D090 Task 1
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School
Western Governors University *
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Course
D090
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
3
Uploaded by BrigadierGiraffe3805
Logan Porter
011552931
D090
Task 1
A.
Video #2. “Building Classroom Community through the Study of Chinese Art
and
Culture,”
Video #3. “Creating Fractured Fairy Tales Using Story Maps,”
Video #6. “Developing Drug Awareness and Resistance Skills,”
B1.
In video 2, “Building Classroom Community through the Study of Chinese
Art and Culture,” I see how the educator effectively incorporated individual
learners’ cultural needs into the environment. I enjoyed how she gave the scholars
various resources to research the culture of China. She also collaborated with a
parent and another teacher to demonstrate stories, clothing articles, and music from
other Countries. Allowing the students to work collaboratively allowed for them to
voice their ideas, concerns and evidence of understanding of various cultures and
to compare them to the United States. In video 6 “Developing Drug Awareness and
Resistance Skills” I see how the educator effectively incorporated individual
learners’ social and emotional needs into the learning environment. The educator
incorporated social needs of the learners by teaching effective skills of how to
resist the peer pressure they may receive from peers and the world around them to
drink, smoke, or use drugs. Teaching the students resistance to persuasion from
those around them and allowing them to ask uncomfortable questions increases
their ability to say “no” while in a social situation. Allowing the students to
socialize as they completed their assignment and discuss amongst themselves the
negative impacts of drug use also increase their comfort in denying harmful things
that could be offered to them. The educator also effectively incorporated individual
learns’ emotional needs into the lesson. She gives the students the opportunity to
write and discuss options and resources they can use to nurture themselves instead
of turning to harmful substances. Some examples the scholars used were church,
reading, yoga, and the benefit of talking to someone such as a pastor of a church.
Allowing the students to think critically through this process offered them safe
practice in real world applications.
B2.
In video 3, “Creating Fractured Fairy Tales using Story Maps,” I can see how
the teacher could have effectively incorporated individual learners’ emotional
needs into the learning environment. I enjoyed how she was present and engaging
with the student pairs about their ideas and the title’s they have created. While
doing this, engaging in conversation with the scholars about the emotional state of
the characters after the tale is twisted could further scholars’ emotional skills.
Asking questions such as: “How does twisting the character into this position relate
to the reader?” or “Will the ending give a positive or negative emotion to the reader
and why?” In video 2, “Building Classroom Community through the Study of
Chinese Art and Culture,” the educator could have more effectively incorporated
individual learners’ social needs. By also incorporating outside knowledge of
different cultures, a field trip to allow more hands-on access to material from other
Countries or allowing the children to interview an individual from China, the
students would greatly benefit socially. Incorporating these strategies would further
the scholars’ knowledge of the history and incorporate social skills with an
individual from another Country.
B3.
One relevant CSP strategy that I witnessed was in video 6, “Developing Drug
Awareness and Resistance Skills.”
The educator used a relevant curriculum to
identify socio-economic decisions that students will more than likely be forced to
encounter. The content she used; real-life examples of drugs, allowed the students
to encounter and witness examples of what is in the world around them. Discussing
this material over time and building a connection with her students, the educator
could be an imperative resource to her students. Drug-use and peer pressure isn’t
limited to one location. Unfortunately, knowledge of drugs, alcohol, etc... its
negative circumstances have evolved into every culture, making it vital to teach
and make aware at a young age. In this video, I see the teacher give the scholars’
an opportunity to discuss with their peers, opportunities and resources to
participate in in place of drug use. Another relevant CSP strategy that I saw on
display was in video 2 “Building Classroom Community through the Study of
Chinese Art and Culture.” I witnessed a culturally responsive classroom in how the
educator allowed multiple resources for students to study the Chinese culture. The
way the teacher engaged in conversation with the student groups, and feeding more
ideas into their conversation, allowed for students to witness culture acceptance,
and discuss with one another how one culture may compare with another.
B3a.
One strategy that I will incorporate in my future classroom is a culturally
responsive classroom. Having a culturally responsive classroom is vital in teaching
culture acceptance. In a world full of division, I find it fundamental to allow
scholars to know the importance of various cultures. An example of using relevant
curriculum as it pertains to culture is to do a classroom community study of the
various cultures of the peers inside our classroom family. Allowing paired research,
allowing the students to make classroom decorations and flags, bringing physical
resources to allow for hands-on learning. Not rushing the curriculum is also a vital
step in allowing the students to gain full knowledge of the importance of the
curriculum. Allowing each studied culture to not only be a lesson, but an accepted
way of life by the classroom community. Another strategy that I will incorporate in
my future classroom is relevant curriculum. Having a relevant curriculum for my
scholars to partake in content that pertains to the community around them is
imperative for any age group. Acknowledging the community around them and
having curriculum that aligns with the skills needed partake in jobs and
responsibilities needed will establish an early sense of responsibility to their
community. One example of how I will establish this is by allowing local
community leaders visit the classroom to explain their responsibilities and ways
they are important to the community.
B4.
An example of involving students’ caregivers into a culturally responsive
classroom is by assigning a parental involvement activity for each culture being
studied at any given time. For example, if the Mexican culture is being studied, an
activity they could do is go to a Mexican grocery store together after researching
an authentic Mexican recipe and cook it together. An example of involving
students’ caregivers into relevant curriculum is by scheduling a classroom family
night. For this activity, parents would come in our classroom and work with their
child on a particular activity. For example, if we are studying drug awareness and
resilience, I would assign an activity where they work together create a poster,
PowerPoint, or interactive presentation giving specific side effects to a particular
drug.
B5.
One way to involve the community in the execution of a culturally responsive
classroom is to allow community members of the cultures being studied inside of
our classroom for a detailed presentation on a particular subject. For example,
asking someone in our local community that is a native of another culture to tell
the story of where they were born, how they came to America, the struggles they
faced, and ways they incorporate their native culture to the American culture. An
example of involving the community into relevant curriculum is by assigning the
students an assignment where the community is their audience. For example,
researching a need in the community, and mailing a hand-written letter to the
appropriate community member describing the need and asking what next steps
they can take to ensure the need is met. Allowing scholars; to engage with the
community at a young age will encourage them to remain involved in the
community as they grow.
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