validation – teachers will need to be aware of and guard against validating themselves by only teaching those that are easy to teach! We all want to feel good about ourselves – be careful not to give up on difficult students.