Introduction An introduction to the handbook includes: data about the district, a rationale that explains why we are engaged in the work of cultural proficiency, and a theory of action that will guide the rest of the rationale by using the growth mindset model. II. The Components of Cultural Proficiency A description of the framework of Cultural Proficiency as adapted by DMPS is divided into four parts: The Guiding Principles, The Continuum, The Barriers, and The Essential Elements. Included in each description of the components are practical examples that help with understanding the concept, as well as considerations to how cultural proficiency ties into our other main district initiatives. III.
Running Head: Model Comparison Instructional Development Models Comparison: Concept Attainment Model and Concept Development Model Caner ŞAHİN COMPARISION OF TWO SAMPLE INSTRUCTIONAL MODELS First instructional model: Concept Attainment Model The concept attainment model based on research of Jerome Bruner, Jacqueline Goodnow and George Austin which was reported in the landmark work A Study of Thinking (1986). Concept attainment is an inquiry-based instructional strategy that is suitable for teaching notions that have an open set of attributes. Concepts have a name, a definition, examples, and critical attributes or characteristics. They are also ideas or abstractions that are formed by putting data into observable categories (Lemlech, 2010). The primary point of this model is to allow students to create their own definitions and understanding.
In Joan Didion’s essay titled “On Self-Respect” Didion analyzes what it truly means to value oneself. But self-respect is not a cure to all of those humiliations and moments of self doubt. However, those are flaws that come with being human. Didion acknowledges that self-respect will not save one from the trials that come with being human. She uses cultural references, imagery and syntax to achieve her definition of self-respect.
Even a seemingly harmless statement such as “I don’t see color” are damaging as it is ignoring the recipient’s ethnic and racial experiences. This is another example of how they language we use can be damaging in ways we do not expect. It is important to examine how our views color our interactions with others. Sue and his colleagues suggest that all interactions between two people with different ethnic or racial backgrounds includes
Who is to say that one norm is more normal or morally correct and another is not? Confusion in me turned to a sense of justice. It may not be “normal” for someone to have a different sexual orientation or religious view than somebody else; however, denying someone their right to be that or to believe that is most certainly not the norm. This distinction can be made because norms are not written rules or laws, but our laws and the constitution has been written down and they prevent discrimination based on a whole host of things, making them social norms that everyone must adhere to or must suffer the
LITERATURE REVIEW Introduction The literature reviews in this section will present a description on Variation Theory and Learning Study, and the degree to which the approach are being used in education context. This section will also review literatures that are related to tone value drawing, student learning and teacher development. Variation Theory as a Theoretical Framework The development of variation theory derives from the field of phenomenography in which was out of the interest of the different ways people experience a phenomenon (Marton & Booth, 1997). According to Miller (1956), there is a threshold to our capacity to focus. The numbers of aspects on an object or a phenomenon in our focal awareness are limited.
Abstract Communicating successfully with people from different cultures can be a real challenge. Cultural differences may lead to tensions, arguments, and even wars between peoples and nations. This paper deals with one of the most common problems in intercultural communication cultural shock, it introduces its concepts and basic traits, causes and symptoms, stages of adjustment and strategies of overcoming culture shock with the aim of improving intercultural communication competence for smoothing intercultural communication. Key words: Cultural shock; Intercultural communication; Stages of adjustment; Intercultural communication competence Wang, M. L. (2015). Culture Shock-One of Common Problems in Intercultural Communication.
According to Stephan, Gudykunst and Lee (2002), these differences cause conflicts, misunderstanding, and anxiety which lead to miscommunication (p.1). Lustig, M. W., & Koester, J. (2006) focus on different cross cultural communication
Hence, to find out the major problem of this I have used different types of research and sources of data to collect adequate information. General Background The school leaving certificate which is popularly known as SLC which is now called Secondary Education Examination (S.E.E)
The Language Culture and Society programme provides us with strong theoretical and interdisciplinary foundation for the study of a range of educational practices across the human lifespan and in a range of theoretical and methodological perspective is brought to bear on studies that explore the nature of literate practices, democracy and civic engagement and participation in social life. The programme focuses on relationships between education school and the dynamics and changing structures of language, culture, and society. It examines connection between broader, social, cultural, linguistic, historical, aesthetic and political factors in education and the local context in which these issues take place. It has long been recognized that language is an essential and important part of a given culture and that the impact of culture upon a given language is something intrinsic and indispensible. Language is a social phenomenon.
As Parfit states, “Since these two choices will be worse for no one, we need to explain why we have a moral reason not to make these choices. This problem arises because, in different outcomes, different people would exist. I therefore call this the Non-Identity Problem” (Parfit, 378). One of the caveats that exists for the Non-Identity Problem is that we cannot appeal to these future people’s rights for different reasons. For example, we cannot appeal to the rights of future people because there is no way we can communicate with them.
DuPraw’s and Marya Axner’s article “Working on CommonCross-cultural Communication, they pointed out that “[a]n appreciation of patterns of cultural difference can assist us in processing what it means to be different in ways that are respectful of others…”. We usually see different cultures as abnormal or “wrong” because it is not what we’re used to. This quote from the article is telling us that we need to become empathetic to successfully understand others from different backgrounds. When you stop to listen and put yourselves in others’ shoes, you are respecting and understanding their ideas. To fully succeed in cross cultural communications, you need to learn, accept and appreciate the differences each culture has and be considerate of people with diverse developmental
Of course, our culture tries to minimize the impact of criticism by saying, “Sticks and stones may break my bones, but words will never hurt me,” That’s nonsense. Criticism always hurts. As philosopher and author Robert Fulghum says, “Sticks and stones may break our bones, but words will break our hearts.” Just having a saying like “Sticks and stones may break my bones, but words will never hurt me” will not help a person be able to accept any type of criticism. Words will hurt a person emotionally, so the best way to be able to accept criticism is to be able to listen to what the other person is trying to say and have it sink in. If one is able to stay calm and actually listen to criticism then they might be able to actually use it to help them