Académique Documents
Professionnel Documents
Culture Documents
Writing Instructor Program: S.C. General Education: Humanities Dates: Fall 2011 Spring 2012 School: Southwestern College (S.C.) City: Winfield State: Kansas Grade: College Freshman
Goal Statement
To increase awareness regarding racial and ethnical bias embedded in traditional instructional strategies with the intention of assisting all learners in a diverse student body to succeed.
Objective 1: Show students you care by getting to know their individual needs and strengths and sharing their concerns, hopes, and dreams. (Strategy2.2; pp.51-52) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Exchanges between students and teacher demonstrate a language of trust, praise and constructive criticism. Students demonstrate their personal best.
What resources?
Consistent verbal reinforcement and regular conferences to help students refine the ability to succeed; no tolerance for selfdefacing remarks and/or belittling from peers
Action Plan 2
essay.
Modeling; Refuse to accept bullying of any kind in the syllabus; immediately draw attention to prejudice when it arises and consistently exhibit a refusal to accept that behavior; require students to work cooperatively
Students demonstrate mutual respect for their peers and formulate interdependent relationships that produce high achievement.
As students work cooperatively the teacher will circulate the room and listen in as students jointly respond to the objective; interjecting as necessary to distill any remarks that might create an insecure environment. The teacher should also record these behaviors throughout the semester. Teachers will document discussions each time they meet with a student.
Post office hours and email availability in the syllabus. Remind students of advantage and encourage them to seek this valuable tool frequently.
Students feel comfortable seeking the counsel of their instructor and do so on a regular basis.
Objective 2:.Show students you care by getting to know their individual needs and strengths and sharing their concerns, hopes, and dreams. (Strategy 2.2; pp. 51-54) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students will share their research with peers after which
What resources?
Action Plan 3
towards education semester student interview session as well as results gathered as students independently research each of their backgrounds. Their parents and teacher each peer will write a short report discussing the diversity in their classroom; individual profile essays. A profile essay in which they indicate their unique cultural awareness student indicating the results of an interview with their parents or guardians about their cultural heritage.
At the end of the unit students will answer a specific prompt that requires each to write about how their culture views education and how that influences their academic success. As students learn to work together cooperatively; using individual strengths like clockwork to achieve one common goal. Through a formal reports at the end of this unit that requires students to acknowledge the diversity in their classroom.
Students and Teacher learn how to recognize and integrate other perspectives with their own with the intention of elevating the success of all individuals.
Action Plan 4 Objective 3: Tap into students background to enhance learning. (Strategy 2.5; pp. 56-57). Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students and teacher encourage those who are apprehensive to contribute; unconditionally praise students who participate; and constructively assist those whose involvement demonstrates a level of inadequacy with regards to course content. Also students will demonstrate an increased level of motivation. Surveys across semesters indicating an increased level of engagement.
What resources?
Modeling; the teacher demonstrates value in all students participation, praising appropriate responses and constructively identifying ignorance immediately thereby elevating that deficit to a deeper understanding; exhibits no tolerance for humiliation regarding any students input
Students will be provided a survey at the end of the semester inquiring what might make their academic experience more engaging. For example, one might ask whether or not the representation of a particular race or ethnicity was adequate.
Action Plan 5 Objective 4: Choose culturally relevant curriculum and instructional materials that recognize incorporate and reflect students heritage and contributions of various ethnic groups. (Strategy 2.6; p. 57). Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students begin to realize that people who share their backgrounds have achieved success and feel inspired to do the same.
What resources?
Textbooks that represent multiple cultures Speakers who have realized their dreams from various walks of life
Objective 5: Identify and dispel stereotypes. (Strategy 2.7; pp. 58-59) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Higher levels of tolerance among those involved in the classroom setting. Recognition that different perspectives have the potential to enlighten others. Acceptance that noone should be asked
What resources?
Recognition of the multiple intelligences; discussions related to current events that might shed light on the motivations of stereotypes; utilization of prejudice presented in the classroom
Action Plan 6
environment as a means to immediately transform negative connotations tied to a particular group; various texts that accentuate the triggers of inappropriate behavior with regards to labeling to change their route to success, but rather find ways to use each others strengths to achieve a common goal. label so that students can critically analyze the situation from a new perspective.
Objective 6: Create a culturally compatible learning environment. (Strategy 2.8; p.59-60) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Teachers begin to use strategies outside the traditional approach for communicating with students in the classroom; demonstrate a genuine commitment to their students by making an effort to communicate with students in a manner that is familiar to them; for example, learn common phrases in a students first language, pronounce unusual names correctly, greet students in a way that is customary to
What resources?
Data determining the cultural and socioeconomic make-up of the student body Research indicating cultural norms that might be associated with the overall learning experience
Action Plan 7
their culture, learn about their home life, and so on classroom.
Objective 7: Capitalize on students cultures, languages and experiences. (Strategy 2.10; pp. 6263) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Teachers learn to anticipate the need to modify deadlines; keep the lines of communication open and demonstrate a willingness to work with these students and allow them to work at their own pace as long as they adhere to the same guidelines regarding the assignment objective; demonstrate less rigidity with attendance as long as the student hasnt maxed out the institutional allotment of absences and is completing all of the required assignments; willingness to work with these students outside the confines
What resources?
Take a poll at the beginning of the semester indicating life outside the classroom; parenting, employment, care for an elderly relative, etc Alternative deadlines for students who are required to balance equal responsibilities outside the classroom
Action Plan 8
of the classroom to make up missed work Recognize that the utilization of a students outside experience can be beneficial to overall content Teacher and students throughout the semester Cross referencing abilities acquired due to experience with the needs of the classroom. The teacher learns to identify certain characteristics within a nontraditional student that might benefit the achievement of all learners. For example, being a parent or caring for younger siblings demonstrates an ability to delegate tasks and cooperate as a team. Interview nontraditional students to assess these strengths at the beginning of the semester. Let them know that you recognize their potential as a leader in the classroom and formally enlist their assistance.
Objective 8: Provide opportunities for students to work in a variety of social configurations and settings. (Strategy1.1; pp. 8-10) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Ability to formulate teams where students can depend on each other to reach a common goal
What resources?
Diagnostic essay Identify high, medium, and low achievers Formulate teams that integrate ability
Encourage the idea that there is multiple solutions to any given objective
Students regularly meet objectives interdependently and recognize that completion was a
Action Plan 9
multiple abilities but that also include diversity in race, ethnicity, and sex. Emphasize interdependent relationships between a diverse set of learners The teacher should regularly integrate cooperative learning into the lesson Regularly employ the use of cooperative learning structures to accentuate the lesson Consistent emphasis regarding the potential to find multiple paths to the same solution result of each students valuable input
Students willingly employ the assistance of others during the obtainment of knowledge; recognize that students that are held individually accountable for their participation in a task yield results that benefit the group
The teacher assesses individual participation during teamwork as well as the overall product of that groups presentation
Objective 9: Emphasize brain-compatible instruction. (Strategy 1.13; p. 27-29) Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Lessons are reinforced on a constant basis through the visual reminders around the room; students achievement rises as a result.
What resources?
Content specific visual aids; Essay maps, paragraph models, common errors, essay rubrics, key features of genres, etc
Action Plan 10 Objective 10: Facilitate students participation in college and career planning. (Strategy 8.15; p. 265-66). Implementation of Exemplary Teaching Strategies Evaluation What evidence indicates progress?
Students begin to assimilate the real world importance regarding an essay format and learn how to apply it to their profession of choice
What resources?
Documentaries that discuss the topic of writing and the professional world. Bringing in actual speakers from various backgrounds who can relate real world experiences with writing in their profession Student interests and/or major concentration of study
References Cole, R.W. (Ed.). (2008). Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development