Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
Work-based. Freeth et al. (2005) describe different types of interactive education: for example, IPE curricula in which seminars and conventions are included; situations in which case studies are solved together by students of different backgrounds; moments of learning based on the solution of problems (PBL). The authors suggest a combination of different kinds of IPE in order to motivate the students. The different kinds of IPE programs that are going to be described in this section all fit in these broad clusters but vary in the structure and the implementation.
The insight that the EYLF sets out to achieve for cultural competence is ongoing learning and reflective practise. Educators need to engage and foster ongoing learning that is required and inclusion from other professionals when engaging in critical reflection. Critical reflection on matters such as professional reading, networking with other professionals in that same field, and learning from and connecting with families and the local community. The reflection includes reflection on relationships and partnerships with families, the extent to which diversity is respected and the curriculum supports high expectations and equity and also each staff members level of cultural competence. The EYLF also encourages children to develop positive relationships with others, and to respect diversity in order to develop social and civic skills, to establish and maintain respectful and trusting relationships with their peers and educators.
This paper focused on Model Residential School teacher’s awareness about tribal culture and critically evaluates importance of Culturally Responsive Pedagogy. Culture influences each and every life stage of a person. Hence culture plays a very important role in his stage of education. In some situations cultural difference makes some constraints to students with diverse culture. It is essential a culture based teaching strategy to overcome these problems.
Communication Improvement Plans (CIPs): Goal Setting Paper State the Problem: Intercultural Communication is a form of communication that aims to share information across different cultures and social groups. The transaction process of listening and responding to people from different cultural backgrounds can have a challenging. The problems are different religious, social, ethnic, and educational backgrounds (language barrier). State the Goal: teaching about diversity and give training the communities that live together. It will help them, how to respect each other.
Scenario Group Project Paper By Sarah Daley, Amanda Harlow, Anna Allsep, Galen Green, and Mary Elder Many teachers seeking to engage with and empower youth face the problem of engaging a student who is apathetic towards a necessary assignment. While the teacher may not know the immediate reason for such disinterest, there are many strategies and ways to address the disengaged student. In this paper, we will outline certain steps that we believe can create a lasting resolution to this scenario such as asking, listening, identifying, responding, and following up with the student. By using these steps, the teacher can demonstrate continual support and encouragement that will not only engage the student’s passions and interests for their particular
Evaluation of teaching and learning can have different purposes, including collecting feedback for teacher improvement, developing a portfolio for job applications, or gathering data as part of personnel decisions, such as reappointment or for a promotion. To collect information for improvement can be informal and focus on specific areas an individual r wishes to develop. When the purpose of evaluation is decision making, it is important to use a comprehensive and systematic process. Since there are many dimensions in teaching and learning, it is best to use multiple measures involving multiple sources of data to evaluate. Evaluation is necessary to plan for future.
It leads to multiple solutions with a broader perspective. • Responsibility: - Dewey opines that responsible teachers bring changes in the students by their experimentation .Reflecting one’s principles to enhance teaching as well as an active yearning to listen more, to pay attention to alternative possibility. Reflective teachers are constantly questioning themselves with questions
How this integration is reached? According to Muñoz Sedano, is necessary to understand the cultural diversitu; increasing communication between people from different cultures, creating positive attitudes toward cultural diversity, and improving social interaction among cultural groups. But it is only possible with: -The agreement of the center: It requires the joint action of all teachers and also they have to put this attitude into practice by creating a microculture where pupils experience all rules, values,
“The Expanded Definition of Sociolinguistics is one of the uses of language in society is to build and sustain meaningful relationships among people (Spolsky, 1998)”. Multiculturalism, as the art of managing diversity, is an inclusive process where no one is left out. This is essential in effective teaching. To communicate successfully, teachers must know how to structure their own language output for maximum clarity and have strategies for understanding what students are saying. Teachers in multicultural classrooms must be open to their students and put forth the effort needed to get to know their students both inside and outside of class.
Responsive-Instruction.aspx ">Culturally responsive instruction requires that teachers consider individual cultural aspects when imparting knowledge and designing content. Culturally responsive instruction uses concepts such as gender, ethnicity, religion and social class to create dynamic learning environments that improve motivation levels and knowledge acquisition. Student engagement and motivation levels are directly linked to cultural values and behaviors. Certain cultural beliefs demand persistence, while others invoke a sense of enjoyment for certain tasks. Every culture has their unique conception and interpretation of academic progress, failure and success.
Authors Pompeo and Levitt (2014) define self-reflection as the conscious decision that which an individual acknowledges and evaluates their actions. Thus, these said actions could include being forthcoming about the intentions and motives that are considered personal benefits. In addition, the center of self-reflection consists of the individual’s emotions, thoughts, and feelings. Universally goals that counselors should incorporate in conjunction with adhering to self-reflection include conscious awareness, thoughts, and feelings (Pompeo & Levitt, 2014). Both self-reflection and self-awareness are routine developments that are utilized to assist counselors with becoming proficient in cultural practices.