Unit 5 Module Quizzes Flashcards
(19 cards)
Which actions should a teacher take to promote a positive classroom environment where cultural diversity is respected?
a. Implement a curriculum that focuses on the majority culture within the community.
b. Encourage open discussions where students can share their cultural experiences and perspectives.
c. Teach in a monotonous manner during reading to establish consistency.
d. Enforce uniform classroom rules based on the dominant cultural understandings.
b. Encourage open discussions where students can share their cultural experiences and perspectives.
Encouraging open discussions allows students to share their cultural backgrounds, promoting mutual understanding and respect among peers.
Which instructional strategy is helpful for supporting students from diverse cultural backgrounds?
a. Providing uniform assignments for everyone
b. Looking past cultural differences and treating all students the same
c. Incorporating books and images from different cultures into lessons
d. Giving open-ended assignments weekly that focus on students’ strengths
c. Incorporating books and images from different cultures into lessons
Incorporating culturally relevant materials and examples helps students see themselves reflected in the curriculum, making learning more engaging and accessible.
Which statement describes how unconscious bias would influence a teacher’s attempts at equity instruction in the classroom?
a. A teacher interacts more with students from the same cultural background as the teacher.
b. A teacher gathers feedback from all students in the class about an assignment.
c. A teacher may select professional development sessions on cultural competence.
d. A teacher could read books about diverse cultural backgrounds.
a. A teacher interacts more with students from the same cultural background as the teacher.
Teachers’ personal biases might appear in the form of increased attention toward students who share similar cultural backgrounds, which can impede the equitable treatment of all students.
Incorrect assumptions about students are sometimes made based on certain background characteristics.
Which statement shows bias about socioeconomic status influencing a teacher’s instructional strategies?
a. They might provide additional support to students.
b. They may adjust instruction for students from diverse backgrounds.
c. They may set lower academic expectations for students.
d. They might offer equal opportunities for students.
c. They may set lower academic expectations for students.
Assuming that students from this background have less academic ability and cannot attain the same performance as others creates inequities in education. Educators should have high expectations for all students.
How do equity and equality compare in the context of classroom instruction?
a. Equity ensures that every student receives the same resources and support.
b. Equity means giving students different levels of support to achieve equal outcomes.
c. Equality stresses providing students with what they need based on their backgrounds or abilities.
d. Equality means providing individualized support to address students’ diverse needs.
b. Equity means giving students different levels of support to achieve equal outcomes.
Students may require different levels of support based on their unique needs and backgrounds while striving for equal outcomes.
Which approach demonstrates equity in classroom assessment?
a. Ensuring that all assessments contain closed-ended questions
b. Providing extra time for certain students based on their perceived disadvantages
c. Offering alternative assessment methods to accommodate diverse student needs
d. Giving all students the same test regardless of their learning needs
c. Offering alternative assessment methods to accommodate diverse student needs
Equity in assessment involves offering alternative methods to accommodate various learning needs, ensuring that all students have an opportunity to demonstrate their understanding.
Which strategy should be used to create a supportive classroom environment that is culturally responsive?
a. Give the students hints or answers to challenging assignments.
b. Encourage open dialogue and respect for diverse viewpoints.
c. Assign group projects without considering students’ cultural backgrounds.
d. Provide the same type of activities daily for consistency.
b. Encourage open dialogue and respect for diverse viewpoints.
Encouraging open dialogue creates a supportive environment where all students feel valued and included, aligning with culturally responsive teaching practices.
Which statement defines culture?
a. It is a set of family practices limited to two generations.
b. It is a practice that does not adapt and evolve.
c. It is a preference for foods and music shared by friends.
d. It is a system of beliefs and customs shared by people.
d. It is a system of beliefs and customs shared by people.
Culture includes beliefs, customs, and rules common to people in a society.
How is cultural identity related to culture?
a. Individuals who share the same culture share the same cultural identity.
b. One’s cultural identity can include many cultures.
c. They are two ways of referencing the same concept.
d. Cultural identity applies to large groups of people.
b. One’s cultural identity can include many cultures.
Cultural identity is a combination of cultures with which the person identifies and embraces.
Determine whether the following classroom examples demonstrate equity pedagogy in the classroom.
In a general education classroom comprising students from several different linguistic backgrounds, reading levels of English text are adjusted based on the proficiency level of each student.
Non-Example of Equity Pedagogy
Adjusting the reading level of a text provides support based on student-specific needs through differentiation. This strategy does not, however, address the needs of culturally marginalized people.
Determine whether the following classroom examples demonstrate equity pedagogy in the classroom.
In a diverse urban seventh-grade social studies classroom, the classroom teacher established cooperative learning groups to tackle an upcoming unit. The teacher specifically created mixed-ability groups to expand students’ learning opportunities. The groups were mixed in terms of race, culture, and language ability.
Positive Equity Pedagogy
Cooperative learning groups are a foundational principle of equity pedagogy, as research shows students from varied linguistic backgrounds benefit from cooperative learning over competitive methods. For example, students of different races will bring unique perspectives to the group.
Determine whether the following classroom examples demonstrate equity pedagogy in the classroom.
A classroom teacher learned about person-first language at a recently attended workshop . As a general education English teacher in a large school district, they have quite a diverse classroom. With new awareness, the teacher altered their behavior and became careful to use person-first language when talking about her students (i.e., a student with autism, a student from Mexico).
Positive Equity Pedagogy
This teacher is practicing positive equity pedagogy by actively making an intentional change in her behavior to refer to her students in a respective and inclusive way.
Determine whether the following classroom examples demonstrate equity pedagogy in the classroom.
In order to make a second-grade classroom more inviting and festive for upcoming holidays, a teacher hung holiday decorations and engaged the class in writing letters to Santa to practice spelling and basic sentence structure.
Non-Example of Equity Pedagogy
By having the students all write letters to Santa, the teacher is not acknowledging the fact that there might be several students in the class who do not celebrate Christmas. Instead, this teacher could have a series of activities centered around the varied holidays and cultures in her classroom so students could learn about the differences and similarities.
Match best practices with the appropriate strategy for closing achievement gaps in schools with culturally and linguistically diverse students.
Safeguard instructional time, use research and data to improve instruction, and implement varied instructional strategies to support all learners.
a. Classrooms that support learning
b. Outreach to students’ families
c. Extended learning opportunities
a. Classrooms that support learning
Classrooms that support learning understand the need for targeted instructional time and reflect on their practices, as well as use data from student performance, to ensure inclusive environments for all learners.
Match best practices with the appropriate strategy for closing achievement gaps in schools with culturally and linguistically diverse students.
Create a welcoming environment in the classroom, provide different modes of interaction with families (writing, e-mail, phone calls, etc.), and intentionally include community members in the classroom who speak a variety of languages relevant to the classroom population.
a. Classrooms that support learning
b. Outreach to students’ families
c. Extended learning opportunities
b. Outreach to students’ families
Ensuring the school and classroom provide open and welcoming environments makes everyone feel comfortable. Not all families are able to afford technology and might prefer different communication methods outside of social media and e-mail. Ease of communication with families is important to ensure student participation and success.
Match best practices with the appropriate strategy for closing achievement gaps in schools with culturally and linguistically diverse students.
Communicate and provide information to parents about school and community resources to extend inclusive student learning opportunities, and offer additional activities for students to practice independently (or with a family member if they so choose) to keep students engaged before and after school, as well as during vacation breaks or over summer.
a. Classrooms that support learning
b. Outreach to students’ families
c. Extended learning opportunities
c. Extended learning opportunities
Many parents and caregivers must work long hours or multiple jobs to make ends meet. Sending home independent practice activities and resources students can engage with before school, after school, or over school breaks ensures students are maintaining theirskills.
Which of the following scenarios describes an example of culturally responsive instructional strategy?
a. In preparation for the school year, a teacher in rural Vermont finds out they will have several Hispanic students joining her classroom this year. Knowing they will be the only Hispanic students in their grade, the teacher decides to hang up posters with kids that look like they may be Hispanic.
b. A third-grade teacher on a Native American reservation creates weekly story time with an elder in the Native American community. The stories are centered around Native American culture, and students are also encouraged to tell their own stories.
c. A fifth-grade teacher tells his classroom they are not allowed to bring in any artifacts related to any particular religious holidays. The teacher explains that there are many different religions with varied beliefs, so it is best to let people talk about and celebrate these holidays at home instead.
d. In a tenth-grade classroom, a teacher notices a student leaves the room to pray several times a day. One day, the teacher sets up a corner of the room with a yoga mat and a sheet separator and informs the student they will no longer have to leave the room and miss critical instruction.
b. A third-grade teacher on a Native American reservation creates weekly story time with an elder in the Native American community. The stories are centered around Native American culture, and students are also encouraged to tell their own stories.
This teacher recognizes the needs and customs of her students and honors their beliefs through community engagement. Some Native American populations place high value on storytelling and community. This is an example of intentionally respecting student cultures and building an inclusive classroom through equity pedagogy.
True or False
Cultural identity is linked to emotional and cognitive development and has an impact on educational success.
True
Research shows a correlation between academic success and a defined sense of cultural identity. How a student’s cultural identity is fostered (or not) greatly impacts the student’s emotional and cognitive development.
Implementing equity pedagogy primarily aims to decrease ________________.
a. bullying
b. special education referrals
c. tiered instruction
d. achievement gaps
d. achievement gaps
Equity pedagogy primarily aims to decrease achievement gaps by fostering a sense of culture, cultural identity, and inclusiveness in the classroom through varied instructional strategies targeting the varied needs of diverse students.
