Many communities consist of people from diverse cultures and backgro.docx

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Many communities consist of people from diverse cultures and backgrounds. Exposing young children to a variety of cultures builds a better understanding of the world in which they interact and live. Early childhood teachers play a vital role in helping young children understand and embrace our multicultural society. In this benchmark assignment, you will design a cultural family event to help children learn about some of the diverse cultures represented in their community. Based on the child care center where you completed your field experience, identify the various cultures in the center. Use the city’s website and other resources to research the cultural demographics for the surrounding area. If possible, collect additional information or student data that would support a need for volunteer opportunities in the classroom, and provide guidance regarding how to engage or appeal to potential volunteers. Select four cultures/countries from the demographic composition of the community to represent at the event. Create a 750-1,000 word outline of the event including the following: An overview of each culture/country represented in the community, including languages, cultural norms, and religious beliefs. Cultural organizations that could be included in the event and how they would foster respectful, reciprocal relationships that support and engage families. How you will seek input from students, colleagues, families, and the larger community as you collaborate on the family cultural event. Learning activity for each culture/country that incorporates multiple perspectives relevant to students’ personal, family, community experiences, and cultural diversity to promote student outcomes. Support your work with 3-5 scholarly sources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Program competencies and national standards assessed in the benchmark assignment: COE 1.4 Utilize multiple perspectives relevant to students’ personal, family, and community experiences and cultural diversity to promote student outcomes. [NAEYC 2a; InTASC 1(g), 2(d), 2(j), 2(k), 2(n), 4(m); MC3, MC5] COE 1.5 Support and engage families and communities through respectful, reciprocal relationships. [NAEYC 2b; InTASC 3(q), 10(d), 10(e), 10(m); ISTE-T 1d; MC2] COE 1.6 Plan for children’s development and learning as a collaborative activity with the input of students, colleagues, families, and the larger community. [NAEYC 2c; InTASC 1(c), 1(k), 3(c); ISTE-T 3b, ISTE-T 3c; MC2, MC4] .

Education

and the larger community as you collaborate on the family
cultural event.
Learning activity for each culture/country that incorporates
multiple perspectives relevant to students’ personal, family,
community experiences, and cultural diversity to promote
student outcomes.
Support your work with 3-5 scholarly sources.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the
LopesWrite Technical Support articles
for assistance.
Program competencies and national standards assessed in the
benchmark assignment:
COE 1.4 Utilize multiple perspectives relevant to students’
personal, family, and community experiences and cultural
diversity to promote student outcomes. [NAEYC 2a; InTASC
1(g), 2(d), 2(j), 2(k), 2(n), 4(m); MC3, MC5]
COE 1.5 Support and engage families and communities through
respectful, reciprocal relationships. [NAEYC 2b; InTASC 3(q),
10(d), 10(e), 10(m); ISTE-T 1d; MC2]

COE 1.6 Plan for children’s development and learning as a
collaborative activity with the input of students, colleagues,
families, and the larger community. [NAEYC 2c; InTASC 1(c),
1(k), 3(c); ISTE-T 3b, ISTE-T 3c; MC2, MC4]

Construct a Diversity Toolkit, which will demonstrate the knowledge, skills, resources, and strategies you have obtained as an early childhood professional as well as defining and illustrating your relevant beliefs and philosophies. Your toolkit will be a statement of who you are and a demonstration of your learning throughout the course and your professional life. Imagine you have completed the Early Childhood Bacherlor's Degree, as a early childhood educator or administrator. This week you are going to prepare a virtual toolkit that will be available online for your families, peers, and administrators. Prior to beginning this assignment, review the National Education Association (NEA's) resource Diversity Toolkit: Cultural Competence for Educators. You will include a section for each of the five basic cultural competence skills areas identified in the NEA resource: valuing diversity, being culturally self-aware, the dynamics of difference, knowledge of students' culture, and institutionalizing cultural knowledge and adapting to diversity. In the Valuing Diversity section, Explain how you create accepting and respectful environments for different cultural backgrounds and customs, different traditions and values. Explain how you foster a home-school partnership Describe one diversity activity that you would implement in an environment that families can be a part of. You can use Week 4 Assignments and Discussions to help with this In the Being Culturally Self-Aware Section, State your cultural competence philosophy. Describe two or three ways to incorporate your philosophy into an understanding and respectful early childhood environment Identify ways to address these challenges. In the Dynamics of Difference section, Develop an activity that you can share with children and families to encourage and support respect for difference and other cultures. Be sure your activity description gives sufficient detail so that families will gain a clear understanding of what they are doing and why they are doing it. Knowledge of Students' Culture Section Describe the types of culturally relevant and anti-bias curriculum you will use in learning environments so families can understand how learning is organized in your early learning setting. Provide a graphic showing the main components of culturally relevant and anti-bias curriculum. In the Institutionalizing Cultural Knowledge and Adapting to Diversity section, Explain how you will adapt to diversity and serve diverse populations in early childhood settings. Explain how you apply The NAEYC Code of Ethical Conduct and Statement of Commitment in your work with young diverse learners. Defend your embrace of the following themes: Culturally relevant methods Anti-bias curriculum Diverse family structures Muluticultural education You may submit your Diversity Toolkit as a presentation (Power-point, Prezi Google Slides, Canva, etc.) a website (eg. Wix.com Goog.

This assignment is due in 24 hours.Community involvement in .docx

dmark846

This assignment is due in 24 hours. Community involvement in the classroom helps establish a safe environment for young children to grow up in and learn to be a functioning citizen. Establishing volunteer opportunities early in a school year develops a strong united team between families, teachers, and state agencies who provide assessment and other services to meet students’ diverse developmental needs. Many teachers seek volunteers as early as Meet the Teacher night. Develop a 10-12 slide digital presentation that you could present to families at Meet the Teacher night to encourage them to engage in their child’s education by volunteering in the classroom. This presentation should include: The positive effects family and community involvement in the classroom can have on student learning outcomes. Five or more expectations for volunteers in your classroom, including any health and safety requirements. At least 1-2 examples of child-centered educational activities volunteers could be involved in that extend the learning community beyond the classroom. Five or more volunteer options varied to provide opportunities for families with diverse schedules, cultures, languages, and worldviews. At least 2-3 community resources to assist families in engaging in their child’s education. Include a title slide, references slide and presenters notes. APA format not is required. Solid academic writing is expected, and in-text citations and references should be presented using APA guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. .

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Alberto Vazquez Matos, Ed.D.

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This document outlines strategies for effective parental involvement programs. It discusses engaging in regular two-way communication with families through needs assessments and parental pledge forms. Programs should be tailored to each school's specific needs and diversity. The document then provides goals and strategies in six areas: volunteering, parenting, communicating, learning at home, decision making, and collaborating with community. Strategies include organizing parent volunteers, providing parent education, having regular communication between home and school, giving families ideas to help students at home, including parents in school decisions, and integrating community resources.

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Tyler Mattingly

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The document compares four professional organizations related to literacy and language teaching: the International Literacy Association, National Council of Teachers of English, Literacy Research Association, and Teachers of English to Speakers of Other Languages. Each organization is described in terms of its mission, approaches to beginning and adolescent literacy instruction, membership costs, types of conferences offered, support for parents/families, and additional member benefits. The key purposes of the organizations are empowering educators to promote literacy for all, using language and literacy to participate fully in society, conducting rigorous research on literacy development, and advancing expertise in teaching English to speakers of other languages.

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Tess McNamara

Family literacy programs aim to improve literacy skills for both children and parents. Intergenerational literacy programs specifically target improving literacy for multiple family members through instruction for both adults and children. They incorporate activities for parents and children together and separately. While program structures vary, the goal is generally to enhance parenting skills, adult education, early childhood education, and facilitate literacy activities at home.

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mgsilva1

This initiative aims to cultivate a college-going culture in two counties along the Mexico border by providing Spanish-speaking parents and families with information about higher education opportunities. It will develop bilingual materials about college admissions, financial aid, programs, and the value of higher education. It will also organize community events in partnership with schools and religious institutions to distribute these materials and inform families in their native language. The goal is to address language barriers that prevent information sharing, empower families, and provide clear pathways to college for students.

Cultural Diversity & Cultural Competence is an annual training for school employees presented by Loudon County Schools. The training discusses the importance of cultural competence in schools. It notes that the student population is becoming increasingly diverse and many students come from families in poverty. The training defines culture and cultural competence, explaining that culture gives meaning and context to people's experiences. It emphasizes that teachers should learn about their students' cultural backgrounds to help validate their identities. The training also provides strategies for teachers to incorporate students' cultures, such as using culturally relevant materials and inviting families to participate. It stresses that achieving cultural competence requires understanding differences in values and changing policies and practices to support diversity.

Supporting multilingualism_Whatweshoulddoasacommunity.pdf

Leonardo617329

Francene kennedy tesol cultural community outreach program 2

frankenn123

The author proposes a cultural community outreach program that would invite parents and local businesses into classrooms to share stories about their culture. Over several weeks, students would learn about different cultures through a variety of activities and cooperative projects. The goal is to celebrate cultural diversity, make all students feel valued, and increase academic achievement and community involvement. Teachers would develop lesson plans incorporating the activities. At the end, students would share their projects with other classes and at a literacy night celebration for families.

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jessiehampson

Week 4 Discussion 1 Students of Diverse Backgrounds The Moore-Thomas, Day-Vines article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and socio-cultural realities of African American students, families, and their communities. Describe the specific models, strategies, and recommendations for educators to work effectively with students with diverse social differences (i.e. economic, ethnic, cultural, family, geographic region, ect). What steps can you take to be a culturally competent educator as you plan on working with specific groups, school, family and community members? INSTRUCTOR GUIDANCE WEEK FOUR *Special thanks to Dr. Patrice Jones for sharing her original guidance in this document. Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6). Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events? Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in pro ...

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kstoutteach

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Parent Outreach and Cultural Diversity

Early On Michigan

Golding mcps generic

NAGC

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CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx

mccormicknadine86

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CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx

tiffanyd4

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divinapavey

This is for Baber Makayla PLC & Culturally Responsive Teaching Strategies By completing this Summative Assignment, you will demonstrate your abilities with the following objectives: Apply teaching techniques and strategies that incorporate respect for all cultures. Illustrate socio-historical impacts on language and culture in education. Discriminate the contemporary context of prejudice. Examine educational practices of the school system as it relates to different groups. Justify the importance of parent and community involvement in the school. Additionally, this assignment will provide the opportunity to answer the essential questions of this course’s topic, which are intended to provoke critical thinking not only in this course but also throughout your preparation for and during your professional career. This course has addressed the integration of multicultural relationships and its content-based instruction in the educational setting and within the community. Cultural differences, as a whole, have been evaluated along with specific groups. In the following summative assessment you will choose a unique cultural group with whom you most relate to either personally or professionally. You may pick a cultural group that has been explicitly addressed in this class or one of your own choosing. Part 1: The Task Imagine you are the team leader of your school’s Professional Learning Community (PLC) regarding a specific student cultural population on campus. Your school’s principal has asked that you create an online presentation about this population. You are receiving this assignment at the end of the school year with the expectation that you will present it at the start of the upcoming school year. Additionally, you will have both new and tenured staff that will receive your information. This presentation will be available to all faculty, staff, and administration. The goals of both the written paper and presentation are to address the following: Overview of Culture: Discuss the culture in terms of behavior, social values, family values, gender roles, academics, and traditions from the perspective of someone from that culture. History of Culture: Highlight the history of this culture and the contributions of this culture within an educational setting. Inclusionary Practices: Generate a list of inclusionary curricular and instructional practices that all staff could employ to ensure cultural acceptance/integration for this group. Parent/Community Involvement: Provide suggestions for including parents in the learning process (e.g., ensuring parents feel accepted and welcome) and align these suggestions to the characteristics of the culture selected. Part 2: Written Paper Prepare a written paper that addresses each of the four goals listed above. The content should consist of approximately 10-12 pages, not including title and references pages. Use at least two scholarly sources in addition to the Wardle (2013) textbook, providi.

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jossluisvg

Despite decades of reform efforts and funding to address low academic achievement levels associated with class and ethnic differences, there is little evidence of progress in closing achievement gaps. Standardized approaches to curriculum and instruction have made only limited gains in some schools. Effective reform requires changing school and classroom culture based on basic pedagogical principles and leveraging the cultural resources of families and communities. Participatory action research can help develop more effective educational programs that are compatible with the diverse social and cultural realities of different student groups.

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jessiehampson

Week 4 Assignment Developing Relationships Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community. For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students. Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. INSTRUCTOR GUIDANCE WEEK FOUR *Special thanks to Dr. Patrice Jones for sharing her original guidance in this document. Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6). Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...

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ejm47

The document discusses the importance of understanding family needs and cultural differences in early childhood programs. It recommends listening to families, learning about their emotional functioning and cultural backgrounds, and empowering and involving parents through a variety of activities and direct participation in their child's education. Meeting with families should focus on building trusting relationships through respectful communication and shared learning between teachers, families and researchers.

Global perspectives in the classroom - phil casas

Bhavneet Singh

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Phil Casas

This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points: - Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access. - Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning. - Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work. - Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-

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GWU

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JessicaSala4

This annual report summarizes the 2021-2022 school year for Millennium School. It highlights the school's resilience and success in navigating the ongoing challenges of the pandemic, including providing high-quality education, supporting students' well-being, and sustaining their mission. It also thanks donors and community members whose generosity helped provide $900,000 in financial assistance and support programs like teacher professional development and social-emotional learning. The report concludes by recognizing the school's sixth year of operations and accomplishments like graduating another class and expanding their Forum program.

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Adolescent development is broad and wide-ranging, including phys.docx

AMMY30

Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth. For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence. Write a 1,000-1,250 word essay addressing the following concerns: In what ways do cognitive and social development affect learning? How does individuality, identity development, and personal behavior affect learning differences and development? How can diverse strengths, interests, and needs of adolescents be accounted for while providing appropriate instruction that advances learning? Why are school, community, and family supports critical to student learning and overall well-being of adolescents? How can ongoing support from these stakeholders be assured? How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment? Support your findings with a minimum of three scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. COE Program Competencies Assessed : DOMAIN 1: THE LEARNER AND LEARNING 1.1: Candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his or her learning. (InTASC 1b) 1.2: Candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. (InTASC 2a) DOMAIN 4: PROFESSIONAL RESPONSIBILITY 4.3: Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. (InTASC 10e) .

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