This document discusses several key differences among students that affect curriculum planning and instructional methods. It notes that no two students are exactly alike due to differences in physical development, learning styles, interests, and backgrounds. Specifically it examines how gender differences in puberty can impact self-esteem, and how varying levels of receptiveness to instruction related to emotional and social factors require teachers to utilize diverse teaching strategies. It also discusses Howard Gardner's theory of multiple intelligences and how students best learn through different modalities. Finally, it argues teachers should promote diversity and cultural awareness in the curriculum to be inclusive of all students.
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This document discusses several key differences among students that affect curriculum planning and instructional methods. It notes that no two students are exactly alike due to differences in physical development, learning styles, interests, and backgrounds. Specifically it examines how gender differences in puberty can impact self-esteem, and how varying levels of receptiveness to instruction related to emotional and social factors require teachers to utilize diverse teaching strategies. It also discusses Howard Gardner's theory of multiple intelligences and how students best learn through different modalities. Finally, it argues teachers should promote diversity and cultural awareness in the curriculum to be inclusive of all students.
This document discusses several key differences among students that affect curriculum planning and instructional methods. It notes that no two students are exactly alike due to differences in physical development, learning styles, interests, and backgrounds. Specifically it examines how gender differences in puberty can impact self-esteem, and how varying levels of receptiveness to instruction related to emotional and social factors require teachers to utilize diverse teaching strategies. It also discusses Howard Gardner's theory of multiple intelligences and how students best learn through different modalities. Finally, it argues teachers should promote diversity and cultural awareness in the curriculum to be inclusive of all students.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
This document discusses several key differences among students that affect curriculum planning and instructional methods. It notes that no two students are exactly alike due to differences in physical development, learning styles, interests, and backgrounds. Specifically it examines how gender differences in puberty can impact self-esteem, and how varying levels of receptiveness to instruction related to emotional and social factors require teachers to utilize diverse teaching strategies. It also discusses Howard Gardner's theory of multiple intelligences and how students best learn through different modalities. Finally, it argues teachers should promote diversity and cultural awareness in the curriculum to be inclusive of all students.
Copyright:
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Differences Affecting Curriculum 1
Differences Affecting Curriculum
Craig Lichtenberg
University of Phoenix Differences Affecting Curriculum 2
Differences Affecting Curriculum
Not a single person in the world is built the same way or has had the same experiences
throughout their lives. One of the biggest challenges that teachers face is that all students are not
the same. Though they may dress similar, talk similar, and have seemingly similar lives, no two
people are exactly alike. Teachers must recognize this, and adapt their strategies to fit the needs
of their students each year. Teachers cannot continue using the same methods of teaching they
have always used, but must explore new ways in order to reach every child. From my adolescent
observation assignment, I saw many adolescents that appeared to be similar, but I also noticed
many differences that make them unique. With Middle School students, teachers must remember
that many students feel like the whole world is watching them. When all they are trying to do is
fit in, their sensitivity towards differences can cause problems within the classroom.
A student’s gender is one of the most glaring examples of a difference that a teacher needs to
be aware of. Both genders have major differences in the onset of puberty, a crucial period within
an adolescent’s life. Girls typically mature sooner than boys and that can be detrimental to a
girl’s self-esteem. Typically the outliners are the ones that would be affected most by this. If
boys and girls are either early or late to go through puberty, then they may be isolated by their
peers or made fun of. Teachers need to be aware of this difference, even if it seems obvious.
They need to know which students are most likely to be affected by their peers and lose self-
esteem. Though this may be a simple example of a difference between students in the classroom,
it is example that shows a difference in students that will affect instruction.
The differences in adolescents create an atmosphere where a student’s motivation is affected
at different times than their peers. Students can sometimes shut down, or be less receptive to
instruction when affected by outside influences. A student’s social life can greatly affect their Differences Affecting Curriculum 3
emotional being. The same can be said about their physical structure having an affect on their
emotional structure. Their physical, emotional, and social well being are interconnected. Girl’s
physical structures can cause them to develop eating disorders, which may in turn affect their
social and emotional states (Attie, 1989). One student may be at the peak of their learning
receptiveness, while other students are not receptive at all. Teachers must try to bridge the gap
between the two and teach both. I would never say that a completely non-receptive student exists
on any given day, so teachers should try many different methods in order to reach all of their
students.
This idea also can be applied to the multiple intelligences theory. Howard Gardner’s Theory
of Multiple Intelligences “sees intelligences as potentials that can be mobilized and connected
according to personal inclinations and cultural preferences” (Gardner, 1999). Not all children are
receptive to the same material based on their own backgrounds, and not all children are wired to
acquire knowledge in the same way. As shown in my adolescent observation paper, students
have many different interests. The girls enjoyed double dutch, and the boys enjoyed basketball.
One boy seemed to like music, while the others were possibly less interested. Students may all be
interested in doing some of the same activities, but everyone is unique in some way. In the same
way that people are different with their intelligences, and interests, they are also very different in
the way they receive information. I am personally a mix of a visual and auditory learner. I like to
listen to information to learn and visualize the information actually happening. Students might
need a variety of sources to acquire information in order to maximize the efficiency of their
instruction.
Diversity is sometimes a difficult concept for students to grasp within the classroom for
students. It is a subject that needs to be introduced early in a child’s life, and shown to them that Differences Affecting Curriculum 4
diversity is actually a positive aspect of our society. All people in our society are different, and
being different is something that allows us to progress as a society. However, adolescents can see
differences as some additional means to belittle their peers. To facilitate their learning, a school
can make sure their curriculum is sensitive to differences in people and doesn’t include any
prejudice or racism. In addition to this, schools can promote a multicultural curriculum that
shows the differences in cultures as positive aspects. Teachers can show the worth in the
differences of people, and help show that diversity is a positive influence within the classroom.
All students differ in many different ways. It is important to make sure that the entire
classroom functions to acknowledge the differences in students to maximize their learning, as
well as teach them about the differences they have with others. No two people are exactly alike,
so no two people learn exactly alike. With multiple intelligences, different learning styles,
different physical, social, and emotional structures, students will not all learn at the same rate or
the same lessons. They will all learn at their own rate, and focus on the material they want to
learn. Teachers need to facilitate this, to adequately prepare their students for the future. Differences Affecting Curriculum 5
References
Attie, I (1989).The name assigned to the document by the author. This field may also contain
sub-titles, series names, and report numbers. Development of Eating Problems in
Adolescent Girls: A Longitudinal Study.. Developmental Psychology, 25, 70-79.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York :
Simon & Schuster.
Powell, S. (2005). Introduction to Middle School. Prentice Hall.
