WGU C847 Task 1 | Passed on First Attempt |Latest
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Fundamentals of Diversity, Inclusion, And Exceptional Learners C847
Task 1 Diverse And Exceptional Learners
Western Governors University
Task 1 Diverse And Exceptional Learners
B1. Describe the cultural appropriateness of resources or instructional strategies in one
identified video.
In video case #55, Learning Positional Words in Spanish and English, the teacher giving
instruction shows cultural appropriateness in multiple ways. The teacher is bilingual and acts as a
facilitator when giving instruction. The teacher also allows for physical movement, singing for
word association, and artistic expression, all of which are inclusive practices in a culturally
responsive classroom. These two things help the teacher connect with her students in their first
language, which helps students feel safe in the learning environment. Approximately ninety-five
percent of the twenty-five students in this first-grade self-contained bilingual class are second-
generation in the United States. A small portion of the class is new to America from Mexico.
Second-generation in the United States means children born in the country to at least one
immigrant parent. The cultural background of all of the students in this classroom is Hispanic.
B1a. Describe how the teacher shows consideration of students’ cultural diversity to
, enhance student learning.
The teacher in video case #55 is facilitating instruction in both Spanish and English. The
teacher is fluent in her ability to flow from one word to the next as she reviews the familiar
positional words with the students. The students are then encouraged to mirror what she is saying
first in Spanish and then in English. One of the additional scaffolding layers that the teacher uses
to enhance student learning is to point at pictures as the positional words are said to help all
students make a visual connection to the new word they are learning in English. The teacher also
uses her pointer to point to things in the classroom as they are said while she is giving
instruction. Again, the teacher reinforces the spoken word with a visual reference, which helps
the students learn as instruction is happening.
B1b. Describe one resource or strategy the teacher could use to further support cultural
diversity within this classroom.
One resource not observed in video case # 55 is a bilingual paraprofessional. A bilingual
paraprofessional would be highly beneficial to this classroom. Managing a classroom with
twenty-five first graders is a challenge in itself. Add in the fact that all of the students are English
Language Learners in a self-contained bilingual classroom, and a need for additional support and
resources presents itself. Having another adult who can clearly communicate and identify with
the students and the teacher would help increase a positive, culturally responsive environment.
B1c. Explain why you would or would not use the resource or strategy described in part
B1b.
If I were the teacher in video case #55, I would welcome the opportunity to have a
bilingual paraprofessional in my classroom to help support the students. Having a bilingual
paraprofessional would help to keep the flow of work going. They could also help with station
work or small group work. In the video, the teacher was doing every activity with all twenty-five
Update with Complete Solution
Fundamentals of Diversity, Inclusion, And Exceptional Learners C847
Task 1 Diverse And Exceptional Learners
Western Governors University
Task 1 Diverse And Exceptional Learners
B1. Describe the cultural appropriateness of resources or instructional strategies in one
identified video.
In video case #55, Learning Positional Words in Spanish and English, the teacher giving
instruction shows cultural appropriateness in multiple ways. The teacher is bilingual and acts as a
facilitator when giving instruction. The teacher also allows for physical movement, singing for
word association, and artistic expression, all of which are inclusive practices in a culturally
responsive classroom. These two things help the teacher connect with her students in their first
language, which helps students feel safe in the learning environment. Approximately ninety-five
percent of the twenty-five students in this first-grade self-contained bilingual class are second-
generation in the United States. A small portion of the class is new to America from Mexico.
Second-generation in the United States means children born in the country to at least one
immigrant parent. The cultural background of all of the students in this classroom is Hispanic.
B1a. Describe how the teacher shows consideration of students’ cultural diversity to
, enhance student learning.
The teacher in video case #55 is facilitating instruction in both Spanish and English. The
teacher is fluent in her ability to flow from one word to the next as she reviews the familiar
positional words with the students. The students are then encouraged to mirror what she is saying
first in Spanish and then in English. One of the additional scaffolding layers that the teacher uses
to enhance student learning is to point at pictures as the positional words are said to help all
students make a visual connection to the new word they are learning in English. The teacher also
uses her pointer to point to things in the classroom as they are said while she is giving
instruction. Again, the teacher reinforces the spoken word with a visual reference, which helps
the students learn as instruction is happening.
B1b. Describe one resource or strategy the teacher could use to further support cultural
diversity within this classroom.
One resource not observed in video case # 55 is a bilingual paraprofessional. A bilingual
paraprofessional would be highly beneficial to this classroom. Managing a classroom with
twenty-five first graders is a challenge in itself. Add in the fact that all of the students are English
Language Learners in a self-contained bilingual classroom, and a need for additional support and
resources presents itself. Having another adult who can clearly communicate and identify with
the students and the teacher would help increase a positive, culturally responsive environment.
B1c. Explain why you would or would not use the resource or strategy described in part
B1b.
If I were the teacher in video case #55, I would welcome the opportunity to have a
bilingual paraprofessional in my classroom to help support the students. Having a bilingual
paraprofessional would help to keep the flow of work going. They could also help with station
work or small group work. In the video, the teacher was doing every activity with all twenty-five
