First Norm

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Liberty University *

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539

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Arts Humanities

Date

Jan 9, 2024

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docx

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Uploaded by ChancellorTarsier3903

Artifacts and Activities: First Norm Development 1 Artifacts and Activities: First Norm Development Crystal C. Cooper Liberty University EDLC 539 11.12.23 Abstract The primary role that an educator has is to pass on to their studentsknowledge and skills that will permit them to seek higher education such as college or entering the workforce. Serving as an invaluable guideline and resource, the InTASC Model Core Teaching Standards outlines the common principles and effective teaching strategies for educators. This paper will focus on InTASC Model Core Teaching Standard #4: Content Knowledge norm 4(m). 4(m) is the norm that suggests that an educator is knowledgeable and has the capability to integrate learning material that is culturally relevant to the student.

Artifacts and Activities: First Norm Development 2 Artifacts and Activities: First Norm Development According to InTASC Model Core Teaching Standard (2013), standard #4: Content Knowledge norm 4(m) states, “The educator knows how to integrate culturally relevant material to build on the student’s background knowledge.” I feel that this is a norm that should be developed throughout the career of the educator. Regardless of the subject content, the integration of culturally relevant learning content can help learners to build connections between school and home. This school year, I am teaching students who are English Language Learners so this norm hits incredibly close to home for me and me achieving mastery is very important. The other day, I read a relevant article pertaining to this norm and spoke to the ESL teacher at my school. By talking to her, I have started developing tools that have helped me begin maing changes in my classroom so that there is a better level of inclusion. In order to master norm 4(m), I read an article by Christy Byrd entitled “Does Culturally Relevant Teaching Work? An Examination From Student Perspectives.” One key point was “culturally relevant teaching is a powerful method that increases student achievement, engagement and reduces achievement gaps.” Another key point made was “that culturally

Artifacts and Activities: First Norm Development 3 relevant educators offer their students a challenging curriculum and scaffold learning. Culturally relevant educators create classroom environments that are respectful and inclusive and encourage understanding the cultures of their peers” (2016). One thing that I have implemented in my classroom is hanging posters and photos of careers from all ove the world. This shows my students that my classroom is a place where gender and thinicity do not matter and are not barriers but something that should be celebrated. When I switch content areas to Social Studies, I plan to incorporate culturally relevant music in my classroom. As an English teacher, I utilize a lot of Flocabulary into my lessons. I think it’s because the songs are so catchy that it helps my students retain pertinent information. I feel that this was would be a great strategy to implement. I could have students write a short song or rap to the melody of their favorite song using important historical dates. Not only would the student be showcasing their culture but they would be building comprehension of important historical dates and events. After speaking to Ms. Abby Torres, the ESL teacher for my school, I realized that teaching at a culturally diverse middle school and having a classroom with students who speak languages other than English, has provided me with me with many challenges and opportunities for growth. I am so thankful for Ms. Torres because she comes to my class and spends twenty minutes to make sure that the students are okay and if there is anything that she can do to help. I discussed with her on what I needed to do to make my classroom instruction more inclusive for the students. She told me that it would be beneficial to utilize handouts and instructions for assignments in the student’s native language. She also encouraged me to implement pictures and visuals into the lesson to help with comprehension and development of vocabulary. I will definitely use the strategies she told me to in order to build a conducive learning eneviornment

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Artifacts and Activities: First Norm Development 4 for my ELL students. As of today, I have begun utilizing Google Translate more to translate important learning content for my students. I have students of various language backgrounds (i.e. Russian, Spanish, Turkish, Tagalog, and Mandarin) so translate has been very beneficial. I feel that Galatians 3:28-29( Message) applies. It states, “In Christ’s family there can be no division into Jew and non-Jew, slave and free, male and female. Among us you are all equal. That is we are all in a common relationship with Jesus Christ.” No matter where a student is from, their language, their past schooling, and religion, we are created by the same being and are all equal. I want my students to feel that they are equals in my classroom. I try to make sure that I treat all of my students equally as God does with us. Through the inclusion of vulturally relevant learning content, I believe htat my classroom will be a welcoming environment for alls students.

Artifacts and Activities: First Norm Development 5 References Byrd, C.M. (2016). Does culturally relevant teaching work? An examination from student perspectives. SAGE Open , 6 (3). https://doi.org/10.1177/2158244016660744 Galatians 3: 28-29 The Message Version. INTASC-CCSSO. InTASC Model Core Teaching Standards (2013). Retrieved from Model Core Teaching Standards and Learning Progressions for Teachers 1.0 Professional Education Standards. Professional Education Standards .

First Norm

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