\u00a0\u00a0
\nCaine is a 9-year-old boy whose afterschool and weekend project ( help with nursing paper writing from experts with MSN & DNP degrees) turned into an international imagination movement. As the Caine\u2019s ArcadeLinks to an external site. video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father\u2019s auto parts store. This story provides an excellent example of how characteristics of Caine\u2019s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine\u2019s curiosity and inventiveness, and you can readily analyze the factors contributing to his \u201cfunds of knowledge\u201d going into the project ( help with nursing paper writing from experts with MSN & DNP degrees). After viewing Caine\u2019s amazing story, reflect on the different skills he learned and applied as he completed his \u201cproject ( help with nursing paper writing from experts with MSN & DNP degrees),\u201d and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine\u2019s learning experiences, read Chapter 7 of your primary text.
\nThis chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding Funds of KnowledgeLinks to an external site. about how family and cultural backgrounds impact students and their families.
\nInitial Post: View the Caine\u2019s ArcadeLinks to an external site. video and construct an initial discussion post that addresses the following questions:<\/p>\n
What external factors \u00a0\u00a0\u00a0\u00a0\u00a0influenced Caine\u2019s ability to successfully create his arcade (e.g., what \u00a0\u00a0\u00a0\u00a0\u00a0role did his father play in encouraging his project ( help with nursing paper writing from experts with MSN & DNP degrees)?)?
\nWhat internal factors \u00a0\u00a0\u00a0\u00a0\u00a0influenced Caine\u2019s ability to successfully create his arcade? Consider his \u00a0\u00a0\u00a0\u00a0\u00a0world view, values, and funds of knowledge as internal factors.
\nHow valuable do you \u00a0\u00a0\u00a0\u00a0\u00a0think these skills are in the real world? How well do they align with one \u00a0\u00a0\u00a0\u00a0\u00a0or more of the 21st-century skills identified on the Framework \u00a0\u00a0\u00a0\u00a0\u00a0for 21st Century LearningLinks to an external site. web page?<\/p>\n
\u00b7 Instructor Guidance
\n\u00b7 Week 1
\n\u00b7 Week Overview
\n\u00b7 This is a dynamic and important course comprising part of your journey through an education graduate program. \u00a0It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you. \u00a0Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn. \u00a0You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you. \u00a0You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult.
\n\u00a0
\nThis is the most crucial thing to consider at all times in this course. \u00a0You are an expert in how you learn. \u00a0And just as important, any students you may teach in classes now or classes in the future are just as expert in their own understanding of their own learning. \u00a0This is crucial to keep in mind.
\n\u00a0
\nEDU692 is designed to help you learn instructional strategies that complement and take advantage of the expertise your students walk through the classroom door already possessing. \u00a0These students convene as members of a distinct community, with cultural norms, understandings and imperatives that drive everything they do in class, and everything they will try to learn. \u00a0Rather than ignore cultural attributes (or worse, fight against them), the strategies promoted in this course incorporate the culture that influences and affects each student in a class with learning experiences that support skills, knowledge and attitudes worth learning. \u00a0Collectively, these strategies define culturally relevant pedagogy, the focus of this course.
\n\u00a0
\nIt is also important to note that throughout this course you will be working toward a very important, very concrete goal. \u00a0Your Week Six final assignment asks you to create a fictional grant proposal to compete for money that can be used to support the development of effective learning experiences. \u00a0Even though the proposal will not be real, it is based on an actual funding opportunity some teachers have to obtain the resources needed to develop and support effective, creative and innovative learning experiences. \u00a0The Teacher Creativity Fellowship Program websiteLinks to an external site. (Lilly Endowment Fund, 2013) provides real information about such a program.
\n\u00a0
\nAt the heart of culturally relevant pedagogy is culture itself. \u00a0Therefore, you will begin this course by carefully examining your own culture, the culture that surrounds and supports you now and the culture that helped shape and define you as you grew up. \u00a0This will be the starting point for learning how to incorporate cultural concerns into your instructional practice in deliberate ways. \u00a0In doing so, you will improve your skills as an educator committed to helping a diverse population of students succeed within the learning environments you establish.
\n\u00a0
\nFollowing reflections on your own cultural identity as well as those presented by the other students in the class, you will analyze an amazing learning journey undertaken by a creative and innovative boy named Caine. \u00a0His story provides an excellent opportunity to analyze the role specific cultural characteristics play within the process of learning in authentic situations. \u00a0And you will complete the week by analyzing factors that influenced and affected the teachers and students who participated with you in important, personal educational events. \u00a0These factors include culture as well philosophical and theoretical perspectives contributing to the decisions made those educators in your life who helped you learn.
\n\u00a0
\nBy the end of this week you will learn how to analyze the relationship between an individual\u2019s culture and her\/his personal identity. \u00a0You will also illustrate how characteristics of individual learner identity might affect how and what people learn from a specific instructional experience. \u00a0And you will explain how educators can use information about culture and individual student identities to make well-informed instructional decisions.
\n\u00a0
\nBecause you are learning how to apply an important instructional framework to the development of effective learning experiences, you will likely need to apply certain education skills that are not facilitated explicitly in this course. \u00a0These include basic lesson planning skills, such as writing clear objectives. \u00a0You will also be asked to express some of your work through the development of digital resources and files. \u00a0Some of the tools used in the course may be new to you. \u00a0Hopefully, learning new computer applications quickly is a general skill set you currently possess!
\n\u00b7 \u00a0\u00a0\u00a0
\n\u00b7 Intellectual Elaboration
\n\u00b7 At its core, this course is designed to help you become more effective professional educators by helping you learn to apply fundamental principles of creativity and cultural relevance to your instructional practice. \u00a0These skills can help you best meet the individual needs of students comprising diverse classroom populations. \u00a0In the process, you will learn strategies for facilitating creative and innovative thinking skills within learning environments that complement and reinforce the personal culture defining individual students.
\n\u00a0
\nCulture
\n\u00a0
\nThe central theme of the course is \u201cculture,\u201d yet the author of the course text Human Relationships and Learning in the Multicultural Environment (Wardle, 2013) indicates that there are, in fact, many commonly-accepted definitions for this concept. \u00a0This short one-minute video from the Bureau of Educational and Cultural Affairs (2011) illustrates this point nicely:
\nThough many reasonable definitions exist for this important concept, the following quotes taken from a video produced by Tolerance.org (2010) communicate thoughts about culture by two researchers who have contributed significantly to the development of culturally relevant pedagogy can be used as the general focus of culture for this course:
\nJacqueline Jordan Irvine: “I think people, when they use the term culturally responsive or culturally relevant pedagogy forget that the base of the word is culture. \u00a0So culture has to do with world views, beliefs, language…values…”
\n\u00a0
\nGeneva Gay: “Culture to me at its essence are…those filters that help us as human beings make sense out of the most ordinary things.”
\nFor the purpose of this course, culture will be considered in these broad terms. \u00a0As you move through the course, the definition will be elaborated upon in order to accommodate a wider scope of factors that influence how people make sense of the world around them.
\n\u00a0
\nThe instructional events for this course that are designed to help you learn the skills needed to identify culturally relevant solutions to educational problems will be contextualized within a comprehensive project ( help with nursing paper writing from experts with MSN & DNP degrees) involving creativity applied within a simulation. \u00a0You are asked during the final week of the course to create a proposal that might result in funding the development of an instructional experience designed to teach a specific population of students some worthwhile skills. \u00a0At the heart of the proposal is cultural relevance, and the \u201chidden curriculum\u201d of the first couple weeks of this course goes beyond helping you learn more about culturally relevant pedagogy. \u00a0Hopefully you will begin to truly value the approach to teaching inherent in culturally relevant instruction, and you will choose to adopt and implement such strategies in your own educational practice. \u00a0
\n\u00a0
\nResearch
\n\u00a0
\nTo help \u201csell\u201d you on the value and importance of culturally relevant pedagogy, consider the classic educational research study conducted by Pichert and Anderson (1977) that investigated how readers\u2019 perspectives influence their determination of the significance of information and ideas presented in written texts. \u00a0The researchers presented students with passages that were purposefully written to contain ideas and information whose importance seemed to depend upon perspective. \u00a0One of these stories, the House story, involved two boys ditching school (or \u201cplaying hooky\u201d as it was commonly referred in 1977). \u00a0In the study, one group of students was instructed beforehand to read the story from the perspective of a burglar while another group of students was told to read from the perspective of a potential home buyer. \u00a0A third group (the control group) was given no instructions.\u00a0
\nThe two boys ran until they came to the driveway.
\n\u00a0
\n“See, I told you today was good for skipping school,” said Mark. \u00a0“Mom is never home on Thursday,” he added.
\n\u00a0
\nTall hedges hid the house from the road so the pair strolled across the finely landscaped yard.
\n\u00a0
\n“I never knew your place was so big,” said Pete.
\n\u00a0
\n“Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.”
\n\u00a0
\nThere were front and back doors and a side door which led to the garage which was empty except for three parked 10-speed bikes. \u00a0They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother. \u00a0Pete wanted to see the house so Mark started with the living room. \u00a0It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete.
\n\u00a0
\n“Don’t worry, the nearest house is a quarter of a mile away,” Mark shouted.
\n\u00a0
\nPete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard. \u00a0The dining room, with all the china, silver and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches. \u00a0Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.
\n\u00a0
\n“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den.
\n\u00a0
\nMark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer. \u00a0\u00a0There were three upstairs bedrooms. \u00a0Mark showed Pete his mother’s closet which was filled with furs and the locked box which held her jewels. \u00a0His sisters’ room was uninteresting except for the color TV which Mark carried to his room. \u00a0Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use. \u00a0The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.
\nAs you might expect, readers assuming the perspective of a robber recalled different details and comprehended the passages differently than those assuming the perspective of a potential homebuyer. \u00a0It seems obvious, but such phenomena may not be accepted by educators when considering why certain students in their classes struggle with \u201cgetting it.\u201d \u00a0Every student in every classroom walks through the door with a different perspective. \u00a0No two back stories are alike, and for some students their ability to make any sense of an instructional experience is profoundly affected by their personal cultural perspectives and life experiences.
\n\u00a0
\nAnd it is no different for you either, with this course. \u00a0Your ability to make sense of the information presented within this course, and the corresponding skills facilitated, depend as much on what you bring to the experience as it does the experience itself. \u00a0To better understand this, you are asked in this first discussion assignment to tell your own story and compare this with the stories of the other students who have journeyed themselves in this shared experience.
\n\u00a0
\nThe first assignment for the course asks you to analyze the relationship between your personal culture and your personal identity. \u00a0Information about such \u201cpersonal prisms\u201d is presented in Chapter One of the Wardle (2013) text and includes both macrocultural as well as microcultural characteristics. \u00a0After completing the first introductory assignment, read Chapter One in the course text to help you better understand how to analyze the relationship between an individual\u2019s culture and her\/his personal identity in general.
\n\u00a0
\nFollowing this discussion, you will apply the notion of personal identity to an analysis of a learning experience completed by a very unique boy named Caine. \u00a0To help you prepare for this assignment you need to focus on the material presented in Chapter One of the course text as well as material about \u201cfunds of knowledge\u201d presented in an article by Moll, Amanti, Neff, and Gonzales (1992). \u00a0The \u201cfunds of knowledge\u201d concept is also reviewed on pages in Chapter Eight of the course text.
\n\u00a0
\nThe week ends with an activity designed to help you explain how educators can use information about culture and individual student identities to make well-informed instructional decisions. \u00a0This learning experience focuses on an analysis of factors influencing the decisions teachers made as they tried to help you learn important things. \u00a0
\n\u00a0
\nThis final course assignment involves creating a a proposal that can be presented to an administrator or colleagues that will introduce a new, creative, and innovative idea that can be employed in a district, school, or classroom. \u00a0The proposal will incorporate a culturally relevant pedagogical framework into an experience that facilitates 21st century skills (particularly creativity and innovation skills) and content learning outcomes.
\n\u00a0\u00a0
\nDiscussion Response Expectations
\nDiscussion 1: The first discussion this week asks you to identify demographic factors that contribute towards your personal identity. \u00a0You will also tell a specific story about yourself by answering specific questions about your own culture and experience in a creative way. \u00a0Finally, you are asked to reflect on the stories that other students tell about themselves. \u00a0Some of the key terms introduced in the first discussion post include: <\/p>\n
Key Terms:<\/p>\n
Culture
\nNorms
\nPersonal \u00a0\u00a0\u00a0\u00a0\u00a0Identity<\/p>\n
Discussion 2: The second discussion asks you to analyze the story of an amazing boy who built his own cardboard arcade. \u00a0You will answer specific questions about his story and reflect on the answers of your peers. \u00a0Some of the key terms introduced or applied within this discussion include:
\n\u00a0
\nKey Terms:<\/p>\n
Funds of \u00a0\u00a0\u00a0\u00a0\u00a0Knowledge
\nSocial \u00a0\u00a0\u00a0\u00a0\u00a0Capital
\nMicroculture
\nMacroculture<\/p>\n
Resources to help you better understand these terms are provided throughout this Instructor Guidance.
\n\u00a0
\nAssignment Guidance:
\n\u00a0
\nKey Terms:<\/p>\n
Microculture
\nMacroculture<\/p>\n
Similar to the other key terms introduced, these are addressed further in the intellection elaboration section of the guidance.
\n\u00a0
\nThis week\u2019s assignment asks you to identify a school experience that you believe influenced and shaped the kind of person you are today. Such an experience might be very comprehensive, like an entire year in grade school you believe turned you into an avid reader (or turned you off to reading), or a summer camp experience that lowered your self-esteem due to bullying. \u00a0
\n\u00a0
\nWrite a short paper that describes this school-related experience in some detail. Describe the structure and location of the school (e.g. elementary school in a rural setting), and the demographics of the population of participants if you remember\/know them (other students, teachers, staff etc.).
\n\u00a0
\nProvide details about the local (microcultural) dimensions and attributes of the culture in which your school was situated. Culture can be defined as the ideation, symbols, behaviors, values, and beliefs that are shared by a human group (Banks & Banks, 2013). Broad sets of values, behaviors and symbols are often reflected by and within the structure of schools and the families they support.
\n\u00a0
\nOnce you have described the experience, reflect on the \u201cfunds of knowledge\u201d and social capital your own family provided in helping to influence your role, your voice in your educational journey. Finally, explain how educators might use information about culture and student identities to make effective instructional decisions.
\n\u00a0
\nThis is your perception of your school experience\u2026its fidelity is certainly impacted by time, experience, and perspective. This assignment is not research, and your analyses may be based on less-than-accurate recollections and interpretations.
\n\u00a0
\nAs a brief example, one might describe an overall happy and well-rounded educational experience with nurturing teachers and principals who made learning fun and rewarding, with the exception of one third grade teacher who was famous for slapping the back of your hand with a ruler if you fell out of compliance. \u00a0They might describe their elementary school building as having been of average size situated in a rural community in eastern Washington (state) consisting mostly of families working in agriculture or other local small businesses. \u00a0Due to the agriculture, the student populations included those mostly from Mexico, and were considered \u201cseasonal\u201d students due to the seasonal work and the fact that they often returned to their home country without finishing the school year. The remaining population of students was mostly white, middle to lower socio-economic class. There seemed to be a typical balance between boys and girls and those with disabilities were not overtly noticed; perhaps due to the lack of inclusion during the mid-1970s. Most Caucasian families seemed to be of a nuclear size and affiliated with Protestant and\/or Catholic faiths while those of Mexican descent had extended families and practiced Catholicism.
\n\u00a0
\nFor the School Characteristics and Cultural Dimensions content expectation for this assignment, the following elaborations may be helpful:
\n\u00a0
\nSchool characteristics:<\/p>\n
Type: \u00a0\u00a0\u00a0\u00a0\u00a0elementary, middle, high, home, college, military, etc.
\nSize of \u00a0\u00a0\u00a0\u00a0\u00a0school
\nLocation \u00a0\u00a0\u00a0\u00a0\u00a0(rural, suburban, city, inner city, etc.)
\nPublic\/private \u00a0\u00a0\u00a0\u00a0\u00a0affiliation<\/p>\n
Student body characteristics:<\/p>\n
Approximate \u00a0\u00a0\u00a0\u00a0\u00a0size of student population
\nGender \u00a0\u00a0\u00a0\u00a0\u00a0distribution
\nRace\/ethnic \u00a0\u00a0\u00a0\u00a0\u00a0backgrounds represented
\nTypes and \u00a0\u00a0\u00a0\u00a0\u00a0number of special needs students
\nCommon \u00a0\u00a0\u00a0\u00a0\u00a0languages spoken at home, represented by the prevalent student\/family \u00a0\u00a0\u00a0\u00a0\u00a0populations<\/p>\n
Socio-economic background of the families that populated the school:<\/p>\n
Types of \u00a0\u00a0\u00a0\u00a0\u00a0jobs held by parents of the school
\nIncome \u00a0\u00a0\u00a0\u00a0\u00a0levels of most families<\/p>\n
Family structures commonly represented:<\/p>\n
Nuclear, \u00a0\u00a0\u00a0\u00a0\u00a0extended, blended, stepfamily, foster, adoptive, grandparents, teen \u00a0\u00a0\u00a0\u00a0\u00a0parents, single-parents etc.
\nReligious \u00a0\u00a0\u00a0\u00a0\u00a0affiliations<\/p>\n
Your Assignment needs to be two \u2013 three pages at minimum. If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project ( help with nursing paper writing from experts with MSN & DNP degrees) that will demonstrate that you have met program outcomes.
\n\u00a0\u00a0
\nReferences
\nAbram, S. (n.d.). A simple guide to 4 complex learning theoriesLinks to an external site.. Retrieved from http:\/\/stephenslighthouse.com\/2013\/01\/03\/a-simple-guide-to-4-complex-learning-theories\/
\n\u00a0
\nBanks, J. A., & Banks, C. A. M. (Eds.). (2013). Multicultural education: Issues and perspectives (8th ed.). New York, NY: Wiley.
\n\u00a0
\nBureau of Educational and Cultural Affairs (2011, February 13). What is Culture?Links to an external site. [Video file] Retrieved from https:\/\/www.youtube.com\/watch?v=57KW6RO8Rcs
\n\u00a0
\nLilly Endowment, Inc. (2013). Teacher creativity fellowship programLinks to an external site.. Retrieved from http:\/\/www.teachercreativity.org\/
\nMoll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, (2), pp. 132-141.<\/p>\n
The \u00a0\u00a0\u00a0\u00a0\u00a0full-text version of this article is available through the ProQuest JSTOR \u00a0\u00a0\u00a0\u00a0\u00a0database in the Ashford University Library. This article provides information \u00a0\u00a0\u00a0\u00a0\u00a0about how knowing the background of students and their families can help a \u00a0\u00a0\u00a0\u00a0\u00a0teacher with understanding the needs of each student and will Help you \u00a0\u00a0\u00a0\u00a0\u00a0in your Discussions and Assignment for this week.<\/p>\n
Medsker, K., Ertmer, P. & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from Instructional Design Perspective Performance Improvement Quarterly, 26(2), 43-72.
\n\u00a0
\nPichert, J. and Anderson, R. (1977). Taking different perspectives on a story. Journal of Educational Psychology, (69), 309-315.
\n\u00a0
\nThirteen Ed Online (2004). Constructivism as a paradigm for teaching and learningLinks to an external site.. Retrieved from http:\/\/www.thirteen.org\/edonline\/concept2class\/constructivism\/index.html
\n\u00a0
\nTeachingTolerance.org (2010, June 17). Introduction to Culturally Relevant PedagogyLinks to an external site.. [Video file]. Retrieved from http:\/\/www.tolerance.orgblogintroduction-culturally-relevant-pedagogy
\n\u00a0
\nWardle, F, (2013). Human relationships and learning in the multicultural environment. San Diego, CA: Bridgepoint Education, Inc.
\nRequired Resources
\nText
\nWardle, F. (2013). Human relationships and learning in the multicultural environment [Electronic version]. Retrieved from https:\/\/content.ashford.edu\/<\/p>\n
Chapter 1: The \u00a0\u00a0\u00a0\u00a0\u00a0Sociopolitical Contexts of American Schools
\nChapter 7: The Effects \u00a0\u00a0\u00a0\u00a0\u00a0of Social Class on Student Achievement<\/p>\n
Article
\nMoll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), pp. 132-141.<\/p>\n
The full-text version of \u00a0\u00a0\u00a0\u00a0\u00a0this article is available through the ProQuest JSTOR database in the \u00a0\u00a0\u00a0\u00a0\u00a0Ashford University Library. This article provides information about how \u00a0\u00a0\u00a0\u00a0\u00a0knowing the background of students and their families can help a teacher \u00a0\u00a0\u00a0\u00a0\u00a0with understanding the needs of each student and will Help you in your \u00a0\u00a0\u00a0\u00a0\u00a0Discussions and Assignment for this week.
\nPrivacy PolicyLinks \u00a0\u00a0\u00a0\u00a0\u00a0to an external site.<\/p>\n
Multimedia
\nMullick, N. (2012. April 9). Caine\u2019s arcadeLinks to an external site. [Video file]. Retrieved from http:\/\/www.youtube.com\/watch?v=faIFNkdq96U&list=PL8C26606523FCC495<\/p>\n
This video provides \u00a0\u00a0\u00a0\u00a0\u00a0information about a young boy named Caine and his arcade. You will see how \u00a0\u00a0\u00a0\u00a0\u00a0his family\u2019s funds of knowledge and the community impact his creativity.
\nAccessibility StatementLinks to an external site.
\nPrivacy \u00a0\u00a0\u00a0\u00a0\u00a0PolicyLinks to an external site.<\/p>\n
Recommended Resources
\nText
\nBanks, J. A., & McGee Banks, C. (2013). Multicultural education: Issues and perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons.<\/p>\n
This book provides more \u00a0\u00a0\u00a0\u00a0\u00a0information about understanding the cultural and linguistic funds of \u00a0\u00a0\u00a0\u00a0\u00a0knowledge that teachers need to understand in order to become more \u00a0\u00a0\u00a0\u00a0\u00a0responsive teachers. This book may Help you in your Discussions and \u00a0\u00a0\u00a0\u00a0\u00a0Assignments this week, in addition to activities in future weeks.<\/p>\n
Articles
\nIrvine, J. J. (n.d.). Facilitator\u2019s guide to culturally relevant pedagogy: A primerLinks to an external site. [PDF]. Retrieved from http:\/\/www.outdoorfoundation.org\/pdf\/CulturallyRelevantPedagogyFacilitatorsGuide.pdf<\/p>\n
This resource provides a \u00a0\u00a0\u00a0\u00a0\u00a0good overview of the characteristics that define culturally relevant \u00a0\u00a0\u00a0\u00a0\u00a0pedagogy. It will be very useful throughout the course. It may Help you \u00a0\u00a0\u00a0\u00a0\u00a0in you all of your assignments for this course by providing further \u00a0\u00a0\u00a0\u00a0\u00a0understanding of the concept of culturally responsive pedagogy.<\/p>\n
Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69(4), 309-315. doi:10.1037\/0022-0663.69.4.309<\/p>\n
The full text of this \u00a0\u00a0\u00a0\u00a0\u00a0article is available through the PcycINFO database in the Ashford \u00a0\u00a0\u00a0\u00a0\u00a0University Library.This article describes the results of an experiment \u00a0\u00a0\u00a0\u00a0\u00a0demonstrating the effects of perspective on interpreting a story. Its \u00a0\u00a0\u00a0\u00a0\u00a0implications may help educators better realize the importance of \u00a0\u00a0\u00a0\u00a0\u00a0individual student perspectives on their abilities to make sense of \u00a0\u00a0\u00a0\u00a0\u00a0educational experiences. It may Help you in your Discussions and \u00a0\u00a0\u00a0\u00a0\u00a0Assginments throughout the course this week.<\/p>\n
Rodriguez, G.M. (2013). Power and agency in education: Exploring the pedagogoical dimensions of funds of knowledgeLinks to an external site.. \u00a0Review of Research in Education, 37, 87-120. DOI: 10. 3102\/0091732X12462686. http:\/\/rre.sagepub.com.proxy-library.ashford.edu\/content\/37\/1\/87.full.pdf+html<\/p>\n
The full-text version of \u00a0\u00a0\u00a0\u00a0\u00a0this article is available through the Sage database in the Ashford \u00a0\u00a0\u00a0\u00a0\u00a0University Library. This article provides information about how teachers \u00a0\u00a0\u00a0\u00a0\u00a0can use the concept of funds of knowledge to learn about their students \u00a0\u00a0\u00a0\u00a0\u00a0and use that knowledge for planning in the classroom. \u00a0This will \u00a0\u00a0\u00a0\u00a0\u00a0Help you in Discussions and Assignment this week, in addition to \u00a0\u00a0\u00a0\u00a0\u00a0Discussions and Assignments in future weeks.<\/p>\n
Multimedia
\nTeachingTolerance. (2010, June 17). Introduction to culturally relevant pedagogyLinks to an external site. [Video file]. Retrieved from http:\/\/www.youtube.com\/watch?v=nGTVjJuRaZ8<\/p>\n
This video from Teaching \u00a0\u00a0\u00a0\u00a0\u00a0Tolerance provides further information about what is included in \u00a0\u00a0\u00a0\u00a0\u00a0culturally relevant pedagogy and may Help you in Discussion and \u00a0\u00a0\u00a0\u00a0\u00a0Assignment this week, as well as throughout the course.<\/p>\n
Web Pages
\nA list of 20 free tools for teachers to create awesome presentations and slideshows.Links to an external site. (n.d). Retrieved from http:\/\/www.educatorstechnology.com\/2012\/05\/list-of-20-free-tools-for-teachers-to.html<\/p>\n
This website provides \u00a0\u00a0\u00a0\u00a0\u00a0information about different technology tools that can be used in the \u00a0\u00a0\u00a0\u00a0\u00a0classroom to crate presentations and slideshows and may Help you in \u00a0\u00a0\u00a0\u00a0\u00a0Discussions and Assignments this week, as well as throughout the course \u00a0\u00a0\u00a0\u00a0\u00a0and on the Final Assignment.<\/p>\n
Workshop:Constructivism as a paradigm for teaching and learning.Links to an external site. (2004). Retrieved from http:\/\/www.thirteen.org\/edonline\/concept2class\/constructivism\/index.html<\/p>\n
This website presents a \u00a0\u00a0\u00a0\u00a0\u00a0professional development workshop for teachers on constructivism.<\/p>\n","protected":false},"excerpt":{"rendered":"
\u00a0\u00a0 Caine is a 9-year-old boy whose afterschool and weekend project ( help with nursing paper writing from experts with MSN & DNP degrees) turned\u2026<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10099,10681,7636,615,10892,10680,10891],"tags":[10553,10616,10254,10896,10897,10247,10295,10898,10893,10894,10895,10899,10551],"class_list":["post-126390","post","type-post","status-publish","format-standard","hentry","category-buy-essay","category-cheap-dissertation-help-online","category-cheap-essay-writer-usa","category-homework-help-writing-service-usa","category-page-paper","category-university-dissertation-writing-service","category-write-my-assignment-ireland","tag-1-assignment-help-online-service-for-students-in-the-usa","tag-australian-best-tutors","tag-can-someone-write-my-assignment-for-me","tag-case-study-in-nursing-writing-a-nursing-case-study-essay","tag-free-nursing-case-studies","tag-help-me-write-my-dissertation","tag-homework-for-you","tag-nursing-case-study-assignment-examples","tag-nursing-case-study-examples","tag-nursing-case-study-presentation-example","tag-nursing-case-study-questions-and-answers","tag-student-nurse-case-study-assignments","tag-write-my-assignment-help-for-college-students"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/126390","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=126390"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/126390\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=126390"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=126390"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=126390"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}