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Knowing and Supporting all Learners: Competency 006 (Differentiation Strategies in Planning and Practice): Understand how to identify and implement developmentally appropriate strategies and practices to effectively teach and engage young children from prekindergarten to grade 3. Competency 007 (Culturally Responsive Practices): Understand how to identify and implement culturally responsive, developmentally appropriate practices to effectively teach and engage young children from prekindergarten to grade 3 across all content areas. 1. Read Aloud: Take notes and be reflective as I read. ( You do not have to send me your notes. ) ● My Name is Story written by Ashanti 2. Define: Differentiated Instruction and Culturally Responsive Practices “differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students” ( https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/ ) “ Cultural Responsivity refers to the ability to learn from and relate respectfully to people from your own and other cultures.” ( https://mps.milwaukee.k12.wi.us/en/Families/Family-Services/Intervention---PBIS/Culturally -Responsive-Practices.htm ) With the above 2 definitions I found from credible sources I also want to add what these 2 terms mean to me in my own words. Differentiated instruction is when the teacher learns things about each student personally and works in a way to connect with the students in the lesson plan to make their learning experience greater. Culturally responsive practices is when teachers use pieces of different cultures to introduce new things to their students in a way they will understand it from what they are already familiar with. I am aware you will pull a definition from what you search or read, however, you must also include an extension of the definition by discussing the meaning in your own words! 3. Think of someone (maybe a teacher or mentor) who helped you learn something because they knew/know you well. What did they do and how did they help? ( Be specific! ) I am going to use one example in trigonometry my senior year of highschool. My teacher was doing all the lessons online so while we were in class with her she would just answer questions we had but she knew that I was struggling because everyday after school I had to work and would not have time to watch the videos and comprehend the materials so she would teach it to me in class and during study hall.

4. Complete the chart below by listing one activity you could do to support Ashanti and/or Dat for each domain of development. Developmental Domains Ideas to support Ashanti & Dat’s growth & development. Physical : Think about what they enjoy & how you can add that to your classroom environment. Ashanti: Ashanti in the book showed that in the classroom setting she enjoyed making funny faces and finger paint, in my classroom I would allow the students arts and crafts time in order to be able to express themselves. Language: What conversations are you going to have with Ashanti to build her oral language skills? Ashanti: I would have conversations with Ashanti about how she was feeling daily for her to feel like she could express her emotions about anyway she felt and learn how to put her emotions into words. Aesthetics: What is important to her? Ashanti: Ashanti likes to do many things such as playing on the playground, running, jumping as well as singing. For Ashanti to be able to do these things I would make sure she had plenty of recess time for these activities. Cognitive (Math, Science, Social Studies, Reading): We would need more assessment data to know where she is cognitively, but what might you read to her or provide in your book center? Ashanti: I would read and provide the book I am enough so Ashanti sees even if her name is different or even the way she looks is different she is beautiful and worthy just like every other student. Emotional: As her teacher, what will you do to support her emotional growth? Ashanti: As Ashantis teacher I would make sure she knows she is worthy and not let her get down about her race, culture, name, family, or physical features. I will teach all the students that everyone should be treated equally no matter their differences. Social: What can you do to support her social development? Ashanti: For Ashantis social development I would make sure the other students knew her name is unique and not a reason to laugh or a reason to not be her friend. I would have all the students introduce their names and things they enjoy doing to better get to know one another and see who likes the same things. See information below … .. Note: These chapters will support you to complete the chart. Chapter 11: Planning for the Body: Physical/Motor Development in Action Chapter 12: Planning for the Mind: Cognitive Development in Action Chapter 13: Planning for the Mind: Language and Literacy Development in Action Chapter 14: Planning for the Heart and Soul: Psychosocial Development ( Social & Emotional ) in Action