Community Care Task 1 FINAL .docx (1)
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School
Western Governors University *
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Course
D090
Subject
English
Date
Apr 3, 2024
Type
Pages
4
Uploaded by JudgeFreedom12776
Taylor Dobson
The School As A Community Of Care
Task 1
August 29, 2023
PART A
●
Video 1: “Learning about Cultural Identity”
Grade: Kindergarten
●
Video 2: “Defining the Problem, Effect, and Solution through an Interactive Read
Aloud,”
Grade: Kindergarten
●
Video 3: “Writing a Cooperative Paragraph,” English learners (ELs)
Second Grade
PART B
1.
Video 3, “Writing A Cooperative Paragraph,” met the students’ needs by breaking them
into small groups and allowing them to talk within their group about their specific parts
(beginning, middle, or end). The teacher allows them to have time to talk about the story
and lets them brainstorm how they are going to summarize their part of the story. This
lets the children socialize while trying to form a paragraph. By having the students work
in small groups together, this allows for the English Learner students to communicate
their ideas in a less intimidating environment. The students also have guidance from the
use of flashcards given to them and worksheets they have worked on previously. They are
also meeting the standards within the assignment. Once they have written their sentence
they meet back on the rug and go over what they have written. This also allows the
students to have a less stressful environment as they are learning the English language.
The teacher also made errors when writing on the paper to see if the students could find
the spelling error and she talked them through how to fix the errors. In Video 1,
“Learning About Cultural Identity,” the students are being exposed to cultural diversity
by watching a Chinese puppet show. Once she turned into a princess, she had a dragon
necklace around her neck that was glowing. This presentation would later tie in with the
map activity their teacher had planned. The students were able to react emotionally to the
story which started out with a panda wanting to turn the girl into a princess. The story
also got the whole class involved with the storyline. Then, the class broke down into
small groups allowing for them to conversate between their group mates. The teacher
then gave one student in each group the talking stone as they are the stone keeper,
allowing each student to have a turn and be heard by their peers.
2.
In Video 3, “Writing A Cooperative Paragraph,” The teacher called on one student from
each small group to stand up and read their sentence. Instead of this, she could have had
each student from the group say one thing they brainstormed. She could have also had the
group write more than one sentence and each student take a turn reading so they would
all be included. In Video One, “Learning About Cultural Identity,” I feel that the teacher
could have involved more children in the puppet show. Although they were engaged in
the show, by doing this, they would play a part in the activity itself. Some students might
enjoy playing a character in the puppet show, while others would rather listen to the story.
3.
In the second video, “Defining the Problem, Effect, and Solution through an Interactive
Read Aloud,” the classroom has a specific layout in regards to the way the teacher runs
the classroom. Inside the classroom, there is a portable message board, and the students
have easy access to their work folders. These can both encourage learning within the
classroom. By having their folders easily accessible, students are able to get to them
easily when needed. The visual message board can help english learning students
especially. The teacher can display common phrases and messages on the board, this way
english learning students can become more familiar with them. A message board would
be a good tool to incorporate into my future classroom. It could benefit all students in the
long run.
o
I could use these strategies in my future classroom in different ways. Whether we
are completing a whole group activity, small group activity, or individual
assignments, the class would all come back together as a group and allow for a
discussion. Any student that would like to verbally participate in the discussion
will be able to have their voice heard without other students talking over them.
Discussions allow for learning engagement. By having things easily accessible to
the students, it encourages them to learn. If supplies were difficult to reach and
too hard for them to get out on their own, it would cause the students to be less
likely to engage in learning. I would like to implement visual aids such as charts
and sight word lists in my future classroom as well. Visual aids are very beneficial
for students, especially at the elementary school level.
4.
One idea would be having the family create something that the student could put up in the
classroom. Now, the project would have to be based on what the class is learning but it
would get the families and friends involved. It may also help the student academically.
Having them do an activity they enjoy while learning something can help them
academically. Also, have the parents come in once a month for family night with the
student’s work displayed. This lets the parents see what their children are doing in school.
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5.
We could have people in the community come and volunteer to help with activities in the
classroom. We could also have them come and read a book to the students and after the
book is over, have the community members talk with them about the book and ask them
questions. It is a great resource to have posters around your classroom as a visual. We
could send a flier out and ask the community to make something to hang up in your
classroom. But it would have to be academic or follow a standard for the classroom. If
the person who made the art for the wall would like to personally drop it off, they could
talk about what they made and how it ties into what they are currently learning.
Reference:
About atlas. ATLAS. (n.d.).
https://atlas.nbpts.org/cases/150/
About atlas. ATLAS. (n.d.-a).
https://atlas.nbpts.org/cases/96/
Jonathanchaffer. (2021, July 1). Writing a cooperative paragraph. Colorín Colorado.
https://www.colorincolorado.org/classroom-video/writing-cooperative-paragraph