Rationale

Context:  This case study was conducted during Block I under the instruction of Dr. Ann Marie Clark.  I did observations during my practicum at Glen Alpine Elementary in Burke County, North Carolina.  I worked with Mr. Tanner and his 3rd grade class.  For my class credit I was to observe and interview the teacher and a child from a diverse background within the classroom.

Impact:  This project gave me information about diverse people and backgrounds that I will be able to use within my future classroom.  The observations and research that I conducted helped me to understand the child's academic and social needs.  The cultural report that I put together has given me so much information, in regards to, current statistics, research, and classroom practices.  This assignment has made me more insightful to diversity in the classroom.  It has also made me more aware of the differences in cultures as opposed to my own. 

Alignment: 

Standard 7:  Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. 

Indicator 3:  I met this indicator by designing a lesson plan that adjusts to different cultures.  The book that I used for this lesson was Aunt Flossie's Hat (and Crab Cakes Latter) by Elizabeth Fitzgerald Howard.  This book introduced and explained the lives of African Americans and their ancestory. 

Indicator 4:  I met this indicator by using my teaching skills to tap into those who are visual and kinesthetic learners.  The visual learners were able to see the many colorful pictures of the book.  The kinesthetic learners were able to touch the many different hats that I brought in to help the story come to life. 

Indicator 5:  I met this indicator by conducting a student interview.  I asked the student many different questions that tapped into critical thinking areas.  Some of the questions he was asked took longer than others.  I also met this indicator by conducting a lesson in line graphs.  Students were to give cardinal directions as to where the dot was located on the graph.  Students were asked to develop problem solving strategies to better inform their partners of the location of the dot. 

Indicator 6:  I met this indicator when I taught a lesson in prefixes.  Students were having difficulty understanding that the word changed it's defintion when a prefix was added.  I had to modify my directions to help those having trouble. 

Standard 14:  Elementary teachers develop strategies to address topics that are controversial to diverse groups. 

Indicator 1:  I met this indicator by using a PowerPoint presentation to review the cultural research that I had done.  The PowerPoint reviewed many topics about African Americans.  Areas in the PowerPoint included statistics on educational and economical levels. 

Indicator 4:  I met this indicator by putting a variety of different learners and cultures within a group during the reading lesson I gave to the 3rd graders.  Students helped one another to figure out the answers to the discussion problems.  Students were asked to share something about their own families. 

Indicator 5:  I met this indicator by reading Too Many Tamales by Gary Soto.  The book is a story about an Hispanic families Christmas.  I also gave the reading lesson on Aunt Flossie's Hats.  I used a variety of genres and cultures within my lessons given to the children in Mr. Tanner's classroom. 

Indicator 6:  I met this indicator by discussing the main idea of the book.  I asked the students what was the meaning of the hats in the book?  We also went over the sequence of events in the book.  I also had the students make connections to the book.  Students were also able to draw their own hats.  They were also able to see and touch the hats that I brought in for this activity. 

Standard 16:  Elementary teachers develop as leaders in their schools and communities by staying informal about educational policy issues and supporting professional development.  Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students. 

Indicator 8:  I met this indicator by doing my own research through the internet, magazines, and outside interviews. 

Indicator 9:  I met this indicator by discussing and working with Lila Downs, my Cultural Diversity partner.  We discussed several issues in cultural differences, including academic differences. 

Indicator 10:  I met this indicator by discussing the cultural diversity issues and academic differences within the 3rd grade classroom.  There were many differences that I had no idea of until speaking to Mr. Tanner.  There were also a lot of economical differences in his classroom that I discovered during my practicum.