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Instructional Implications and Content Diversity in K-12 Education EDU Instructional Implications and Content Individuals and humankind are affected by political, social, and economic issues. School is a commonplace for addressing these processes and promoting what Multiculturalism means. Interdisciplinary teaching is a method teachers’ use to help students gain understanding of complex, real-world issues such as diversity and equality. Learning and implementing effective teaching practices about cultural knowledge and awareness help teachers to integrate activities in the classroom to promote a more diverse curriculum. Therefore, fostering student’s understanding and perceptions about diversity and equality too create and sustain a learning environment where students are empathetic to the differences of others and their economic status. This paper will address social class implications, gender bias, and how teachers can incorporate strategies in the learning environment that build off students in experiences with those that are different from them. Lesson Plan Topic: Poverty & Homelessness Goals Students will demonstrate empathy. Students will show awareness of and respect for diversity in culture and family makeup, to value uniqueness of self, others, and families. Students will work cooperatively in groups toward a common goal. Students will participate in group action on behalf of others.
Target Audience Students ages 6yrs – 10yrs old from different cultures Students from lower- and middle-class families Predominately White, Black, and Hispanic Students Subjects Covered: Language Arts, Mathematics, Social Studies, Science Plan Overview In this lesson based on the book “Fly Away Home”, students will learn about diversity, socioeconomic classes, and how the color blindness approach relates to more than race but also with economic diversities. To support students in acquiring these skills, they will engage in group discussions, projects, and listen to community speakers. Students will be able to interact with the community and gain understanding of economic injustices. They learn to sensitize with people without homes and deal with critical social problems in society. Students will begin to dissipate stereotypes about homeless men, women, and children. Daily Instructions Monday- After reading the book, students will participate in a classroom discussion about their perception of homelessness. Students will be asked questions such as “Do all homeless people look alike?” “If so, how?” “Why do you think people are afraid of the homeless?” “When someone mentions the name bums or bag lady, what images come to your mind?” “If you didn’t have a place to call home, where would you live and why?” Tuesday- Students will be placed in different groups and provided with differing amounts of money. Students will explore the local paper for housing, food, clothing, utilities, and transportation costs. They will then create a shopping list for one week for shelter, food, transportation, and other costs. Students will present their findings and express their feelings and thoughts about accommodating for basic household needs. Wednesday- Students will be assigned to pack a bag of belongings from home in a bag distributed by the teacher filled with things they would take with them if they had been evicted
Pencils Calculators (optional) Chart Paper Markers Assessment To assess the students on what they have learned about diversity and socioeconomic implications of homeless individuals, the teacher will use portfolios that will include written anecdotes, running records, picture anecdotes, student’s drawings, and a checklist which include the state standards in the subject list. The student’s work will be documented from the beginning of the lesson until the end. To test their knowledge, students will provide a power point presentation in small groups about homelessness in America, the state, or their community using resources from the library and what they have learned. Implications of Social Class on Schooling Teen Suicide Adolescent suicide is the second leading cause of death. Risk factors for suicide are related to parenting behaviors, school, individual, peer, and community. Sexual and gender minority youth are more likely to have suicidal thoughts or behaviors. The most vulnerable populations at risk for suicidal thoughts and behaviors are adolescences that are LGBQT. The students associated with this population are subject to bullying from peers at school and social media. In school populations white adolescences are more likely to commit suicide than Hispanic and white students. Housing Housing disparities in low-income homes impact children’s outcomes and opportunities. Displacement of housing due to job loss or low pay can result in homelessness
for some families. Students affected by inadequate housing and unfair living conditions live in the shadows of students with higher living accommodations and fail to reach higher potential or have positive school experiences. 1 million out of 1.3 million students who are homeless will not complete high school. The constant mobility from not having stable adequate living conditions results in frequent absence from school. Students who are in less fortunate housing conditions are more than likely to repeat the pattern as adults, low income, homeless, or unemployed. Income Inequalities Income is a major issue that affect the quality of life. Health, well-being of families among other social factors relies on income. Income inequality widens the opportunity gap for low- and high-income students. Students have access to different resources, investments, and social capital. Within the community children considered low income or living in poverty face “greater risks of mistrust, lower social cohesion and less civic engagement, stronger class identification, less charitable giving, and higher levels of status anxiety and competition” (Odgers, & Adler, 2018). Income inequalities can affect how students perceive themselves to their counterparts and change their beliefs about their chances for social mobility and their social status. Two factors contributed to student success. Methods of Handling Implications Schools can provide instructional and emotional support to all teens, particularly with the increased prominence of issues of being bullied for sexual preference. Teachers can hold open discussion boards about suicide and the affects it has on students and families. Schools can have more than one counselor available for students to communicate their feelings and issues with. Communities and School can start positive youth programs such as agriculture programs for all youth including those suffering from depression, anxiety, thoughts of suicide. “Studies
students to ask and answer questions, receive teacher assistance, whether they requested it or not, and have enough time to provide feedback opens barriers for communication for all students and students do not dominate over each other. Actively integrate students in groups to work on assignments. Assign a mixture of students in groups and hold students accountable for their peer’s contribution to tasks to balance the assignment. To create a growth mindset in the classroom teachers should implement lessons in ways that will attract the interests of all the students Incorporate multiple perspectives from all genders into all aspects of the curriculum. Teachers set the scene that everyone makes mistakes, and one gender or group of people are not less likely to make a mistake over another. Conceptualization In conclusion, a lesson plan is developed primarily based on state standards, and the needs and interests of the students in a classroom. The lesson I chose to implement was based on addressing standards in the curriculum such as listening and comprehension, respecting other values, increasing critical thinking skills, self-identity, to work cooperatively in a group, and to build awareness of others. I envision this project to be carried out in a weeklong or longer depending the interest of the students of hands-on activities and discussions among all the students in the classroom. I created this lesson with the thought of the real-life situations occurring right now in our local communities and the United States with COVID- 19 and the loss or reduction of employment for many individuals and how families are being impacted. Children especially because they are witnessing events that they feel powerless too and are experiencing social and academic setbacks. This lesson was developed to provide students with the knowledge of advocation and how they can be a support to others of disadvantage in their community and perhaps their own classroom. I wanted to teach the
students to be anti-bias and to teach the differences of equity and equality as it applies to the social injustices we are encountering in the present. Sources
- BERMÚDEZ DE CASTRO, J. J. (2020). Classrooms Without Closets: LGBTIQ+ Cinema in University Education. Revista Alicantina de Estudios Ingleses, 33, 151.
- Hinduja, S., & Patchin, J. W. (2019). Connecting Adolescent Suicide to the Severity of Bullying and Cyberbullying. Journal of School Violence, 18(3), 333–
- https://doi.org/10.1080/15388220.2018.
- King, K. A., Vidourek, R. A., Yockey, R. A., & Merianos, A. L. (2018). Impact of Parenting Behaviors on Adolescent Suicide Based on Age of Adolescent. Journal of Child & Family Studies, 27(12), 4083–4090. https://doi.org/10.1007/s10826-018-1220-
- Kornbluh, M., Wilking, J., Roll, S., Banks, L., & Stone, H. (2020). Learning and Doing Together: Student Outcomes from an Interdisciplinary, Community- Based Research Course on Homelessness in a Local Community. Journal of Community Engagement & Scholarship , 13 (1), 1–14.
- Morgan, H. (2018). What Every Educator Needs to Know about America’s Homeless Students. Clearing House, 91(6), 215–
https://doi.org/10.1080/00098655.2018. 7
- Odgers, C. L., & Adler, N. E. (2018). Challenges for low‐income children in an era of increasing income inequality. Child Development Perspectives, 12(2),
