Just Click on Below Link To Download This Course:
https://bit.ly/2PJVlGq
TSL 590 Topic 5 Benchmark Informed Culturally Responsive Instruction Plan
To appropriately meet the instructional needs of ELLs and
bilingual/dual language students, teachers need to consider specific cultural
factors that affect learning.
For this benchmark assignment you will create
an informed culturally responsive instruction plan that includes an example of
a learning activity created for a specific cultural group.
Part
1: Field Experience E
Allocate at least 10 hours in the field to support this
assignment.
Discuss the topic of culturally responsive curriculum
with your mentor and other teachers at your school to get a general idea of
their current understanding of the topic. Spend time observing various learning
experiences to gauge the level of cultural responsiveness. Gather ideas for
your own example of an informed learning activity that is culturally
responsive. Participate in learning experiences and activities that are
culturally responsive.
Continue to work on achieving the goals that
you identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Part
2: Informed Culturally Responsive Instruction Plan
Select a prevalent cultural group in your
school to research. Utilize your required reading, the GCU Library, and other
online resources to identify specific considerations for that cultural group.
Research individual cultural identity factors and how they affect learning and
academic progress. Identify culturally responsive strategies to accommodate
this group.
Develop a culturally responsive learning
activity for this cultural group of ELLs or bilingual/dual language students
with a grade and ELP level of your choice. Choose a content topic (such as the
Civil War, world peace, solar system, etc.) to develop an activity that
demonstrates informed culturally responsive instruction.
Create a 500-750 word informed culturally
responsive instruction plan that articulates how the specific considerations
for the cultural group you have chosen could be taken into account when
creating a learning activity. Your informed culturally responsive instruction
plan should include:
- A description of the cultural group you have chosen to research
including the specific considerations for that cultural group identified
in the literature.
- A description of the learning activity you developed including:
- Grade and ELP level of your intended students
- The activity objective
- The materials needed and how the activity would be carried out
- How the activity will be assessed
- An explanation regarding how the cultural considerations of your
students informed the development of your activity.
- An analysis of individual cultural identity factors and how they
affect learning and academic progress.
- An explanation regarding how culturally responsive
instruction promotes the progress and leads to the ultimate goal of
reclassification for ELLs and bilingual/dual language students.
Support your findings with at least three resources.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This
benchmark assignment assesses the following programmatic competencies [and
professional standards]:
COE 2.4:
Candidate
will utilize resources, including technology, to educate themselves about the
cultures of students in their classrooms and apply that learning to
instruction. [TESOL 2.f; InTASC 2(k)]
COE 2.5:
Candidate
will explain how an individual’s cultural identity affects their learning and academic
progress. [TESOL 2.g; InTASC 2(j)]
COE 3.2:
Candidate
will design differentiated learning experiences based on assessment of
students’ English and L1 proficiency, learning styles, and prior formal
educational experiences and knowledge. [TESOL 3.a.3; InTASC 6(g), 9(h)]
COE 4.5:
Candidate
will implement national and state requirements for identification,
reclassification, and exit of ELLs from language support programs. [TESOL
4.b.1; InTASC 6(o), 6(v)]
Comments
Post a Comment