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Standard #2: Learning DifferencesThe teacher uses understanding of individual difference and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Artifact #1: The Walrus and the Carpenter Comprehension CheckExplanation: The 6th grade classroom I student taught in had a diverse learning atmosphere. For the majority of the lessons, I had to make adaptations and modifications for my students. I paired lower and higher learning students together, incorporated visuals into my lessons and accommodated the classroom setup. This gave the students the appropriate adaptations needed to create a comfortable environment suitable for learning. I adapted a comprehension check for the students who required it. I used the same check but reduced the choices to three instead of four. Artifact #2: Multicultural Practicum ObservationExplanation: ED 305 Multicultural Practicum allowed me the opportunity to work in an urban elementary school. This practicum required 15 hours of fieldwork as well as teaching two lessons. Teaching in an urban school allowed me to experience different cultures, race, and gender. I was able to compare urban classroom to suburban classrooms and also identify any cultural differences. The main difference from the two schools was the race and cultural. Urban schools are more likely to be exposed to a variety of culture and race. Scroll down to view artifacts #1 and #2Artifact #1Comprehension Check (pg. 17) 1. The author uses the image of the Oysters coming “thick and fast” to…describe how the Oysters look.emphasize the number of Oysters.persuade readers to walk on the beach.2. Which of these is explicitly stated in the poem?The walk takes place during the middle of the night.The Oysters enjoy the company of other animals.The Walrus and the Carpenter like long walks.3. What can the reader infer about the Oysters?They think the Walrus is funny.They find the Carpenter fearsome.They rarely walk long distances.4. What inference can you make about the Walrus based on lines 61-66?He thinks the Oysters are smart.He believes pigs can fly.He is talkative and sociable.5. Work with a partner to make an inference about why the young Oyster went walking with the Walrus and Carpenter, and the eldest Oyster did not. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Comprehension Check (pg. 19)1. What text evidence best supports the inference that the Walrus is trying to soothe or distract the Oysters before eating them?“A loaf of bread, … Is what we chiefly need.”“The night is fine, … Do you admire the view?”“It seems a shame, … to play them such a trick.”2. What inference would you NOT draw about the Carpenter?He is selfish.He is sympathetic.He is hungry.3. Which detail is stated explicitly?They ate some of the Oysters.They ate all of the Oysters. They ate none of the Oysters. 4. What is one way the author encourages reader engagement with the poem?The author uses made-up words. The reader must consider the character’s motives. The author makes the message relevant to daily life. 5. Do the Carpenter and the Walrus feel differently about eating the oysters? Give reasons for your answer, using evidence from the poem to support your inference. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sample Answer #5 (p.17)The eldest Oyster may be wiser than the other Oysters and have reason not to trust the pleasant offer of the Walrus. The words in lines 43-48 indicate that they young Oysters are eager and therefore may not be thinking about why the Walrus has invited them. Sample answer #5 (p.19)The Carpenter feels no guilt about eating the Oysters. He says, “Cut us another slice,” and “The butter’s spread too thick,” showing he cares only for a good meal. The Walrus says it’s a shame the Oysters took such a long walk, and he feels sorry for them. He admits that they tricked the Oysters and feels sad about eating theArtifact #2ED 305 JOURNAL IComparison with own high school or grade school experience: During the first half of my Multicultural Practicum at Gateway (Cleveland Stewart, Jr. Elementary), I experienced a different environment than where I attended school. Throughout my education, I went to elementary, middle, and high school in the Hopewell Area School District. Before starting my practicum, I did not think there would be a big cultural different between Hopewell and Gateway. When I first walked through the halls of Cleveland Stewart, Jr. Elementary, I quickly noticed how much more culturally diverse the school actually was. Throughout my time at Hopewell, almost all of the students in my classes were white. I did not get to experience a diverse culture throughout grade school, middle school, or high school. Observing other schools have really opened up my eyes to the lack of diversity in the Hopewell School District. At Gateway, there are 64% white, 21% black, 5% Asian, and all other races are under 1%. In addition, 38-39% of the population has free or reduced lunches. At Hopewell, there are 93% white, 2.2% black, 1.2% Hispanic, and all other races are below 1%. There is 20% of the population that gets free or reduced lunches. Throughout my time at Hopewell, I remember my teachers using more traditional teaching strategies. At Hopewell, we would be seated for the majority of class and do many worksheets. At Gateway and other schools I have observed at, the classes are more interactive. The students are constantly moving and interacting within the lessons. I also noticed that teachers at Gateway use a positive reinforcement method to keep the children engaged and also improve participation. The teachers award clothes pins to individuals and tables who display good behavior, good manners, and much more. Description of 2 Classroom Observations:Student Teacher:Date: 10/16/13 Classroom Teacher:Grade: KindergartenSchool: Cleveland Stewart, Jr. ElementarySubject: LiteracyLesson Theme: Recognizing/sounding “my”Number of Students: 15The SettingGeneral description of room:The room was spacious, clean, and colorful. The teacher’s desk was near the door and four circle tables (red, yellow, blue, green) were located in the center of the room. There is a half circle table next to the teacher’s desk, which is located in the corner of the room. This table is used for one on one work or individual testing. There is a large ABC carpet. This is where the students do morning activities. On the opposite side of the room, there are five computers set up along the wall.FurnishingsThere are four circle tables where the students sit at. Each table is a different color. This helps group the students into different “Teams” where each table works together each day to try to earn the most clothespins. There are also five computers located against one of the walls, a teacher’s desk, a half circle desk, a bathroom and sink, many shelves, windows, and a carpet. Teaching Aids:In the corner near the carpet, the walls are filled with interactive displays. There is a calendar, the ABCs, and many more interactive displays that the children use daily. There are also many book and puzzle shelves. Outline of SessionHow the subject was introduced:Mrs. gathered the children on the carpet and completed the daily duties. After, she reviewed the alphabet by singing a song that works with sounds. “T” is the letter of the week. She read a Teddy Bear poem, which included many rhyming words and words starting with “T”. Called on students to point out the letter “t” in each sentence. Next, she moved to the sentence board, where she made short two word sentences that started with either the work “The”, “A”, or “My”. She chose students to come out and read the sentences. Methods used:She constantly moved the children from the seats, to the carpet, or had students walk up to the display boards to answer a question. This kept the students attention. It also served as a classroom behavioral method. Another behavior method was using a star chart to reinforce good behavior for a child that has behavior issues. Teaching Aids EmployedMrs. used all the display boards surrounding that carpet. She also used a big book to read the poem. This allowed the entire class to see without moving. Brief description of the lessonAfter completing the daily duties/activities, the teacher started on the lesson about “my”. She used the display board to create different sentences. Each student has the opportunity to read each sentence and pick out the work “my”. The students then went back to their tables for an activity. The activity was to write a phrase starting with the word “My”. For example, one child wrote “My pumpkin”. Once they wrote their phrase, they were allowed to draw a picture of what they wrote. Student ParticipationNumber of students participating actively: 10Participation (mostly voluntary, mostly requested)She encouraged voluntary participation but she would sometimes allow the students to pick a student. Level of student interestThe children were very interested at the beginning because they just ate breakfast and it was the first lesson of the day. Towards the end, the children began to have a hard time sitting still. This is when she told the students to go back to their tables and work on the activity. How interest was stimulatedThe interests of the students were stimulated through games, a poem, and interactive display boards with picture. Provisions for individual differences Mrs. provided more think time for a student that was not up to speed with the rest of the class. She also gave him more helpful hints to lead him in the right direction. Preparation for future participation (Homework, etc.)There was no homework.Student Teacher: NoneDate: 10/17/13Classroom Teacher:Grade: KindergartenSchool: Cleveland Stewart, Jr. Elementary Subject: LiteracyLesson Theme: Sounding/Drawing “C”Number of Students: 19The SettingA.) General description of room:This room was set up almost exactly like Mrs. room. There were four different colored circle tables where the students sat, a teacher’s desk in the back of the room, a half circle table, a carpet area, and five computers.FurnishingsThe room has four circle tables for the students, a teacher’s desk, a half circle desk, a large ABC carpet, five computers, bulletin boards, interactive displays, a bathroom and sink, shelves, and a dramatic play area.Teaching Aids:Mrs. used the alphabet, interactive displays, calendars, and libraries.Outline of SessionHow the subject was introduced:After completing the daily duties, Mrs. played a game to introduce and allows the children to practice rhyming. The students stood around the carpet and she would say a short phrase that rhymed with a body part. The students would finish the phrase by answering and pointing to their body part that rhymed with the phrase. She then introduced the letter “c” to the class. She had the class help her find it on the alphabet in front of the room.Methods used:Mrs. used modeling as a method for her class. She modeled in front of the class how to draw a “c” with her hands. She also asked many questions to call on prior knowledge.Teaching Aids EmployedMrs. used a worksheet to practice tracing and writing the letter “c”. She also used a trashcan,“Mr. Sound Muncher”, to eat the toys that start with the letter “c”. She also used a “Color Code” paper. This was used to read the colors and color the word “go” according to the labeling. Brief description of the lessonMrs. introduced the lesson with rhyming to recognize different sounds. The students went back to their seats and worked on writing the letter “c”. Next, the students went back to the carpet and sat in a square. She used Mr. Sound Muncher and gave each child a toy. Whichever toy started with the letter “c”, the students would feed Mr. Sound Muncher. The students then “crawled” back to their seats and tried to crack the “Color Code”. This was a worksheet where the children had to color the letters according to the assigned color. The students had to sound out the colors. Student ParticipationNumber of students participating actively: 17Participation (mostly voluntary, mostly requested)Mrs. always chose on volunteers who sat quietly and raised their hand calmly. She did not allow students to pick other students to participate. Level of student interestThe students were fully interested the entire lesson. There was rarely a disturbance because all of the children were very focused and interested in the lesson. How interest was stimulatedThe interest was stimulated through constantly switching up the learning environment. Mrs. would have them sit at their tables for no more then 10 minutes and then make them move to the carpet area. She was constantly having them rearrange and keep moving so they would stay focused. Provisions for individual differences During the “Color Code” activity, Mrs. would mark the color matching to the word so students would got the wrong color could have a visual to match the color and the word. Preparation for future participation (Homework, etc.)There was no homework.Description of your activities in the practicum:During the first half of the practicum, I was heavily involved in the classroom with Mrs. Although she had a student teacher during the times I was there, she still allowed me to help in whatever way I could. By having the three of us work throughout the classroom, it allowed more individualized one-on-one time for students who were struggling in different areas. Mrs. organized the seating according to the student’s ability levels. Mrs. would normally work with the table that needed the most attention, while the student teacher and myself would walk around and help and monitor the other tables. Throughout the lessons, I would walk around and help students who were struggling. For example, if I saw a student was struggling staying in the proper line when writing capital or lower case letter, I would help them by using the hand-over-hand method. We would trace the dotted outline of the letter together and then the student would try it by himself or herself. I would help guide them using helpful sayings to help them remember where to go. Each day I was in the classroom, I was helping out around the class. PA Competencies met:Throughout the first half of my practicum, I have already met plenty of competencies. Although I did not get to meet all of the competences, I am hoping to cover as many as possible during the second half of my practicum. I have observed Mrs. as she was doing different planning and preparation for class. I saw how important it is to use a variety of resources in order to keep the children engaged. After observing in another Kindergarten class, I saw how important it is to follow the PA Standards. It is so important that all classes are learning the same things so they will all properly be prepared for the following grade. Through my observations I also saw how many different ways the teacher and students interacted. I noticed which ways was the most effect and which ways did not work as well. I observed the different typed of classroom management that was used through the lessons. I also noticed the importance of non-verbal communication from the teacher to the students. It is important to use non-verbal communication in classroom management. The teachers I observed all used different techniques to ask questions to find different answers. This is important because it requires the children to really think. The competences I met for Stage II (Observation) are A.2, A.5, B.1, B.2, B.4, B.5, C.1, C.2, C.4, D.1, D.2, and E.2.Throughout the many times I helped with lessons, I met a variety of competencies. Throughout Stage III (Teaching), the competences I met were A.5, B.1, C.1, C.2, C.3, C.9, D.1, D.5, D.6, and E.7. Each day was a learning experience. I tried to mirror the process of teaching that Mrs. used because of how engaged the students were. I performed many of these competences while helping the students with a variety of work. Through observing, tutoring, and co-teaching, I was exposed to a multicultural environment but was still able to effectively instruct students. I hope to continue these skills and meet the rest of the competencies during the second half of the practicum. ................
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