Solution Therefore, teachers use strategies to implement actions and respond to assist the development of children in their learning. For example, scaffolding is a teaching technique used to simplify learning by reducing information and modifying context centered on the student’s abilities. Scaffolding is support of physical, psychological, and social help for students to develop new skills aligned to a specific goal. Scaffolding is a great technique for teaching that will reduce dynamics by facing challenges of language, poverty, and illiteracy in any culturally diverse classroom. Furthermore, a scaffolded classroom project would require the teacher to plan skillful a lessons around the theme of a project. A each lesson is planned out
I was in the Navy a long time ago, but I still remember that every time a new captain came on board a new set of cultures came with it. I have been in a school district for the past sixteen years, and the same is true, having around 10 principals each new person having ideas to make everyone feel welcome in our culture.We all want to feel as your state of belonging.
Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.
I’ve always I thought I was a pretty good teacher. I’ve been selected as a STAR teacher and Teacher of the Year. But after reading Culturally Responsive Teaching and the Brain, I had to seriously self-reflect, and I came to the realization that if I had read and implemented the suggestions in the book perhaps I would have touched student’s lives on a deeper level, a long-term neurological life-changing level. My heart and intent were pure, but did I reach as many students as I could have? I have always been focused on getting my students to be interested in their studies and to give it their all. I’ve been told many times by them, “You do too much.” I took that as a compliment because I have always tried to motivate them to want to excel, not just in school, but in life. After reading Hammond’s book, I see that I must overhaul my thinking and my methods. By following the techniques suggested in Culturally Responsive Teaching and the Brain I can grow in my individual approach to each student and grow more confident that they can each reach and achieve their best.
Culturally responsive classrooms are important in our schools because we are a culturally diverse society. There is a relationship between culturally responsive classrooms, inclusive education, and specialized instruction. When teachers provide a culturally responsive classroom, this in turn creates an inclusive environment for students of all cultures. Additionally, being culturally sensitive, responsive, and inclusive within the classroom will help teachers provide specialized instruction for culturally diverse students. Culture plays a large role in a student’s behavior and academic performance (Lerner & Johns, 2015). Ignoring one’s culture, and essentially their identity, could cause problems with students who are from a different culture
In each of Ms. Cruz's classes, examples of culturally responsive instruction can be identified. Her teaching strategies are used to make sure that all students, regardless of background, level of achievement, or learning style are engaging and applying themselves. This can be seen through Mrs. Cruz's connections between the content being taught and real-life experiences. For example, while teaching the integers, Mrs. Cruz drew an ocean on the board and identified the negative numbers under the sea, positive numbers in the sky, and the origin/0 on the surface of the ocean. This activated the student's prior knowledge and allowed them to remember these concepts thoroughly. Further, the students were personally asked to relate integers
In my assessment these students will be evaluated consistently my me and the instructors at Hillcrest elementary school. The students will be evaluated on how to continue his/her next steps within the school. Input will be given to the student at the school for data so they can learn more by adapting to their own personal experiences. I will first do a walk-thru of the classroom in starting my assessment. I will visually be able to check on my student’s progress and really understand the students. Next I will use a checklist to compare and see if the student is progressing or not. Criticism feedback won’t be seen as a problem but would be seen as a guide to understanding and achievement inside of the classroom. Lastly and most important I will give out a summative assessment to assess the knowledge of problem solving skills. The specific end goal is to persuade students to become long lasting learners inside and
I also noticed that I tend to scaffold the learning of children without even realizing it. According to the textbook, scaffolding is when an adult, “adjusts the support offered during a teaching session to fit the child’s current level of performance. As competence increases, the adult gradually and sensitively withdraws support, turning responsibility over to the child” (Pg. 331, Ch. 9- Cognitive Development in Early Childhood). For example, when I asked Zane to write his name on the bottom of the picture that he drew, at first he was very hesitant because he did not know how to draw a “z.” When I drew dotted lines in the shape of a “z” and asked him if he would be willing to trace the letter. Very willingly he did so, and within one minute he had not only traced the letter “z,” but had also written the other letters of his name. Another example of when I was scaffolding learning was when one of the younger children in the Mom2Mom group was trying to build a tower like the rest of the children, but he could not get the tower to be more than three blocks high before it would knock over. Seeing that he was becoming frustrated, I offered to show him how to make a tall tower, by having him help me place the blocks on top of each other. After doing this two times, I withdrew my help and watched him successfully build a tower with eight
Scaffolding is “support that enables a child or novice to solve a problem, carry out a task, or achieve a goal that would be beyond his or her unassisted efforts” (2014). Parents, caregivers, and other adults scaffold how to play with a toy, how to get dressed, how to hold a spoon, use a cup, etc. Scaffolding is being done every day unintentionally by anyone who comes in contact with a child. In the Voyager room we see the teacher scaffolding one of the girls when the teacher tells the student to group her animals by size. This was a great way for the student to work on her greatest to least identification skills. Another way a teacher was able to scaffold in the classroom was mediating a fight. A little boy and girl began to fight and so the teacher was able to show them the proper way to talk out a disagreement by walking them through the steps of turn taking when
Educators in today’s school systems are encouraged to incorporate various aspects of cultural diversity into daily classroom routines and lesson content in order to develop students respect for various cultures within their community. The article reviewed, Promoting Respect for Cultural Diversity in the Classroom, written by Matthew Lynch, discusses the need for educators to encourage as well as promote respect for various cultures within the classroom that students may encounter or associate with. Additionally, educators must educate students on the importance of their own culture or heritage, as well as on the importance of cultures their peers or individuals have within the community.
The teacher or parent then allows the child to do the activity on their own up until the child can no longer do it without any help (). An example of scaffolding is when I taught the children how to tie their shoes. I demonstrated the activity while also saying the steps once. Then I let the children to attempt to tie a shoe on their own and once the child was no longer capable of doing it on their own I assisted them until they could tie their shoes without my help. Not all the children got to the point of being able to tie their own shoes, but some did. A week later when I returned to the classroom the children who were able to do it on their own and were able to retain that skill as tie their
Prompt 1: Learning Processes: Identify ways that the teacher tries to promote meaningful learning through organization, elaboration, visual imagery, and rehearsal. What were the students’ responses? Are there examples of Culturally Relevant and Response teaching (CRRT) and practices occurring in the classroom? Which tactic seemed to be the most effective? Least effective? Be sure and include “why” and “how”.
Culturally responsive curriculum One article, publish in the ERIC Digest, describes a culturally responsive curriculum, I quote “CRC is authentic, child-centered, and connected to the child's real life. It employs materials from the child's culture and history to illustrate principles and concepts (Martinez & Ortiz de Montellano, 1988; Chisholm et al., 1991; Dickerson, 1993; Chion-Kenney, 1994)”. In my understanding I would describe a culturally responsive curriculum as one which promotes multicultural education within the classroom. The teacher firstly, must acknowledge the diverse makeup of her classroom.
Interacting with peers is a successful way of developing skills, either with adult guidance or more advanced kids help the less-advanced. However, Vygotsky never used the term "scaffolding;" instead he phrased it as "Zone of Proximal Development (ZPD)." ZPD is The difference between what the student can do with or without someone’s help but cannot yet do it independently.
In order for the ZPD to be such a success, it must contain two features. The first is called subjectivity. This term describes the process of two individuals begin a task with different understanding and eventually arrive at a shared understanding. The second feature is scaffolding, which refers to a change in the social support over the course of a teaching session. If scaffolding is successful, a child's mastery level of performance can change, which means that it can increase a child's performance on a particular task.
Teachers take on the role of learner as well as instructor and are there to guide the discussion towards learning objectives without just forcing their point of view on students. Another very important part from Vygotsky’s work is the concept of a student’s zone of proximal development (ZPD). Vygotsky (as cited by Eggen & Kauchak, 2011) described it as “the distance between the actual development level…and the level of potential development…under adult guidance…or more capable peers” Once a student is within their ZPD, they can vastly benefit from ‘scaffolding’, this is assistance from either the teacher or from peers in a collaborative group to achieve a level that they would be unable to do independently (Eggen & Kauchak, 2011). This scaffolding can take many forms, using prompts and cues, asking pertinent questions, the most important point is not to do the work for the student but to guide in the right direction.