Reflect multicultural pedagogy and culturally competent instructional strategies

Reflect multicultural pedagogy and culturally competent instructional strategies

Reflect multicultural pedagogy and culturally competent instructional strategies ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT;   Capella University Culturally Relevant Teaching Practices Analysis Assignment 

Capella University Culturally Relevant Teaching Practices Analysis Assignment Question Description: Lesson revision to reflect multicultural pedagogy and culturally competent instructional strategies and an analysis (3-4 pages) of the changes.

GRADING RURBIC MUST BE FOLLOWED

Lesson revision to reflect multicultural pedagogy and culturally competent instructional strategies and an analysis (3-4 pages) of the changes.

To become effective teachers who incorporate multicultural concepts, we must become effective in our instructional practice. Therefore, determining how we will teach is as important as what we will teach. As a teacher you must determine what culturally relevant instructional models or strategies you will use in your practice. What theory supports this model? Once you have answered this question, you have taken the first step in designing effective instruction. Incorporating multiculturalism is itself a part of the content process, not just an added activity. In this assessment, you will weave together the theory with the practice.

Reflect multicultural pedagogy and culturally competent instructional strategiesInstructions

Identify an upcoming lesson from your curriculum, including the objectives and assessment.
How did you approach teaching this lesson in the past?
What styles of teaching and strategies have you used when teaching this lesson?
Identify the assumptions and biases in the current lesson.
What do the objectives, materials, content, or assessment assume about students?
What do students need to already know about the content in order to make connections to the new learning? How is that background knowledge culturally biased?
Revise the lesson by incorporating strategies and materials to address the assumptions and biases you identified.
Evaluate how the strategies you selected incorporate student culture in the lesson.
Reference the multicultural theory or best practices to support your strategy selection.
Analyze the differences in the lesson before your changes and after.
How will the strategies you incorporated provide equal access to the content for all learners?
Additional Requirements
Submit the original lesson plan with objectives, assessment strategy, plan for materials, and sequence of activities.
Submit the revised lesson with changes that reflect the culturally relevant teaching strategies incorporated.
Submit a 3–4 page analysis based on the instructions above and scoring guide criteria.
Resources: Cultural Competence and the Role of Teacher Beliefs
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The resources below provide a research base for the role of teacher beliefs in educating students from diverse backgrounds.
Shevalier, R., & McKenzie, B. A. (2012). Culturally responsive teaching as an ethics- and care-based approach to urban education. Urban Education, 47(6), 1086–1105.
Ford, D. Y. (2015). Culturally responsive gifted classrooms for culturally different students: A focus on invitational learning. Gifted Child Today, 38(1), 67–69.
Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., . . . Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804–824.
Gay, G. (2009). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
Conrad, B. (2012). Intentions and beliefs: Why they matter and a conceptual framework for understanding them in culturally responsive teachers. Curriculum and Teaching Dialogue, 14(1/2), 87–99.
Resources: Lesson Planning with Multicultural Strategies
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PLANNING MULTICULTURAL LESSONS
The resources below provide examples and strategies you might use to plan your lesson to submit for this course’s assessment.

Resources: Culturally Responsive Strategies
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Consider the strategies for culturally responsive teaching outlined in the resources below as you develop your lesson for the course’s assessment.
Lotherington, H., & Chow, S. (2006). Rewriting “Goldilocks” in the urban, multicultural elementary school. The Reading Teacher, 60(3), 242–248, 250–252.
Starker, T. V., & Fitchett, P. G. (2013). Assisting preservice teachers toward becoming culturally responsive. Multicultural Learning and Teaching, 8(1), 27–46.
Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally responsive teaching in the 21st century inclusive classroom. Journal of the International Association of Special Education, 15(2), 56–62.
Chita-Tegmark, M., Gravel, J. W., Serpa, M. B., Domings, Y., & Rose, D. H. (2012). Using the Universal Design for Learning framework to support culturally diverse learners. Journal of Education, 192(1), 17–22.
Bui, Y. N., & Fagan, Y. M. (2013). The effects of an integrated reading comprehension strategy: A culturally responsive teaching approach for fifth-grade students’ reading comprehension. Preventing School Failure, 57(2), 59–69.
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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