Educator Measures Upside of Educational Diversity in Classroom

photo by Patrick Verel

When teachers greet new classes this fall, the odds are good that the students they encounter will vary not only by cultural background but also in academic proficiency.

Akane Zusho, PhD, associate professor of school psychology in the Graduate School of Education (GSE), said that such diversity is something to be appreciated, not overcome.

“How do you get teachers to not teach to the middle? To differentiate their instruction so that they’re not boring the kids at the top and leaving all the kids at the bottom behind? It’s not easy,” she said.

To help teachers work with students of varying academic abilities, Zusho has partnered with Rhonda Bondie, PhD, assistant professor of curriculum and teaching at the GSE to create All-Ed (All Learners Learning Every Day), a network of instructional routines pulled from research on learning and motivation.

Motivation has long been a focus of Zusho’s research. In order to determine what motivates a student, said Zusho, a teacher needs to get to know their students’ strengths and interests and to help students understand how they think about a particular topic. But many teachers never delve deep enough.

Teachers, she said, “just assume students know something when they come in because they taught it yesterday … they don’t reconfirm their students’ knowledge.”

“When they start a lesson, for example, do they actually get a sense of what students already know? Because from the psychological perspective, we know that makes a huge impact on how kids learn.”

Read the full post at Fordham News.

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