EDU 512: Week 7 Assignment 2: Instructional Content and Implications

Click the link above to submit your assignment.Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 2: Instructional Content and ImplicationsDue Week 7 and worth 270 pointsTeachers need to determine the point at which consideration should be made for integrating social concepts, such as gender and diversity. Design a lesson plan that focuses on promoting diversity and equality in your classroom.Write a four to six (4-6) page paper in which you:1. Formulate a lesson plan which focuses on maintaining a diverse classroom, including at least one (1) comprehensive integration strategy, a list of materials that will be utilized to integrate social concepts, and an assessment method for determining evidence of success.2.Analyze there (3) implications that social class has on schooling, and determine a method of handling these implications in the lesson you have created.3.Develop three to four (3) instructional strategies that avoid the seven (7) forms of gender bias in the lesson you have created. 4.Construct a method of conceptualizing and implementing the lesson you have created regarding diverse population groups with your students.5.Provide at least three (3) references (no more than 10 years old) from material outside the textbookYour assignment must follow these formatting requirements:·Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.·Include a cover page containing the title of the assignment, the studentâ??s name, the professorâ??s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are:·Integrate perspectives of diversity into instructional content.·Synthesize knowledge of learning theories and their instructional implications regarding diversity and equality in education.·Use technology and information resources to research issues in diversity in K-12 education.·Write clearly and concisely about diversity in K-12 education using proper writing mechanics.I attached a sample assignment. That should be format of the assignment according to the professor. Please DO NOT COPY. Professor is very strict.Thanks in Advance.
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Running head: PROMOTING DIVERSITY
Promoting A Diverse Environment:
Creating a Collaborative Culture
Britney Dabney
EDU 512 : Diversity in K-12 Education
May 28, 2015
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PROMOTING DIVERSITY
Introduction
Diversity as defined by Webster is â??the quality or state of having many different forms,
types, ideas, etc.â? and â??the state of having people who are different races or who have
different cultures in a group or organization� (Diversity). Both of these definitions are
key to running a successful environment not only in the classroom, but in life after as
well. In this paper I will be developing a classroom plan to promote a culturally diverse
environment for my students. Then, I will be analyzing various implications and
strategies to aid my classroom plan. Finally, I will be forming method to implement my
lesson.
Lesson Plan
Objective:
Students will be able to identify the meaning of diversity and apply it to everyday life.
They also will be able to use strategies learned to encourage diversity throughout their
communities.
Target Audience:
â?¢
Students of various backgrounds with ages ranging from 9-10 years of age
â?¢
General Education inclusion classroom with both male and female students
â?¢
4th Grade Public School system in a low socioeconomic community
â?¢
Primarily African American and Hispanic Students
Plan Overview:
Students will be learning about diversity through a project based group assignment. I will
assign each of them two partners to work with on the project. They then will be assigned
a culture, some represented in the classroom and some not, to research. They will need to
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PROMOTING DIVERSITY
utilize various research methods to find out key things about their assigned ethnicity to
bring back and share with the class. Sharing will be through presentation using any form
of visual the students choose. Also, exposure is a key when it comes to representation of
a diverse community. Because most of what the students see are similar to them in
culture, a diverse group of guest will come to visit our classroom.
Daily Instruction:
Day 1- Classroom Discussion: What is diversity? What does it mean to be a diverse
environment? What are some cultures we see every day that we want to know more
about?
We will use the answers from our discussion to generate the topics for the projects.
Day 2 – Project Overview: We will talk about the project and assign groups. Students will
begin the research process.
Day 3 through Day 6 – Research and Project Preparation: Students will use these days to
work in their group on their projects.
Day 7 through Day 9 – Presentations : Students will present about their culture to their
classmates through the visual aid they have created.
Day 10 – Reflections and Community Action Plan : We will take this day to reflect on
what we learned from our peers about the various cultures and develop a plan to educate
our community as well. We will also be discussing how we can use what we learned in
our everyday interactions with others. For example, now that we know the meaning
behind the head covering we will no longer make fun of or stare strangely at people we
see with one. We will work on signs and posters to place around the school to encourage
those around us to learn more about others and promote diversity.
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PROMOTING DIVERSITY
4
Materials:
â?¢
Computers
â?¢
Markers
â?¢
Colored Pencils
â?¢
Crayons
â?¢
Paper (Lined, Colored, and White)
â?¢
Internet Access
â?¢
Library Books about cultures
â?¢
Craft Materials (Glue, Scissors, etc.)
â?¢
Guest
Assessment:
As an assessment, students will be responsible for writing a reflective journal entry
making an action plan as to how they will carry out their classroom knowledge from the
classroom and school community to their home and neighborhoods.
Implications of Social Class
One major implication that social class has is the lack of resources at home for
the students. â??Families from low-SES communities are less likely to have the financial
resources or time availability to provide children with academic support. Childrenâ??s
initial reading competence is correlated with the home literacy environment, number of
books owned and parent distress (Aikens and Barbarin, 2008). However, parents from
low-SES communities may be unable to afford resources such as books, computers, or
tutors to create this positive literacy environment (Orr, 2003).� (Education and
Socioeconomic Status Fact Sheet) The fact that they cannot afford these resources at
PROMOTING DIVERSITY
home limits the amount of home based enrichment to aid school learning. This lack of
home resources also limits the teacher. We are limited in the assignments that we send
home for homework because we have to think about our audience and their home access
to the necessary tools to complete the assignment.
Another major implication on social class is the lack of parental involvement in
those areas. Whether it be because of the parents heavy work load to provide for their
family or their disinterest in the childrenâ??s education, it is a known fact that areas with
lower income have a harder time getting parents involved. â??Several studies find that the
social class of working class parents structurally limits parental involvement (Lareau
1987, Mehan et al. 1996). For example, in their study on African American and Latino
working class families, Mehan et al. (1996), argue that â??asking low-income parents to
attend school events and to help in the classroomâ?¦[makes] demands on the time and
disposable income of parents,� which are more easily fulfilled by middle and upper class
parents. In other words, they argue that working class parents are unable to be as
involved in traditional ways in their childâ??s education due to the constraints of their jobsâ?
(Garcia)
Using the lesson I created I plan to address some of these issues. By figuring
out a plan at school for how the students can realistically implement a plan for promoting
diversity in their neighborhoods and homes. Also, I can send home materials necessary
for implementing the plan so the lack of resources at home wonâ??t be an issue. Secondly
we can record our classroom reflections, plans, and guest input and provide it to parents
for home view at their leisure. By bringing the discussions home to them they will not
have to take off of work to attend a school meeting during school hours. Also, it gives the
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PROMOTING DIVERSITY
parents the freedom to watch it on their own time. Hopefully it will generate a dialogue
between the student, parent, as well as other household occupants thus spreading the
word about diversity.
Addressing Gender Bias
When thinking of diversity when tend to only address ethnicity, race, and
culture, however we mustnâ??t forget that gender is also a component that need not be
neglected. â??In the 1970s and 1980s, it was not unusual to see attempts to increase
diversity in education or workplaces described as outreach to women or minorities, as if
these two groups were mutually exclusiveâ?(Banks 145) â??however, in heterogeneous,
multicultural societies, inequities often exist around race and ethnicity as well as gender�
(Banks 145) therefore posing the need to address the two as its own issue. In my lesson, I
plan to directly address cultural diversity and indirectly put plans in place to avoid gender
bias throughout the lesson.
The first strategy would be to make the students aware in our introductory
discussion that gender is in fact part of being diverse. We can then look at our classroom
dynamic and really see that even though the class may be composed of mostly the same
race we are still diverse in our own way. The second strategy to avoid gender bias would
be to make sure the student work groups have both genders represented so that during
research they both can have input. Lastly, for our closing reflections I will make sure our
guests are not only culturally diverse but also representing both genders. By having this
gender component present when talking to those of other cultures, they may be able to
share with the class some specific gender traditions and issues of those cultures.
6
PROMOTING DIVERSITY
Implementation Plan
In looking at my lesson plan I feel as though it is very attainable. In order to
implement my plan in the classroom I plan to do a number of things. One thing I would
need to do is to make sure I have access to all the resources needed. Most of the supplies
I already have, such as computers, internet access, glue, scissors, etc., but I will ask
around to my colleagues for things students want to use for visuals that I may not have.
For example, if a group would like to use feathers to represent a cultural mask or festival,
I would reach out to the art teacher to attain those supplies. Another thing would be to
make sure I have a diverse group of guest. I foresee this as the most difficult portion of
the project but not impossible. Many friends of mine are of different cultures and I know
they would be more than willing to help out. Also, I can reach out to the local collegeâ??s
education department to gather volunteers for our discussion and presentations. Finally, I
will have to work with my media specialist and principal to create the home visual for
parents to view. Many of the supplies needed for that aspect might be rather expensive
for me to supply, however our media specialist and technology person may be able to
help with some suggestions.
Conclusion
Teaching students about the importance of diversity and how to promote it
is just as important as a Math or Science lesson. These â??side lessonsâ? are key to
becoming a productive member of society as they move on past my classroom. My lesson
would open their hearts and eyes to all forms of diversity and educate them on the various
cultures.
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PROMOTING DIVERSITY
References
Banks, J. A. and Banks, C.A. (2012). Multicultural education: Issues and Perspectives,
8th Edition. Wiley, 2012-09-14. VitalBook file.
Diversity. (n.d). Retrieved from http://www.merriam-webster.com/dictionary/diversity
Education and Socioeconomic Status Factsheet. (n.d). Retrieved from
http://www.apa.org/pi/ses/resources/publications/factsheeteducation.aspx
Garcia, N. (2013, December 4). Understanding Working Class Parental Involvement in
the College-Going Process. Retrieved from
http://thurj.org/ss/2013/12/4586/
Great paper that was well written. You performed well with adhering to the assignment
guidelines.
8

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