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Hilary Dingman
I can also see myself utilizing activities that help students to become independent thinkers.
Early on students need to be supported in making important decisions on their own, with the
guidance of their teacher. By creating these opportunities students will start to construct their
own “cognitive, social-emotional, and moral domains.” A great way to facilitate this degree of
responsibility in the classroom is through an activity called “Jobs That Matter.” With this activity
students will play an important role in creating their classroom community.
References
Johnson, C. J., & Thomas, A.T. (2009). Caring as Classroom Practice. Social Studies and the
Young Learner, 22 (1), 8-11. Retrieved October 5, 2017.
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Within the article Sheehan and Sibit argue that it is the teacher’s job, and not their choice to
deliver a multisensory lesson. Since learning disabilities often present themselves in a “cluster of
characteristics,” they tend to go undiagnosed until major academic delays appear. Therefore, as
educators we should be constantly providing this standard of delivery, regardless if a student has
been identified as having a learning disability. The authors do acknowledge that identifying and
addressing these various modalities can be time consuming, but they reassure the weary teacher
that more learning will take place when all senses are explored.
A valuable piece of information that the article provided, which I had not considered before,
was that all students can benefit when a teacher uses multiple modalities. When a teacher
addresses all of the senses within a lesson, they are optimizing their chances of all students
comprehending what is being taught. While most students can get by with one form of delivery,
teachers should not become complacent in providing the bare minimum.
Another idea that I found enlightening, was that rather than the ‘differentiated’ component
being secondary element, it should we woven throughout the entire lesson. Sheehan and Sibit do
an excellent job explaining that despite all the time and effort you put in your lesson plan, if you
do not consider the different modes of delivery it will be for nothing. After reading this article, I
will ensure that my lesson plans are now all multisensory based, so that every student has an
equal opportunity to learn.
References
McGuire, M., Walker B., & Grant T. (2016). Engaging Diverse Learners with Academic and
Social Challenges. Social Studies and the Young Learner, 28 (4), 5-8. Retrieved October
5, 2017.
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This particular article centers itself around a Kindergarten teacher named Carlee, who had
the brilliant idea of connecting her Geography lessons with her student’s culture and family.
Carlee found that by personalizing the curriculum, her students were capable of comprehending
concepts far beyond what she had originally anticipated. The students in Carlee’s class were able
to create connections between their own experiences, with the new knowledge that they were
being given in class. The article strongly states that students are capable of tackling complex
concepts in Geography, if the teacher takes the time to properly teach it.
It was interesting to see that through incorporating the student’s cultures into the curriculum,
the teacher also ended up expanding her own knowledge of the world. In the article, Carlee
described how “I began learning more about the students, and they taught me multiple words and
phrases in Arabic so that I could feel more welcomed and included in daily practices.” While this
collaborative lesson plan took a great deal of preparation to create, it was worth it to Carlee,
since her students flourished with this shared opportunity to lead a discussion.
One idea that I enjoyed from the article was that Carlee took the time to get to know each
student’s geographical and cultural background. In order for this personalized lesson to work,
Carlee had to first reach out to the student’s families so that she could make these connections in
the class. Carlee also took the time to talk to the students throughout the day, asking them about
the food that they like to eat and any other topics that led to them discussing their cultures. I can
see myself putting this level of effort into lesson planning, if it meant that each student felt
appreciated and accepted in my class.
I also valued Carlee’s use of Google Earth in her classroom. Carlee explained how she used
the map feature to show the proximity of where the various countries were located in relation to
their classroom. Through the use of technology, the students got the feeling that they were
traveling to these various landmarks on the map.
References
Kenyon, E., Coffey C., & Kroeger, J. (2016). “Hey I’ve been there!” Using the Familiar to Teach
World Geography in Kindergarten. Social Studies and the Young Learner, 29 (2), 4-7.
Retrieved October 5, 2017.
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I agree that as elementary school teachers, it is our job to create a diverse, multicultural, and
inclusive class environment. Mark Finchum explains that as teachers we must become educated
ourselves on the history and culture of minorities, so that we do not perpetuate stereotypes within
our classroom. Most importantly, we cannot allow our students to develop racial biases, as a
result of our own ignorance.
Like this article points out, as educators we often mindlessly choose classroom materials
that fit within our lesson plan, without truly considering if the information it contains unfairly
represents a minority. After reading this article, I am now aware of the long list of questions that
I must be asking myself before introducing any type of learning materials to my students. As
teachers we are trusted with the minds of the next generation, so it is important that we are being
thoughtful in how we are portraying minorities within the classroom.
While this article specifically speaks on America’s past, there are still many valuable lessons
to be learned here. After reading this article I was reminded of how often we whitewash our
social studies curriculum. Just because instances in our past are regrettable, does not mean we
should be teaching our students selected pieces of our nation’s history. For instance, when
discussing thanksgiving with my students I will mention that while it is a joyous day for many
families, for the First Nations people it is a “National Day of Mourning.” I hope to adapt a
teaching framework, where in which the past and present of all Canadian citizens is
acknowledged.
The article also discusses the many things that we can be doing presently to respect the
practices of our current First Nations people. While I disagree with celebrating their successful
integration into mainstream society, I do believe it is important that we acknowledge their unique
cultural practices. One option would be to reach out to our local First Nation communities and
see if they would like to educate our students on their long-standing traditions. By bridging this
gap within the classroom, I trust that our students will grow to appreciate diversity.
References
Finchum, M. (2006). “I” is for Indian? Dealing with Stereotypes in the Classroom. Social Studies
and the Young Learner, 18 (4), 4-6. Retrieved October 5, 2017.
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The first step that I intend on taking in order to produce these critical thinkers, is to
incorporate source materials that reflect a range of views on any given historical event. Too often
in the textbooks that we provide our students, a singular historical narrative is presented.
Therefore, rather than focusing solely on the dominant voice, I hope to employ multiple
perspectives in my teaching, which will include the use of both primary and secondary sources.
Another aspect that I must take into consideration, is that when providing my students
with this diverse material, they will need assistance in making sense of it all. I agree with the
article, that beginning with multicultural picture books would be a great way to introduce
students to this concept. When learning to view an event from a new perspective, students need
to be exposed to characters they can easily empathize with. The article articulates that these types
of literature help to make the event that they are studying “more personal and powerful.” Like
the article suggests, I will take the time to develop these skills and by providing multiple sources
will help them with this process.
References
Burstein, J. H., & Hutton, L. (n.d.). Planning and Teaching with Multiple Perspectives. Social
Studies and the Young Learner, 18(1), 15-17.
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