C847 Task 1_2nd Draft.

B. Reflect on four of the 10 videos watched in part A by doing the following. For each response be sure to: ● use a different video for each set of requirements in part B (i.e., parts B1, B2, B3, and B4 must all address a different video) ● include evidence from the video as support ● identify each video by title or case number B1. Describe the cultural appropriateness of the resources or instructional strategies used in one identified video. In the video number 213, Discussing Fairness and Equity and Immigration to Ellis Island, the classroom is very culturally diverse. There is a total of 29 5th grade students. They are made up of many different ethnic backgrounds. The makeup of the class is 13 white, 5 Hispanic, 6 Asian, 2 black, and 3 multiple race students. The teacher is providing a lesson on immigration to Ellis Island. She provides the students an opportunity to research their own background and heritage prior to the activity to give them a sense of self. This activity is culturally appropriate because she has them learning about themselves and then learning about how others came to this country and the issues they faced. This will give the students more prospective about others. B1a. Describe how the teacher shows consideration for students’ cultural or linguistic diversity to enhance student learning. The teacher is showing consideration for students’ cultural and linguistic diversity by making sure to create diverse work groups. This will help the students to see other cultural perspectives and also share their own. She allows her student with mild Asperger’s extra time to complete the assignment. By assigning each student different roles in the discussion of Ellis Island she is helping them to see things from a different perspective that they may not have thought about before. B1b. Describe one resource or instructional strategy you suggest the teacher could use to further support cultural diversity within this classroom. I like the idea of the teacher providing opportunities for role playing. The fact that she was trying to get a message across that the immigration to the US was difficult was precipitated by the students being able to see multiple angles of the issues at hand. B1c. Explain why you would or would not use the resource or instructional strategy described in part B1b in the observed classroom setting for part B1. This study source was downloaded by from CourseH on :21:39 GMT -06:00 I would definitely use this strategy in this observed classroom. Her classroom is full of very diverse students and they can all learn from each other. It appears that the students are very good at voicing their own opinions and then discussing why they think their opinion is right or wrong compared to others in the group. By allowing the students to portray parts in the activity it allows them to see the issues at hand from all sides. B2. Describe a strategy the teacher, in a second identified video, uses to support culturally diverse learners (e.g., teacher uses materials representative of different cultures and ethnicities, conversations are reflective of a variety of students’ backgrounds, questioning techniques personally involve students, cooperative learning groups foster social relationships between culturally different students). The classroom in Case #113, Understanding and Interpreting Non-Fiction Texts, is a small class made up of 7 5th grade students. Of the 4 boys and 3 girls, 5 of them use social and academic English with some technical language. The remaining 2 students are beginning to use social and academic English. One of the newer students has a strong native Spanish background in listening, speaking, reading and writing. This background will help her transition well. The other newer student lives in a home where both English and Spanish is used and is therefore weak in both languages due to confusion. In the activity in the video the teacher is using a scaffolding method for teaching the students about a non-fiction story. She is allowing them to use graphic organizers to work their way through and analyze the story. Since the students are culturally similar, they can feed off of each other and help each other to learn and grasp the material. B2a. Evaluate the effectiveness of the strategy observed in part B2. The strategy discussed above about using the graphic organizer is very effective in helping these ELL students. Since they all have a certain level of difficulty reading the English language, the organizer helps them to prioritize concepts, ideas, and other key points. This will also help them when it comes time to review and recap what they have learned. She varies her objectives based on where the student is in regard to their proficiency in the English language. Having several different approaches for the varying group of learners will help her to scaffold the material so she can build on it as they learn and grow in their knowledge. B3. Identify the number and type of students with disabilities and/or gifted learners observed in the classroom in a third identified video. The 6th grade classroom in the video of case # 43, Discussing Individualism & Qualities of a Good Person, is composed of 24 girls. Five of them and gifted/talented, one is in special education, and two are diagnosed with ADD. B3a. Describe the accommodations or modifications to instruction that were made by the teacher to address the needs of students with disabilities and/or gifted learners.