Increasing the Number of Minority Students in Accelerated Classrooms "Hot Topics" Presentation | Fall 2011
Artifact Description
For this artifact, my two group members and I researched and presented a "Hot Topics" Presentation in our Curriculum and Instruction 401 Course: Introduction to Teaching in a Diverse Society. We were randomly assigned to one of the following "Hot Topics": Increasing the Number of Minority Students in Accelerated Classes, Culturally Relevant Mathematics Teaching, Social Justice Mathematics, Supporting ESL/ELL Students in the Mathematics Classroom, and Working with Special Needs Students in the Mathematics Classroom. This group presentation project allowed us to explore on a current "Hot Topic" related to diversity in math education. The project intended to raise awareness of important professional issues pertaining to the mathematics classroom. Our group was assigned to research the topic on the number of minority students in accelerated classes. From researching peer reviewed articles, we defined the population of minority students, misconceptions about the achievement gap, and strategies that may help increase minority students in accelerated classroom based on research.
Satisfying the Standard (Indicators: 1A, 1C, 1E)
By looking into the number of minority students in accelerated classes, many relevant issues arise in regards to the reasons behind the achievement gap. Such issues include lack of early math preparation, the way mathematics is being presented in class that are "divorced from the everyday experiences of most students" (Ladson-Billings 700), and overall unequal opportunities. This artifact demonstrates my understanding of the spectrum of student diversity as it encapsulates many factors which include but are not limited to race and ethnicity, socioeconomic status, and special and gifted education. From the many factors that encapsulate student diversity, each student brings in the assets to learning across the curriculum with rich experiences. Therefore, taking into account student experiences remains crucial and based on research, cultural relevant pedagogy takes into account my understanding of how teaching and student learning are influenced by a range of development, experiences, prior knowledge, and circumstances. Moreover, by holding a conversation about the contributing factors that have held minority students at a disadvantage in the education based on research, I demonstrate understanding on the effects of personal perspectives and biases and its effects on one's teaching. As opposed to holding the idea of a "Pedagogy of Poverty," the practice of culturally relevant teaching allows teachers to continually reassure students are capable and set high expectations on all students.
Professional Development
In terms of my professional development, this artifact showcases the importance of taking into consideration the multitude of experiences that students bring into the classroom. In addition, it it is important for me as a teacher to create a learning atmosphere that welcomes all identities in my classroom, that takes into account my students' experiences, and that connects with their prior knowledge. In terms of classroom structure, I will address any issues of inequity that may arise in the classroom and to not let a "Pedgagogy of Poverty" guide my teaching practices. I think one of the most important things to take into consideration is redirecting one's focus towards how mathematics learning can be constructed rather than base it on the presumed causes of poor performance. Rather, I will set high expectations for all students, and to provide my students with a variety of activities and materials to support their learning and their needs.
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