Now that you have been introduced to the broad framework of becoming a culturally competent teacher, it is your challenge to make the connection between differentiating and the prospective impact this concept has in making learning experiences more of a success for students in diverse classrooms.
Watch the following video:
The video refers to the ideologies of becoming a culturally responsive teacher and explores the Seven Principles of Culturally Responsive Teaching.
View the short and informative video, then respond to these questions in relation to the video and your personal experiences in your Discussion Post:
Puckett, K (2013). Differentiating Instruction: A Practical Guide [Electronic version]. Retrieved from https://content.ashford.edu/
JCPSEmployee. (2012, September 13). Seven Principles for Culturally Responsive Teaching and Learning (Links to an external site.)Links to an external site.[Video file]. Retrieved from http://www.youtube.com/watch?v=IptefRjN4DY
For the teachers (Links to an external site.)Links to an external site. (http://www.fortheteachers.org/differentiation_framework/)
Screencast-O-Matic. (Links to an external site.)Links to an external site. (http://screencast-o-matic.com/home)
VoiceThread (Links to an external site.)Links to an external site. (http://voicethread.com)
Voki (Links to an external site.)Links to an external site. (http://www.voki.com)
YouTube (Links to an external site.)Links to an external site. (http://www.youtube.com
Garden City Public Schools. (n.d.). Differentiated instruction brochure (Links to an external site.)Links to an external site.. Retrieved from http://www.gardencity.k12.ny.us/cms/lib8/NY01913305/Centricity/Domain/29/Differentiated%20Instruction%20Brochure.pdf
Microsoft Office. (n.d.). Office templates. (Links to an external site.)Links to an external site. Retrieved from http://office.microsoft.com/en-us/templates/?CTT=97
Swanson, J. (n.d.). How to make a business pamphlet. (Links to an external site.)Links to an external site. Retrieved from http://www.ehow.com/how_8536865_make-business-pamphlet.html
Tomlinson, C. (n.d.). Strategies for managing a differentiated classroom. Retrieved from http://www.ascd.org/ASCD/pdf/books/tomlinson2001_chapter6_errata.pdf
Uzayr, S. (2012, March 13). Top 10 free online blogging platforms. (Links to an external site.)Links to an external site.Retrieved from http://sixrevisions.com/tools/top-free-online-blogging
GoogleDocs: Template Gallery (Links to an external site.)Links to an external site. (https://drive.google.com/templates?q=newsletter&sort=hottest&view=default#)
SchoolRack (Links to an external site.)Links to an external site. (http://www.schoolrack.com)
Weebly (Links to an external site.)Links to an external site. (http://education.weebly.com)
WordPress (Links to an external site.)Links to an external site. (http://wordpress.org)
This week you will:
Welcome to the FIRST week of class- Instructional Strategies for Differentiating Teaching and Learning. To start the week, think about a time when you felt ‘different’ or left out. Where were you? What were you doing? Was anyone else involved? Why did you feel this way? If something or someone changed the environment, would your feelings have changed?
Now think about your future classroom (or current classroom) full of students from various backgrounds, with unique life experiences, multiple religious affiliations, and with a wide range of learning abilities, skills, talents, strengths, and areas of need. With all this diversity, providing classroom instruction using only one teaching technique such as lectures or visual presentations has the potential to cause students to feel left out or different from their peers.
The first week of class we will look at constructivism which is a foundation for differentiated instruction. Piaget, as described by Von Glaserfeld (1982), defines constructivism as a process by which students learn by constructing knowledge for themselves. In this theory, students don’t really learn just from hearing or reading something. They must make that new information fit into their own set of experiences and prior learning and thereby construct new knowledge. This theory makes sense when we think about the idea of context, or how things become more important when they are placed in a context that helps us to learn and remember things.
There is a webpage of examples to help you create a constructivist classroom that you are strongly encouraged to explore Characteristics of Constructivist Learning & Teaching (Links to an external site.)Links to an external site. (Murphy, 2009) on your own; however, here is a brief summary of suggestions provided:
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, Va.: ASCD.
Murphy, E. (1997, June 1). Characteristics of constructivist learning & teaching. Characteristics of Constructivist Learning & Teaching.
Cockroft, B. (2014, June 10). Differentiation strategy- classroom management (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?reload=9&v=nQKu3lDOsyo8cE
Southwest Educational Development Laboratory (1995). Classroom compass: Constructing knowledge in the classroom (Links to an external site.)Links to an external site.. Retrieved from http://www.sedl.org/scimath/compass/v01n03/1.html
Von Glaserfeld, E. (1982). An interpretation of Piaget’s constructivism (Links to an external site.)Links to an external site.. Revue internationale de philosophie 36(4), 612-635. Retrieved from http://www.univie.ac.at/constructivism/EvG/papers/077.pdf
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