Constructing Culturally-Authentic Differentiated Access Points Using the Content Imperatives

2022 ◽  
pp. 171-188
Author(s):  
Jessica A. Manzone ◽  
Julia L. Nyberg
Keyword(s):  
Funds Of Knowledge ◽  
Learning Experience ◽  
Advanced Learners ◽  
Call To Action ◽  
Access Points ◽  
Gifted Learners ◽  
Differentiation Strategy ◽  
Cultural Assets ◽  
Specific Learning

The need to create culturally authentic and specific learning experiences is a call to action that all teachers must answer. Current definitions of differentiation either avoid or exclude topics of culture and race. These definitions are incomplete and must be expanded if the needs, interests, abilities, and cultural assets of gifted learners are to be addressed in a classroom. Under this expanded definition, differentiation strategies must be culturally authentic and purposefully integrated into the opportunities provided to gifted learners. It is incumbent upon teachers to reorient differentiation strategies they employ with gifted and advanced learners, so they become culturally authentic and contextually relevant. This chapter provides the reorientation of one differentiation strategy: the content imperatives. This chapter (1) defines the content imperatives, (2) demonstrates how they can be used as the catalyst for honoring the funds of knowledge that students bring into any learning experience, and (3) creates culturally-authentic access points into content for all learners.

The perception of Mandarin lexical tones by native Korean speakers differing in their experience with Mandarin

2018 ◽  
Vol 35 (3) ◽  
pp. 305-318 ◽  
Author(s):  
Kimiko Tsukada ◽  
Jeong-Im Han
Keyword(s):  
Fundamental Frequency ◽  
Native Speakers ◽  
Learning Experience ◽  
Empirical Studies ◽  
Lexical Tone ◽  
Discrimination Test ◽  
Advanced Learners ◽  
Lexical Tones ◽  
Perceptual Salience ◽  
Level Tone

While it is well established that non-native speakers differ from native speakers in their perception and/or production of Mandarin lexical tones, empirical studies focusing on non-native learners are still limited. The objective of this study is to add to the current understanding of lexical tone perception by comparing native speakers of standard Korean from the Seoul/Kyunggi area differing in Mandarin experience (NK1, NK2) with native speakers of Mandarin. NK1 ( n = 10) had no experience with Mandarin whereas NK2 ( n = 10) consisted of highly advanced learners of Mandarin. A group of 10 native Mandarin (NM) speakers was included as controls. Accuracy of perception of six tone pairs (T1–T2, T1–T3, T1–T4, T2–T3, T2–T4, T3–T4) was assessed in a four-alternative forced-choice discrimination test. As expected, the NK2 group with extensive Mandarin learning experience resembled the NM group to a greater extent than did the NK1 group. T2–T3 was the hardest pair for both NK groups, but NK2 had the largest advantage over NK1 for this pair. Apart from T2–T3 which is generally considered difficult, tone pairs involving T1 caused some misperception by the NK groups. This may be related to the difficulty with perceiving a level tone which shows the least fundamental frequency (F0) movement and possibly has limited perceptual salience.

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

HR Portal

2009 ◽  
pp. 20-33
Author(s):  
Cataldo Dino Ruta
Keyword(s):  
Human Resource ◽  
Intellectual Capital ◽  
Company Performance ◽  
User Profiles ◽  
Access Points ◽  
Differentiation Strategy ◽  
Hr Function

Intellectual capital is today considered a key issue in analyzing the critical determinants of company performance. Companies design more and more human resource (HR) strategies when creating and developing intellectual capital. HR portals are applications that enable single personalized access points designed for specific user profiles and organizational positions. Our clarifications and recommendations highlight that HR portal implementation and use can be contingent if the HR function offers a specific set of HR applications to single employees based on differentiation strategies. HR portal implementation and use can also be individualized if the HR function offers a set of alternatives where the single employee can choose a personal HR configuration that is still aligned with the strategy and based on the differentiation of the workforce. Our contribution intends to underline the role of HR portals as a tool for the pursuit of a mature differentiation strategy of the workforce, where the technologies can increase the opportunities for negotiating and exchanging preferences and expectations between employees and the HR function.

Content Areas

2011 ◽  
pp. 24-49
Author(s):  
Lisa Dawley
Keyword(s):  
Learning Experience ◽  
Lesson Plan ◽  
Deep Understanding ◽  
Learning Objectives ◽  
Content Areas ◽  
Online Tool ◽  
Online Tools ◽  
Specific Learning ◽  
Over Time

The strengths and weaknesses of each tool are discussed in detail, and educators are taught to match the strengths of the specific tool to the learning objectives they seek to achieve in their courses. Multiple examples of objectives and online learning activities are provided to help instill a deep understanding of the power of each online tool. This leaves you with a long-term ability to adapt your own curriculum over time, because you have learned options for using a variety of online tools to achieve specific learning objectives. Finally, each chapter includes a sample lesson plan that demonstrates how to integrate the tool into the learning experience. These ideas and activities provide tried and true suggestions for creating an online environment that engages and empowers learners for success. And when your students are successful in learning, you are successful in teaching.

Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts

2020 ◽  
Vol 31 (4) ◽  
pp. 411-435
Author(s):  
Michael S. Matthews ◽  
Heather A. Rhodes
Keyword(s):  
North Carolina ◽  
School Districts ◽  
Gifted Education ◽  
Universal Screening ◽  
Second Grade ◽  
Advanced Learners ◽  
Gifted Learners ◽  
The Third ◽  
North Carolina School ◽  
Identification Practices

Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North Carolina, region to learn how these districts address gifted or advanced learners in kindergarten, first, and second grades in their policies. We summarize the content and range of these policies, and recommend that effective approaches should include universal screening, early identification (i.e., in kindergarten), and the use of additional pathways to identification and differentiated educational services to meet the needs of young advanced learners. We conclude with recommendations for future study in this underinvestigated area.

Experience-dependent Plasticity of Conceptual Representations in Human Sensory-Motor Areas

2007 ◽  
Vol 19 (3) ◽  
pp. 525-542 ◽  
Author(s):  
Markus Kiefer ◽  
Eun-Jin Sim ◽  
Sarah Liebich ◽  
Olaf Hauk ◽  
James Tanaka
Keyword(s):  
Brain Activity ◽  
Learning Experience ◽  
Training Group ◽  
Conceptual Representations ◽  
Electrical Brain Activity ◽  
Sensory Motor ◽  
Novel Objects ◽  
Conceptual Memory ◽  
Specific Learning ◽  
Motor Areas

Concepts are composed of features related to different sensory and motor modalities such as vision, sound, and action. It is a matter of controversy whether conceptual features are represented in sensory-motor areas reflecting the specific learning experience during acquisition. In order to address this issue, we assessed the plasticity of conceptual representations by training human participants with novel objects under different training conditions. These objects were assigned to categories such that for one class of categories, the overall shape was diagnostic for category membership, whereas for the other class, a detail feature affording a particular action was diagnostic. During training, participants were asked to either make an action pantomime toward the detail feature of the novel object or point to it. In a categorization task at test, we assessed the neural correlates of the acquired conceptual representations by measuring electrical brain activity. Here, we show that the same object is differentially processed depending on the sensory-motor interactions during knowledge acquisition. Only in the pantomime group did we find early activation in frontal motor regions and later activation in occipito-parietal visual-motor regions. In the pointing training group, these effects were absent. These results show that action information contributes to conceptual processing depending on the specific learning experience. In line with modality-specific theories of conceptual memory, our study suggests that conceptual representations are established by the learning-based formation of cell assemblies in sensory-motor areas.

scholarly journals Creating an Authentic International Development Learning Opportunity

2020 ◽  
Vol 13 ◽  
pp. 76-85
Author(s):  
Lori Beckstead
Keyword(s):  
International Development ◽  
Learning Experience ◽  
Time Frame ◽  
Lessons Learned ◽  
Faculty Members ◽  
Short Term ◽  
Learning Opportunity ◽  
International Partner ◽  
International Learning ◽  
Specific Learning

This paper draws from the author’s experience of developing a short-term intensive international learning experience within the framework of a one-semester course. The paper is aimed at faculty members who are interested in implementing a short but effective and authentic international learning opportunity, but who may not have expertise in issues surrounding international development and learning abroad. It addresses some of the challenges, successes, and lessons learned, such as working with an appropriate international partner, overcoming barriers to student participation, ensuring discipline-specific learning, and providing the appropriate context of international development issues within the time-frame of a single semester.   Nous nous fondons ici sur notre propre expérience d’élaboration d’une situation d’apprentissage internationale, intensive et à court terme, dans le cadre d’un cours d’un seul semestre. Cet article est destiné aux enseignants qui, sans nécessairement posséder une expertise en matière de développement internationale et d’apprentissage à l’étranger, souhaiteraient mettre en œuvre une expérience d’apprentissage internationale aussi brève qu’efficace et authentique. Nous abordons les difficultés, les réussites et les leçons tirées de l’expérience, comme la nécessité d’un partenaire international adéquat, le dépassement des obstacles à la participation des étudiants, l’apprentissage adapté à des disciplines en particulier, et l’établissement d’un contexte approprié pour les questions de développement international dans le cadre temporel d’un semestre unique.

Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy

2020 ◽  
Vol 6 (3) ◽  
pp. 282-311
Author(s):  
Giuliana Salvato
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Learning Experience ◽  
Body Language ◽  
Target Language ◽  
Romance Languages ◽  
Multimodal Approach ◽  
Advanced Learners ◽  
Italian Language ◽  
Verbal Language

Abstract This paper offers a qualitative analysis of the responses that 28 advanced learners of Italian in Canada and Italy contributed to a questionnaire asking them to interpret the meanings and functions of six Italian gestures, alone and in combination with dialogues. Participants were also asked to comment on their perception of body language in their L1 and in Italian. The purpose of the exercise was to expand L2 pedagogy towards multimodality, while at the same time accounting for learners’ multilingualism. We found that participants appreciated a multimodal approach to their Italian language learning experience. We also found that knowledge of languages typologically related to Italian (i.e. Romance languages) was no guarantee that our groups of multilinguals would be facilitated in the interpretation of L2 gesture forms and meanings. Rather, the presence of verbal language in dialogues, the form of gesture, and familiarity with the nonverbal characteristics of interactions in the target language, helped participants succeed in this multimodal activity.

Specific Learning Disabilities

2020 ◽  
pp. 320-355
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

scholarly journals Simulation in psychiatric teaching

2012 ◽  
Vol 18 (4) ◽  
pp. 292-298 ◽  
Author(s):  
Subodh Dave
Keyword(s):  
Learning Experience ◽  
Simulated Patients ◽  
Teaching Skills ◽  
Psychiatric Education ◽  
Advantages And Disadvantages ◽  
Simulation Techniques ◽  
Objective Structured Clinical Examinations ◽  
Cost Implications ◽  
Potential Use ◽  
Specific Learning

SummaryThe use of simulated patients in medicine offers students a standardised learning experience and a reproducible way of exploring attitudes and teaching communication skills. This would seem to be particularly relevant to psychiatry with its focus on attitudes and interpersonal skills, but doubts have been raised about the utility of simulated patients in teaching skills such as empathy and the generalisability of this learning to the real world. This, tempered with cost implications, may have limited the use of simulated patients to assessment through objective structured clinical examinations rather than to teaching and to learning. This article examines the educational advantages and disadvantages of the use of simulated patients in psychiatric teaching and argues that their judicious use complements undergraduate and postgraduate training in psychiatry. The article offers practical tips on writing simulated patient scenarios to deliver specific learning objectives and discusses the potential use of novel simulation techniques in psychiatric education.

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