Diversity

Click on the image and zoom it to see it clearly.

Resources

Association for Supervision and Curriculum Development (n.d). Multicultural education. Retrieved from web. 

Campitelli, S. (n.d). Language: The key to social justice. Retrieved from web.  

Chimamanda, A. (2009). The dangers of a single story.  Retrieved from web.  

Craig, R. (1993). Social justice and the moral imagination. Social Education 57(6), 333-336. Retrieved from web.   

Definition of diversity. (n.d.). Retrieved from web.  

Hampton, C., & Lee, K. (n.d.). Strategies and activities for reducing racial prejudice and racism. Retrieved from web.

Learn NC (n.d.). Reaching every learner: Differentiating instruction in theory and practice. Retrieved from web.

 

Radical Math (n.d). Social justice math. Retrieved from web. 

  

Understood.org. (n.d.). Assistive technology. Retrieved from web.  

Name of Assignment: Concept Mapping 

Classroom use: Teachers can draw a concept map and pre-fill parts of it. For example, they may prefill with key terms. Students will then be assigned to define the key terms and give examples. Students may also be prompted to classify, identify similarities, identify differences, and sort the key terms accordingly. Additionally, concept maps may be used in ways similar to infographics which I discussed in my previous blog.

Issues to consider: There are not many issues that I can foresee with using concept maps. Two important considerations regard the reasoning behind using a concept map which may be to condense information and make otherwise subtle relationships more visible. In that case, it is important not to overcrowd your concept map, and to make sure the concept map is not oversimplifying complex relationships. 

Copyright: I used Gliffy to create this map. The ideas are from the resources cited above.