Articles accommodating gender differences in teaching dating single parents saint louis
Every fall, we’re excited to welcome new educators to the Teaching Tolerance community.
In this edition of The Moment, we’ve collected a few of our favorite resources for social justice education. A Framework for Anti-bias Education The Social Justice Standards are a road map for anti-bias education at every stage of K–12 instruction.
The demands for planning, prioritizing, time management, and follow-through can be daunting for any student, but overwhelming for LD students (Shmulsky 2003).
These students—who show deficits in certain aspects of their learning such as organization, reading, memory, and writing—have benefited when instructors accommodate and teach to a variety of learning styles (Carbo and Hodges 1988).
While we assume that the principles presented would stand up to the test of good pedagogy for all high school science students, they have proven to be essential to the success of LD students.
Principle 1: Learning is enhanced when teachers recognize and teach to diverse learning styles and strengths.
, Mastropieri and Scruggs (1993) emphasize clearly stated objectives as a hallmark of effective instruction for LD students.
Certainly, understanding the purpose of a lesson or an assessment will enhance the learning of any student, but this understanding is particularly salient for LD students, whose memory capabilities are likely to be compromised as a part of their diagnosis (Hulme and Mackenzie 1992).
Most students leave high school without an adequate understanding of the role slavery played in the development of the United States—or how its legacies still influence us today.