Discuss how you, as a teacher, will address the issue of fairness without divulging confidential information.

/in /by

 Students may argue about fairness and ask why a student with special education needs is treated differently regarding behavioral discipline, accommodations, etc. Review the “Beyond F.A.T. City:  Look Back, Look Ahead-Conversation about Special Education,” focusing on the “Fairness in the Classroom’ section. Consider the statement, “Fair is not always equal.” Discuss how you, as a teacher, will address the issue of fairness without divulging confidential information.

Clinical Field Experience C: Cultural Competence

/in /by

As a teacher, you may have a class with students that do not share the same linguistic or cultural backgrounds. Demonstrating cultural competence entails a focus on the individual student, not just the curriculum, as you identify ways to respect and promote the linguistic and cultural differences of your students.

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

Part 1: Continued Language Support

Discuss with your mentor teacher culturally specific items in their classroom environment. You may consult other teachers at your field experience site to gather additional information or work with multiple teachers if needed. Include the following in your discussion:

· How do you support and celebrate cultural diversity within instruction?

· How do you leverage home language and cultural assets?

· How do you show responsiveness to the different strengths, needs, and identities of all ELLs, including special needs?

· How do you demonstrate understanding of the social, emotional, and cultural needs of students when establishing classroom routines and procedures?

· At least two additional questions to discuss with the teacher.

Observe at least one classroom in a K-8 or 9-12 school setting with ELLs. Continue to work with a student or group of students to support their language acquisition needs in the mentor teacher’s classroom. If possible, focus on instructional or support activities related to the discussion with your mentor. Examples of activities include creating resources with the mentor teacher that support the home language/culture of the ELLs in the classroom; conducting a whole-class activity that supports cultural diversity; attending meetings with the mentor teacher which involve ELL families; and providing one-on-one assistance specific to the social, emotional, cultural, linguistic, or academic needs of the student.

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

Part 2: Reflection

Following the observation, discuss with your mentor teacher the progress made and next steps in supporting the students’ language acquisition needs. Collaborate on ways your mentor teacher can continue to demonstrate cultural understanding and promote language development in their content area classroom.

Write a 250-500 word reflection summarizing your observations and discussion. Include a reflection of how you supported the language acquisition needs of the students you worked with. Address how what you have learned will affect your future professional practice. Specifically discuss how you will demonstrate cultural understanding and promote language development in your classroom.

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.

Identifying The Genre Sarah

/in /by

Overview:

For this assignment you will choose to view either Edgar Wright’s Shaun of the Dead or Rian Johnson’s Brick to analyze and discuss its genre.

Instructions:

Be sure that you have reviewed the resources on genre before beginning. This assignment may require multiple viewings of your chosen film, as both of these films are considered Cross-Genre, or Multi-Genre. Go into your viewing of the film prepared and take notes along the way!

• Explain the film’s genre using specific examples of the genre conventions, expectations, iconography, and any innovations you may find. Also, include your thoughts on the following questions in your discussion:

o How does the mixture of genre affect this film? o What social function might this film serve?

Requirements:

  • Read the assignment instructions and rubric carefully before beginning.
  • Use full sentences and appropriate academic language in all work.
  • Use APA citation format and include a reference/work cited page when
    necessary.
  • Post your work into the Film Lab by creating a new thread.
  • Provide a peer response to at least one of your classmates.
    Be sure to read the criteria, by which your work will be evaluated, before you write, and again after you write.

Copyright 2022 Post University, ALL RIGHTS RESERVED

Evaluation Rubric for Film Lab Assignment
CRITERIA Needs Improvement Satisfactory Proficient

page2image2100280512 page2image2100280704 page2image2100280992 page2image2100281280

(0-6 Points)

(7-8 Points)

(9-10 Points)

Clarity and Structure

Assignment questions are not addressed / minimally addressed, or incorrect; explanations are hard to follow.

Assignment questions are partially addressed; some sections may be off- topic.

Assignment questions are addressed clearly and thoroughly throughout.

Details and Examples Used

None provided; or minimal details explored and/or examples used.

A few layers of detail and examples used, though some details may be missing or lacking.

Writing explores multiple layers of detail; provided excellent explanations using appropriate examples.

Evidence of Critical Thinking

Lacking critical thinking; analysis contains obvious responses to questions; little thought evident.

Some critical thinking evident, but may not directly address the key concepts; analysis shows partial contextualizing of unit material.

Clear evidence of critical thinking; analysis addresses key concepts and exhibits originality and successful contextualizing of the unit material.

(0 Points)

(1-3 Points)

(4-5 Points)

Peer Response

Did not provide a peer response.

Peer response provided though minimal and lacking depth by restating or summarizing what was already expressed; details and new ideas missing or lacking.

Peer response elaborates on classmate’s ideas/discussion with further comment or observation; presents relevant new ideas and viewpoints for consideration by group; raises questions or politely offers alternative perspectives.

Clear and Professional Writing and APA Format

Errors impede professional presentation; no/minimal APA guidelines followed.

Few errors contained that do not impede professional presentation.

Writing and format is clear, professional, APA compliant, and error free.

How to ask a great question on Packback

/in /by

(111) How Do Students Use Packback? – YouTube

The link above explains what and how it’s used PLEASE WATCH

These are things that DO NOT belong in Packback:

  •   Questions that are phrased as a statement, not a question
  •   Questions that are closed-ended (only one “right” answer)
  •   Posts that are plagiarized or contain mostly quoted content
  •   Questions or responses that contain profanity or offensive language
  •   Questions about “class logistics” (tests, homework, schedule)
  •   Questions or responses that are not related to the subject matter of the community
  •   Duplicates of other questions or responses already posted
  •   Questions or responses that are intended for cheating

How to ask a great question on Packback

The goal of Packback is to create a community where everyone is sharing questions that foster valuable discussion, challenge existing ways of looking at the world, and uncover brilliant new ideas for applying class learning to the real world.These are the 3 components of a GREAT question to post on Packback:

  • It is OPEN for discussion, and can’t just be “Googled” That means it has more than 1 possible valuable response, so that many people can share ideas and discuss.
  • It SHARES interesting knowledge, source or ideas Great questions share interesting information, sources or ideas from other thinkers, and take them one step further to create a new idea or perspective.
  • It BUILDS connection between the class and the real world Great questions apply and connect class information to real world problems or concepts from other classes. Some of the most creative new ideas come from combining two unrelated ideas, a technique known as “Combinatory Thinking”.

Here are the other links needed:

Respecting Differences (Grades K-5) (drake.edu)

Digital Citizenship (Grades 6-12) (drake.edu)

The Six Pillars of Character – Character Counts

Prior to beginning work on this Packback Discussion,

· Read Chapter 7: Developing a Philosophy of Teaching and Learning in your Introduction to Teaching: Making a Difference in Student Learning textbook.

· Review theK-5 character education lesson: respecting differences (Links to an external site.) and the 6-12 character education lesson: digital citizenship (Links to an external site.) as well as the Six pillars of character (Links to an external site.) page.

· Review the background information for this week’s discussion topic in the Packback Discussion Forum Guidance section below.

· Follow the directions in the task section of the Packback Discussion Forum Guidance section below.

 

 

Background Information: The Six Pillars of Character

Educators are held to a higher standard when it comes to ethics and character, because they are always in the position of an example. Everything an educator does is geared toward building up an individual and helping them to become the greatest person they can be. The Six Pillars of Character as presented by Character Counts are a good guide for educators to be accountable to as they teach their students about character.

Watch the following video:

(111) Teacher integrates the Six Pillars of Character into discussion of George Washington – YouTube

 

This video of a schoolteacher explaining to a group of her peers how she integrates the Six Pillars of Character into her lessons should give you a better perspective on the six pillars of character in the teaching and learning process.

Watch the following video:

Character Counts on Vimeo

 

This video was filmed at a school near Los Angeles that uses the Six Pillars of Character as a school-wide positive behavior intervention support system (PBIS). In it you can see how character is a huge part of the social and academic culture of the school.

The Six pillars of character (Links to an external site.) is a framework for teaching good character and is composed of six values: trustworthiness, respect, responsibility, fairness, caring, and citizenship. Each of the six character traits is used within our CHARACTER COUNTS! Program to help instill a positive learning environment for students and a culture of kindness, making schools a safe environment for students to learn. The Six Pillars of Character values are not political, religious, or culturally biased. In fact, every year since 1995 the program has been officially recognized and endorsed by the values (characteristics) everyone can agree upon.

· Trustworthiness: Think “true blue.” Be honest. Do not deceive, cheat, or steal. Be reliable—do what you say you will do. Have the courage to do the right thing. Build a good reputation. Be loyal—stand by your family, friends, and country.

· Respect: Treat others with respect; follow the Golden Rule. Be tolerant and accepting of differences. Use good manners, not bad language. Be considerate of the feelings of others. Do not threaten, hit, or hurt anyone. Deal peacefully with anger, insults, and disagreements.

· Responsibility: Do what you are supposed to do. Plan ahead. Be diligent. Persevere. Do your best. Use self-control. Be self-disciplined. Think before you act. Be accountable for your words, actions, and attitudes. Set a good example for others.

· Fairness: Play by the rules. Take turns and share. Be open-minded; listen to others. Do not take advantage of others. Do not blame others carelessly. Treat all people fairly.

· Caring: Be kind. Be compassionate and show you care. Express gratitude. Forgive others. Help people in need. Be charitable and altruistic.

· Citizenship: Do your share to make your school and community better. Cooperate. Get involved in community affairs. Stay informed; vote. Be a good neighbor. Obey laws and rules. Respect authority. Protect the environment. Volunteer.

As a future educator, you are encouraged to measure yourself against the Six Pillars of Character and apply them to the character traits you must display to be successful in maintaining good grades in your schoolwork.

An aspect of the Six Pillars of Character that directly applies to you as a student and one that you will hopefully teach your students is “due dates versus do dates.” There is a difference between a due date and a do date. You cannot wait until a thing is due to begin doing it; that could cause you a world of trouble. How can you apply good and healthy character to better plan your time and begin doing things before they are due?

 

 

Task

The whole point of this week is to get you to contemplate the level of ethics and character that you must exhibit as an educator.

Prior to participating in this discussion forum, reflect on the Six Pillars of Character (Links to an external site.) page, as well as the K-5 character education lesson: respecting differences (Links to an external site.) and the 6-12 character education lesson: digital citizenship (Links to an external site.) paying attention to the level of education in which you wish to serve (i.e., early childhood, elementary, middle school, high school, or adult).

Craft a thought-provoking question around the Six Pillars of Character, their importance to that level, and how you will incorporate them in the teaching and learning process. The idea is for you to further the critical thinking processes of your classmates by challenging them to broaden their awareness of the impact of the Six Pillars of Character in the field of education.