D090 task 1 attempt 3

docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

D090

Subject

Communications

Date

Jan 9, 2024

Type

docx

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Uploaded by AmbassadorHeatTrout32

Leslie Glade 01/02/2023 The School as a Community of Care D090-Task1 CRITICAL COMMENTARY: INCORPORATING DIVERSE CULTURES AND COMMUNITIES OF LEARNERS A. Video 1: Building Classroom Community through the Study of Chinese Art and Culture Video 2: Learning about Cultural Identity Video 3: Analyzing American Literature a FishBowl Discussion B. B1. ● Cultural needs In video 1, a student embarks on a journey to reconnect with their roots in India, visiting family members. The curiosity of their fellow students is provoked, leading to a series of inquiries about diverse cultures. Recognizing the opportunity for a valuable lesson, the teacher decides to dive into the cultural background of her class, providing the class with profound insights into their heritage and fostering a greater understanding of their cultural

similarities, prompting them to express interest in exploring Chinese culture. The classroom dynamic evolves as students engage in discussions, drawing comparisons between various Asian cultures and the familiar backdrop of American culture. This exploration enriches their knowledge and nurtures a sense of cultural appreciation and understanding among the diverse learners. ● Social needs In the second video, the class collaboratively stages a puppet show centered around the Chinese rendition of Cinderella. With enthusiasm and creativity, the students take on speaking roles and perform before their classmates, skillfully bringing the story to life. Following the show, there was a lively discussion as the students shared their thoughts and reflections on the cultural aspects highlighted in the Chinese version of the tale. This activity showcases the students' performance abilities and sparks an insightful conversation where they draw parallels and contrasts between their cultures and the Chinese narrative. Beyond the academic content, the instructional approach prioritizes the development of social skills, fostering an environment that nurtures social growth. By encouraging discussions and comparisons, the students understand and appreciate diverse perspectives, addressing their social needs and promoting a more 2

connected and culturally aware classroom. ● Emotional needs: In the second video, as the puppet show unfolds, the students interpret their teacher's descriptions and instill their perspectives into the performance. The play serves as a platform for the children to seamlessly integrate the cultural knowledge they have acquired into an artistic expression. Each student takes on roles that resonate with their understanding of the characters, bringing a personalized touch to the characters and the show. What makes this experience even more enriching is the students' ability to invest their emotions into the puppetry, providing a unique and authentic view of the performance. By expressing their interpretations and feelings through the puppets, the students showcase their creative abilities and find a means to satisfy their emotional needs. This imaginative and emotionally engaging approach ensures that the learning experience extends beyond the cognitive realm, fostering a holistic development that attends to the emotional well-being of the students. B2. In video 3, it is evident that the students possess diverse emotional needs. However, the teacher treats them uniformly, irrespective of these variations. A more effective approach could involve acknowledging and accommodating individual 3

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emotional needs through personalized feedback and adjusting the frequency of sharing opportunities. By implementing these strategies, the teacher would create a supportive environment that prevents overload and ensures that each student's emotional needs are met while still gauging their understanding of the assignment. In video 2, addressing the social needs of the students could have been enhanced by incorporating collaborative elements into the puppet show. For instance, the teacher might have encouraged students to work in pairs, allowing them to synergize their ideas and co-create their mini-plays. This collaborative effort enriches the creative process and actively addresses their social needs by fostering teamwork and shared responsibility. By facilitating the incorporation of both individual and collective elements, the teacher can create a more comprehensive and socially fulfilling learning experience for the students. B3. Creativity plays a crucial role in engaging and connecting with younger students, as demonstrated in video 2. The use of puppets not only makes learning more enjoyable but also addresses emotional and social needs, contributing to a holistic and fulfilling educational experience. The teacher in this video uses puppets to teach students about cultural differences in a fun and creative way. Teaching in this way teaches the students valuable lessons and keeps them engaged. Also, it builds a connection between students and teachers. It makes the students feel important. Video 1 highlights the importance of seizing teachable moments. By transforming an off-topic discussion into a meaningful lesson, the teacher demonstrates the ability to adapt and uses this spontaneous opportunity to teach a 4

skill. This approach not only imparts knowledge but also addresses the cultural needs of the students, fostering a more inclusive and inviting classroom environment. These observations show the importance of flexibility and creativity in teaching, showing how educators can make learning enjoyable and relevant by embracing unconventional approaches and seizing opportunities for spontaneous lessons. B3a. Emphasizing the importance of community languages, practices, and ways of being is fundamental to education. Schools bear a responsibility to their communities, and one way to fulfill this responsibility is by developing a curriculum that actively engages with and values cultural and linguistic histories. This approach is at the core of Culturally Sustaining Pedagogy (CSP). This framework recognizes the significance of sustaining cultural and linguistic practices while providing access to the dominant culture (Culturally Sustaining Pedagogy, 2020). Culturally sustaining pedagogy goes beyond mere acknowledgment of diversity within the student body. It involves a deliberate effort to compare and contrast different cultural backgrounds, aiming to underscore the importance of cultural differences within classrooms and the broader community. Educators can create an inclusive learning environment that celebrates diversity by incorporating this approach. Teaching about the connections and differences among students' cultural backgrounds is crucial for fostering a positive outlook on one's culture and 5

promoting understanding among classmates. As a future teacher, I aspire to implement culturally sustainable pedagogy in my classroom. I aim to impart knowledge about my students' diverse cultures, ensuring that each student gains insight into and appreciation for the rich tapestry of cultural backgrounds within the class. Through this approach, I aim to contribute to a learning environment where every student feels valued, understood, and connected to the broader community. B4. Involving students' caregivers in celebrating cultural diversity within the classroom is a fantastic way to enrich the learning experience. Encouraging caregivers to collaborate with their children on creating presentations or sharing aspects of their culture can foster a more profound understanding among students and make meaningful connections. Here are a couple of approaches to engage caregivers: 1. Cultural Presentations by Caregivers and Students: Request caregivers to assist their children in preparing presentations that showcase various elements of their culture. These presentations could involve creating visuals and sharing traditional foods, artworks, stories, music, or artifacts relevant to their cultural background. Encouraging this collaboration allows students to take pride in their heritage while educating their peers about their culture. 2. Caregiver Visits and Cultural Talks: Invite caregivers to visit the classroom and engage with the students through discussions or presentations about their cultural 6

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backgrounds. Like career talks where parents discuss their professions, this approach allows caregivers to share their cultural experiences, traditions, and customs directly with the class. This interactive session can include storytelling, demonstrations, or Q&A sessions, providing firsthand and personal insight into diverse cultures. Both approaches foster cultural awareness and promote community within the classroom. They encourage inclusivity by recognizing and celebrating students' diverse backgrounds while promoting mutual understanding and respect among peers. Additionally, these activities can strengthen the bond between home and school, fostering a collaborative learning environment that values and respects every student's and their family's contributions. B5. Involving the community in these ways can significantly enrich the learning experience for students and promote a deeper understanding of the diverse cultures within the here user a bit more detail on these approaches: 1. Community Input on Cultures: Notify the community about the lessons and invite them to contribute insights into their respective cultures. This outreach could include surveys, community meetings, or virtual platforms to encourage widespread participation. You can gather much information beyond textbooks by seeking input from a tapestry in their city. These community engagement strategies create a more dynamic and 7

authentic learning environment and strengthen the connection between various community members. This information enhances the cultural content's authenticity and emphasizes the town's vibrant multiculturalism. 2. Guest Speakers from the Community: Instead of limiting guest speakers to caregivers, extend the invitation to various individuals from the community. Reach out to people representing different cultures within the town and invite them to share their experiences and perspectives with the students. This approach provides students with diverse voices and firsthand accounts, fostering a richer understanding of the culture between the school and the broader community. It highlights the value of shared knowledge, promotes inclusivity, and encourages a sense of pride and appreciation for the cultural diversity that makes the town unique. Reference List WGU - KGM2 Task 1 Critical Commentary.docx - 1 Critical commentary: Incorporating diverse cultures and communities of learners Teacher College Western | Course Hero. https://www.coursehero.com/file/132257268/WGU-KGM2- Task-1-Critical-Commentarydocx/ Reflecting on Culturally Sustaining Pedagogy | Dr. Jennifer M. Suh. http://drjennifersuh.onmason.com/2021/02/18/reflecting-on-culturally- sustaining-pedagogy/ Childs, T. S. (2023). An Exploration of the Relationship between Learning 8

Disabilities and Juvenile Delinquency from Parents’ Perspectives. https://core.ac.uk/download/588596181.pdfDisabilities and Juvenile Delinquency from Parents’ Perspectives. https://core.ac.uk/download/588596181.pdf Schools and Universities – Christian DISC®. Schools and Universities – Christian DISC® Preschool Bulletin Board Ideas Effective Tool - The Umonics Method. https://umonicsplus.com/preschool-bulletin-board-ideas-effective-tool/ Diversity, Equity, and Inclusion | Viterbo University. https://www.viterbo.edu/diversity-equity-and-inclusion 9

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D090 task 1 attempt 3

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