Classroom Diversity PDF

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Reflect on diversity...

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Classroom Diversity Grand Canyon University: SEC 525 September 16, 2020

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Part I: Case Study Analysis 1. Student: Lolita a. Grade: 10th b. Subject: Life Science c. Learning Needs: i. Lolita is currently one year above grade level but has little access to technology at home. Lolita is currently taking care of her two younger siblings at home. d. Learning Goal: i. Student will be able to balance a chemical reaction equation. ii. Next Generation Science Standard (NGSS): 1. HS-PS1-2.

Construct and revise an explanation for the outcome

of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. e. Activity/Strategies i. Lolita will be given a chemical reaction equation and will be asked to balance. To provide additional help, the teacher will have Lolita’s parent or guardian to sign off on borrowing a school tablet from the school. Lolita will be given sites to assist her with balancing equations, such as access to Khan Academy. Lolita will have the opportunity to practice balancing chemical reactions and will also hopefully help her in other classes with the borrowed tablet.

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f. Assessment i. To assess if Lolita has met the learning objectives, she will be given 5 chemical reaction questions and will be asked to balance them out. This assessment will allow the teacher to determine if Lolita has met the learning objectives.

2. Student: Eduardo a. Grade: 8th b. Subject: Earth Science c. Learning Needs: i. Eduardo is a Low Intermediate English Language Learner. Eduardo is also under Tier 2 for reading (“Michigan’s MSS”, n.d.), meaning he needs additional support in order to reduce the risk of academic or behavior problems. Eduardo is currently one year below grade level. d. Learning Goal: i. Student will be able to describe the relationship of kinetic energy to the mass and speed of an object by using the kinetic energy equation. ii. Next Generation Science Standard (NGSS): 1. MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [ e. Activity/Strategies

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i. The teacher will set up small pods of students to work together. Groups (Nordell, n.d.) will be split with students at the same level. The teacher will provide word problems to solve for Kinetic Energy using the kinetic energy equation. The teacher will focus on Eduardo’s group in order to ensure students are understanding the lesson. With group work, students will be able to work together to complete the work. f. Assessment i. The teacher will give out a formative assessment to track student progress. The teacher will be able to determine if Eduardo is meeting the learning objective and provide feedback or additional resources for him. Part II: Rationale

I believe it is important to have students invest in their future and understand how important it is to have the opportunity to go to school. With my students, I always ask them what they think of the material, notes, activities, and what ways can I improve. This shows the students that I care about their opinion and want what’s best for them. When it comes to engaging parents (American Federation of Teachers, 2019) I want them to know that I am always available to assist their child and answer any questions they may have. To help students in our scenario I want to make sure the parents understand I am a resource that is happy to help them. For Lolita, I want to allow her to borrow a tablet from the school to complete her work. I would explain to the parent it is a borrowed tablet and it will help their daughter to advance in a technological society. To help Eduardo, I would ask the parents what they are doing to help Eduardo and how can I help him to

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succeed. This discussion is to benefit Eduardo and determine what steps we need to take to assist him with school. For both cases, it is important to speak to the parents with a place of support and care for the student. I want to ensure that I will do my best to help the student and that I want what’s best for them. I believe by educating myself on different learning theories, human development, cultural diversity, and individual differences has had a positive impact on my teaching experience. I can connect material I have learned with my experiences in the classroom and create better lesson plans for my students. When it comes to individual students, I believe it is important to take it case by case and determine t he best resources to help the student. I also know that I have resources available to look up or talk with a fellow educator to go over any questions I have about different scenarios I can be given. I do have to be careful with my personal biases when working with students. For Lolita, I see her as a strong student that deserves opportunities to be successful. I must remind myself of the privilege I had at her age and understand that the opportunities I was given do not meet everyone have the same privilege. I want to help Lolita as much as I can and embrace her for being an intelligent woman. At the same time, I must be careful to not make the parents feel guilty or embarrassed about their situation. I want to present my help as a resource and show them there are opportunities to help families out at the school. For Eduardo, I want to make sure that the parents understand that I am there to help their child and want what’s best for him. Eduardo may need extra tutoring or a mentor to help him with the school. Finding programs to help him with the school will be great and I could partner with the school counselor to help Eduardo find any needed resources. With both cases, I want to ensure my students are given the same opportunities as others and don’t want them to feel left behind. Students deserve the

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resources to education, and I believe it is important for teachers to guide students towards these resources.

References

American Federation of Teachers. (2019, September 26). Building Parent-Teacher Relationships. Retrieved September 16, 2020, from https://www.readingrockets.org/article/buildingparent-teacher-relationships

Michigan's MTSS Technical Assistance Center. (n.d.). Retrieved September 16, 2020, from https://mimtsstac.org/practices/reading/tier-2-reading

Nordell, S. (n.d.). Benefits of Group Work. Retrieved September 16, 2020, from https://teachingcenter.wustl.edu/resources/teaching-methods/group-work-in-class/benefitsof-group-work/...