KMG3 - Task 1 Serene Bou-Ghanem
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Running head: [SHORTENED TITLE UP TO 50 CHARACTERS] 1
KMG3: Task 1: Critical Commentary: Incorporating Diverse Cultures and Communities of
Learners
Serene Bou-Ghanem
Western Governors University
[SHORTENED TITLE UP TO 50 CHARACTERS] 2
A.
Video 1: Case# 96 – Defining the Problem, Effect and Solution Through an Interactive Read Aloud
Video 2: Case# 203 - Determining the Influence of Media on American Culture and Stereotypes
Video 3: Case# 1252 - Analyzing Diverse Media to Clarify Text
B1. In the first video (case# 96), the teacher was reading a book and stopped asking the students questions after reading a few pages. At some point, the teacher stopped and asked, “how is everybody feeling?” and students answered by saying “they felt sad” or “worried”, this allowed the teacher to have students give different feelings about feeling scared such as; worried,
afraid, and panicked. In the second video (case# 203), the teacher and a group of her students were discussing the famous Walt Disney movie of “Aladdin”, the students were discussing the stereotypes that are made for Muslims and Arabs in general. One student stated that Aladdin’s character, ‘Jafar’, who is portrayed as evil and has a long black beard, similarly looks like Oussama Bin Ladin. She
said that “every time I see Jafar, it reminds me of Oussama Bin Ladin” and this is a cultural effect that students have noticed. Every time they see someone evil and has a black beard, they’re stereotyped as Muslim and are evil or associated with terrorism. In the third video (case# 1252), the students are situated in groups of four and are working together to answer questions about Alice in Wonderland from the book versus the movie
made by Walt Disney and Tim Burton. The student’s social needs are met by discussing together the differences and answering the questions asked by the teacher, or by providing the answers to the assignment by working together as a group rather than individually. This allows students to
[SHORTENED TITLE UP TO 50 CHARACTERS] 3
talk to one another and give their different opinions and ideas which allows social needs to be met. B2. In the first video, the teacher could have further met the students’ emotional needs by asking questions such as “how would you have felt if you were put in this situation?” Or “would you have felt scared if you were stuck in the mud?” also if questions were being answered, the teacher could have given more praise to the students such as “good job…” or “you all have wonderful answers”. Comments like that would make students, especially kindergartners feel happy and like accomplished something. In the third video, the teacher could have had students switch groups with one another to interact with other students rather than just three other students in the same group to answer all questions. Moreover, the teacher could have assigned different activities that will allow students to engage in rather than just having a discussion, perhaps a debate. B3. In the third video, students are comparing ‘Alice in Wonderland’ the book by Tim Burton and the movie created by Walt Disney. Students were to choose which one was more appropriate and why and one student answered, “I think the book is more appropriate because when it was made, it had different old English that younger kids wouldn’t understand”. This addresses nontraditional text that develops the literacy skills of all students that are multilingual or multicultural. The teacher uses two different methods of the same story to make sure all students of different literacy abilities and those who are multicultural can understand the story itself. In the second video, the majority of the students are white, although ten out of seventeen students speak a language other than English. In this video, the teacher and the students are
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