D090 task 1 attempt 3

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School

Western Governors University *

*We aren’t endorsed by this school

Course

D090

Subject

Communications

Date

Jan 9, 2024

Type

docx

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Uploaded by AmbassadorHeatTrout32

Leslie Glade 01/02/2023 The School as a Community of Care D090-Task1 CRITICAL COMMENTARY: INCORPORATING DIVERSE CULTURES AND COMMUNITIES OF LEARNERS A. Video 1: Building Classroom Community through the Study of Chinese Art and Culture Video 2: Learning about Cultural Identity Video 3: Analyzing American Literature a FishBowl Discussion B. B1. ● Cultural needs In video 1, a student embarks on a journey to reconnect with their roots in India, visiting family members. The curiosity of their fellow students is provoked, leading to a series of inquiries about diverse cultures. Recognizing the opportunity for a valuable lesson, the teacher decides to dive into the cultural background of her class, providing the class with profound insights into their heritage and fostering a greater understanding of their cultural

similarities, prompting them to express interest in exploring Chinese culture. The classroom dynamic evolves as students engage in discussions, drawing comparisons between various Asian cultures and the familiar backdrop of American culture. This exploration enriches their knowledge and nurtures a sense of cultural appreciation and understanding among the diverse learners. ● Social needs In the second video, the class collaboratively stages a puppet show centered around the Chinese rendition of Cinderella. With enthusiasm and creativity, the students take on speaking roles and perform before their classmates, skillfully bringing the story to life. Following the show, there was a lively discussion as the students shared their thoughts and reflections on the cultural aspects highlighted in the Chinese version of the tale. This activity showcases the students' performance abilities and sparks an insightful conversation where they draw parallels and contrasts between their cultures and the Chinese narrative. Beyond the academic content, the instructional approach prioritizes the development of social skills, fostering an environment that nurtures social growth. By encouraging discussions and comparisons, the students understand and appreciate diverse perspectives, addressing their social needs and promoting a more 2

connected and culturally aware classroom. ● Emotional needs: In the second video, as the puppet show unfolds, the students interpret their teacher's descriptions and instill their perspectives into the performance. The play serves as a platform for the children to seamlessly integrate the cultural knowledge they have acquired into an artistic expression. Each student takes on roles that resonate with their understanding of the characters, bringing a personalized touch to the characters and the show. What makes this experience even more enriching is the students' ability to invest their emotions into the puppetry, providing a unique and authentic view of the performance. By expressing their interpretations and feelings through the puppets, the students showcase their creative abilities and find a means to satisfy their emotional needs. This imaginative and emotionally engaging approach ensures that the learning experience extends beyond the cognitive realm, fostering a holistic development that attends to the emotional well-being of the students. B2. In video 3, it is evident that the students possess diverse emotional needs. However, the teacher treats them uniformly, irrespective of these variations. A more effective approach could involve acknowledging and accommodating individual 3

emotional needs through personalized feedback and adjusting the frequency of sharing opportunities. By implementing these strategies, the teacher would create a supportive environment that prevents overload and ensures that each student's emotional needs are met while still gauging their understanding of the assignment. In video 2, addressing the social needs of the students could have been enhanced by incorporating collaborative elements into the puppet show. For instance, the teacher might have encouraged students to work in pairs, allowing them to synergize their ideas and co-create their mini-plays. This collaborative effort enriches the creative process and actively addresses their social needs by fostering teamwork and shared responsibility. By facilitating the incorporation of both individual and collective elements, the teacher can create a more comprehensive and socially fulfilling learning experience for the students. B3. Creativity plays a crucial role in engaging and connecting with younger students, as demonstrated in video 2. The use of puppets not only makes learning more enjoyable but also addresses emotional and social needs, contributing to a holistic and fulfilling educational experience. The teacher in this video uses puppets to teach students about cultural differences in a fun and creative way. Teaching in this way teaches the students valuable lessons and keeps them engaged. Also, it builds a connection between students and teachers. It makes the students feel important. Video 1 highlights the importance of seizing teachable moments. By transforming an off-topic discussion into a meaningful lesson, the teacher demonstrates the ability to adapt and uses this spontaneous opportunity to teach a 4

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