The Wrong Kind of Different: Challenging the Meaning of Diversity in American Classrooms

You already recently rated this item. Your rating has been recorded. Write a review Rate this item: Preview this item Preview this item. The wrong kind of different: English View all editions and formats Summary: In addition, Randolph discovers how some teachers distinguish their support for certain forms of student diversity from curriculum diversity, such as accommodating bilingual education"--Publisher description.

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Add a review and share your thoughts with other readers. Similar Items Related Subjects: Children of minorities -- Education -- United States. Cultural pluralism -- United States. Children of minorities -- Education. Linked Data More info about Linked Data. The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students. Characteristics that derive from this agenda include in-depth learning; involving students in real-world, relevant tasks; engaging students in holistic tasks from kindergarten through high school; and utilizing students' prior knowledge.

Effective communication and collaboration are essential to becoming a successful learner. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, and others. Indeed, it is through dialogue and interaction that curriculum objectives come alive. Collaborative learning affords students enormous advantages not available from more traditional instruction because a group--whether it be the whole class or a learning group within the class--can accomplish meaningful learning and solve problems better than any individual can alone.

This focus on the collective knowledge and thinking of the group changes the roles of students and teachers and the way they interact in the classroom. Significantly, a groundswell of interest exists among practitioners to involve students in collaboration in classrooms at all grade levels. The purpose of this GuideBook is to elaborate what classroom collaboration means so that this grass-roots movement can continue to grow and flourish. We will describe characteristics of these classrooms and student and teacher roles, summarize relevant research, address some issues related to changing instruction, and give examples of a variety of teaching methods and practices that embody these characteristics.

Collaborative classrooms seem to have four general characteristics. The first two capture changing relationships between teachers and students. The third characterizes teachers' new approaches to instruction. The fourth addresses the composition of a collaborative classroom. In traditional classrooms, the dominant metaphor for teaching is the teacher as information giver; knowledge flows only one way from teacher to student. In contrast, the metaphor for collaborative classrooms is shared knowledge.

The teacher has vital knowledge about content, skills, and instruction, and still provides that information to students. However, collaborative teachers also value and build upon the knowledge, personal experiences, language, strategies, and culture that students bring to the learning situation. Consider a lesson on insect-eating plants, for example. Few students, and perhaps few teachers, are likely to have direct knowledge about such plants. Thus, when those students who do have relevant experiences are given an opportunity to share them, the whole class is enriched.

Moreover, when students see that their experiences and knowledge are valued, they are motivated to listen and learn in new ways, and they are more likely to make important connections between their own learning and "school" learning. This same phenomenon occurs when the knowledge parents and other community members have is valued and used within the school.

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Additionally, complex thinking about difficult problems, such as world hunger, begs for multiple ideas about causes, implications, and potential solutions. In fact, nearly all of the new curricular goals are of this nature--for example, mathematical problem-solving--as are new requirements to teach topics such as AIDS.

They require multiple ways to represent and solve problems and many perspectives on issues. In collaborative classrooms, teachers share authority with students in very specific ways. In most traditional classrooms, the teacher is largely, if not exclusively, responsible for setting goals, designing learning tasks, and assessing what is learned. Collaborative teachers differ in that they invite students to set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn.

Collaborative teachers encourage students' use of their own knowledge, ensure that students share their knowledge and their learning strategies, treat each other respectfully, and focus on high levels of understanding. They help students listen to diverse opinions, support knowledge claims with evidence, engage in critical and creative thinking, and participate in open and meaningful dialogue. Suppose, for example, the students have just read a chapter on colonial America and are required to prepare a product on the topic. While a more traditional teacher might ask all students to write a ten-page essay, the collaborative teacher might ask students to define the product themselves.

Some could plan a videotape; some could dramatize events in colonial America; others could investigate original sources that support or do not support the textbook chapter and draw comparisons among them; and some could write a ten-page paper. The point here is twofold: These opportunities are essential for both self-regulated learning and motivation. As knowledge and authority are shared among teachers and students, the role of the teacher increasingly emphasizes mediated learning. Successful mediation helps students connect new information to their experiences and to learning in other areas, helps students figure out what to do when they are stumped, and helps them learn how to learn.

Above all, the teacher as mediator adjusts the level of information and support so as to maximize the ability to take responsibility for learning. This characteristic of collaborative classrooms is so important, we devote a whole section to it below. The perspectives, experiences, and backgrounds of all students are important for enriching learning in the classroom. As learning beyond the classroom increasingly requires understanding diverse perspectives, it is essential to provide students opportunities to do this in multiple contexts in schools.

In collaborative classrooms where students are engaged in a thinking curriculum, everyone learns from everyone else, and no student is deprived of this opportunity for making contributions and appreciating the contributions of others. Thus, a critical characteristic of collaborative classrooms is that students are not segregated according to supposed ability, achievement, interests, or any other characteristic.

Segregation seriously weakens collaboration and impoverishes the classroom by depriving all students of opportunities to learn from and with each other. Students we might label unsuccessful in a traditional classroom learn from "brighter" students, but, more importantly, the so-called brighter students have just as much to learn from their more average peers.

Teachers beginning to teach collaboratively often express delight when they observe the insights revealed by their supposedly weaker students. Thus, shared knowledge and authority, mediated learning, and heterogeneous groups of students are essential characteristics of collaborative classrooms. These characteristics, which are elaborated below, necessitate new roles for teachers and students that lead to interactions different from those in more traditional classrooms.

Across this nation, teachers are defining their roles in terms of mediating learning through dialogue and collaboration. While mediation has been defined in different ways by Reuven Feuerstein, Lev Vygotsky and others, we define mediation here as facilitating, modeling, and coaching. Most teachers engage in these practices from time to time. What is important here is that these behaviors 1 drive instruction in collaborative classrooms, and 2 have specific purposes in collaborative contexts.

Facilitator Facilitating involves creating rich environments and activities for linking new information to prior knowledge, providing opportunities for collaborative work and problem solving, and offering students a multiplicity of authentic learning tasks. This may first involve attention to the physical environment. For example, teachers move desks so that all students can see each other, thus establishing a setting that promotes true discussion.

Teacher may also wish to move their desks from the front of the room to a less prominent space. Additionally, teachers may structure the resources in the classroom to provide a diversity of genres and perspectives, to use and build upon cultural artifacts from the students' homes and communities, and to organize various learning activities.

Thus, a collaborative classroom often has a multiplicity of projects or activity centers using everyday objects for representing numerical information in meaningful ways and for conducting experiments that solve real problems. These classrooms also boast a rich variety of magazines, journals, newspapers, audiotapes, and videos which allow students to experience and use diverse media for communicating ideas.

In Video Conference 1, for example, students were shown investigating science concepts using everyday materials, such as paper and straw, found in their neighborhoods. Facilitating in collaborative classrooms also involves people. Inside the classroom, students are organized into heterogeneous groups with roles such as Team Leader, Encourager, Reteller, Recorder, and Spokesperson. See Elizabeth Cohen's work for further elaboration.

Additionally, collaborative teachers work to involve parents and community members. A workshop center in New York invites parents to come and experience the thinking processes involved in conducting experiments using everyday objects so that they can provide such learning experiences at home Video Conference 1 ; teachers in Tucson involve parents and the community in academic tasks their students engage in Video Conference 3 , and rural students in Colorado perform community services such as producing a local newspaper Video Conference 5.

Another way that teachers facilitate collaborative learning is to establish classrooms with diverse and flexible social structures that promote the sort of classroom behavior they deem appropriate for communication and collaboration among students. These structures are rules and standards of behaviors, fulfilling several functions in group interaction, and influencing group attitudes. Particular rules depend, of course, on the classroom context.

Thus, teachers often develop them collaboratively with students and review or change them as needed. Examples of rules are giving all members a chance to participate, valuing others' comments, and arguing against or for ideas rather than people.

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Examples of group functions are: To facilitate high quality group interaction, teachers may need to teach, and students may need to practice, rules and functions for group interaction. Finally, teachers facilitate collaborative learning by creating learning tasks that encourage diversity, but which aim at high standards of performance for all students.

These tasks involve students in high-level thought processes such as decision making and problem solving that are best accomplished in collaboration. These tasks enable students to make connections to real-world objects, events, and situations in their own and an expanded world, and tap their diverse perspectives and experiences. Learning tasks foster students' confidence and at the same time, are appropriately challenging.

Model Modeling has been emphasized by many local and state guidelines as sharing one's thinking and demonstrating or explaining something. However, in collaborative classrooms, modeling serves to share with students not only what one is thinking about the content to be learned, but also the process of communication and collaborative learning. Modeling may involve thinking aloud sharing thoughts about something or demonstrating showing students how to do something in a step-by-step fashion.

In terms of content, teachers might verbalize the thinking processes they use to make a prediction about a scientific experiment, to summarize ideas in a passage, to figure out the meaning of an unfamiliar word, to represent and solve a problem, to organize complicated information, and so on. Just as important, they would also think aloud about their doubts and uncertainties. This type of metacognitive thinking and thinking aloud when things do not go smoothly is invaluable in helping students understand that learning requires effort and is often difficult for people.

With respect to group process, teachers may share their thinking about the various roles, rules, and relationships in collaborative classrooms.

Consider leadership, for example. A teacher might model what he or she thinks about such questions as how to manage the group's time or how to achieve consensus. Similarly, showing students how to think through tough group situations and problems of communication is as invaluable as modeling how to plan an approach to an academic problem, monitoring its progress, and assessing what was learned. A major challenge in mediating learning is to determine when it is appropriate to model by thinking aloud and when it is useful to model by demonstrating.

If a teacher is certain that students have little experience with, say, a mathematical procedure, then it may be appropriate to demonstrate it before students engage in a learning task. This is not to say that the teacher assumes or states that there is only one way to perform the procedure. It is also important to allow for individual variations in application.

If, on the other hand, the teacher believes students can come up with the procedure themselves, then he or she might elect to ask the students to model how they solved the problem; alternatively the teacher could give students hints or cues. Coach Coaching involves giving hints or cues, providing feedback, redirecting students' efforts, and helping them use a strategy. A major principle of coaching is to provide the right amount of help when students need it--neither too much nor too little so that students retain as much responsibility as possible for their own learning.

For example, a collaborative group of junior high students worked on the economic development of several nations. They accumulated a lot of information about the countries and decided that the best way to present it was to compare the countries. But they were stymied as to how to organize the information so they could write about it in a paper, the product they chose to produce. Their teacher hinted that they use a matrix--a graphic organizer they had learned--to organize their information.

When the group finished the matrix, the teacher gave them feedback. In so doing, he did not tell them it was right or wrong, but asked questions that helped them verbalize their reasons for completing the matrix as they did.

The Wrong Kind of Different by Alicia Vercher on Prezi

The principle the teacher followed was to coach enough so that students could continue to learn by drawing on the ideas of other group members. Students also assume new roles in the collaborative classroom. Their major roles are collaborator and active participator.

It is useful to think how these new roles influence the processes and activities students conduct before, during, and after learning. For example, before learning, students set goals and plan learning tasks; during learning, they work together to accomplish tasks and monitor their progress; and after learning, they assess their performance and plan for future learning. As mediator, the teacher helps students fulfill their new roles. Goal setting Students prepare for learning in many ways.

Especially important is goal setting, a critical process that helps guide many other before-, during-, and and after-learning activities. Although teachers still set goals for students, they often provide students with choices. When students collaborate, they should talk about their goals. For example, one teacher asked students to set goals for a unit on garbage. In one group, a student wanted to find out if garbage is a problem, another wanted to know what happens to garbage, a third wanted to know what is being done to solve the problem of garbage.

The fourth member could not think of a goal, but agreed that the first three were important and adopted them. These students became more actively involved in the unit after their discussion about goals, and at the end of the unit, could better evaluate whether they had attained them. Designing Learning Tasks and Monitoring While teachers plan general learning tasks, for example, to produce a product to illustrate a concept, historical sequence, personal experience, and so on, students assume much more responsibility in a collaborative classroom for planning their own learning activities.

Ideally, these plans derive in part from goals students set for themselves. Thoughtful planning by the teacher ensures that students can work together to attain their own goals and capitalize on their own abilities, knowledge, and strategies within the parameters set by the teacher. Students are more likely to engage in these tasks with more purpose and interest than in traditional classrooms. Self-regulated learning is important in collaborative classrooms. Students learn to take responsibility for monitoring, adjusting, self-questioning, and questioning each other. Such self-regulating activities are critical for students to learn today, and they are much better learned within a group that shares responsibility for learning.

Monitoring is checking one's progress toward goals. Adjusting refers to changes students make, based on monitoring, in what they are doing to reach their goals. For example, a group of students decided that the sources of information on the Civil War they selected initially were not as useful as they had hoped, so they selected new materials. Another group judged that the paper they had planned to write would not accomplish what they thought it would the way they had organized it, so they planned a new paper. Students can further develop their self-regulating abilities when each group shares its ideas with other groups and gets feedback from them.

For example, in the first video conference, elementary students were shown collaborating in small groups to define and represent math problems. Working in small groups, the children determined what was being asked in story problems and thought of ways to solve the problems. Then each group shared its ideas with the whole class. Members of the class commented on the ideas. As students developed problem-solving skills with feedback from other groups, they learned more about regulating their own learning which they could use in the future.

Assessment While teachers have assumed the primary responsibility for assessing students' performance in the past, collaborative classrooms view assessment much more broadly. That is, a major goal is to guide students from the earliest school years to evaluate their own learning. Thus, a new responsibility is self-assessment, a capability that is fostered as students assess group work. Self-assessment is intimately related to ongoing monitoring of one's progress toward achievement of learning goals.

In a collaborative classroom, assessment means more than just assigning a grade. It means evaluating whether one has learned what one intended to learn, the effectiveness of learning strategies, the quality of products and decisions about which products reflect one's best work, the usefulness of the materials used in a task, and whether future learning is needed and how that learning might be realized.

Collaborative classrooms are natural places in which to learn self-assessment. And because decisions about materials and group performance are shared, students feel more free to express doubts, feelings of success, remaining questions, and uncertainties than when they are evaluated only by a teacher. Furthermore, the sense of cooperation as opposed to competition that is fostered in collaborative work makes assessment less threatening than in a more traditional assessment situation.

Ideally, students learn to evaluate their own learning from their experiences with group evaluation.

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The critical role of dialogue in collaborative classrooms has been stressed throughout this Guidebook The collaborative classroom is alive with two-way communication. A major mode of communication is dialogue, which in a collaborative classroom is thinking made public. A major goal for teachers is to maintain this dialogue among students.

The wrong kind of different : challenging the meaning of diversity in American classrooms

Consider examples of interactions in collaborative groups. Members discuss their approaches to solving a math problem, explain their reasoning, and defend their work. Hearing one student's logic prompts the other students to consider an alternative interpretation. Students are thus challenged to re-examine their own reasoning. When three students in a group ask a fourth student to explain and support her ideas, that is, to make her thinking public, she frequently examines and develops her concepts for herself as she talks.

When one student has an insight about how to solve a difficult problem, the others in the group learn how to use a new thinking strategy sooner than if they had worked on their own. Thus, students engaged in interaction often exceed what they can accomplish by working independently. Collaborative teachers maintain the same sort of high-level talk and interaction when a whole class engages in discussion.

They avoid recitation, which consists primarily of reviewing, drilling, and quizzing; i. In true discussion, students talk to each other as well as to the teacher, entertain a variety of points of view, and grapple with questions that have no right or wrong answers. Sometimes both students and the teacher change their minds about an idea.

In sum, interactions in whole group discussion mirror what goes on in small groups. Still a third way interactions differ in collaborative classrooms has been suggested above.

5 ways teachers can challenge inequality in the classroom

Teachers, in their new roles as mediators, spend more time in true interactions with students. They guide students' search for information and help them share their own knowledge. They move from group to group, modeling a learning strategy for one group, engaging in discussion with another, giving feedback to still another. When teachers and schools move from traditional to collaborative instruction, several important issues are likely to arise.

They are important concerns for teachers, administrators, and parents. Classroom Control Collaborative classrooms tend to be noisier than traditional classrooms. This is a legitimate issue for a number of people. Some teachers believe that noisy classrooms indicate lack of discipline or teacher control. In such situations, they argue, students cannot learn. Earlier in this essay we stressed that collaborative classrooms do not lack structure.

Indeed, structure becomes critical. Students need opportunities to move about, talk, ask questions, and so on. Thus, we argue that the noise in a smoothly running collaborative classroom indicates that active learning is going on. However, students must be taught the parameters within which they make their choices. Rules and standards must be stressed from the beginning, probably before any collaboration is initiated, and reviewed throughout a school year.

Preparation Time for Collaborative Learning Teachers and administrators may believe that new lesson plans must be formed for these classrooms. To a certain extent, they are correct. But many teachers already have created engaging units and activities that are easily implemented in a collaborative classroom. Furthermore, teachers can begin slowly, making changes in one subject area or. Teachers can also share their plans with each other.



Indeed, if we expect students to collaborate, we should encourage teachers to do the same! Principals and curriculum specialists can also collaborate with teachers to plan effective segments of instruction. Moreover, there is a tradeoff between the extra planning time needed and benefits such as less time correcting lessons, increased student motivation, and fewer attendance and discipline problems.

Individual Differences Among Students We have touched on this concern in the section on heterogeneous grouping. Nevertheless, many people will still doubt that individual differences can be better addressed in collaborative classrooms than in traditional classrooms with homogeneous grouping. A major question people have concerns the advantage collaboration affords gifted or high-achieving students.

There are two tough issues here. First, many teachers do not believe that low-achieving students have much to contribute to the learning situation; in effect, that they have no prior experiences or knowledge of value. Second, teachers worry that high-achieving students will be held back. In response to the first issue, many collaborative teachers have expressed surprise when seemingly less-able students had insights and ideas that went way beyond what teachers expected. Further, if each student contributes something, the pool of collective knowledge will indeed be rich.

In answer to the second concern, data suggest that high-achieving students gain much from their exposure to diverse experiences and also from peer tutoring e. Also, students who may be high achieving in one area may need help in other areas. Teachers and others also wonder whether shy students can fully participate in a classroom that depends so much on dialogue. We suggest that these students might feel more comfortable talking in small groups that share responsibility for learning. Furthermore, interaction between learners can happen in ways other than oral dialogue, for example, writing and art.

A related concern is that many schools are structured homogeneously so that an individual teacher cannot form heterogeneous groups without involving changes in the entire school. A whole class of "low" readers are taught by one teacher, "average" by another. High school tracks are even more systematically entrenched. Clearly, these practices are not conducive to collaborative learning and require system-wide restructuring. Individual teachers or groups of teachers can initiate dialogue on the problem, however.

Individual Responsibility for Learning This concern is a difficult one to solve unless major changes in other areas of schooling are also undertaken. Students are used to being graded for individual work; parents expect to know how their students fare in school. School staff and state departments depend on traditional assessments. In collaborative classrooms, it is often difficult to assign individual grades.

This allows them to think about what they can achieve and does not label anyone incapable. Try providing more open-ended activities that require the students to problem-solve and draw on a range of skills. For example, see if they can make a tower strong enough to hold a marble with a given set of materials, or invite students to plan a class party that needs invitations, decorations and food.

Allow them to work together — one student may be good at writing while another may be more creative. Students can support each other and surprise themselves and you. Sometimes they will all be given the same task and will produce something different from it writing stories of different lengths and complexities, for example. The important thing is not to predetermine what students can achieve before they have started. Interrogate the language you use to describe your pupils and the language used by students themselves in the classroom.

Lecturer in Education Studies Laura Teague takes a hands-on approach to challenging the inequalities that are produced in the classroom. Who decides the curriculum? Is it representative of the students in the class, reflecting their experiences, histories and questions? Many behaviour management systems in schools are incredibly shaming for students. Having your name written under a sad face, being made to stand up during assembly, or being asked to sit on the floor in another classroom, are publicly humiliating practices that would seem shocking if carried out in an adult place of work.

Such practices are a quick fix in a busy school day but, in the long run, rarely result in behavioural changes from a student.