Cartrette Narrative Essay on the Culturally Responsible Teacher
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Dec 6, 2023
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Narrative Essay on the Culturally Responsible Teacher
Nicole Cartrette
Cato College of Education
University of North Carolina at Charlotte
MDSK 6691: Seminar in Professional Development
Dr. Katie Wagner Friedman
November 13, 2022
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In this lesson on expanding and limiting rights through interpretation of the 14
th
Amendment, students were expected to gain knowledge, understanding and apply their
interpretation and the courts interpretation of the 14
th
amendments equal protection clause
to a current event. I used multiple instructional strategies to teach this concept such as
differentiated instruction, leverage of prior knowledge, rigorous and appropriate scaffolds
and diagnostic and formative assessment tools.
Given the diversity of the selected class, I
use these strategies ensure that struggling readers and multilingual students had adequate
opportunities to master the objectives. In addition, I chose multimodal methods of
delivery to appeal to visual, tactile, and auditory learners.
Students responded mostly favorable to the instruction during class and were
highly engaged during the gaming aspect of the lesson. Ideally, they were engaged but
also challenged to think critically and engage in higher-level thinking. For example, this
lesson included both language and content objectives because “content area instruction is
also language instruction for ELLs” (Wright, 2019, p. 274). Pre-teaching vocabulary
played an important role of meeting individual needs of students who lacked the
vocabulary master needed to be successful and understand the game. While the content-
area objectives were the same for all students the objectives were differentiated according
to literacy levels. While some students wrote essays as a formative assessment while
some students demonstrated proficiency verbally via a recording or via a slide
presentation. Because this lesson included “common words already known by proficient
English speakers” additional vocabulary supports were added based on varying abilities
(Wright, 2019, p. 274). Adding these language objectives was one differentiation because
“it adds focus beyond that provided to the non-ELLs. In consideration of students
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expected level of performance and proficiency I was careful in how I paired students. An
ELL with little exposure to English would have greater difficult with the language game
and therefore needed far more support.
Modification of instructional materials was needed to better support ELLs. A
graphic organizer specific to vocabulary in the lesson was designed for students who
needed extra vocabulary and language supports. “Grade-level content -area curricular
materials were not developed with ELLs in mind” and often need modifications to be
accessible (Wright, 2019, p. 276). In addition, this lesson utilized thematic teaching to
allow “easy crossover to other content area” (Wright, 2019, p. 276). Thematic teaching
builds on prior knowledge as this lesson came after a lesson on the Bill of Rights. The
addition of a slide show with visuals helped ELLs better understand and visualize
vocabulary that they may struggle to understand. “Vivid photographs” are suggested to
supplement materials (Wright, 2019, p. 277). The selection of a modern news story
written at a basic level incorporated multicultural perspectives. “Teachers should look for
books and other materials that deal with the realities of students’ lives” and this news
article made a modern-day connection to discrimination (Wright, 2019, p. 278).
Because social studies concepts and equal protection “carry a heavy semantic
load” it was necessary to spend a great deal of time ensuring background knowledge and
clarifying understandings. (Wright, 292) “One of the first ways to make social studies
instruction comprehensible to ELLs is to find out what they already know” (Wright,
2019, p. 293) This is why I incorporated pre-assessments and formative assessments
throughout the lesson. The iCivics component of this lesson engages students in
“meaningful civic learning” (Wright, 2019, p. 294).
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A pre-assessment and post assessment showed growth in student learning. By
scaffolding the learning first with direct instruction, group vocabulary activity and then
gradually releasing to individual learning and action students gained a better
understanding and mastery of the concept. I think the pre-teaching and selection of the
game were very effective elements of my teaching. In reflection on this lesson, I did have
to change my plan for what am I game as some students needed more time to better
develop their vocabulary skills. This differentiated instruction was an example of
“authentic formative assessment” which was used to determine language and academic
needs of students while they were playing the game. “Teachers use this information to
differentiate instruction so that their ELLs can achieve academically and continue to
develop the English they need for academic success.” (Wright, 2019, p. 273).
We played one round of what am I and then I modified it to allow some students
who needed extra support to look at the words or use a word bank or find another word
and explain the connection. In the future, we will play this way prior to playing what am I
to ensure students have a strong grasp of the vocabulary. Many students needed this extra
support and the modification as necessary to help the students. I implemented various
strategies to assess student learning. During the game I informally assessed student
learning which led to a change in hoe we were playing the game. I asked questions as I
roamed from par tot pair. During the electronic game play, I roamed for student to student
to check for understanding and give feedback or ask questions. An assessment at the end
of the game was also used to formally assess understanding and learning. I know that
students understood and learned the concept by their formative and future summative
assessment.
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In reviewing he student data associated with this lesson I would adjust in some
ways to improve this lesson in the future. Students certain retained understanding of
concept beyond the lesson and assessments as future opportunities starters and activities
were used to apply this knowledge. For example, I followed this up with and in class
discussions.
One of the main challenges I did not anticipate was that many in the class would
struggle with the What am I game. And the need to modify it. In the future, I need to
allow the students more vocabulary instruction and activities before using this activity or
give students a list of words as a scaffold to support success.
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References
Wright, W.E. (2019) Foundations for Teaching English Language Learners – Research, Theory,
Policy, and Practice (3rd ed). Philadelphia: Caslon Publishing.
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Wright, W.E. (2019) Foundations for Teaching English Language Learners – Research,
Theory,
Policy, and Practice (3rd ed). Philadelphia: Caslon Publishing.