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Learning Styles and Lesson Plan
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Learning Styles and Lesson Plan



This paper will define diversity and explain the importance of teachers being sensitive to a wide range of diversity in his or her classroom. Additionally, the paper includes a lesson plan on cultural ...

This paper will define diversity and explain the importance of teachers being sensitive to a wide range of diversity in his or her classroom. Additionally, the paper includes a lesson plan on cultural awareness through fiction and nonfiction writings.



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Learning Styles and Lesson Plan Learning Styles and Lesson Plan Document Transcript

  • LEARNING STYLE(S) 1Running head: LEARNING STYLE(S) Learning Style(s) Essay and Lesson Plan Tiffanie Tatum TCH 524, Current Classroom Methods and Strategies Professor Elizabeth Howard Grand Canyon University October 19, 2011
  • LEARNING STYLE(S) 2 Learning Style(s) Essay and Lesson Plan Learning Styles A student walks into a classroom. She sees a boy disrespecting her teacher. She sees agirl banging on a wall near a water fountain. In her native country, girls and boys respect elders.The girl is very surprised by how the boys and girls treat their teacher. Most individuals wouldsay the young girl is experiencing culture shock. Cultural shock occurs when a student is takingout of the comfort of their culture and transitions into another culture (Ariza, 2006). In addition,the student brings to the class certain expectations and understandings of school from her nativecountry (Ariza, 2006). On the other hand, a student from an inner city school transition into asuburban school can also experience culture shock. Students from both scenarios will eventuallybecome accustomed to culture in their new classroom environment. However, the transitionperiod from one culture to another can be difficult for the teacher and student. An educator mustunderstand culture and its affect on his or her classroom. This paper will define diversity andexplain the importance of teachers being sensitive to a wide range of diversity in his or herclassroom. Our nation is known as the melting pot because it represents different cultures fromaround the world. When families migrate to America, they are under great pressure to learnAmerican customs. However, these families may not understand their diversities allows Americato continue to have rich history and creates an opportunity for America’s students to discover anew way of living. Students’ socioeconomics and racial backgrounds, intelligence, abilitydiversity, ethnic diversity, physical diversity, and language diversity are the make up of a diverseclassroom. Overall, diversity teaches students the power of sharing (Orlich, Harder, Callahan,
  • LEARNING STYLE(S) 3Trevison, and Brown, 2010). The power of sharing encourages students to “participate in socialchange so that the marginalized and excluded racial, ethnic and cultural groups can become fullparticipants in U.S. society and the nation will move closer to attaining its democratic ideals”(2005, p. 253)” (Orlich, et al., 2010, p. 44). Lastly, it is important for teachers to be sensitive to a wide range of diversity in his or herclassroom because a teacher’s body language, verbal expressions, facial expressions, personalspace, gestures, and movement (Ariza, 2006) plays a role in how a student from a differentdiverse background adopts to his or her new classroom environment. In order to avoidmiscommunication between the teacher and student, a teacher must be able to comprehend theirstudents’ cultural and learning styles, which will assist the teacher in understanding his or herstudents’ classroom behavior (Ariza, 2006). As a result, when an educator learns about a studentlearning style, experience, heritage, family beliefs, previous education, culture, and homelanguage, then the teacher can create an effective instructional design (Ariza, 2006). Overall,diversity has many layers. It is important for education stakeholders to learn other cultures.However, “understanding the role of culture does not mean learning endless facts about a greatmany cultures, but rather coming to see how culture shapes beliefs about learning and education”(Rothstein-Fisch & Trumbull, 2008, p. 2). Lesson PlanDate: 10/19/2011Grade Level: 4th GradeSubject: English Language ArtsState Standards:Public Schools of North Carolina 4th Grade English Language Arts Standards: • Explore a wide range of texts and their distinguishing features. • Expand vocabulary through wide reading, word study, exposure to content area words, and discussion. • Routinely spell high frequency words and use resources to check spelling.
  • LEARNING STYLE(S) 4 • Write for a variety of purposes and audiences and use writing as a tool for learning. • Communicate effectively with different audiences through spoken, written, and visual formats. • Use media and technological resources for research and as tools for learning. • Use increasingly sophisticated knowledge of grammar and language conventions in oral and written products and presentations. • Apply comprehension strategies critically, creatively, and strategically (Public Schools of North Carolina, 2004).Goals:Public Schools of North Carolina 4th Grade English Language Arts Goals:Competency Goal 2: The learner will apply strategies and skills to comprehend text that isread, heard, and viewed (Public Schools of North Carolina, 2004): 2.02 Interact with the text before, during, and after reading, listening, and viewing by: • setting a purpose using prior knowledge and text information. • making predictions. • formulating questions. • locating relevant information. • making connections with previous experiences, information, and ideas. 2.03 Read a variety of texts, including: • fiction (legends, novels, folklore, science fiction). • nonfiction (autobiographies, informational books, diaries, journals). • poetry (concrete, haiku). • drama (skits, plays).Objectives:Students will be able to use life experiences to make connections with fiction and nonfictionstories read in class.Students will be able to identify and explain the similarities and difference of fiction andnonfiction stories.Students will be able to write a fiction and nonfiction story.Anticipatory Set:The teacher will write the word fiction and nonfiction on the board. When students come in fromP.E., the teacher will ask students to pull out their language arts journal and write one sentencedefinition for fiction and nonfiction. The teacher will give the class five minutes to complete thetask. After five minutes, the teacher will ask each student to read his or her responses. After thelast student has read his or her response, the teacher will have students look up the words fictionand nonfiction in his or her dictionary, use an electronic dictionary, with audio aid, to define thewords, or use a language translation website for Non-English students to define fiction andnonfiction. Next, the teacher will ask the students to write the correct definitions in his or herlanguage arts journal. Students will have five minutes to complete the assignment.
  • LEARNING STYLE(S) 5Direct Instruction:The teacher will draw three different types of graphic organizers on the whiteboard: Venndiagrams, flowcharts, and tables. Then, the teacher will illustrate to the class how to use eachgraphic organizer.Next, the teacher will ask the class to take out one sheet of notebook paper. Then, the teacherwill ask each student to draw a Venn diagram, table or flowchart on his or her notebook paper.The students will have five minutes to complete the task.After five minutes, the teacher will ask the class to compare and contrast fiction and nonfictionstories. Students will be able to use dictionaries, the internet with audio aid, or class textbooks tocomplete the assignment. The teacher will post a graphic organizer example on the board foreach student to view. Students will have 15 minutes to complete the task. After 10 minutes, eachstudent will show the class his or her graphic organizer and explain to the class why he or shelikes the Venn diagram, flowchart, or table.After each student has shown his or her graphic organizer, the teacher will introduce the class toa guest author speaker. The guest author speaker will read one fiction and nonfiction short storiesfrom South Africa, Japan, and/or England.When the guest speakers finish reading the short stories, students will be asked to identify whichstory is a fiction or nonfiction story. The teacher will ask three students to tell the class his or herguess. After each student has given his or her response, the guest author speaker will tell theclass the short stories genres. Next, the guest author speaker will tell the class the importance ofreading nonfiction and fiction stories and how reading these stories teaches students aboutdifferent countries’ cultures. After the guest author speaker has finished, the teacher will ask theclass if he or she has any questions for the guest author speaker. The teacher will encouragestudents to ask questions by asking the author the following question, “What made you becomeinterested in South Africa, Japan, and/or England cultures?” Students will be able to ask theguest speaker questions for five minutes.Guided Practice:The teacher will have students pick out a nonfiction and fiction book from the school library. Theteacher will give students 20 minutes to pick his or her selections. After 20 minutes, students willgo back to the classroom, and the teacher will ask students to pull out his or her language artsjournal and answer the following question: “Why did you choose the nonfiction and fictionbooks?” The teacher will give students five minutes to complete the task. After five minutes,three students will voluntarily read his or her journal entry response.Next, the teacher will create five groups of four students and assign each group a workstation.The teacher will then ask each group to take out items from the color bucket at the groupworkstation. Students will take out color construction papers, markers, and a fiction or nonfictionshort story. Students will have 15 minutes to read the fiction or nonfiction short story. After 15minutes, the teacher will ask each group the following questions: What holiday does your familycelebrate? If your family does not celebrate holidays, what is one of your family traditions?
  • LEARNING STYLE(S) 6Closure:Students will draw or write a short paragraph for his or her response. The teacher will give theclass 10 minutes to complete the task. After 10 minutes, the teacher will give each student apiece of tape and the students will be ask to post his or her drawings or writings around theclassroom.Independent Study:During the first week of the lesson, students will have to create a diary. For one week, the studentwill write a daily three-sentence diary entry about his or her experience at school and home.During the second week of the lesson, students will write a fiction short story on their favoriteholiday or tradition. The teacher will give the students a fiction short story example.Required Materials and Equipment:Construction PaperWhite boardEraser Markers (different colors)Notebook PaperMarkersFiction and Nonfiction short storiesStudent Language Arts JournalsCultural WriterComputersLanguage Arts textbooksDictionariesAssessment and Follow Up:Students will receive a grade for his or her diary entries and fiction story.Students will compare and contrast the fiction and nonfiction books chosen from the library byusing one graphic organizer taught in class. The graphic organizer should illustrate the studentcomprehension of fiction and nonfiction elements.
  • LEARNING STYLE(S) 7 ReferencesAriza, E. (2006). Not for ESOL teachers. What every classroom teacher needs to know about the linguistically, culturally and ethnically divers student. (2nd ed.). Mason, Ohio: Pearson Education, Inc.Orlich, D., Harder, R., Callahan, R., Trevison, M., and Brown, A. (2010). Teaching strategies: a guide to effective instruction. Boston, Massachusetts: Cengage Learning.Public Schools of North Carolina. (2004). Standard course of study. 4th English Language Arts. Retrieved October 19, 2011 from http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/20grade4.Rothstein-Fisch, C. and Trumbull, E. (2008). Managing diverse classrooms. How to build on students’ cultural strengths. Alexandria, Virginia: Association for Supervision and Curriculum Development.