Assessment of Strengths and Areas Needing Improvement from the Diversity Proficiencies Survey
One of the standout strengths I observed from the Diversity Proficiencies Survey is my ability to create an inclusive and culturally relevant learning environment, especially in the context of my biology classes. For instance, during a unit on genetics, I introduced a project titled "Genes and Heritage." Students were given the task of exploring genetic traits prevalent in their ethnic backgrounds. This led them to connect deeply with the subject matter and appreciate the diversity of human genetics. It also made the content more relatable and gave them a sense of belonging and respect for their peers as they shared and learned about the genetic makeup of one another
However, I think one area that needs further refinement is in my approach to planning, instruction, and assessment with respect to diverse learning needs. It is true that I have made strides in incorporating a variety of teaching strategies, there are still moments where I have unintentionally overlooked some subtle nuances of certain cultural backgrounds. For example, during a lesson on plant biology, I primarily focused on plants native to North America, inadvertently neglecting the biodiversity of other continents. A student of African descent pointed out this oversight, emphasizing the significance of plants native to Africa. This feedback revealed to me the importance of providing a global perspective in my teaching.
Relating this to the characteristics of multicultural education as defined by Nieto, I would say that the "Genes and Heritage" project in my biology class aligns with the principle of "Content Integration." Nieto shows the importance of integrating diverse cultural perspectives into the curriculum. I helped students get into the subject of genetics from their unique ethnic backgrounds. In doing so, I was actively weaving multiple cultural narratives into the curriculum, thus enriching the learning experience and making it more representative of the student body.
...…Areas Needing Improvement from the Diversity Proficiencies SurveyOne of the standout strengths I observed from the Diversity Proficiencies Survey is my ability to create an inclusive and culturally relevant learning environment, especially in the context of my biology classes. For instance, during a unit on genetics, I introduced a project titled "Genes and Heritage." Students were given the task of exploring genetic traits prevalent in their ethnic backgrounds. This led them to connect deeply with the subject matter and appreciate the diversity of human genetics. It also made the content more relatable and gave them a sense of belonging and respect for their peers as they shared and learned about the genetic makeup of one another
However, I think one area that needs further refinement is in my approach to planning, instruction, and assessment with respect to diverse learning needs. It is true that I have made strides in incorporating a variety of teaching strategies, there are still moments where I have unintentionally overlooked some subtle nuances of certain cultural backgrounds. For example, during a lesson on plant biology, I primarily focused on plants native to North America, inadvertently neglecting the biodiversity of other continents. A student of African descent pointed out this oversight, emphasizing the significance of plants native to Africa. This feedback revealed to me the importance of providing a global perspective in my teaching.
Relating this to the characteristics of multicultural education as defined by Nieto, I would say that the "Genes and Heritage" project in my biology class aligns with the principle of "Content Integration." Nieto shows the importance of integrating diverse cultural perspectives into the curriculum. I helped students get into the subject of genetics from their unique ethnic backgrounds. In doing so, I was actively weaving multiple cultural narratives into the curriculum, thus enriching the learning experience and making it more representative of the student…
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
Classroom Discipline Cook-Sather, a. (2009). "I'm not afraid to listen: Prospective teachers learning from students." Theory Into Practice, 48(3), 176-183. Cook-Sather's article describes a teacher education program she conducts at Bryn Mawr College and the results of a survey of teachers who went through the program. The program is called the Teaching and Learning Together (TLT). Through TLT, secondary education students at the college have substantial interaction with high school students from area
Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily. Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
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