The Cultural Proficiency Continuum

There is high risk with this model, however the degree of risk can be controlled by acquiring information on the probability of the selected alternative producing the desired outcome. Another option would be the Incremental Model. With this model, Mr. Miller would work with the faculty and other individuals to establish instructional goals. Mr. Miller could then return to the issues surrounding ability grouping to determine whether the decision would enhance goal attainment. Mr. Miller could also choose the Mixed Scanning Model.

Curriculum Artifact Analysis Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that .The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs

Curriculum Artifact Analysis Introduction: When one thinks of a curriculum what is it that comes to one’s mind? Is it just an official document or is there something more than that .The term curriculum has various perspectives in general it constitutes the teaching and learning process or one can say that is the intended curriculum that is usually presented in official document and is employed as a guiding document . Within a classroom setting the curriculum can be altered through a range of interactions and what is delivered is the “implemented curriculum “ and what the learners actually learn or achieve is the achieved or learned curriculum. In addition to this there is the hidden curriculum which helps develop moral values and beliefs

Instrumental advocacy is whereby the advocate becomes the instrument that is the advocate takes action for the client. In a few circumstances requiring advocacy activities, client might not be able to make direct move themselves, either as a consequence of their underestimated status, or due to specific difficulties they confront. Educational advocacy is whereby the advocate brings awareness on social justice issues, rights and opportunities to the client and colleagues or the public. Educational advocacy additionally incorporates teaching clients about their own particular rights inside the framework so they can understand systems and circumstances in better ways that they may not have thought of without anyone else 's input. This advocacy strategy sees learning as power and strengthening as educated choice making.

As a future teacher, understanding how a child’s background may influence their capability of learning and how they interact in society was important to me and lead my critical thinking of how to teach and interact with children in a new perspective. Many of the conclusions made by the authors were not really related to actual happenings at the time rather actual happenings played a role in the researchers wanting

Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. The formative assessment will help our teachers determine next steps during the learning process as the instruction approaches the summative assessment of student

In Bilash works, an explanation of the profile of the ELL or ESL learners is provided. According to her, it is of main prominence to consider who the students are and where they come from. She sets it is important for educators to understand that if students are classified as a general group it does not mean that each student can be assumed in the same way. Each ELL student will be different from the next and require different accommodations and cultural awareness. In the same study, she addressed that is also important to understand that in addition to coming from a different language background, students usually come from a different cultural, social and political background.

Besides, "classroom assorted qualities" comprises of differing qualities – related courses and contribution with an organized co-curricular action. Thirdly, casual interactional differences incorporates the recurrence and nature of connection with different companions that happen outside of a formal curricular or co-curicular setting. The examining, estimation, and investigations utilized inside of a concentrate frequently have some effect on the watched impact size. It is sensible to expect a comparable relationship between the consideration of other school encounters variables and impact size to be obvious in the present

It is important for people to be able to make well informed judgements and be able to explain logical reasoning as well as being able to solve problems. There are some debates concerning if skills such as critical thinking should be an integrated subject taught in all aspects or if it should be taught independently. Hughes & Barrie (2010) suggest that critical thinking should be taught separately from disciplinary knowledge and should be assessed using standardised tests. McPeck (1981) argues that critical thinking skills has a better chance of developing if it is applied to discipline knowledge, and Cottrell (2010) supports the development within the curriculum structure as different aspects of the education framework man require different approaches in which critical thinking is understood and the

Expeditionary learning- involves learning by doing and participating in a hands on experience. Students may participate in fieldwork, learning expedition’s projects or case studies to be able to apply knowledge learned in the classroom to the real world, rather than learning through the virtual world. Many types of vocational or practical training cannot be learned virtually, whether it be a laboratory experiment or woodworking.

Cultural Competency in general is related to the ability to serve people in an appropriate way where they feel respected. In health care this refers to comfortable treatments that meet the standards of the patient from any backgrounds with all their different ways of living. Health care is a very important matter to every culture with different beliefs, traits, linguistics, etc. As Tamu Nolfo, the certified prevention specialist states in the short video “What is cultural competence and why is it important?” , there is still a problem with inequality in the United States.

• Engage in ongoing learning and reflective practice in order to become culturally competent. • Demonstrate behaviours and attitudes that reflect the values and principles of the service regarding cross-cultural relationships. • Consider the rights and best interests of the children, as they are paramount. • Acknowledge that children are competent and capable learners. • Engage in practices that reflect equity, inclusion and diversity.

LLB106 CRIMINAL LAW CULTURAL COMPETENCY ASSESSMENT Semester 2, 2016 This assessment is worth 20% of your overall mark for LLB106. Name: Storme Louw Student Number: n9445684 INSTRUCTIONS 1.

The article that I chose is Improving Cultural Competence to Reduce Health Disparities for priority Populations. This topic is relevant to social work because it is talking about cultural competence in the health care system and the one major skill that social workers need is cultural competency. This article is also relevant to social work because it talks about the importance of cultural competence in reducing disparities through culturally sensitive and unbiased quality care and since the social work field is all about treating everyone equally and fairly, this article falls right under its relevance. It continues to talk about programs to improve the knowledge of providers on cultural competency and general approaches that have been utilized in creating educational interventions to address cultural competence. This is great because social workers are never done learning, it is always important to train social worker on how to be culturally competent, specially because the populations being served are very diverse therefore, there should always be a way to train service providers on how to have cultural awareness.

How would you Develop Cultural Competency as a Social Worker? “As a social worker, your aim should be to advance social justice, equality and to end discrimination. One of your most important goals should be, to be the voice of your client’s, in order to make sure that their rights are not violated and they are treated with dignity and respect. Learning to deal with how and what types of social issues regarding injustices exist, will help when we are dealing with real life discrimination and inequality that occurs and may be affecting our clients. By understanding and identifying social injustice and inequality, we can offset mechanisms of oppression and how they work.”