Context: This culture report was created for the class, SPE 3000, Learner Diversity, in the Spring of 2007. I created the assignment under the advisement of Nancy Mamlin. This project was completed with other group members Emerald Johnson and Krisitie Arrowood.
Impact:
This project will assist me as a prospective teacher. For this project each group in the class focused on a particular disability that teachers might notice in their classroom. For our group, we had physical disabilities and decided to concentrate on blindness. The Culture Report was created so that teachers can address a student’s disability. The culture report includes statistics and information on common disorders students in my class might have, common classroom practices, common misconceptions about the disability, books that address the disability, and a segment where educators can get more information pertaining to the disability. With this culture group we are able to learn more about the disability and how to help students in our classroom who have the disability. With these different sections of our assignment other students will be able to look at our work if they ever have a student that is blind or visually imparied and learn how to make their learning experience better.
Alignment: With this project i met the following standard for elementary teachers:
Standard 1:Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator 1:Teachers know the developmental stages of language acquisition.
I met this standard by
Indicator 3:Teachers understand the diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literature written by women and authors of colors and works written for children and young adults.
Indicator 4:Teachers understands the elementary school child’s social, cultural, linguistic, cognitive and affective backgrounds as they relate to the ability to develop effective communication processes (listening, speaking, reading, and writing.)
Standard 4:Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.
Indicator 4:Teachers have knowledge of and appreciation for multicultural children’s literature. Teachers select appropriate literature that is free from racist and sexual bias.
Indicator 12:Teachers present historical perspective. 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 education process. Indicator 2:Teachers promote the 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. Indicator 3:Teacher guides students in developing rational solutions to controversial problems. Indicator 5:Teachers discourage prejudice, derogatory comments, and stereotypical perspectives by modeling and selecting bias free instructional materials. 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.
-Link current events to past events and future trends.
-Highlight continuity in the human experience.
-Foster a respect and appreciation for enduring traditions.
-Demonstrate the ability of groups or individuals to initiate change.
-Develop experiences to help students learn about the historical development of democratic values.
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