Part I: Cultural Report

Context

The "Culture Report" assignment was created for CI/SPE 3000: Learner Diversity, during the Spring 2007 semester. It was created under the advisement of Nancy Mamlin, and with the help of group members Amanda Simones and Heather Wiles.

Impact

I have created the “Cultural Report” assignment to allow students to experience diversity, but also to show a non-biased view on the diversity of the Native American culture. I have included multiple articles in order for teachers to understand the Native American culture at a more advanced level; and provided resources for teachers to use professionally and also, in the classroom. We, as a group in an effort together, have provided a list of children's books for the classroom to explain the Native American culture, along with a list of common stereotypes and classroom practices that can be taken into consideration when working with students who are of Native American culture.

Our Elementary Education Block I classmates will be able to use our "Cultural Report" professionally within their Practicum classrooms. They wilil be able to use our "Cultural Report" to help educate themselves, and be aware of stereoytypes facing Native Americans and their culture and be able to teach them best to the classroom practices we have listed.

Alignment

This assignment has met the following North Carolina Standards for Elementary Teachers:

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

Indicator 1: Teachers understand and respect that families and communities may have diverse attitudes about the educational process.

Through the use of found statistical data of Native Americans, I can conclude and respects that every Native American family is different and diverse in how they understand the educational process. I have an understanding that every family and community of people are different and that we may not condense ‘people’ into one group of people. I understand that every child comes from a different background and culture, that they may choose to share with the classroom; and that every parent of every child will have a different cultural attitude on how their child should be educated and why; and I will respect their decisions as their parents and/or guardians.

Indicator 2: Teachers promote open-minded discussion of controversial issues by developing and using various strategies such as debates, use of data gathering and analysis for informed decision making, and recognition of bias and propaganda.

I have gathered and analyzed data to make an informed decision about the bias and propaganda that lies in our world concerning Native Americans. I understand that in order to teach all children, I must continue to have an open-mind, and that if the situation arises, handle all controversial issues with care without trying to cause more conflict in the process.

Indicator 3: Teachers guide students in developing rational solutions to controversial problems.

I have developed rational solutions in dealing with controversial problems by providing prospective teachers with a list of resources available for use with Native American students that they may choose to use. I have provided print and internet resources; as well as, addresses of places they could choose to attend as a class.

Indicator 4: Teachers explore multiple viewpoints and respect values consistent with a democratic community by recognizing and valuing the family roles in educating children of diversity.

I have explored multiple viewpoints through the use of searching for Native American role models, and have recognized that stereotypes of Native Americans are untrue. I respect and understand that by educating children of diversity, I must provide examples of all diversity throughout my classroom, not just of one race, creed or gender.

Indicator 5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials.

Through the use of providing the Common Assumptions, I have tried to discourage stereotyping of Native Americans, and have tried to select bias free instructional materials through the use of the list of resources for Native Americans.

Indicator 6: Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students.

Through the use of providing a list of resources, children’s books, and relevant classroom practices to use within the classroom, I have tried to provide more effect ways of educating students about Native Americans. I have tried to match a more diverse population, and have tried to provide less stereotypical and bias practices for teachers to use within their classrooms.

Part II: Case Study

Context

The "Case Study" assignment was created for CI/SPE 3000: Learner Diversity, during the Spring 2007 semester. It was created under the advisement of Nancy Mamlin, with the use of both the Hispanic and Poverty Cultural Reports in our classroom database; and as a Block I requirement. The Case Study was completed during my 4 week internship, in Heather Quessenberry's Kindergarten Classroom at Moravian Falls Elementary.

Impact on Student Learning

I have created the "Case Study" assignment as a complimentary assignment to theCultural Report assignment completed prior to my Practicum experience. The assignment allowed me to experience diversity, but also the opportunity to integrate research, observations, interviews, and educational theory into my future classroom practices. I have changed the name of the student to protect his idenity, and have named the student, "Michael". As a future classroom teacher, it is important for me to understand and experience diversity, and be able to share my experiences within my classroom. As an English minor, it is my goal to have a variety of Children's literature within my classroom that relates to different cultures, religions, and backgrounds. I will make myself aware of my students' beliefs and values to withstand from a biased opinion and a cultured response.

Alignment

This assignment met the following North Carolina Elementary Education standards:

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

Indicator 3: Teachers promote new learning by using student's prior knowledge, misconceptions, and interests when designing lessons.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instuction.

Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

Indicator 6: Teachers modifty instruction and assessments to meet the needs of individual students.