Professional Development and Differentiated Instruction Speech or Presentation

Professional Development and Differentiated Instruction - Speech or Presentation interpreterAn introduction to the general theory of ethnic competency. Members of staff take notes. Overhead projector Handout 35 Minutes PRESENTATION Underachieving students. Social- ethnical, physical, and racial prejudices against underachieving students. The role of the curriculum in achieving cultural competency The application of distinguish instruction among students with varying learning capabilities Content Process- grouping of students according to readiness, needs, and interests. Product Use of a tiered lesson intent to meet different learner needs Discussion between the facilitator and the members of staff. Members of staff attempt to answer questions get hold ofed by the facilitator regarding the application of differentiated instruction. Members of staff begin to tipple a sample tiered lesson plan. Overhead projector Handout 10 Minutes CONCLUSION Review of main points discussed Questio n and answer session Members of staff ask questions. The facilitator asks the members of staff to finish up on the sample tiered lesson plan and use it in their respective lessons. Overhead projector Handout Agenda for members of staff - cultural competency session on professional development 5th July 2012 9 00 a.m Arrival of members of staff. 9 00a.m 9 10 a.m Introduction. ... These characteristics may involve customs, channels of communication, and beliefs. A culturally competent institution or organization should cater for the needs of each cultural group to ensure optimal outcomes. The education sector has incarnate the use of cultural competency to cater for those learners who have dismal learning outcomes. In a normal classroom, there are learners with different learning abilities. approximately learners grasp concepts very quickly, others have the normal comprehension capacity, and others are slow learners. When the needs of each group of students are not met, the class ends up having a group of stereotyped as underachievers. In the U.S schooling system, there are those learners who are categorized in the underachievers group. Most teachers, according to Darlene (2007) view these students as absent in motivation, lazy, high headed, or just indifferent towards academics. This notion, however, could not be further from the truth. Underachieving students may have other issues outside their control that make them fulfil not so well in their academics. These may include social-cultural, physical or ethnic disadvantages that inhibit their potential. The curriculum needs to provide avenues for the execution of cultural competency policies for all students. The curriculum should cater for all races and social-cultural groups, without victimization. A multidisciplinary curriculum according to Darlene (2007) should acknowledge cultural differences, while promoting inter-cultural development. The teacher should address the needs of differentiated students b y promoting communication and involvement of each and every student in the lesson. All