We recommend that you read her full text to learn more about the issues and ideas listed below in this broad overview.Davis writes: “There are no universal solutions or specific rules for responding to ethnic, gender, and cultural diversity in the classroom….It is suggested that the integration of models of student learning into web-based instructional design will accommodate learner diversity educators face in a global environment.
Often, when we stand before our classrooms, the faces looking back at us do not look like our own.
Many of us try to bridge this difference with an embrace of color-blindness or the Golden Rule, treating others the way we would want to be treated. Culture isn't just a list of holidays or shared recipes, religious traditions, or language; it is a lived experience unique to each individual.
Nene faces her fears about doing math and overcomes them.
Both students and faculty at American colleges and universities are becoming increasingly varied in their backgrounds and experiences, reflecting the diversity witnessed in our broader society.
All three models need to be considered in an integrated manner when designing online instruction.
The paper provides an analysis of the literature in order to determine the variables that influence learner diversity, with a particular focus on cultural diversity.
Within the context of the University of Southern Queensland (USQ), Australia, the effort to support web-based education and training focuses primarily on online pedagogy, which is seen to be at the heart of successful teaching and learning online.
This paper briefly outlines a conceptual framework for student learning consisting of three models: the independent learner, the interactive learner and the collaborative learner.
Perhaps the overriding principle is to be thoughtful and sensitive….” She recommends that you, the teacher: Resources to help you achieve an inclusive classroom that fosters diversity are provided below.
When instructors attempt to create safe, inclusive classrooms, they should consider multiple factors, including the syllabus, course content, class preparation, their own classroom behavior, and their knowledge of students’ backgrounds and skills.
Even the most "standard" curriculum decides whose history is worthy of study, whose books are worthy of reading, which curriculum and text selections that include myriad voices and multiple ways of knowing, experiencing, and understanding life can help students to find and value their own voices, histories, and cultures.