This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, recommending culturally relevant learning experiences, and a final project on designing culturally relevant instruction. Discussion topics include analyzing the story of Caine's Arcade in relation to funds of knowledge, examining the Landfill Harmonics project in relation to 21st century skills, and identifying outside challenges that can impact school success. The course utilizes theories of culturally relevant pedagogy and aims to help educators better understand the influence of culture and student identity on effective instructional decisions.
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Edu 692 Education Organization / snaptutorial.comBaileya96
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
For more course tutorials visit
www.newtonhelp.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Edu 692 Education Organization / snaptutorial.comBaileya96
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
For more course tutorials visit
www.newtonhelp.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
Topic2 understanding by the design at a glanceMaria Theresa
For us educators, nothing can be more challenging than the tasks we are facing right now, the infusion of fast pace-technological advancement in the classroom, the differentiated learning, multiple-intelligences, the use appropriate assessment and strategies has brought anxiety and dilemma to all Filipino educators. According to Dir. Andrada, Director of Bureau of Secondary Education “ When students are learning poorly, we cannot expect them to ready for further learning or for work”. We’ve been getting poor results because we are doing what we’ve always done, we need to do things differently and better. What do we need to do together? We need to strengthen the CORE CURRICULUM!
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Nikhil Goyal is a successful high school student who, like many stud.docxmigdalialyle
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)Links to an external site.
. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Address the following three guiding statements:
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)Links to an external site.
) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
(1.5 points):
Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
...
Caine is a 9-year-old boy whose afterschool and weekend project ChereCoble417
Caine is a 9-year-old boy whose afterschool and weekend project turned into an international imagination movement. As the
Caine’s Arcade
Links to an external site.
video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father’s auto parts store. This story provides an excellent example of how characteristics of Caine’s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine’s curiosity and inventiveness, and you can readily analyze the factors contributing to his “funds of knowledge” going into the project. After viewing Caine’s amazing story, reflect on the different skills he learned and applied as he completed his “project,” and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine’s learning experiences, read Chapter 7 of your primary text.
This chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding
Funds of KnowledgeLinks to an external site.
about how family and cultural backgrounds impact students and their families.
Initial Post:
View the
Caine’s Arcade
Links to an external site.
video and construct an initial discussion post that addresses the following questions:
What external factors influenced Caine’s ability to successfully create his arcade (e.g., what role did his father play in encouraging his project?)?
What internal factors influenced Caine’s ability to successfully create his arcade? Consider his world view, values, and funds of knowledge as internal factors.
How valuable do you think these skills are in the real world? How well do they align with one or more of the 21st-century skills identified on the
Framework for 21st Century LearningLinks to an external site.
web page?
·
Instructor Guidance
· Week 1
· Week Overview
· This is a dynamic and important course comprising part of your journey through an education graduate program. It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you. Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn. You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you. You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult.
This is the most crucial thing to consider at all times in this co ...
Topic2 understanding by the design at a glanceMaria Theresa
For us educators, nothing can be more challenging than the tasks we are facing right now, the infusion of fast pace-technological advancement in the classroom, the differentiated learning, multiple-intelligences, the use appropriate assessment and strategies has brought anxiety and dilemma to all Filipino educators. According to Dir. Andrada, Director of Bureau of Secondary Education “ When students are learning poorly, we cannot expect them to ready for further learning or for work”. We’ve been getting poor results because we are doing what we’ve always done, we need to do things differently and better. What do we need to do together? We need to strengthen the CORE CURRICULUM!
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Nikhil Goyal is a successful high school student who, like many stud.docxmigdalialyle
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)Links to an external site.
. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Address the following three guiding statements:
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)Links to an external site.
) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
(1.5 points):
Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
...
Caine is a 9-year-old boy whose afterschool and weekend project ChereCoble417
Caine is a 9-year-old boy whose afterschool and weekend project turned into an international imagination movement. As the
Caine’s Arcade
Links to an external site.
video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father’s auto parts store. This story provides an excellent example of how characteristics of Caine’s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine’s curiosity and inventiveness, and you can readily analyze the factors contributing to his “funds of knowledge” going into the project. After viewing Caine’s amazing story, reflect on the different skills he learned and applied as he completed his “project,” and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine’s learning experiences, read Chapter 7 of your primary text.
This chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding
Funds of KnowledgeLinks to an external site.
about how family and cultural backgrounds impact students and their families.
Initial Post:
View the
Caine’s Arcade
Links to an external site.
video and construct an initial discussion post that addresses the following questions:
What external factors influenced Caine’s ability to successfully create his arcade (e.g., what role did his father play in encouraging his project?)?
What internal factors influenced Caine’s ability to successfully create his arcade? Consider his world view, values, and funds of knowledge as internal factors.
How valuable do you think these skills are in the real world? How well do they align with one or more of the 21st-century skills identified on the
Framework for 21st Century LearningLinks to an external site.
web page?
·
Instructor Guidance
· Week 1
· Week Overview
· This is a dynamic and important course comprising part of your journey through an education graduate program. It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you. Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn. You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you. You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult.
This is the most crucial thing to consider at all times in this co ...
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Cultural Competence in the ClassroomNikhil Goyal is a successharondabriggs
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(link below)
The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Address the following three guiding statements:
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (link below
) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
(1.5 points):
Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
References (1.5 points):
Summarize culturall ...
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docxtoddr4
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
EDU 692 Week 2 Cultural Competence in the ClassroomNikhil Goya.docxjack60216
EDU 692 Week 2 Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a TEDX Youth (2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
1. Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in Learning and Innovations Skills. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
4. Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
5. Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
Cultural Competencies Refe ...
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For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Nikhil Goyal is a successful high school student who, like many elliotkimberlee
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
Links to an external site.
. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
1. Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
o Awareness of one’s own cultural worldview (including biases)
o Knowledge of different cultural practices and worldviews
o Positive attitudes and open-mindedness toward cultural differences
o Ability to work successfully with others from different cultures
2. Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research SeriesLinks to an external site.
) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
3. Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
o Maximizing academic success through relevant instructional experiences
o Addressing cultural competence through reinforcing students’ cultura ...
Nikhil Goyal is a successful high school student who, like many stud.docxabhi353063
Nikhil Goyal is a successful high school student who, like many students
his age, hates school. But unlike most students his age, Nikhil wrote a
speech about it and delivered it to a global audience via a TEDX Youth
<
http://tedxtalks.ted.com/video/Why-Kids-Hate-School-Nikhil-Goy
>
(2012) presentation. The central theme of the presentation is relevance
and, specifically, how schools often lack relevance to the lives of their
learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who
was marginalized in school and medicated to be able to adhere to the
parameters of thought and behavior expected for participation in the
school. As you view the presentation, you will learn how Nick became
disillusioned by the lack of relevancy and interest in his studies and how
his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze
it based on what might have happened differently if Nick’s education
targeted the learning of 21st century skills through culturally relevant
learning opportunities. Additionally, you will recommend a culturally
relevant learning experience that might have been able to meet Nick’s needs
in high school. Review the Instructor Guidance for this week for additional
information and use the Ladson-Billing (1995) resource and Chapter 4 of
Wardle (2013) to define a culturally relevant learning experience; apply
this framework to the creation of solutions. Then, create your formal
written assignment to meet the content and written communication
expectations stated below.
*Content Expectations*
- Video Analysis (3 points): Address the following five guiding
statements:
1. Describe a culturally relevant learning experience in which Nick
could have participated within his early high school years that may have
been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural
identity, describe the cultural competencies that were most likely taught
and/or applied within Nick’s school (i.e., not the computer camp, but the
school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical
thinking and problem solving, and (c) communication and
collaboration that
are presented in Learning and Innovations Skills
<
http://www.p21.org/about-us/p21-framework/60-learning-and-innovation-skills
>
. Determine which of these skills you perceive are most likely
relevant to Nick’s current position as a programmer in an
advertising firm
and which of these skills you perceive are not adequately addressed in
typical classroom environments today.
4. Evaluate the relationship between the cultural competencies
identified above in item two and the learning and innovation skills
described in item three, a.
Edu 695 Effective Communication - snaptutorial.comHarrisGeorg15
EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 3 Assignment Learning
Cultural Competence in the ClassroomNikhil Goyal is a succes.docxdorishigh
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)
. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)
) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
Maximizing academic success through relevant instructional experiences
Addressing cultural competence thr.
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Edu 692 Enhance teaching / snaptutorial.com
1. EDU 692 Entire Course
For more classes visit
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EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century
Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
EDU 692 Week 3 Assignment Analyzing Cultural Relevance in
Instruction
EDU 692 Week 3 Discussion 1 Creating an Evaluation Instrument for
Cultural Relevance in the Classroom
EDU 692 Week 3 Discussion 2 Equal Versus Equitable
EDU 692 Week 4 Assignment Culturally Relevant Inspiration
EDU 692 Week 4 Discussion 1 Models of Creativity
EDU 692 Week 4 Discussion 2 Triangle of Support
EDU 692 Week 5 Assignment A Case for Problem-Based Learning
EDU 692 Week 5 Discussion 1 Decisions!
EDU 692 Week 6 Discussion Creativity, Innovation and Culture
EDU 692 Week 6 Final Project Creative Teaching Designing
Culturally Relevant Instruction
*********************************
EDU 692 Week 1 Assignment My School and
Its Culture
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2. As illustrated in the introduction discussion this week, each of you
has experienced a unique journey through a variety of educational
experiences throughout your lives. Naturally, some of these
experiences will have contributed to your personal development and
identity with greater impact than others. Furthermore, many in-school
variables have affected your educational journey. The decisions made
by those teachers and school staff defining your in-school learning
experiences were derived from their philosophies of education and
their understanding of educational theory. The prevailing educational
theories informing your teachers could likely be defined along the
continuum of major theories that include behaviorism, cognitivism,
and constructivism. Refer to the Learning Theories resources
provided in the Instructor Guidance for a concise review of these
major theories. Keep in mind also that prominent educational
philosophies influencing professional educators have included
perennialism, essentialism, progressivism and/or reconstructionism.
Each of those theories is described in within the Instructor Guidance
material for Week One.
After reading selected material from Chapters 7, 8 and 11 of the
course text, you should now be familiar with the research that
describes the relationship between social class and school success
(Chapter 7), the impact of diversity on learning (Chapter 8), and the
importance of family involvement (Chapter 11). You will use this
knowledge as a foundation for completing this assignment.
For this assignment, describe a school-related experience that you
believe influenced your identity either positively or negatively or
both. You will analyze this experience and reflect on all the factors
that might have shaped it, and the different ways these experiences
shaped you. This analysis will include an examination of factors
outside of school (such as social class, socioeconomic status,
diversity, family issues, etc.) as well as factors inside of school
(theories and philosophies) that you believe influenced classroom
decisions. This type of analysis provides a powerful introduction to
learning more about the relationship between culture, education and
the teachers’ decisions in the classroom.
3. Your analysis should include the following:
Content Expectations
• School Experience (1 point): Describe your selected school
experience that influenced your personal identity development.
• School Characteristics and Cultural Dimensions (1 point): Describe
the school where your experience took place including (a) school
characteristics, (b) student population characteristics, (c) socio-
economic background of the families affiliated with the school, and
(d) the family structures represented in the school.
• Educational Philosophy Analysis (1.5 points): Describe the
educational philosophies that defined the school’s structure, purpose,
operation, and how the local culture may have influenced these
philosophies.
• Learning Theory Analysis (1.5 points): Describe the type(s) of
learning theories you believe your teachers used to help them design
the instructional experiences including (a) why or how you believe
your teachers demonstrated applications of behaviorism, cognitivism,
and/or constructivism and (b) how you feel these theories affected the
instructional decisions the teachers made. Refer to the Learning
Theories resources provided in the Instructor Guidance for a concise
review of these major theories.
• Personal Influences (1 point): Reflect on the influence that your
family’s “funds of knowledge” and social capital had on your ability
to succeed in your school; address your success in the following three
areas: academic success, social success, and emotional success.
• Application (1 point): Explain, using specific examples, how
educators could use information about culture and individual student
identities to make effective instructional decisions.
Written Communication Expectations
o Page Requirement (.25 points): Submit three to five pages, not
including the title and reference pages.
o APA Formatting (.25 points): Format your paper according to APA
style as outlined in the Ashford
Writing Center.
o Syntax and Mechanics (.25 points): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and grammar.
4. o Source Requirement (.25 points): Reference at least two scholarly
sources in addition to the Wardle (2013) textbook to provide
compelling evidence to support ideas. All sources on the references
page need to be used and cited correctly within the body of the
assignment.
It is strongly recommended that you review this week’s Instructor
Guidance for additional information about completing this
assignment! Contact your instructor for clarifications about this or any
assessment in the course before the due date using the “Ask Your
Instructor” forum. Then, also using the Grading Rubric as a guide for
your performance on this assignment, construct your assignment to
meet each of the content and written communication expectations.
Next Steps: Review and Submit the Assignment
*********************************
EDU 692 Week 1 Discussion Caine's Arcade
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Caine’s Arcade. 1st Post Due by Day 3. Caine is a 9-year-old boy
whose afterschool and weekend project turned into an international
imagination movement. As theCaine’s Arcade video explains, Caine
built a gaming arcade almost entirely out of cardboard and opened it
up for business in the storefront of his father’s auto parts store. This
story provides an excellent example of how characteristics of Caine’s
personal identity might affect how and what he learned from the
specific experiences portrayed. The cultural values that nurtured
Caine’s curiosity and inventiveness can be identified within his video
story and the factors contributing to his “funds of knowledge” going
into the project can be readily analyzed in the video. After viewing
Caine’s amazing story, reflect on the different skills he learned and
applied as he completed his “project,” and consider how his personal
5. identity shaped, and was shaped by, his amazing experiences. To help
you better understand the underlying influences affecting Caine’s
learning experiences, read the following sections of the course text:
• Chapter 7
• Chapter 8
• Chapter 11
These chapters present information and examples associated with how
poverty, diversity and family factors influence student achievement
and behavior in school. You also need to read the article by Lopez
(n.d.) regarding Funds of Knowledge.
Initial Post: View the Caine’s Arcade video and construct an initial
response that addresses the following questions:
• What external factors influenced Caine’s ability to successfully
create his arcade? (e.g., what role did his father play in encouraging
his project?)
• What internal factors influenced Caine’s ability to successfully
create his arcade? Consider his world view, values, and funds of
knowledge as internal factors.
• How valuable do you think these skills are in the real world? How
well do they align with one or more of the 21st-century skills
identified on the Framework for 21st Century Learning web page?
Guided Response: Respond to at least two of your classmates’ posts.
In your responses, comment on any similarities or differences
between your response and those of your peers. Though two replies is
the basic expectation, for deeper engagement and learning, you are
encouraged to provide responses to any comments or questions others
have given to you. This will further the conversation and provide you
with opportunities to demonstrate your content expertise, critical
thinking, and real-world experiences with this topic.
*********************************
EDU 692 Week 2 Assignment Cultural
Competence in the Classroom
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6. www.snaptutorial.com
Nikhil Goyal is a successful high school student who, like many
students his age, hates school. But unlike most students his age,
Nikhil wrote a speech about it and delivered it to a global audience
via a TEDX Youth(2012) presentation. The central theme of the
presentation is relevance and, specifically, how schools often lack
relevance to the lives of their learners. The majority of Nikhil’s story
focuses on Nick Perez, a boy who was marginalized in school and
medicated to be able to adhere to the parameters of thought and
behavior expected for participation in the school. As you view the
presentation, you will learn how Nick became disillusioned by the
lack of relevancy and interest in his studies and how his
disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and
analyze it based on what might have happened differently if Nick’s
education targeted the learning of 21st century skills through
culturally relevant learning opportunities. Additionally, you will
recommend a culturally relevant learning experience that might have
been able to meet Nick’s needs in high school. Review the Instructor
Guidance for this week for additional information and use the
Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to
define a culturally relevant learning experience; apply this framework
to the creation of solutions. Then, create your formal written
assignment to meet the content and written communication
expectations stated below.
Content Expectations
• Video Analysis (3 points): Address the following three guiding
statements:
1. According to Nick, “I was denied the right to exist normally. My
school had wasted my time until there was no time left”. Based on the
information presented in the video, describe the learning experiences
and cultural competencies that you believe were valued at Nick’s
school. Then, using Nick’s interest in computers as a form of his
cultural identity, describe cultural competencies and learning
7. experiences that would be most applicable and interesting to Nick
(think about the way that he described his life at home and at
computer camp).
2. Examine the 4C skills (a) creativity and innovation, (b) critical
thinking and problem solving, and (c) communication and (d)
collaboration that are presented in Learning and Innovations Skills.
Determine which of these skills you perceive are most likely relevant
to Nick’s current position as a programmer in an advertising firm and
which of these skills you perceive are not adequately addressed in
typical classroom environments today.
c. Explain how the acquisition of learning and innovation skills
through culturally relevant learning opportunities can lead to greater
student success in the classroom and in the real world.
• Cultural Competencies References (1.5 points): Reference cultural
competencies in your response to the Video Analysis guiding
statements. Include examples using at least one of the following four
characteristics:
1. Awareness of one’s own cultural worldview (including biases)
2. Knowledge of different cultural practices and worldviews
3. Positive attitudes and open-mindedness toward cultural differences
4. Ability to work successfully with others from different cultures
• Culturally Relevant Learning References (1.5 points): Reference
culturally relevant instruction in your response to the Video Analysis
guiding statements. Reflect on strategies that align with this approach
and include at least one of the following nine areas:
1. Maximizing academic success through relevant instructional
experiences
2. Addressing cultural competence through reinforcing students’
cultural integrity
3. Involving students in the construction of knowledge
4. Building on students’ interests and linguistic resources
5. Tapping home and community resources
6. Understanding students’ cultural knowledge
7. Using interactive and constructivist teaching strategies
8. Examining the curriculum from multiple perspectives
9. Promoting critical consciousness through opportunities to challenge
predominant elements of the
8. students’ social norms
• 21st Century Skills Framework (1 point): Reference 21st century
skills in your response to the Video Analysis Questions to reflect the
framework developed by the Partnership for 21st Century Learning.
Written Communication Expectations
• Page Requirement (.25 points): Submit three to five pages, not
including the title and reference pages.
• APA Formatting (.25 points): Format your paper according to APA
style as outlined in the Ashford Writing Center.
• Syntax and Mechanics (.25 points): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and grammar.
• Source Requirement (.25 points): Reference at least one scholarly
source in addition to the Partnership for 21st Century Learning’s
Skills Framework, Ladson-Billing (1995) resource, and Chapter 4 in
Wardle (2013) to provide compelling evidence to support ideas. All
sources on the references page need to be used and cited correctly
within the body of the assignment.
Next Steps: Review and Submit the Assignment
*********************************
EDU 692 Week 2 Discussion 1 Landfill
Harmonics and 21st Century Skills
For more classes visit
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Landfill Harmonics and 21st-Century Skills. 1st Post Due by Day 3.
As educators, knowing about the 21st- century skills is important, and
being able to recognize the skills within specific examples is an
indicator that you truly understand them and how they work in
application. In Week One, we discussed the story of Caine and his
arcade as a way to explore how culture influences creativity,
9. imagination, and inventiveness. In this discussion, we go a step
further by considering 21st-century skills in relation to another
inspiring story of creativity, imagination, and inventiveness.
The Landfill Harmonic project showcases the story of a garbage
picker, a music teacher, and a group of children from a Paraguayan
slum that, out of necessity, started creating instruments entirely out of
garbage found in a landfill. Children who ordinarily would drop out
of school to sift through garbage in search of salvageable recyclables
became involved in learning to play instruments together and formed
an orchestra out of instruments they crafted. Valuing the arts and
encouraging students to become involved in cross-cultural projects
(such as participation in an orchestra) reflect excellent examples of
learning contexts and strategies that can promote 21st- century skills,
particularly the 4Cs within the Learning and Innovation skills
category: creativity and innovation, critical thinking and problem
solving, communication, and collaboration.
Your reflections on this story will provide a rich backdrop for
learning more about the impact that social and cross-cultural skills
have on the more academic pursuit of keeping children engaged in
learning 21st-century skills. After reviewing this week’s Instructor
Guidance material, you will have a good working knowledge of social
and cross-cultural skills and will be able to recognize how they might
support the learning of 21st-century skills, especially within the
Landfill Harmonic project.
Initial Post: View the Landfill Harmonic Amazing and Inspirational
video about the Landfill Harmonic project and then view more
specific information about the project on its official website. Next,
review the Framework for 21st Century Learning web page. Then,
create an initial post that addresses the following in at least one
paragraph for each:
• Describe the Learning and Innovation (4Cs) as well as Life and
Career Skills from the Framework for 21st Century Learning that you
perceive the students learned and applied as a result of their
participation in the Landfill Harmonic project.
• Describe the cultural competencies you perceive were demonstrated
by the students in the Landfill Harmonic project (these are
summarized in the Instructor Guidance for this week).
10. • Describe the social factors and attitudes you perceive were needed to
initiate the project, including a consideration of the cross-cultural
skills that may be necessary for supporters to sustain the Landfill
Harmonic project.
Guided Response: Respond to at least two of your classmates’ posts.
In your responses, compare the 21st-century skills and cross-cultural
skills your peers identified with the ones you described. You are
encouraged to ask questions about their posts. Questions might
include requests for clarification on points made or for elaboration on
an area of their post. Though two replies is the basic expectation for
this discussion, for deeper engagement and learning, you are
encouraged to provide responses to any comments or questions others
have given to you. This will further the conversation and provide you
with opportunities to demonstrate your content expertise, critical
thinking, and real world experiences with this topic.
*********************************
EDU 692 Week 2 Discussion 2 Outside
Challenges
For more classes visit
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Outside Challenges. 1st Post Due by Day 3. This discussion focuses
on identifying the economic, technological, social and personal
factors outside of school that can result in barriers to academic
success inside school. From Week One’s readings of the course text
and the assessments related thereto, you should now be familiar with
the research that describes the relationship between factors of social
class and school success, the impact of diversity on learning, and the
importance of family involvement. These factors represent powerful
variables outside school that impact learning inside school. For this
discussion, discuss factors in your own life, outside of school and the
11. direct and indirect relationships with your learning experiences inside
of school. Be sure to review the Week Two Instructor Guidance for
additional information that can assist you in excelling in all
assessments for this week.
Initial Post: Create an initial post that describes the relationship
between a challenge you faced outside school from one or more of the
following areas: economic, technological, social and personal. Next,
describe how your challenge may have contributed to your academic
and/or social success inside the classroom. This challenge may have
occurred when you were a child or it may be a current challenge that
you have faced or are facing as an adult. Please only share about
challenges that you are comfortable discussing with the class.
Guided Response: Respond to at least two of your classmates’ posts.
In your responses, comment on how the specific challenges presented
in their posts resonate with you personally. You might choose to
indicate that the challenges reflect similar challenges you faced
growing up, or possibly the challenges are representative of
difficulties faced by many of your students. Additionally, offer
suggestions from your own experiences that might help mitigate any
negative consequences of your peers’ current challenges. As with all
discussions, for deeper engagement and learning, you are encouraged
to provide responses to any comments or questions others have given
to you. This will further the conversation and provide you with
opportunities to demonstrate your content expertise, critical thinking,
and real world experiences with this topic.
*********************************
EDU 692 Week 3 Assignment Analyzing
Cultural Relevance in Instruction
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12. In Chapter 12, Wardle (2013) summarizes the important
characteristics of a culturally relevant teacher. Use this information as
a guide or resource throughout this assignment to help inspire your
thinking as you apply your knowledge of culturally relevant pedagogy
toward specific solutions to problems facing a teacher with a very
diverse student population. This exercise provides excellent practice
over the application of culturally relevant principles in the design of
effective instructional solutions. You will need to design such
instructional solutions within the Final Project, so it is very important
to practice such skills here. Specifically, for this assignment, you will
view a brief video taken with a cell phone by a student in a high
school social studies class. The video (Bliss, 2013) documents a
meltdown Bliss experienced during his World History course at
Duncanville High School in Duncanville, Texas. A transcript of the
audio is provided in the Instructor Guidance for this week along with
other detailed assistance for completing this assignment.
After reviewing the Instructor Guidance for this task, create your
assignment to meet the content and written communication
expectations below.
Content Expectations
• Video Analysis Questions (2 points): Answer the questions below
based on your inferences and ideas
after viewing the events captured in the cellphone video.
1. Description: What is the problem (from Jeff Bliss’s perspective as
well as from Ms. Phung’s perspective)?
2. Diagnosis: What probably caused it? Who benefits? Who loses?
What position do you take on this issue?
3. Solution: How could a more equitable, culturally relevant approach
to the class improve the situation? How might Ms. Phung respond
differently to Jeff’s concerns?
• Equity Strategies (2.5 points): Describe any equity strategies you
noticed or inferred being implemented in the video. Suggest at least
one strategy for each of the four categories that the teacher could have
utilized to help meet student needs in a more equitable fashion.
a. Instruction
b. Classroom Environment
c. Student Grouping
13. d. Student Recognition/leadership
• Culturally Relevant Strategies (2.5 points): Describe evidence of
any culturally relevant pedagogy in action in the cellphone video and
suggest at least three strategies that could be used to create a more
culturally relevant classroom. Such strategies might be drawn from
the following areas:
1. Maximizing academic success through relevant instructional
experiences
2. Addressing cultural competence through reinforcing students’
cultural integrity
c. Involving students in the construction of knowledge
1. Building on students’ interests and linguistic resources
2. Tapping home and community resources
3. Understanding students’ cultural knowledge
4. Using interactive and constructivist teaching strategies
5. Examining the curriculum from multiple perspectives
6. Promoting critical consciousness through opportunities to challenge
predominant elements of the students’ social norms
Written Communication Expectations
• Page Requirement (.25 points): Submit three to five pages, not
including the title and reference pages.
• APA Formatting (.25 points): Format your paper according to APA
style as outlined in the Ashford Writing Center.
• Syntax and Mechanics (.25 points): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and grammar.
• Source Requirement (.25 points): Reference the cellphone video and
Wardle (2013) textbook. All sources on the references page need to
be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment
*********************************
EDU 692 Week 3 Discussion 1 Creating an
Evaluation Instrument for Cultural Relevance
in the Classroom
14. For more classes visit
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Creating an Evaluation Instrument for Cultural Relevance in the
Classroom. 1st Post Due by Day 3. In this discussion, you will apply
your knowledge of culturally relevant pedagogy to examine the
degree to which a specific place-based experience implements
culturally relevant strategies. Please review this week’s Instructor
Guidance for detailed assistance on preparing for and completing this
discussion.
Initial Post: For this post, you will complete a rubric to determine the
degree to which an instructional experience incorporates culturally
relevant pedagogical principles. Based on your knowledge about
culturally relevant teaching, you will add two more criteria to the
rubric below and then use it to evaluate one of the place-based lesson
“stories” shared on the PromiseofPlace.org. Then, using the rubric
with your results from your evaluation, summarize how well you
think your selected place-based experience addresses cultural
relevance.
You can copy the rubric into a word document, complete the rubric,
and then paste into the discussion forum along with your summary.
Guided Response: Respond to at least two of your classmates’ posts.
Examine their instruments and brief report, and comment on the
effectiveness of the instruments developed and their evaluation of the
lesson. In your responses, consider asking questions about their posts
to encourage further conversation. Though two replies is the basic
expectation, for deeper engagement and learning, you are encouraged
to provide responses to any comments or questions others have given
to you. This will further the conversation and provide you with
opportunities to demonstrate your content expertise, critical thinking,
and real world experiences with this topic.
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15. EDU 692 Week 3 Discussion 2 Equal Versus
Equitable
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Equal Versus Equitable. 1st Post Due by Day 3. It can be difficult for
students in any class to understand the importance of equity in their
classroom. “It’s not fair!” is a common reaction from students who
observe other students getting benefits that they did not receive. For
example, some students with specific learning disabilities may receive
additional time to complete assignments. Wardle (2013) points out a
clear distinction between equality and equity noting that “Equal
education is providing equal resources and opportunities for all
students to succeed in education” (p. 51). On the other hand,
according to Banks (2013), equitable education “goes beyond equal,
and to some extent contradicts it, in that it requires tailoring the
educational approach... to each student, based on the student’s
individual and cultural characteristics, so the student can achieve to
his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post: This discussion asks you to reflect on the importance of
valuing equity over equality in the classroom and in life outside the
classroom. You will identify at least two examples of equity versus
equality in popular culture that you might be able to use in a class to
help your students understand the value of equity. This might include
advertisements (pictures), song lyrics, or commercials (linked from
Youtube.com, for example). Try to locate examples that could be used
in a class you might teach now or in the future. Next, briefly reflect
on the role equity plays in the classroom by explaining how you
would use your selected examples to help students understand the
differences between equity and equality, and why equity is more
important in the classroom.
16. Guided Response: Respond to at least two of your classmates’ posts.
In your responses, comment on the degree to which you feel their
examples will be helpful in promoting student understanding of the
value of equity in the classroom and ask them to elaborate if needed.
As with previous discussions, though two replies are the basic
expectation, for deeper engagement and learning, you are encouraged
to provide responses to any comments or questions others have given
to you. This will further the conversation and provide you with
opportunities to demonstrate your content expertise, critical thinking,
and real world experiences with this topic.
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EDU 692 Week 4 assignment Culturally
Relevant Inspiration
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A number of important resources supporting the design, development,
implementation, and evaluation of culturally relevant instructional
experiences are available online. Throughout this course, you have
had many opportunities to view a number of such resources. This
assignment encourages you to reflect on the key concepts presented in
the course through the creation of a web-based presentation or
website that you can use in the future to support your teaching efforts.
The goal is to showcase several model schools or programs
representing what you have learned thus far regarding culturally
relevant practices, creativity, and innovation. A plethora of options
exists as you search for model schools or programs. While the K-12
public school setting may be on the forefront of your mind, remember
there are a variety of learning environments available, such as charter
and private schools, technical programs, post-secondary education
and training programs, schools and programs pertaining to the
17. military, Sunday schools and other religious schools, and more.
Therefore, expand your search efforts to gain a well-rounded
perspective to share in your website or web-based presentation. The
resource you create can also be shared with colleagues (as well as the
public in general) to advocate for implementing a more culturally-
relevant instructional approach to professional practice.
A listing of good free tools you might choose to use as you develop a
website is presented in the Instructor Guidance. Each tool includes its
own collection of help files and tutorials to support your creative
endeavor. Similarly, there are numerous web-based tools that could be
utilized to create an interactive presentation, such as animoto, knovio,
prezi, or present.me. Use your creativity and try something new!
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EDU 692 Week 4 Discussion 1 Models of
Creativity
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Models of Creativity. 1st Post Due by Day 3. Robinson (2011) noted
that “When people say to me that they are not creative, I assume that
they haven’t yet learnt what is involved” (p. 1). Do you find it
interesting to consider that creativity can be learned? Or conversely,
that it can be unlearned? In this discussion, you will apply your
knowledge of creativity and the strategies needed to encourage it by
reflecting on a personal experience in which your creativity was either
stifled or enhanced. Please review this week’s Instructor Guidance for
specific assistance on excelling in this discussion.
Initial Post: Read the NACCCE report, All Our Futures: Creativity,
Culture and Education, focusing specifically on the Creative and
Cultural Education (pp. 54-60) and Teaching and Learning (pp. 100-
18. 123) section. As you read through this work, describe some of the
specific strategies NACCCE recommends for facilitating creativity
skills. Make a list of these strategies for future reference. Once you
have a clear picture of the types of educational strategies Robinson
believes supports creativity, view the When there is a Correct Answer
video. This is a short two-minute summary of Dr. Segev’s research on
creative drawing with children.
Based on the results of Dr. Segev’s research, describe a situation
during your life in which your creativity was either inhibited due to an
understanding that whatever you were creating needed to be
completed a “correct” way, or encouraged because you were not
given such stringent design parameters. Write about this incident in a
narrative, storytelling way. Within your story, make a connection to at
least two of the NACCCE strategies you listed. Consider how these
were either supported or not supported within the scenario you
described of the decisions the teacher (or teachers) made regarding
the experience. Once you complete your story, post it in the
discussion forum. Feel free to be creative with this story. For
example, you may want to try Storybird, which is a digital storytelling
platform (free accounts are available to students and teachers). If you
use a web-based technology to create your story, be sure to post a link
to it in your post.
Guided Response: Respond to at least two of your classmates’ posts.
In your responses, consider asking questions about their posts to
encourage further conversation. Read (or experience) the stories
presented by the students in the class and identify at least two stories
that resonate with your own experiences. Offer some words of
commiseration and provide some “words of wisdom” to encourage
future creative endeavors. As with previous discussions, though two
replies is the basic expectation, for deeper engagement and learning,
you are encouraged to provide responses to any comments or
questions others have given to you. This will further the conversation
and provide you with opportunities to demonstrate your content
expertise, critical thinking, and real world experiences with this topic.
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19. EDU 692 Week 4 Discussion 2 Triangle of
Support
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Triangle of Support. 1st Post Due by Day 3. Have you ever seen Blue
Man Group perform? If not, here is a ten- minute video that
showcases the group’s unique, creative talent: Blue Man Group – part
01. In their own way, the members of the Blue Man Group reflect the
essence of the Landfill Harmonic project. For example, at the heart of
Blue Man Group’s act are musical instruments made from things that
were not originally designed to make music. Similar to the Landfill
Harmonic accomplishments, Blue Man Group’s creativity is not just
applied to making music, but to making the instruments that make the
music.
Something you might not know about the Blue Man Group is that the
members have created a school specifically designed to encourage
and cultivate the creative spirit in children. Called “Blue School,” this
educational environment applies the principles described by Ken
Robinson (and others) to the design and operation of a school. This
short three-minute video provides an overview of the school and its
mission: The Blue School.
Blue School actively supports the learning of 21st-century skills.
When carefully examining the instructional experiences that help
students learn and apply 21st-century skills, you might realize that
culturally relevant pedagogy is often a natural byproduct of such
approaches. This discussion is designed to provide you with further
practice in analyzing learning situations to better understand how
culturally relevant pedagogy, learning 21st- century skills, and
creativity naturally form a triangle of support:
20. As you discovered while viewing the video on Blue School, there are
schools that encourage culturally relevant pedagogy, creativity, and
innovation. The background information you gained through learning
about Blue School leads you to the focus of this Discussion and
another prime example of a school doing some amazing things.
Initial Post: High Tech High is a secondary school committed to
facilitating 21st-century skills. Examine the 21st Century Skills
Culture at High Tech High video that provides an overview of High
Tech High and its commitment to facilitating 21st-century skills. As
you carefully examine the information presented about the school,
consider how its courses and programs naturally support a culturally
relevant approach to instruction that promotes creativity. After
viewing the video, answer the following questions about the school:
• In what way is culturally relevant pedagogy evident at the school?
Link specific observations from the video with one or more of the
following specific characteristic of a culturally relevant environment:
1. Maximizing academic success through relevant instructional
experiences.
2. Addressing cultural competence through reinforcing students’
cultural integrity.
3. Involving students in the construction of knowledge.
4. Building on students’ interests and linguistic resources.
5. Tapping home and community resources.
6. Understanding students’ cultural knowledge.
7. Using interactive and constructivist teaching strategies.
8. Examining the curriculum from multiple perspectives.
i. Promoting critical consciousness through opportunities to challenge
predominant elements of the students’ social norms.
• Do the same for creativity instead of cultural relevance. In what way
is creativity evident at the school? Link specific observations from the
video withone or more of the following specific characteristic of
instruction that supports the development of creativity:
1. Encouraging students to believe in their culture-influenced creative
potential.
2. Nurturing the confidence to try.
3. Helping learners find their creative strengths.
21. 4. Promoting experiment and inquiry and a willingness to make
mistakes.
5. Encouraging generative thought, free from immediate criticism.
6. Encouraging the expression of personal ideas and feelings.
7. Conveying an understanding of phases in creative work and the
need for time.
8. Developing an awareness of the roles of intuition and aesthetic
processes.
9. Encouraging students to play with ideas and conjecture about
possibilities.
10. Facilitating critical evaluation of ideas.
• Briefly summarize your own viewpoints on the relationship between
21st-century skills, culturally relevant instruction, and creativity.
Guided Response: Review at least two other classmates’ initial posts.
Compare the examples they used from the High Tech High
presentation with your own. Did they align with the same
characteristics of culturally relevant instruction or creativity as yours?
Ask questions if the relationship they suggest is not clear to you. As
with previous discussions, though two replies is the basic expectation,
for deeper engagement and learning, you are encouraged to provide
responses to any comments or questions others have given to you.
This will further the conversation and provide you with opportunities
to clarify your own understanding of the material analyzed.
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EDU 692 Week 5 Assignment A Case for
Problem-Based Learning
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22. For this assignment, you need to assume the role of a classroom
educator. This can be based on a class that you are currently teaching,
one that you have previously taught, or one that you hope to teach in
the future. Suppose you are participating in a department team
meeting with the other teachers in your grade level. You are having a
discussion about an upcoming unit. One of the teachers indicates that
she plans to distribute the same packets she used last year and
schedule five days of independent seat work for her students to
complete the packets by locating answers in the course textbook. This
would be followed by a written exam over the material in the packets.
You have been aware for some time that the students in this teacher’s
class are frustrated, bored, and worst of all, not really learning
anything important about the content as shown through the student
data. This could be your opportunity to get her to try something new
and more valuable to students. You explain to this teacher that you
plan to implement a week-long problem-based learning experience for
your students, involving group projects, computer time, and class
presentations; you would like to share this plan with her and to
partner together on the project. She is apprehensive because it sounds
like a lot of work, but you assure her that you have the entire
experience planned well.
In this assignment, you will apply principles of problem-based
learning to the design of a specific learning experience within a
culturally relevant and collaborative learning experience that
facilitates the 21st century skills of creativity and innovation. Review
the Week Five Instructor Guidance for detailed assistance on
preparing for and completing this assignment, including access to
resources that will help you identify the characteristics of problem-
based learning environments. Next, create your assignment to meet
the content and written communication expectations below.
Content Expectations
• Plan (9 points): Create a general plan for a problem-based and
project-based learning (PBL2)
experience that includes the following six components:
1. Overview of the general problem you will establish related to the
topic, including the following:
23. • A brief description of the grade, subject, and demographics of the
class.
• An overview of how student groups will be assigned and
monitored.
• A description of the project that will need to be developed by the
group and presented to the class.
• Common characteristics of problem-based learning, addressing an
open-ended problem posed to each learning group (see guidance).
• A description of how the creativity and innovation with 21st
century skills are learned and/or specifically applied within the
project.
• A description of how culturally relevant strategies are
included/applied within the project.
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EDU 692 Week 5 Discussion 1 Decisions!
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Decisions! Decisions! 1st Post Due by Day 3. Teachers are
professionals who must make many decisions throughout their day!
Some decisions are immediate, spur of the moment choices like
disciplining students or revising a lesson that is not working. Others
decisions are more calculated, like developing a semester-long project
designed to incorporate community resources into a problem-solving
scenario. All the small decisions teachers make throughout their day
likely support the two most important, larger overarching decisions
that are made at the beginning of a learning experience and are based
in part on many macrocultural and microcultural factors:
• What is truly important for students to learn?
24. • What is the best way to arrange experiences within the learning
environment to maximize the probability
that all students will learn what is intended for them to learn?
Chapter 1 of the course text provides a number of different definitions
for the term “culture.” Wardle (2013) makes a distinction between
cultural factors at the national level (macroculture) and cultural
factors unique to a specific sub-population of people in local
communities (microculture). This discussion provides you with
additional practice identifying cultural influences on specific
decisions teachers make to develop the most effective learning
experiences possible, which further prepares you for the Week Six
Final Project. You will use one of the schools or programs identified
in last week’s assignment (website or web-based presentation) that
you and your peers developed as the subject of the first discussion.
Recall that these schools showcase examples of innovative
educational experiences designed to promote 21st-century skills while
promoting culturally relevant pedagogy.
Initial Response: This discussion requires you to select one of the
schools/programs you researched and included in your Week Four
Assignment. Once selected, you need to conduct a brief analysis of
the decisions that needed to be made in the design and
implementation of the school or program you selected. To help guide
this analysis, ensure that the following questions are addressed:
• What decisions, in general, did the program developer(s) and/or
other professional(s) need to make in order to plan the school or
program?
• What macroscopic cultural influence likely supported the
development and implementation of the program?
• What microscopic cultural influence likely supported the
development and implementation of the program?
Be sure to provide a link to the school or program you are analyzing
so that other students can have easy access as they review your work.
Guided Response: Navigate through several of your classmate’s
selected schools or programs and respond to at least two peers, paying
close attention to the particular school or program they featured in
their initial discussion post. Review the analysis of the decisions and
cultural influences discussed and indicate how you agree or disagree
25. with their analysis. As with previous discussions, though two replies
is the basic expectation, for deeper engagement and learning, you are
encouraged to provide responses to any comments or questions others
have given to you. This will further the conversation and provide you
with opportunities to demonstrate your content expertise, critical
thinking, and real world experiences with this topic.
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EDU 692 Week 6 Discussion Creativity,
Innovation and Culture
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Creativity, Innovation, and Culture. 1st Post Due by Day 3. In this
final reflection, you are asked to describe a set of skills you acquired
over the years that allows you to be creative in some way. This might
be musical instrument skills, cooking, knitting, writing, model-
building, gardening....anything you consider yourself “good at” that
encourages you to experience “...the process of having original ideas
that have value” (Robinson, 2011, p. 151). By analyzing these skills
in light of the culturally relevant context in which they were learned,
you may realize an even deeper understanding of the skills facilitated
within this course.
Initial Post: Post a response that addresses each of the following five
items:
• What is something you do or have done in your life that is creative?
• Describe the skills you needed to learn in order to feel comfortable
and competent creating the things, ideas, or concepts that result from
the creativity you described.
• Describe some of the macrocultural factors you believe contributed
to your decisions to keep practicing and participating in the creative
endeavors described.
26. • Describe some of the microcultural factors you believe contributed
to your decisions to keep practicing and participating in the creative
endeavors described.
• How was learning the skills that define your creative endeavors
different from or the same as the manner in which you learned
academic skills?
Optional: If you have any pictures, sound files, or videos of your
creations, feel free to share and/or provide a link.
Guided Response: Post replies to at least two peers before the close
date of this discussion. In your replies, comment on their creativity
descriptions, asking follow-up questions about their experiences and
accomplishments.
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EDU 692 Week 6 Final Project Creative
Teaching Designing Culturally Relevant
Instruction
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For the Final Project, you will assume the role of a classroom teacher
applying for a $10,000 Teacher Creativity Fellowship Grant. This
award provides financial resources to teachers, which allows the
recipient to spend time during the summer months developing an
instructional experience that will be implemented and evaluated
during the upcoming fall semester. These instructional experiences
could include large projects, field trips, or simply improved daily or
weekly lessons. This year’s grant recipients are awarded funding on
the condition they develop instructional experiences and programs to
support the learning of 21st century skills, specifically, creative and
innovative skills.
27. A good example of this type of award competition in the real world is
the Teacher Creativity Fellowship. Spend some time reviewing the
information provided at this site to get a better understanding of a
teacher grant request for proposal (RFP).
To further structure and define your Final Project, imagine you teach
in a culturally diverse school, and you recognize a need to develop
more culturally relevant instructional experiences that promote
creative and innovative thinking. After carefully examining the
information in the request for proposal for the grant described above,
you realize the funding awards are based on the clarity and details of a
form submitted for evaluation. After careful deliberation, you decide
to apply for the grant to finance your time and help you obtain the
resources needed to develop the proposed instructional experiences.
Keep in mind that a primary component of your plan requires
consideration of the culture and specific needs of each child enrolled
in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written
communication expectations below. The content expectations include
the seven parts of the request for proposal. If you have questions
about the expectations for this assignment, use the Ask Your
Instructor discussion section in the left-navigation pane of your
course.
The following seven sections should be used as headings within your
paper.
Content Expectations:
• Part I: Audience and Rationale (1 point): Write an overview of the
class and target population,
including the age range, grade and/or subject area, and other relevant
attributes of the culture in which the school is situated. If you are not
currently teaching, you may use a prior class, a peer’s class, or invent
the demographic information.
• Part II: Outcomes (1 point): List the instructional outcomes (i.e.,
learning objectives and standards) of the instructional experience
including:
1. Content Outcomes
2. 21st century skills with an emphasis on creativity and innovation
28. 3. Cultural competencies explicitly facilitated within the planned
learning experience.
• Part III: Assessment (1 point): Describe how you will measure the
degree to which the learners have acquired your targeted outcomes.
You do not need to develop the assessments, just describe the format
and what they would be in some detail.
• Part IV. Context Description (2 points): Describe the nature of the
overall instructional context established by addressing:
1. Creativity (i.e., learners involved in making or creating something)
2. Problem Solving (i.e., overall activity focuses on solving a specific
or ill-defined problem)
OR
3. A Real/Simulated Experience (i.e., activity consists of performing
tasks that are part of a real- world experience or an experience
designed to simulate real-world activity)
• Part V: Instructional Plan Summary (2 points): Summarize the
planned instructional experiences, providing a justification for the
need to employ a culturally relevant framework to help facilitate both
creativity and innovation skills and the content-area skills the
instructional experience addresses.
• Part VI. Evidence of Culturally Relevant Pedagogy in the
Instructional Plan (8 points): Describe the planned learning
experiences in detail. Ensure the plan includes at least four of the
following nine strategy options:
1. Maximizing academic success through relevant instructional
experiences
2. Addressing cultural competence through reinforcing students’
cultural integrity
3. Involving students in the construction of knowledge
4. Building on students’ interests and linguistic resources
5. Tapping home and community resources
6. Understanding students’ cultural knowledge
7. Using interactive and constructivist teaching strategies
8. Examining the curriculum from multiple perspectives
9. Promoting critical consciousness through opportunities to challenge
predominant elements of the students’ social norms
29. • Part VII. Creativity/Innovation Strategies in the Instructional Plan
(7.5 points): Ensure the planned instructional experience provides at
least four of the following ten strategies for facilitating creativity and
innovative thinking:
1. Encouraging students to believe in their culture-influenced creative
potential
2. Nurturing the confidence to try
3. Helping learners find their creative strengths
4. Promoting experiment and inquiry and a willingness to make
mistakes
5. Encouraging generative thought, free from immediate criticism
6. Encouraging the expression of personal ideas and feelings
7. Conveying an understanding of phases in creative work and the
need for time
8. Developing an awareness of the roles of intuition and aesthetic
processes
9. Encouraging students to play with ideas and conjecture about
possibilities
10. Facilitating critical evaluation of ideas
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