D090 Task 1
A: Identify 3 Videos
a. “Creating Fractured Fairy Tales Using Story Maps”
b. “Defining the Problem, Effect, and Solution through an Interactive Read
Aloud”
c. “Learning about Cultural Identity”
B1: Incorporating Children’s Needs
a. Cultural Needs: In the video “Learning about Cultural Identity,” the teacher took
time to lead a discussion about the differences and similarities between America
and China. The puppet show showed how important things like dragons are in
China, especially during the Chinese New Year. This allowed the students to
both identify with each other, creating a bridge between the two cultures, while
also respecting their differences, and inspiring them to learn more about each
other.
b. Social Needs: In the video “Creating Fractured Fairy Tales Using Story Maps” the
teacher paired the students up with a partner to work together on creating the
fractured fairytales. The teacher was very clear in her knowledge of the students
in her classroom, making sure to give those that had low scores extra time to
complete the task and making sure not to exert too much pressure on them as
they work to complete their project. This allowed the students to work together,
allowing them to talk and fill their social needs, while also getting them to work on
their project and in the long run learn. The teacher furthered the social aspect of
this by asking them questions as they made the map outline together, making
sure that each person in each pair got to answer questions about their fractured
fairy tale. This made sure they were all working together, interacting and
socializing.
c. Emotional Needs: In the video “Defining the Problem, Effect, and Solution
through an Interactive Read Aloud” the class was enjoying story time with the
teacher reading to the class. During the video the teacher came to the part of the
story where there was a problem that needed a solution. The teacher had the
students work with their assigned partner to talk about the problem and how it
was solved in the book. But the teacher took it a step farther, it wasn’t just how to
, solve the problem, the teacher had the students think and talk about what the
characters are thinking and how they are feeling. This helps the students see that
it’s ok to think about, talk about and even have feelings. It’s a very small thing
that combined with other things creates a classroom where the kids feel safe
talking about what they could be going through and creating a foundation while
they are young to pay attention to their feelings and address them as they grow
older.
B2: More effective methods
a. During the video about fractured fairytales I feel that a good method to
address her students Social needs would be to ask them some questions
at the beginning of the project. What ideas is each person having before
they get started, this would ensure that no one was sitting back, maybe
anxious, about sharing their ideas. Everyone would have a safe space,
talking to the teacher, to express their ideas in front of their partner, and
then that idea might spur more conversation and exploration between the
two as they mesh their ideas together.
b. During the video about defining problems, the teacher did a great job
creating a safe place for the kids to talk about their feelings. That being
said I feel that there was an opportunity to talk more about what to do
when you experience some of those feelings. This could lead to a larger
discussion, what do you do when you feel panicked? Scared? Unsafe?
This would give the students even more tools to address their feelings and
give the teacher further insight into her students' lives. For example, if they
are talking about when you feel unsafe and a student says “when I feel
unsafe,” the teacher can note for later that this student has experienced
things that make them feel unsafe and follow up at a later, appropriate
time.
c. During the video about cultural identity I really liked how she focused on
the differences and similarities of culture. I think this would have been a
great chance for the teacher to have the students look at those similarities
and differences closer to home. She could have started the lesson with
China, and later zoomed in right into her classroom. How is your culture
similar or different from the child sitting next to you? This would help the
students see these differences right there in real time and grow that
understanding that they accept each other from such a young age. I think
A: Identify 3 Videos
a. “Creating Fractured Fairy Tales Using Story Maps”
b. “Defining the Problem, Effect, and Solution through an Interactive Read
Aloud”
c. “Learning about Cultural Identity”
B1: Incorporating Children’s Needs
a. Cultural Needs: In the video “Learning about Cultural Identity,” the teacher took
time to lead a discussion about the differences and similarities between America
and China. The puppet show showed how important things like dragons are in
China, especially during the Chinese New Year. This allowed the students to
both identify with each other, creating a bridge between the two cultures, while
also respecting their differences, and inspiring them to learn more about each
other.
b. Social Needs: In the video “Creating Fractured Fairy Tales Using Story Maps” the
teacher paired the students up with a partner to work together on creating the
fractured fairytales. The teacher was very clear in her knowledge of the students
in her classroom, making sure to give those that had low scores extra time to
complete the task and making sure not to exert too much pressure on them as
they work to complete their project. This allowed the students to work together,
allowing them to talk and fill their social needs, while also getting them to work on
their project and in the long run learn. The teacher furthered the social aspect of
this by asking them questions as they made the map outline together, making
sure that each person in each pair got to answer questions about their fractured
fairy tale. This made sure they were all working together, interacting and
socializing.
c. Emotional Needs: In the video “Defining the Problem, Effect, and Solution
through an Interactive Read Aloud” the class was enjoying story time with the
teacher reading to the class. During the video the teacher came to the part of the
story where there was a problem that needed a solution. The teacher had the
students work with their assigned partner to talk about the problem and how it
was solved in the book. But the teacher took it a step farther, it wasn’t just how to
, solve the problem, the teacher had the students think and talk about what the
characters are thinking and how they are feeling. This helps the students see that
it’s ok to think about, talk about and even have feelings. It’s a very small thing
that combined with other things creates a classroom where the kids feel safe
talking about what they could be going through and creating a foundation while
they are young to pay attention to their feelings and address them as they grow
older.
B2: More effective methods
a. During the video about fractured fairytales I feel that a good method to
address her students Social needs would be to ask them some questions
at the beginning of the project. What ideas is each person having before
they get started, this would ensure that no one was sitting back, maybe
anxious, about sharing their ideas. Everyone would have a safe space,
talking to the teacher, to express their ideas in front of their partner, and
then that idea might spur more conversation and exploration between the
two as they mesh their ideas together.
b. During the video about defining problems, the teacher did a great job
creating a safe place for the kids to talk about their feelings. That being
said I feel that there was an opportunity to talk more about what to do
when you experience some of those feelings. This could lead to a larger
discussion, what do you do when you feel panicked? Scared? Unsafe?
This would give the students even more tools to address their feelings and
give the teacher further insight into her students' lives. For example, if they
are talking about when you feel unsafe and a student says “when I feel
unsafe,” the teacher can note for later that this student has experienced
things that make them feel unsafe and follow up at a later, appropriate
time.
c. During the video about cultural identity I really liked how she focused on
the differences and similarities of culture. I think this would have been a
great chance for the teacher to have the students look at those similarities
and differences closer to home. She could have started the lesson with
China, and later zoomed in right into her classroom. How is your culture
similar or different from the child sitting next to you? This would help the
students see these differences right there in real time and grow that
understanding that they accept each other from such a young age. I think
