Diversity in the classroom
Randy A Robbins
Expounding on Diversity
Culture
Race
Sexual Orientation
Gender
Ability/Disability
Socio-economics
Appearance
Who is MEDT 7465?
https://docs.google.com/forms/d/1UD1i4iQJV1Dvy0nP
DxmjOelQAFSik3chQOAFr3w3ar0/viewform
Activity 1- The Story of Us
Audience/Time Frame- This activity is geared for students in high school English or Psychology classes. Data
gathered by the in-class survey can be used to create data-driven infographics, charts, and graphs in mathematics
class.
Purpose/Learning Objectives/Outcomes- The purpose of this activity is to familiarize students with the
diversity of their peers and themselves and to understand the role stereotypes in creating prejudices and
misconceptions. Through this process, students will understand the value of communication and interaction with
peers in developing meaningful relationships. Students will also gain a deeper understanding of their peers and
how they are shaped by experience rather than appearance.
Materials/Resources- Computer, projector, pen and paper, ToonDoo.
Several readings will also accompany this activity:
“Black Men in Public Spaces” by Brent Staples
“Being a Chink” by Christine Leong
Common Core Standards
ELA-
ELACC11-12SL5: Make strategic use of digital media (e.g., textual, graphical,
ELACC11-12W2: Write informative/explanatory texts to examine and convey
audio, visual, and interactive elements) in presentations to enhance understanding
complex ideas, concepts, and information clearly and accurately through the
of findings, reasoning, and evidence and to add interest.
effective selection, organization, and analysis of content.
Psychology-
ELACC11-12W3: Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured event
sequences.
ELACC11-12W4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
SSPBC2: The student will analyze key concepts associated with information
processing.
a. Explain the phenomena involved in problem solving and decision-making;
include heuristics, algorithms, biases, expectancies, and mental set.
SSPSP1: The student will analyze the impact of the social environment on
behaviors and attitudes.
Math-
ELACC11-12W5: Develop and strengthen writing as needed by planning, revising,
MCC9‐12.F.IF.4 For a function that models a relationship between two quantities,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 1112.)
ELACC11-12W6: Use technology, including the Internet, to produce, publish, and
interpret key features of graphs and tables in terms of the quantities, and sketch
graphs
showing key features given a verbal description of the relationship. Key features
include:
intercepts; intervals where the function is increasing, decreasing, positive, or
negative;
update individual or shared writing products in response to ongoing feedback,
relative maximums and minimums; symmetries; end behavior; and periodicity.★
including new arguments or information.
Alignment of Standards
ELAELACC11-12SL5:
• Expressing Feelings
through Digital Media
MathMCC9‐12.F.IF.4
• Statistics
• Charts/Graphs
PsychologySSPSP1
• Human Relationships
• Impact of social
environment
Day 1- Getting to Know You
Activity 1: The first activity asks students to introspectively
identify themselves. This individual activity asks students
to write a 20 line poem entitled “Who I Am.” In this poem,
students will identify themselves according to interests,
appearance, experiences, religion, memories, hobbies,
family customs and traditions, et cetera. Students will
have thirty minutes to contemplate and write this initial
activity.
Day 1- Getting to Know You
Activity 2- This integrative activity utilizes flexible
grouping and asks students to pair with designated
groups of 4 to share their poems. This exercise
opens up the dialogue in the classroom and
introduces students to peers with whom they might
not usually interact. This initial sharing of individual
identities will then lead to an open-group discussion
and will last for 30 minutes.
Day 1- Getting to Know You
• Activity 3- Big Group Breakout-The final 30 minutes of the
class period on day one will be a chance for students to
share what they learned about their peers. Each student
should focus on something they learned about a peer that
they did not know and debunked preconceptions about a
peer.
Breakout Session…sort of.
If you were to write a poem about what makes you
you, how would your first line read?
Please enter your line into the chat box.
Day 2- We’re Not So Different After All
Activity 1- Classes will meet in the computer lab and
will be making use of ToonDoo. Each group from the
previous day will work together to create a cartoon that
tells the stories of their group members. Each group’s
cartoon must contain 8 squares. Comparison may
contain the criteria used in writing the “Who I Am”
poems: interests, appearance, experiences, religion,
memories, hobbies, family customs and traditions.
Day 3- Presentations and Reflections
Activity 1- Each group will present their ToonDoo using a class computer,
projector, and screen. Cartoons will be graded according to the given criteria.
Students will also be graded on their overall presentation and preparedness.
Activity 2- This final activity of the lesson will ask students to write a two-page
reflection on their experience with meeting their peers in new ways. They will
be asked to reflect upon misconceptions they may have had about a
particular group member and how the exercise allowed them to see their
peer in a new light. This reflection paper will be graded according to
MLA/APA format (depending upon the course), content, and conventions.
Sample ToonDoo
Expectation v. Reality
Native American College Fund-
https://www.youtube.com/watch?v=30lLXkvOYEc
Depictions of Race and Culture in
Literature: The Native Americans
Audience/Time Frame•
American Literature and U.S. History Students. The lesson will
•
take place over a five day period. Students will come into the lesson
•
having read The Last of the Mohicans.
Purpose/Learning Objectives/Outcomes-
•
The purpose of this activity is to analyze how history and literature
•
have impacted the depictions and misconceptions of Native Americans
•
in the U.S.
Materials/Resources-
•
Students will read several essays and excerpts, including:
•
The novel The Last of the Mohicans
•
Three Native American Creation Myths-
•
“How the World Was Made”
•
“When Grizzlies Walked Upright”
•
“The Sky Tree”
•
Excerpt from The Absolutely True Diary of a Part Time Indian
•
“Indian Education”
•
Documentary Film Reel Injuns
•
Print advertisements and promotional videos from the American Indian
College Fund
•
@ http://www.collegefund.org/
•
Pen and Paper
•
Infographics Websites
•
Computer(s)
•
Projector
Native American Activities
• Day 1• After completing the novel The Last of the
Mohicans, students will read the three
Creation Myths in class and discuss elements
that connect the Native Americans culturally,
both in the novel and in the myths.
• Students will then read the excerpt by
Sherman Alexie, which is a contemporary
story about life on the Rez.
Native American Activities
• Day 2• As a visual connection between historical and
contemporary depictions of the Native Americans,
students will view the documentary film Reel Injuns
which contrasts the film industry’s adaptation of the
culture with their reality.
Native American Activities
• Day 3• Building upon their understanding of the culture, students will
view three promotional videos produced by the Native American
College Fund.
• The class will separate into groups of 3-4. Each group will be
given a separate print advertisement by the Native American
College Fund. Each group will be asked to analyze the ad
rhetorically and describe cultural elements, including colors,
jewelry, and background, as well as font and text, in connecting
the fund to the Native American people and its audience.
• Each group will present their findings and analysis to the class in
a presentation format.
Native American Activities
• Day 4• Students will meet in the computer lab to develop
infographics that compare/contrast Native
American culture with its depiction in literature and
film. Students will work in their assigned groups
from the previous day. Each infographic must
contain no less than ten points of comparison.
Native American Activities
• Day 5• Students will present their infographics using a projector.
In addition to the visual of the infographic, each group will
prepare a written speech that explains their findings.
• Reflection- Each student will write a one-page reflection
about their experience with their assignment. Reflections
should include lessons learned and changes in
perception about the Native Americans due to the
assignment.
Issues and Challenges
Working Alone
Gearing activities to facilitate several subject areas
Time- Compiling and Creating...after 50 hour work
weeks
Creating a presentation that appeals to both teachers
and students
Packing all of the information into a fifteen minute
presentation
Reflection
Excellent Experience
Valuable Resources
Tough Decision Making
A Lot of Work!
Questions?
Thank you for your
participation!