Ashley Green D168 Task 1
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School
Western Governors University *
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Course
168
Subject
Communications
Date
Apr 3, 2024
Type
Pages
8
Uploaded by ashley1green
Ashley Green
Task 1
3/31/2024
Discuss specific examples of how the teachers in the observed
videos effectively incorporated the needs of individual learners
within their learning environments, including at least one example of
each of the following from any of the three videos
Part 1
Writing a Cooperative Paragraph
Social
Emotional
The teacher did a sub-perp job effectively engaging students, providing
social awareness, setting high expectations, building a diverse environment
for her second-grade ELL learners, and integrating writing into her lesson.
She addressed the students' emotional needs by allowing students to
collaborate with their peers. Her students were working collaboratively to
write a paragraph about tortillas as it relates to the folk tale The Little Red
Hen, in which she relates the material to the student’s culture. Students
were broken into groups based on their section of the story either beginning,
middle, or end. Students learned how to enhance their read-aloud skills,
improve their English learning, present their information to the class, and
comprehend the connection between the beginning, middle, and end of a
story.
Further, once the students were done in their groups the teacher brought the
students back together to discuss and share their sentences. She writes their
sentences on the anchor chart paper, but she purposely makes mistakes.
This practice allows students to identify and correct the teacher’s errors
creating a culturally responsive classroom. The teacher gave positive
recognition to students who were able to spot and revise the grammatical
errors and usage of the resources in the classroom. She spotted one student
looking around the room at the word wall for clarity. She complimented him
on doing something that greater readers do, using the resources that they
have to arrive at an answer. She also increased the student’s comfortability
with speaking in front of a group while promoting a love for learning as
students were excited to share their thoughts. She created a welcoming,
inclusive, and supportive classroom culture providing her students with a
sense of belonging. Students were able to collaborate in group work, respect
and value others points of view, write a complete sentence with the
assistance of their classmates, present their information to the whole group,
and practice their language skills. This increased their social skills, peer
collaboration, making meaningful connections with their peers, and building
self-confidence all while promoting academic excellence.
Building Classroom Community Through the Study of Chinese Culture
Cultural
Social
The teacher did an excellent job promoting respect, gaining a love for
learning, knowledge about other cultures outside of the US, incorporating
social skills, and building high-level thinkers in her second graders using
various resources in small groups. Students were assigned a period of time
at their designated group rotation station. They learned about the Chinese
New Year, the Chinese Parade, the Great Wall of China, and a variety of art,
clothing, and culture in China. Technology usage, movement, critical
thinking, painting, model representation, visual images, virtual tours, and
writing were all incorporated into the lesson. Students were very engaged
with one another learning about Chinese culture and effectively identifying
similarities and differences between their own culture here in the US to
Chinese culture using various views and methods.
One group of students
used iPads to research and discuss culture and art in China to using a venn
Diagram, another group worked collaboratively to build a 3D model of China
and its habitat, another took a virtual tour of the Great Wall of China,
another painted their representations of the culture, and created dragons
using different materials to showcase their representation of the Chinese
New Year’s Parade.
Students showed evidence of successfully understanding their learning
objectives. When the teacher walked around to each group they were able to
answer questions, feed off one another, and share interesting facts about
Chinese culture. Students grew a love for learning while exploring the
similarities and differences in life outside the US. One student in the iPad
group expressed how the clothing worn in China differs from the clothing
that we wear in the US. She stated “it’s different, but it’s really pretty I like
it.” I truly enjoyed the students who created a 3D model of China. They
incorporated the Hamalaya Mountain and compared it to how tall Mount
Everest is here in the US, rivers, they knew that Beijing was the capital, and
that pandas are major wildlife animals in China. Students made the
comparison that we have pandas in the US and the contrast that we don’t
often see pandas outside on our doorstep, but we can visit them at the zoo.
Another group of students discussed and compared how in China they use
symbols and pictures to represent words whereas in the US we use
alphabets to create words. Not many students have traveled outside the US
at a young age or even to another state. The lesson sparked the students'
interest in international travel and culture. Students were given the
opportunity to learn of another culture outside of their own, respectfully
understand that culture may look different outside of the US or even in
another state, and dissect what makes their own culture unique. Students
were also able to engage socially with their classmates by increasing their
listening skills, enhancing their interpersonal skills, building meaningful
relationships through conversation and interest, and demonstrating
appreciation and respect for others' opinions and cultural differences.
Developing Drug Awareness and Resistance Skills
Emotional
Social
The teacher is guiding a socially engaging lesson on advertisement in the
media. Students may see advertisements that are good influences and some
that are bad influences.
In this lesson students learn about being aware and
showing resistance to advertisement that promotes tobacco and alcohol
usage. The lesson focuses on the negative pressure advertisements use
surrounding alcohol and tobacco as an attempt to influence others to use
their products. Ads have a way of looking fun or cool, but the product could
still be toxic to either you or those around you. The teacher puts the
students in pairs to discuss and dissect what is the message behind this ad,
what are they using to promote this ad, and how does that make them feel.
The teacher asks students to share with the class the message of the ad
they dissected with their partner. Students were able to share and express
their emotions about their advertisements. Some of the students even said a
popular advertisement that kids often see is Budweiser. One pair had a
Budweiser ad showing a male surrounded by fifteen ladies in bikinis. Of
course, this caught the attention of the male students and they all laughed.
After discussing the advertisements students were able to understand the
message that if I drink, I will appear popular and would get all the hot girls.
Another pair had an ad with a grandma and daughter playing patty cake
while they were drinking Budweiser on the sunny porch. They discussed how
the ad was appealing to family nature. The teacher processes and discusses
the different emotions that advertisements are trying to persuade us to feel.
After pair discussion, students then rotate through five stations to
brainstorm social, emotional, mental, spiritual, and physical ways to refrain
from peer pressure and resist alcohol and drug substances. Students
brainstormed ideas with their classmates' ideas or activities to occupy their
time instead of using tobacco and alcohol. The teacher addressed students'
emotional needs by allowing them to express their thoughts and collaborate
with peers. Peer collaboration is a great way to increase the engagement
numbers in the classroom. The teacher was effective in creating an
atmosphere in the classroom where students felt comfortable and safe to
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express their thoughts and feelings as well as ask questions about things
they did not understand. The teacher effectively navigated the emotions of
the students during the lesson. Students became more socially and
emotionally aware of big names such as Budweiser using misleading
messages to promote their products. They are learning how to actively
listen, interact with other members of society, and respect others opinions
whether they agree or disagree. By working together, the class was able to
create an anchor chart of alternative activities to sustain from drugs and
other substance abuse.
2. Discuss ways that the teachers could have more effectively
incorporated individual learners’ cultural, social, or emotional needs
in the learning environments.
Part 2
While I believe that each teacher did a great job at addressing the cultural,
social, and emotional needs of their students, there were a few things that
they could have either done differently or implemented into their lessons to
be more effective.
In the first video the teacher did an amazing job of getting her students to
understand the text and identify errors in the lesson. As many of the
students are ELL learners she relates the material to the students’ culture. I
believe the lesson would have been slightly more effective had she made
more of a connection to her students' backgrounds and lives at home versus
a culturally relative book. For example, students could have used a venn
diagram to compare the similarities and differences from how tortillas are
made at their home to how they were made in the story. Students could also
have shared their favorite toppings on their tortillas, side dishes they
include, or a good restaurant that sells tortillas with the class or a partner.
This would have allowed the teacher and the students to learn more about
each other’s personal life creating a family community. Maybe even bring in
tortillas for students to make their own and have during lunch.
In the second video the teacher did a great job incorporating several
strategies to allow students a chance to reach academic success. Although
the students were actively engaged in their research and finding some
students needed guidance with how to contribute to their parts. The teacher
could have had a list of questions to spark conversation at each station to
incorporate more interaction and socialization in the group. For example, the
students in the venn diagram station could have individually compared
similarities and differences from their culture to Chinese culture.
In the last video with the permission of the school, I think the teacher could
have had a local organization that focuses on prevention to speak to the
students about the negative consequences of tobacco and alcohol usage.
When I was in grade school Drug Abuse Resistance Education (D.A.R.E)
came to my elementary and middle school to speak to us about the negative
consequences of substance abuse. We were able to listen to real-life stories
from individuals who were either victims of substance abuse or used alcohol
and drugs themselves. I remember a student in my class speaking about
how he loss his older sister in an accident due to a drunk driver hitting her.
She was pronounced dead at the scene. It was emotional for him, but he
was comfortable to share part of his story with us. Having an organization or
even that police department that focuses on substance resistance and
explains what could happen if you use tobacco, drugs, or alcohol would bring
more awareness to the issues that our youth are facing today sometimes
within their own environment. It would allow students to have an open line
of communication and provide a safe place for students who have been
victims to share their stories.
3.
Discuss two culturally sustaining pedagogy strategies that you
could incorporate into your future practice as a teacher.
a.
Explain how you can apply the two strategies from B3 in your
future classroom.
Part 3
#1
The strategy that I would incorporate would be teaching new
concepts through songs. Songs are a fun and exciting way to increase
students' interaction and engagement in the classroom, especially with
lower-grade students. Songs and repetition allow ELL and struggling
learners to remember and reference new concepts more easily.
#2
I can apply a culturally sustaining pedagogy strategy in the classroom using
a nontraditional project, which aligns with my student's cultural background,
cultural views, and various life perspectives. I would embrace a classroom
culture of diversity. Students will view school as a safe place to be their
authentic selves and embrace their cultural lifestyle. Even at a young age
students can learn the value of knowing more about the world around them.
Not everyone in my class will be from that city or even state. I can have an
interactive section for students to learn about themselves and their
classmates. To start, students can have an engagement worksheet where
they find someone in the classroom with the same interests, travels, favorite
food, or background as them. Maybe as an SEL lesson or check in we as a
class can explore the different cultures in our classroom. This will help
educate students who may not have traveled outside of the city or country.
Students will learn that even in different regions of the US there are different
cultures and practices that differ from theirs.
4.
Explain how you could involve your students’ caregivers in the
execution of the two strategies from part B3, including one specific
example for each strategy from part B3.
Part 4
In my current school, we use parent square as an additional form of
communication for parents to stay up to date with everything currently in
the classroom. This builds a line of communication and accountability as it
takes a village to give scholars the best form of education. I can upload the
content standard being taught, written examples, visual examples, and
suggestive activities for caregivers to provide additional support for their
child at home. I can upload an audio version of the song I am including in
my lesson for caregivers to practice with their scholars at home. Reiterating
lessons taught at home increases students’ academics significantly. This
allows parents to feel included and provide quality time with their child, and
they become active participants in the child’s learning.
Diversity is all about inclusion, having respect for others, and willingness to
learn something new. The classroom will be filled with diverse backgrounds
along with the caregivers. I can include caregivers by hosting a family night
to include everyone maybe after school or on a Saturday. I can collaborate
with other members of my team to possibly host a basketball night including
a 3-point contest, dunk contest, and just letting kids shoot around with their
family members and other kids. Kids will be happy to socialize and play with
others outside of the classroom. I can also host a mental health night that
supports the social and emotional well-being of the caregiver and their
scholar. I can show healthy strategies to relieve stress through meditation,
yoga, or relaxation. Also, show caregivers strategies of how to adjust to their
kid(s) not comprehending a task or question or alternative methods besides
timeout. There are many ways and activities to involve caregivers such as a
movie night, carnival, winter festival, breakfast appreciation, or bingo night.
The goal is to include everyone, offer a carefree judging zone at school, and
work together for the betterment of the child. The message is “fun and
unity”, making the classroom and school feel like a family to support the
scholar's academic success.
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5.
Explain how you could involve the community in the execution of
the two strategies from part B3, including one specific example for
each strategy from part B3.
Part 5
I can collaborate with my team and administration about incorporating a
community day at the school, which promotes inclusivity, diversity,
understanding differences, and building a connection of unity in the
community. The event can consist of several partners and organizations
within the community. There can be food, prizes, book giveaways, guest
speakers, performances, art, and more. For parents that do not have
transportation, I can work with local organizations to provide or fund rides
as well as bus passes to and from the event. Instead of giving away candy or
toys as a prize we can give out books for families and students to read. I can
connect with Promising Pages, which is a nonprofit organization that collects
and donates books to low-income areas and schools. I can connect with local
libraries to see if they could help with volunteers or book donations as well. I
can collect gift cards or food donations from businesses such as Food Lion,
Target, or Walmart to get food for the event. I can connect with local college
students to speak to students about career readiness, opportunities to
receive college credit in grade school, community service opportunities,
staying out of trouble, and finding your path. Maybe even get the fraternities
and sororities to perform a step show that showcases unity. I can have local
artists and the library set up workshops for families and students to learn
different art techniques such as 3D printing, word art, creating a website,
and basic arts & crafts for small-age children. I can also collaborate with
different families to share something that represents their culture whether
it’s art, clothing, dance style, or a dish.
Further, games are enjoyable at any age. They can offer students practice in
reading, writing, spelling, math skills, improve vocabulary, create logistical
thinking, and improve decision-making skills. Kids can learn to cooperate
with others, communicate with others, learn how to effectively deal with
frustration, and how to win or lose with dignity and class by playing games.
This event would be a great way to celebrate and collaborate with a diverse
community. Families can learn more about each other, the school staff, local
organizations, and build lasting connections within the greater community.
To further the lesson on culture and respect students will be able to see that
diversity comes in many forms even if everyone is from the same ethnic
background or location. Students will be able to learn about valuable life
skills, explore cultural backgrounds aside from their own, and embrace the
uniqueness of their own culture. They will be able to adapt, relate, and
respect cultural differences. Ultimately, students will be able to engage with
others in the community, which will enhance their social, emotional and
cultural engagement. The event can be a fun way to bring community
members, caregivers, students, educators and school staff together, which
can help nourish the school community by allowing students and their
parents to meet and socialize with other families and school staff. Overall
this can be a grand event that includes the whole community.