A Class Divided And The Invisible Knapsack Review

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Imagine that your principal has come to you and stated that the district is interested in hosting a professional development workshop for educators to help them broaden their cultural competence, improve their family-teacher relationships, and enhance educational experiences for all students. The district is proposing using the materials from “A Class Divided” and “White Privilege: Unpacking the Invisible Knapsack” for the workshop. Both of these resources are dated, but are often used in schools to introduce faculty to social justice issues that affect educators.

Your principal has asked you to submit a 500-750 word persuasive essay either in support of or against the use of the material in these resources. In your essay, include specific examples that discuss whether the materials could be used to help individuals broaden their cultural competence, build stronger relationships, and create more relevant educational experiences. If you argue that the materials should not be used, offer reputable alternatives for your principal to consider. Be sure to include links and descriptions of the alternative resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

How The Brain Learns

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In Chapters 3 and 4 of your primary text, Farrar and Montgomery discuss executive functioning and memory development (2015), and the factors that influence brain development. For this assignment, you will build upon that knowledge by further investigating how the brain learns. Remember that working memory, attention, and executive functions are interconnected and are crucial to the learning process. This includes the ability for a child to pay attention, demonstrate inhibitory control, and goal-directed behavior. Children may possess varying degrees of each of these functions, but they work together to create cognitive control and flexibility. For this assignment, you will assume the role of a professional development coordinator for your state’s early childhood programs and develop a flyer titled “How the Brain Learns” that informs families about the role of working memory, attention, and executive function in learning and development. You may develop your flyer using Microsoft Word or Microsoft Publisher. Before completing this assignment, review the Week Two Instructor Guidance for additional information, resources, and support. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” discussion before the due date with questions.

In your “How the Brain Learns” flyer, include separate sections that address each of the following:

  • Key Words (1 point): Define working memory, attention, and executive functions.
  • Relationship Among Executive Functions (1 point): Using examples, discuss the relationship among the three core executive functions (i.e., working memory, inhibitory control, and set-shifting).
  • Development of Executive Functions (2 points): Using examples, discuss how the three core executive functions develop from infancy through age 8.
  • Executive Functions and Role (2 points): Examine the role the three core executive functions play in learning and development. For each of the functions, provide a specific example to support your examination.
  • Neural Regions and Executive Functions (2 points): Explain at least two ways the prefrontal and ventral striatum neural regions are associated with executive functions in emotional situations.
  • Delayed Gratification (1 point): Using examples, discuss at least two different factors that influence young children’s willingness to delay gratification.
  • Environmental Influences (1point): Using examples, explain at least three environmental influences that impact executive functioning and memory.
  • Training of Executive Functions (1 point): Discuss at least two specific ways to help executive functions in children in the classroom.
  • Flyer Design (1 point): Incorporates at least three images or graphics that are related to the content of the flyer.
  • Flyer Length (.5 points): Your flyer must be at least 2 pages in length.
  • Title Page (.25 points): Inclusion of a separate title page with the following:
    • Title of presentation
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Source Requirement (0.5 Points): Reference two scholarly sources in addition to the text. All sources included in the References list must be cited in the content of the flyer.
  • APA Formatting (0.25 Points): Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list.
  • Syntax and Mechanics (0.25 Points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Curriculum Barrier Case Study

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Robert, a 9th grader, is very popular because of his wonderful sense of humor, his respect for teachers, and his expertise in military vehicles. Robert also happens to have Spina Bifida, which confines him to a motorized wheelchair due to his limited mobility and limb strength. His disability negatively impacts his access to reading materials because of the motor coordination it takes to hold a book. Robert is fully included in the general education classroom but struggles to keep up with grade-level reading and written assignments.
The 9th grade social studies teacher is beginning a history unit specifically on the Civil War and has asked you to help evaluate the elements of this unit in regard to Robert’s strengths, areas of need, level of readiness, barriers that will impact his learning, as well as differentiated instruction strategies and instructional technology to overcome those barriers.
Your peer, the 9th grade social studies teacher, has provided you with the unit elements, requirements and Robert’s characteristics.
Unit Elements & Requirements

  • Subject      Matter: Civil War (events leading up to, the event, event outcome)
  • Group      Discussions
  • Workbook/      Worksheet & Textbook Reading
  • Videos
  • Written      Homework Assignments
  • Summative      Unit Assessment

Student Characteristics

  • Loves      military vehicles
  • Good      sense of humor
  • Respectful
  • Auditory      Learner
  • Logical/      Mathematical Thinker
  • Limited      Mobility
  • Limited      motor coordination
  • Can      use a computer but due to limitations, slow typist

DISCUSSION QUESTION: Using this Case Study information and past discussions you have had with this teacher:

  1. Provide      a list of at least two differentiated instruction strategies and two      instructional technologies to overcome those barriers specific to this      unit plan.
  2. Explain      how each instruction strategy and instructional technology device fit into      the TPACK framework.
  3. Explain      how safe, legal, and ethical use of digital information and technology,      including the respect for copyright, intellectual property, and the      appropriate documentation of sources will be incorporated into the      lesson.
  4. Provide      additional webpages, journal articles, and videos that the teacher can      also use for future reference (cited in APA formatting).

Clinical Field Experience C: Literacy Activity Implementation

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There is never enough practice for implementing activities. Each time a lesson is taught, a teacher learns something new about effective teaching practices through self-reflection, especially when implementing multiple content areas in one lesson for cross-disciplinary instruction.

Allocate at least 5 hours in the field to support this field experience.

Part 1: Implementation

For this field experience, you will deliver the literacy activity you created in Topic 2, or a lesson of your mentor’s choice, to a small group of students that your mentor teacher has selected. Remember to focus on:

  • Instructional strategies for literacy development.
  • Differentiation, including accommodations to meet the diverse needs of students.
  • Creating engagement and promoting discussion.

Part 2: Mentor Feedback

After your implementation, ask your mentor teacher the following:

  • How effectively did I integrate literacy into the activity?
  • Were students engaged?
  • How effectively did I meet the needs of all students?
  • What did I do well and what can I do better?

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 3: Personal Reflection

  • How did I integrate literacy in the activity?
  • Did students demonstrate the concepts of the activity? How?
  • How did I differentiate by using resources and/or technology to make necessary accommodations in the activity?
  • What do I feel went well in the class and what might have gone better?
  • How did I know if the students met the learning objective of the activity?
  • What would my next steps be for my future practice?

Write a reflection of 250-500 words summarizing your implementation experience, mentor’s feedback, and your personal reflection.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.