Professional Development and Differentiated Instruction Speech or Presentation

Professional Development and Differentiated Instruction - Speech or Presentation ExampleAn introduction to the general theory of cultural strength. Members of staff take notes. Overhead projector spill 35 Minutes PRESENTATION Underachieving students. Social- cultural, physical, and racial prejudices against underachieving students. The role of the curriculum in achieving cultural competency The practise of diametricaliated instruction among students with varying learning capabilities Content Process- grouping of students harmonise to readiness, needs, and interests. Product Use of a tiered lesson plan to meet different learner needs Discussion between the facilitator and the members of staff. Members of staff approach to answer questions asked by the facilitator regarding the application of differentiated instruction. Members of staff begin to draft a sample tiered lesson plan. Overhead projector Handout 10 Minutes CONCLUSION Re go steady of main points discussed Question and answer posing Members of staff ask questions. The facilitator asks the members of staff to finish up on the sample tiered lesson plan and use of goods and services 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 impact customs, channels of communication, and beliefs. A culturally competent institution or organization should cater for the needs of to each one cultural group to ensure optimal outcomes. The education sector has incorporated 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. Some 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 no t 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 lacking in motivation, lazy, high headed, or just indifferent towards academics. This notion, however, could not be make headway from the truth. Underachieving students may have other issues outside their control that make them perform not so tumesce in their academics. These may include social-cultural, physical or ethnic disadvantages that inhibit their potential. The curriculum needs to pull up stakes 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 by promoting communication and social function of each and every student in the lesson. All