Task 1

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Jan 9, 2024

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KGM3 TASK 1 CRITICAL COMMENTARY: INCORPORATING DIVERSE CULTURES AND COMMUNITIES OF LEARNERS: Schools as Communities of Care A. Identify three videos from the attached “Task 1 Video List.” 1. Case #150: Learning About Cultural Identity 2. Case #203: Determining the Influence of Media on American Culture and Stereotypes 3. Case #2395: Adding Mixed Numbers with Like and Unlike Denominators A. Identify three videos from the attached “Task 1 Video List.” 1. Case #150: Learning About Cultural Identity 2. Case #203: Determining the Influence of Media on American Culture and Stereotypes 3. Case #2395: Adding Mixed Numbers with Like and Unlike Denominators A. Identify three videos from the attached “Task 1 Video List.” 1. Adding Mixed Numbers with Like and Unlike Denominators 2. Learning About Cultural Identity 3. Determining the Influence of Media on American Culture and Stereotypes B1 Emotional: In case #2395, Adding Mixed Numbers with Like and Unlike Denominators. The math class was made up of twenty-three students, most Caucasian; one student was Spanish, and another was Pakistani. They all came from different backgrounds. The instructor made the decision to employ a variety of strategies to support the student's emotional growth. She taught them how to express themselves verbally and encouraged them to listen to and discuss other people's points of view. B1 Cultural: In case # 150 "Learning about Cultural Identity, the children learned to listen intently to show respect. They communicated nonverbally by keeping eye contact, being composed, and paying attention to what was being said. The observer saw two students conversing with each other while exhibiting these nonverbal communication skills. She mainly included social views in this footage through the Cinderella Act. She assigns group projects so the students can collaborate on their learning. She mainly included social views in this footage through the Cinderella Act. She gives group projects so the students can collaborate on what they have learned. B1 Social: In case # 203 “ Determining the Influence of Media on American Culture and Stereotypes. ” For this situation, the instructor gets going by driving a Disney effect on the youngsters and American understudies; the educator has taught the understudies to peruse an article, and perusing the article assists understudies with dealing with their relational abilities and their various science with the understudies. The example also assisted the educator with looking for understudies, interests, and any issues that the students may have had in harassment or absence of resistance and need for acknowledgment. B2 Based on the three videos I've watched, the teachers did a fantastic job of successfully addressing their students' social, emotional, and cultural needs in the classroom. The educators emphasized their strong points. They did this by focusing on each student's unique skills and

abilities and by acknowledging each student for who they are—a way of helping them feel like they belong. B3 . In the "Learning About Cultural Identity" video, a mixed group of African American and Caucasian students from various socioeconomic backgrounds attend the same school. The teacher helps students with different language and developmental levels by using games, role- playing, and conversation. B4. At the start of the school year, I can send letters and surveys to my parents to learn more about various cultures. I will also let my children read books about various cultures and watch related movies, and we will compare the two . B5 . I aim to engage the community through lectures by community members with firsthand knowledge of the subject under discussion. In this manner, my students may ask pertinent questions and hear firsthand tales. Presenters from the community can introduce themes and then divide the class into smaller groups to encourage conversation. Community speakers can offer authentic chances for students to engage with one another on a particular subject outside the classroom.

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