Although the term culturally relevant pedagogy is usually correlated with teaching racially and ethnically diverse students, its efficacy is not confined to those students (Gay, 2006). A teacher’s main priority should be maximizing learning in the classroom, thus making it his or her responsibility to create an appropriate curriculum for the entire class. It should reflect a comfort level so every culture and race is equally represented. John Dewey was a theorist who spoke of the significance of reflective thought in education (Southern Poverty Law Center). Critical reflection allows a deeper understanding within moral and ethical perspectives of teaching.
Recognizing and honoring these differences through “varied approaches to content, process, and product” is the purposeful way a teacher can create a differentiated classroom (Tomlinson, 2001, p. 7). As students interact with content, process it and create products, teachers need to track progress and grade student work. This paper is a review of literature and reflection on grading in a differentiated classroom. Summaries of Literature Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom
As a teacher it is your role to provide any resources needed including specialist equipment for activities and to use the correct teaching styles that will enable the learner access to their learning experience. Diversity is valuing individual differences, regardless of age, gender, religion, beliefs or lack of, race and circumstances. “In the past, equality has often been described as everyone being the same or having the same opportunities. Nowadays, it can be described as everyone being different, but having equal rights. (Gravells, 2012:53, 54).
These are differences in understanding, perception, attitudes, or preferred action. Yet one of the key advantages of working in groups and teams is the opportunity to capitalize on the multiple perspectives that group and team members have (Beebe & Masterson, 2006). An examination of the faculty profiles provided me with an indication that although there are some teachers with innovative ideas, many teachers carry a groupthink mentality. Groupthink is described as a means of deliberating what group members use when their desire for unanimity overrides their motivation to assess all available plans of action (West & Turner, 2004). Some student profiles created by faculty members contain information that could be called into question because of biases and stereotyping.
The teacher may have genuinely been concerned with presenting too much information to students but through my classes at Sage, excessive stimuli is good of students with ADD because it gives them many things to focus on instead of causing behavioral problems. I want to have a classroom that has a lot of visuals and educational posters on the wall. Everything in my classroom will have a purpose and will be directly related to what I am teaching or be ongoing projects. I really liked Esme’s ideas and
A critical evaluation of an aspect of the inclusive practices, evidenced in the case study (which will be provided), with specific reference to your own practice during school placement and your wider reading? Our understanding of diversity is broad – it encompasses gender, race, age, disability, cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a teacher, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and feel confident that they can participate in all activities. Every child should be given every opportunity
The research design will then be introduced taking into account the theoretical frameworks and the review of the pertinent research. In this presentation, the qualitative study proposed is to learn the impact of educator perception on the impact of professional learning communities on student performance will be outlined. This will be followed with a discussion concerning the limitations of this study as well as precautions taken to protect those involved with the study. Theoretical Framework Organizational change and socio-cultural learning theories inform this study because they contextualize the problems with universal curriculum frameworks. It is through these theories that we will gain more insight into the issues associated with school system-wide leadership (Knapp, et al, 2008, p. 35).
Cultural Influences on Context: The Educational Setting Language, Culture, and Communication In this chapter the author Amber Laurin focuses on the importance and the influence that the educational setting has on intercultural interaction. The view of and approaches to education are valuable sources when it comes to culture. Different cultures have different approaches to formal learning and knowledge in general, and by studying them one can gain information about the background of people from those cultures. It is important to know, that however different cultures may seem, in their core they are very similar because they all share elements such as social structure, needs, and desires, thus their educational systems teach the same thing – culture and how it passes on from one generation to the other. Our culture shapes our education, and that is why instructors need to be aware of it and to try to be effective communicators, especially in multicultural environments such as ours.
Teachers need to help students understand the implicit cultural assumptions and perspectives of the discipline they’re teaching. Multicultural education also involves changing the methods of teaching and using a wide range of strategies and teaching techniques such as cooperative groups, simulations, role-playing, and discovery. Doing so, the learning process will be more effective and address the needs of students
Working Title: “Identifying the causes for ineffectiveness and inefficiencies in distance learning” Identifying the Subject and Providing Background: Traditional learning involves interpersonal interactions between the instructor and the student(s) for the purpose of education. On the other hand, distance learning is unique in the sense that instructors are not physically present while the student(s) undergo the learning process. Due to the progression of technology overtime, distance learning has evolved from paper-based to internet-based. At the present, the rapid advancement in technology is gradually replacing the more traditional form of learning with distance learning. Owing to the difference between the two forms of learning, individuals often debate upon the effectiveness between the traditional and the distance forms of learning in allowing students to achieve success.