Task 1

.docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

D090

Subject

Arts Humanities

Date

Jan 9, 2024

Type

docx

Pages

6

Uploaded by JusticeComputerCheetah40

Report
A: “Task 1 Video List” 1. Video 1: Creating Fractured Fairytales Using Story Maps 2. Video 2: Building Classroom Community through the Study of Chinese Art and Culture” 3. Video 3: Learning about Culture Identity B: Reflection B1. Emotional Needs: Creating Fractured Fairytales Using Story Maps presented several excellent instances of emotional need when a problem amongst students emerges in the classroom, the instructor responds to the student's emotional needs. In this lesson, students are working in groups to create a shattered fairy tale. One student urged his companion to write the entire time while he expressed his comments in one of the pairings. The instructor talked with both students and helped them decide to split the work evenly by requiring them to write for half of that amount. Cultural Needs: Building Classroom Community through the Study of Chinese Art and Culture is seen teaching her children about a different culture and allowing them to compare and contrast it to their own. In the movie, kids are shown engaging in several centers where they learn about various parts of Chinese culture. The teacher can reach numerous pupils with different learning styles by adopting a station strategy. The students explicitly contrast items from Chinese culture with things from their own experiences in the film. Social Needs: In Learning About Culture Identity , we may observe the instructor working with her pupils for group work to address their social requirements. After seeing the kids enjoy a
puppet performance, the teacher pairs them up and asks them to make a comparison and see the differences between their cultures with Chinese culture. Students may cooperate to come up with ideas while also practicing social skills when they work in pairs. B2. In this video, we experience places where the teachers might have been more effective in fulfilling the kids' wants. Before immediately delivering the answers, the instructor in Creating Fractured Fairytales Using Story Maps may have given students additional time to comprehend and answer the questions. While the lecture was excellent and the students participated in the Building Classroom Community through the Study of Chinese Art and Culture Video , I feel that putting in anyone of Chinese descent to personally answer the students' questions would have benefited the class. In Learning about Culture Identity, the teacher may have included teachings on other cultures. B3. The significance of teaching a variety of learning styles is one of the lessons I took away from seeing the movies. In a classroom, you'll need to engage a varied collection of students, so I'll modify what the instructors in the film do by including students in activities like technology stations and puppet shows. I also like the notion of having youngsters work in groups on various tasks, which is another method I'll employ. Collaboration is one of the most effective methods to learn, and I hope to incorporate it into my school one day. Strategy 1: In the first video loved how they spoke about America's and China's cultural contrasts and similarities. The students were talking without having someone else talk over them. The students worked well with their peers and used listening rocks. The students worked in pairs while discussing the assignment with their knees touched. Strategy 2: The last video was of a teacher who asked her students
about characters' emotions. She does this by asking questions about the emotions of the characters so the students can think of other people's feelings. They are learning to read others' emotions B3A. Four Key Elements: 1. “Validate the inequities impacting students' lives” (Virginia Department of Education) 2. “Excludes stereotypes and perceived deficiencies of historically marginalized and oppressed cultures” (Virginia Department of Education) 3. “Curriculum that connects to cultural and linguistic histories.” (Virginia Department of Education” 4. “Engage in reflection of their beliefs, behaviors, and practices” (Virginia Department of Education) Being a future teacher, I may begin by recognizing my prejudices and attempting to educate myself to better comprehend various cultures. I may be careful and deliberate in my search for overall classroom posters, and make sure that my classroom library is diverse. I can strive to schedule periods every month when we study various cultures and students may compare and contrast their own cultures to the ones we cover in class. I may work with other instructors to develop lesson plans and select culturally appropriate material. B4. One way I may incorporate students' caregivers in the implementation of having a culturally aware classroom is through monthly cultural days. I now work at a school that holds an annual international day to honor the various cultures represented among our students. We engage the assistance of parents by requesting them to come in and speak with the children about their
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