Description
NTRODUCTION Task 1
In order to be an effective teacher in diverse classrooms, teachers must utilize equity pedagogy and responsive teaching practices to try to close any present achievement gaps. In this task, you will reflect on your personal culture and how it influences your teaching. You will then analyze a case study using the concepts of equity pedagogy.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Reflect on how each of the following aspects contribute to your personal culture and influence your effectiveness as an educator in a classroom with a culturally diverse group of students:
1. importance of and family expectations for education
2. values pertaining to social or family groups
3. experiences with individuals from diverse backgrounds
B. Use one of the attached case studies (“Elementary Case Study” or “Middle/High School Case Study”) and do the following
1. Discuss each of the following based on the chosen case study:
a. Discuss one characteristic of this student and how it affects learning.
b. Discuss one environmental or family factor that impacts this student’s life and how it affects learning.
c. Discuss one way utilizing equity pedagogy in the classroom can positively impact learning outcomes for this student.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
1. Elementary Case Study: Elementary Case Study
Ahmed is a third-grade student who was recently evaluated for special education services. He qualified
as a student with an Auditory Processing Disorder (APD) and a Specific Learning Disability (SLD) in
reading with an emphasis on poor acquisition of phonological awareness. Ahmed is able to hold
conversations in English but struggles with academic English.
He was adopted at the age of two from Syria after living for a year in a refugee camp. He has been with
his adoptive family that includes his parents and their two biological high-school age children. His
family’s first language is Arabic, although his adopted father travels for business and is fluent in Arabic,
French, and English. His adopted mother and the two biological children speak both Arabic and English
fluently. His adoptive parents are very supportive of his education and take many trips/participate in
many activities to share and appreciate all of the cultures of Ahmed by celebrating a variety of holidays,
events, and experiences.
At school, Ahmed participates in daily classroom routines with direct teacher or paraeducator support.
Ahmed always scoots his desk or chair close to his male classmates and the paraeducator. When Ahmed
talks to his male classmates he frequently touches their arm and many of his classmates have
complained about this behavior. He is able to verbalize and ask for help when needed but needs
consistent prompting to do so. Ahmed is able to read simple two- or three-word sentences in English
but struggles to read longer sentences. When stories are read aloud, he is able to recognize story
elements and retell certain parts of a story with visual supports. Ahmed needs to work on phonological
awareness skills to manipulate sounds in words. Ahmed was given the following goals and objectives to
accomplish throughout the year.
Goals/Objectives
By the end of the 3rd six weeks, while reading a passage, Ahmed will identify initial phonemes
in high frequency third-grade appropriate words within a text in 2 out of 5 trials.
By the end of the 5th six weeks, while reading a passage, Ahmed will identify initial and middle
phonemes in high frequency third-grade appropriate words within a text in 2 out of 5 trials.
By the annual IEP meeting, while reading a passage, Ahmed will identify initial, middle, and
final phonemes in high frequency third-grade appropriate words within a text in 2 out of 5 trials.
