Context:
This assignment was written for CI 3000, Learner Diversity. This assignment is a case study of a minrity student. I chose a student in the Hmong community. Her name has been changed from her legal name to protect her identity.
Impact:
This assignment gave me a chance to really look into the personal life of a student and see how it affects the students education. As a result of this assignment, I am more patient with my students who are struggling. They may have things going on in their lives that I would not be able to relate to. It has taught me to look beyond the grades and into the students.
Alignment:
| Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy. |
| Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and young adults. |
| Indicator 4: Teachers understand 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). |
| Indicator 6: Teachers understand the importance of literacy for personal and social growth. Standard 1 indicators 3, 4, and 6 were met through literature suggestions that I made that are rich in structure for and the Asian people. The suggestions that I gave use texts written by women. The literature in this report will help students with their cognitive and linguistic skills that will help them to develop their communication processes. This also enables students to enrich their social and personal lives by giving them something to speak to others about. |
| 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 sexist bias. The standard four indicator four was met because all of the literature suggestions that I made were free from racist and sexist bias. |
| 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 students’ prior knowledge, misconceptions, and interests when designing lessons. |
| Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students. Standard 7 indicators 3 and 6 were met by using the information garnered in interviews, observations, and analysis of student learning to develop ideas that will help this particular student and future students to better learn. By using the information about the interests of this student, I will be able to design lesson plans that help them to better understand the material and that will peak their interests. Also, the information gathered in this report helped the student’s teacher and me to modify the lessons and assessments to better meet her needs. |
| 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. |
| 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. |
| Indicator 5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials. Standard 14 indicators 1, 4, and 5 were met through addressing topics that are controversial to groups. The subjects of class, parental roles, and psychological well being of this student were addressed in this study. This discussion led to my understanding about how this student may learn differently than others. The materials used throughout this instruction and observation were selected without bias. |
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