06 Nov please answer all the questions Article; Professional Dispositions and Ethics – Demonstrated Behaviors? ?REFERENCE LIST Gibbs, G. (1988). Learning by doing: A guide to teaching and learning

2048.3.1 :  Recognizing the Community of Care

The graduate plans for learning environments that meet all students' cultural, social, and emotional learning needs by incorporating knowledge of individual learners, diverse cultures, and communities.

INTRODUCTION

Western Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls under step one of the three-step framework. In this task, you will engage in activities that will go toward preclinical hours of your Early Preclinical Experiences requirements.

In this task and others in this program, you will use Gibbs' Reflective Cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs' Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how this experience will apply to your future practice.

For this task you will select three videos that allow you to observe learning environments where efforts are being made to meet cultural, social, and emotional learning needs of students. In each video, you will observe teachers in their classrooms and will then evaluate their efforts to incorporate the diverse cultures and communities of individual learners into the learning environment.

Please note: To assist you in this task, we strongly recommend you start by reviewing the SOE Professional Dispositions and Ethics linked in the Web Links section below. You might consider reviewing Module 13 prior to starting this task.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).  

A.  Identify  three videos from the attached “Task 1 Video List” found in the “Supporting Documents” section.  

Note: When selecting three videos to observe, it may be helpful to read the description available on the web page for each video. You will want to choose videos that will give you enough relevant material to respond to parts B1–B5.  

B.  Reflect on your video observations by doing the following:

1.  Discuss specific examples of how the teachers in the videos effectively incorporated the needs of individual learners within their learning environments, including  at least one example of  each of the following from  any of the three videos:

•   cultural needs

•   social needs

•   emotional needs  

2.  Discuss ways that the teachers could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments.

3.  Discuss  two culturally sustaining pedagogy strategies you learned from observing the videos that you could incorporate into your future practice as a teacher.

a.  Explain how you can apply the two strategies from B3 in your future classroom.

4.  Explain how you could involve your students’ caregivers in the execution of the strategies from part B3, including specific examples.

5.  Explain how you could involve the community in the execution of the strategies from part B3, including specific examples.  

C.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.  

D.  Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Task 1 Video List

Select three videos from this list to watch prior to completing the requirements for this task.

The videos you choose should, collectively, represent examples of teachers addressing the

cultural, social, and emotional needs of students. To determine the content of each video, it

may help to read the descriptions on the web pages.

1. “Writing a Cooperative Paragraph,” English learners (ELs)—second grade

https://lrps.wgu.edu/provision/200783990

2. “Building Classroom Community through the Study of Chinese Art and Culture,” second

grade

https://lrps.wgu.edu/provision/200783347

3. “Creating Fractured Fairy Tales Using Story Maps,” fifth grade

https://lrps.wgu.edu/provision/200783189

4. “Defining the Problem, Effect, and Solution through an Interactive Read Aloud,”

kindergarten

https://lrps.wgu.edu/provision/200783059

5. “Determining the Influence of Media on American Culture and Stereotypes,” 12th grade

https://lrps.wgu.edu/provision/200782854

6. “Developing Drug Awareness and Resistance Skills,” sixth grade

https://lrps.wgu.edu/provision/190967517

7. “Learning about Cultural Identity,” kindergarten

https://lrps.wgu.edu/provision/13438941

DFM2: Critical Commentary Task 1 Video List

PAGE 2

8. “Developing U.S. History Content Vocabulary,” fifth grade

https://lrps.wgu.edu/provision/200782444

9. “Adding Mixed Numbers with Like and Unlike Denominators,” sixth grade

https://lrps.wgu.edu/provision/200782060

10. “Analyzing American Literature through a Fish Bowl Discussion,” 11th grade

https://lrps.wgu.edu/provision/200781790

11. “Analyzing Diverse Media to Clarify Text,” seventh grade

https://lrps.wgu.edu/provision/20077824

,