Read Microsoft PowerPoint - Diversity - presentation Brussels October 2010.ppt [Kompatibilitätsmodus] text version

Teacher Education for Diversity

Some reflections based on the situation in Germany

Prof. Dr. Anne Sliwka Prof Dr Anne Sliwka

Brussels 25 October 2010 Brussels 25 October 2010 [email protected]

The world is changing rapidly... The world is changing rapidly

From ethnically, linguistically and religiously homogenous societies ... From prescribed gender roles... From the exclusion of individuals with special needs ... ...to multiethnic, multilingual and multifaith societies.

... to multiple and diverse gender identities. ... to inclusive environments for all individuals with integrated services. services

Schools are slow to change. Schools are slow to change

Many teachers and schools still perceive difference as a challenge, some even as a threat. Pedagogies perceiving difference as an asset Pedagogies perceiving difference as an asset are not yet explicitly implanted in mainstream schooling. mainstream schooling Societies with histories of ongoing immigration seem to have responded with i i i h d d ih more thorough and sustainable school change.

From Homogeneity to Diversity (Sliwka 2010)

H Homog geneit ty He eterog geneity y

Learners are perceived to be similar and therefore get the same treatment. Learners are perceived to be different. Adjustments are made to come to terms with their different needs. diff t d Difference seen as challenge to be dealt with.

Diversit ty

Learners are perceived to be different. Difference serves Diff as a resource for individual and mutual learning and p Development. Difference seen as asset and opportunity.

Difference not acknowledged.

Integration g

Inclusion

Learning for Heterogeneity Learning for Heterogeneity

More diagnostic assessment Personalised learning Personalised learning Support for learning Formative assessment (individual norm ) reference)

Learning for Diversity (1) Learning for Diversity (1)

Diagnostic assessment in zone of proximal Diagnostic assessment in zone of proximal development Personalised learning Personalised learning Support for learning Formative assessment (individual and criterionbased Formative assessment (individual and criterion based normreference) Diversity is perceived and communicated as a core Diversity is perceived and communicated as a core value. Diversity is cherished, safeguarded and celebrated. y , g

Learning for Diversity (2) Learning for Diversity (2)

Diversity and democracy are seen and consistently Diversity and democracy are seen and consistently communicated as two sides of the same coin. Individuals are perceived as having multiple, hybrid and d dua s a e pe ce ed as a g u t p e, yb d a d changing identities Students` cultural knowledge is valued and used as a g resource for learning. The organization of learning uses diversity as a resource

norms of mutual support elements of choice and selfdetermination deliberation, deliberative democracy peer teaching, peer feedback t hi f db k service learning, citizenship

Teacher Education for Diversity

Increase the intake of students with diverse backgrounds Develop and model a culture of diversity in teacher education Explore basic philosophical concepts such as diversity, E l b i hil hi l t h di it identity, democracy, pluralism, controversy, deliberation Learn about diverse student identities and needs, Learn about diverse student identities and needs intercultural communication Make foreign language learning, internships or study abroad Make foreign language learning internships or study abroad a requirement for teacher trainees; reflect on one's own culture and identity Apply teaching methods for diversity in teacher education Observe and practice "next practice" in model schools p p

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