When new aspiring teachers embark on their journey in becoming teachers through a teaching preparation program through a university they ultimate goal following No Child Left Behind is for teachers to become "Highly Qualified." We don't expect teachers to teach content or subject areas, which they do not have prior knowledge. Often teachers are not adequately prepared to teach students from various "sub-groups." However, for teachers to begin implementing "Culturally Responsive Teaching" and teach their students to be culturally sensitive toward one another, he or she needs to know and own their cultural lens.
Author Zanetta Hammond outlines a set of quick times on Culturally Responsive Teaching: 1. Build authentic relationships. They are the on-ramp to engagement and learning. 2. Use the brain's memory systems for more in-depth learning. Connecting new content through music, movement, and visuals strengthens the neural pathways for comprehension. 3. Acknowledge diverse students' stress response from everyday micro-aggressions and help calm the brain. 4. Use ritual, recitation, repetition, and rhythm as content processing power tools. 5. Create a community of learners by building on students' values of collaboration and connection. It creates intellectual safety, reducing stereotype threat. There are several important ideas I noted from the C-Content speakers; there are two that stood out for me. The first is being Culture being a Cognitive Scaffold, helps with a students ability to improve processing information. High trust, stress-free environment, information ease processing allows for learning for understanding. One of my first jobs as a teenager was working for The Chocolate Tree at Vintage 1870, located in Yountville, California. At the time I had the "Best Job" as an Ice Cream Scooper and Chocolate Customer Service Representative. Therefore, the analogy of choosing ingredients to mix into ice cream is similar to forming elaboration and how students use cultural learning tools. While completing the reading assignments or viewing the videos, I am surprised when I was reading and learn about various teaching practices concepts, mythologies, etc. and the realization that I have been implementing most throughout my teaching career. However, I didn't realize that they were research proven and/or published. An example of practices that I have utilized as a special education specialist is the four cultural learning tools: Memory, Puzzles/Patterns, Talk and Word Play, and Perspectives. I use various "out of the box" teaching practices for students with special needs; as their learning style is often visual and the use of memorization, visual puzzles, patterns, oral commutation, wordplay, and perspectives helps students to access and learn new information, and skills. I use visual images to help students remember information (i.e., story with pictures for remembering the 13 colonies). The 13 Colonies visual aides consists of a character of a Jersey (New Jersey) cow that enjoys drawing pictures of Marilyn (Maryland) Monroe, with a broken pencil (Pennsylvania) that is connected (Connecticut) together with a bandaid, and takes a road trip to New York, while signing Carols from the north and south (North and South Carolina), and so on. "Creativity is one of the most unique of Human Skills." (Onarheim, Olivarious, 2013) I can apply Mobley's 6 Insights to help my students think creatively. According to The Creativity Post, creatively will help students to be able to solve problems and help them work through various challenges. Through teaching students to utilize their "Creativity," they can foster "resolve, inquiry, new perspectives, independence, positivity, confidence, and ingenuity." These are all great skill sets, for any student, especially students with special needs as they transition from school to college or into the workforce. Although, it poses a very challenging task as a special education specialist to "teach" creativity for students with special needs, especially those with Moderate to Severe Disabilities. Through my own "Creativity" I can help students make strides in many of these skills through interventions, remediations, modifications, accommodations, repetition, and daily learning opportunities. Lastly, involving the parents and providing them with information and support to would help students to generalize these skills in various settings and environments. References: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3797545/
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In Chapter 9 “Policy for Quality and Equality: toward Genuine School Reform” the author Darling-Hammond outlines in details a policy prescription within the chapter that are defined as five key concepts.
1. Meaningful learning goals 2. Intelligent, reciprocal accountability systems 3. Equitable and adequate resources 4. Strong professional standards and supports 5. Schools organized for student and teacher learning Meaningful Learning Goals (MLG): MLG's are best established by utilizing Designing Backwards. Designing Backwards consists of two components: Programmatic goals, which outlines the expected and intended purpose with the curriculum used — additionally having Course goals, which describes the expected and intended objectives in the results of the learning by the students. Lastly, the activities and assessments used once students complete units, and/or subject areas. Without the use of MLG's when scheduling curriculum and ensuring they align with national and state standards, benchmarks, etc. in all academic subject areas (i.e., Mathematics, English Language Arts, Science, Social Studies, Art, etc.), will "give more focus on schools effort, clarified core content, incorporated more emphasis on both critical content, and higher-order thinking skills" (Darling-Hammond, 2010, p. 281). Intelligent, Reciprocal Accountability-"If education is actually to improve and the systems are to be accountable to students, accountability should be focused on ensuring competencies of teachers and leaders" (Darling-Hammond, 2010, p. 301). As educators we have a responsibility to ensure that our students have the prior knowledge, instruction, tools, and skills to be successful in meeting the teachers, district and state expectations. As educators, we need to be successful in identifying the "Why, What, When and How." The why, in the reason we as educators and why our students are completing a specific task, skill or goals. What leads us to specify what we are asked or expected to do. The when, is the establishment of a clear "deadline" or timeframe, in which the work is to be completed. The how, is defined as "how" we will complete the requested work, tasks, assignments, etc. Teachers like students need to have a clear picture and understanding of expectations, which address and communicates the various aspects of Intelligent, Reciprocal Accountability Systems, which will lead to successful learning. Equitable and Adequate Resources-:California students, families, educators, and policymakers are at the center of one of the most ambitious, equity-focused education reforms in the country.: (Furger, Hernandez, Darling-Hammond, 2019). *Article link below While my career as a teacher only spans between 3 districts in 12 years.s, I have experience working in from one end of the economic spectrum to the other. One district consisted of residents from the middle class and 32% free-reduced lunch and neighbored a community of two military bases. The second district was in a five-year improvement mandate by the state office of public instruction, and nearly 50% free and reduced lunches, and crime rate of 54 per 1000, and crime index of 4%, meaning safer than only 4% of cities throughout the United States. Lastly, I have worked for a small rural district, which is a "Basic Aid" district, by definition as a district that receives its funding and budget from local property taxes. California has 1000 school districts, and only 80 of these districts qualify as "Basic Aid." In order for there to be true equalization of resources to "students will require attention to inequalities at all levels-between states, among districts, around schools, within districts, and around students differentially places in classrooms, courses, and tracks that offer substantially disparate opportunities to learn" (Darling-Hammond, 2010, p. 311). Strong Professional Standards and Supports-The implementation of the No Child Left Behind (NCLB) "highly qualified teacher requirements has reduced the hiring of utterly untrained teachers", it has made a significant positive change in how teacher preparation programs, states, and districts make sure that students have access to quality education, especially in communities with low socio-economic and larger population of students from various sub-groups. Various agencies such as the National Education Association support the need for highly qualified teachers. "Fulfilling the mission of providing all students with access to great public schools rests on a shared responsibility to ensure that every classroom and learning environment is led by caring, committed, and qualified educators" (NEA, 2017). Schools Organized for Student and Teacher Learning-"Leaders will need the vision, capacity, and policy support to create much more productive schools" (Darling-Hammond, 2010, p. 324). There is a vast of resources, teaching methods, learning strategies, methodologies, and pedagogies that support organization for schools, students and teacher learning. However, "the challenge of getting to score with good equational practice, is one of developing widespread educational leadership and expert teaching" (Darling-Hammond, 2010, p. 325). A capable team is a reflection of its leadership: (unknown).
https://learningpolicyinstitute.org/product/california-way-equitable-excellent-education-system-brief
The journey as an educator who teaches in the 21st entry and crafting ones explaining practices by ensuring the implementation of instruction focuses on students mastering the four C's. Backwards planning and including all of the following skills: Critical Thinking, Creativity, Collaboration and Communication is challenging and exciting for various reasons. These skills are evident when working with students with special needs, and those that struggle with accessing instruction and/or are English Language Learners.
There are various things I can do in my classroom for students to engender 21st-century teaching practices and the learning that takes place in these environments. First, to be successful, I need to ensure that I understand the basics of the 4Cs and what they intel. For students to be successful academically they need to demonstrate an ability to solve problems, think outside the box, work together to achieve a common goal and to learn how to best convey their thoughts and ideas with one another. I believe this is an area where a variety of teaching practices and mythologies are in need. No one teaching mythology will work with all students in teaching these skills. I believe that a blend and combination of various methods and practices will ultimately produce success. The combinations will vary with each group of students and from year to year. Within in my classroom and my delivery on instruction, I used the following: Response to Intervention, Gradual Release of Responsibility and Depth of Knowledge along with various "tricks in my teacher bag," to ensure that all students learn these 21st-century skills. There is a countless list of what I need to learn; as technology changes and the skills and demands, which are essential in the workforce change, create what I need to learn. Currently, I believe that I need to be an example, by actively using and demonstrating the four C's, and utilizing the various technological devices, applications, etc. Lastly, being a life-long learner, and continue my hunger for learning will enhance my ability to "stay ahead of the curve."
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This weeks content researching a variety of videos that incorporate media and technology in the classroom and instruction relates to my daily practice in several ways. It was refreshing to spend time researching videos, which allowed me an opportunity to "borrow:" some best-practice ideas to incorporate into my daily instruction. Additionally, I witnessed several creative and innovative strategies for promoting student engagement. The use of individual "one-to-one" devices for each student in the classroom makes it more affordable and space saving versus the purchase of desktop computers or laptops. The use of iPads, especially for younger students, and students with special needs, make them for versatile and user-friendly. The use of iPads promote student engagement and allows them to take virtual field trips, and "real life" experiences. Although, while exploring a few of the List of Web 2.0 sites, I was initially quick to judge various places as being ones that only can be used by my student's typical peers. However, I was proven wrong; as I could easily use several of the sites; such as; Animate, Explain Everything, Prezi, Glogster., and others. Some key elements that must be included in my classroom to prepare my students and colleagues for the future are my knowledge and ability to use various technology devices, applications, software, etc. Lastly, my enthusiasm and motivation will play a role in the engagement and motivation of colleagues, and students along with their parents. Clipart: https://dumielauxepices.net/wallpaper-1846273
In completing the reading assignment, I found myself reflecting my first two years as a teacher in Washington State. My first teaching assignment was teaching Deaf and Hard of Hearing for grades Pre-K and Kindergarten. While I worked for a district that served nearly 23,000 local students, the district was contracted by several neighboring districts to provide instruction and services for Deaf and Hard of Hearing (DHH) students. While these students were receiving an education by teachers, paraprofessionals who were fluent in American Sign Language (ASL), and had access to sign language interpreters in their inclusive learning environments, they were not attending schools in their district of residence. For many of these students, their academic day started before dawn and ended after dust, due to extended time spent transporting to/from school. The problem lies in that their district of residence did not have the finances/budget to hire qualified Deaf/Hard of Hearing teachers, paraprofessionals, interpreters, Audiologist, SLP's that specialize in working with DHH students.
I would change how funding is allocated to districts to enable them to provide FAPE and services for students with special needs and allow them to attend their home school pithing their district of residence. According to an article titled "Importance of Students attending schools in Their Neighborhood there are safety, financial rewards along with diversity, culture, sense of community and health benefits to students attending schools in their communities. (OCadiz, 2017). |
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