Rationale for Diversity Portfolio

Context:

The diversity portfolio includes three classroom observations, a student interview, and a teacher interview, conducted at Whitnel Elementary School in Lenior, North Carolina with Mrs. Bowman and her kindergarten class.  Based on the information collected, synthesis was wrote reflecting what can be used in the classroom.  The project was done in partial fullfillment of CI 3000 at Appalachian State University according to the requirments given by Dr. Julie Horton.  Information gathered from the portfolio can be used in the future to help create a diverse learning enviorment.

Two of the classroom observations are of a Hispanic student, one during Letter Land and the other during a reading lesson.  The third observation is during a math lesson, using a student who is behind developmentally and has a speech problem.  The student interview is with a Hispanic student and the student's learning experience.  The last part of the project is an interview with Mrs. Bowman and a reflection on diversity in the classroom.

Impact:

The diversity portfolio can be used in order to create a positive learning atmosphere for diverse learners and their peers.  Students learn differently and it is important as a teacher that one picks up on those differences and incorporate strategies in the classroom that uses the strengths of the students.

Alignment:

The diversity portfolio aligns with the following program standards:

Standard 7, indicator 3.  I met indicator 3 because I observed and learned from how Mrs. Bowman promoted learning with her lessons using students' prior knowledge, misconceptions, and interests.  I learned to create lessons were students' can review what they learned and use approaches that interest the students.

Standard 7, indicator 4.  I met indicator 4 because from the portfolio I have learned the importance of implementing a variety of teaching and communication strategies during instuction.  For example, with an ESL student I have learned that language barriers can be overcome using different strategies such as visuals and bilingual parteners.

Standard 7, indicator 6.  I met indicator 6 because I learned from the observations and interviews how important it is to modify instruction and assessment to students needs.  In the case of the student who was developmentally behind and easily distracted, it was important to modify the lesson in order to keep the student's attention.

Standard 14, indicator 1.  I met indicator 1 because I observed how to learn about and respect families and communities who may have a diverse attitude toward the educational process.  In Mrs. Bowman's classroom there were two Jahovah's Witnesses who could not participate in many of the holiday activities.  In order to respect their culture I have learned how create lessons to accomodate their religious beliefs.

Standard 14, indicator 6.  I met indicator 6 through the diversity portfolio because I have learned how no matter what the situation, a teacher needs to remain positive and enthusiastic about teaching.  With a diverse classroom I have learned to use their diversity to help the students learn.