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CTEL/503: Culture And Inclusion Wk 4 Discussion – Attitude Part…
CTEL/503: Culture And Inclusion
Wk 4 Discussion – Attitude
Part 1: Interview
Interview an experienced teacher of English learners to discuss the following:
How does attitude influence how we view cultural differences? How might this impact you as a classroom teacher?
How can teachers use instructional practices that are culturally relevant through both application and inquiry?
Part 2: Reflection
Reflect on the teacher’s experiences and insights on culturally relevant instruction. Based on your readings, the teacher interview, and your own experiences teaching English learners, share best practices related to culturally relevant instruction.
Share your response in a minimum of 175 words. Be specific and provide examples.
Textbook
Howe. W. A., & Lisi, P. L. (2017). Becoming a multicultural educator: Developing awareness, gaining skills, and taking action 2nd ed.). Sage Publications, Inc
or a link that you choose
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Review the College’s Conceptual Framework.
How does this topic link to the College’s Conceptual Framework and the framework’s philosophical relationship to effective teacher preparation?
Conceptual Framework Vision University of Phoenix College of Education develops and supports candidates in becoming educational professionals who positively impact student learning and personal development of all students in their PK-12 classrooms. Conceptual Framework Overview Our Conceptual Framework provides a common structure for all College of Education programs. It is the guiding structure for the design, implementation, and evaluation of our programs and sets expectations for teaching and learning by our faculty and candidates. Emphasizing a continuum of knowledge, skills, dispositions, and lifelong learning as essential elements for professional practice, the Conceptual Framework is centered on the College’s vision of the Educational Professional. Seven themes support this vision through seminal and current research and are evidenced in the design and delivery of each of our educator preparation programs. Advocating for Learning Our candidates believe all students can learn and embrace the role of advocating for and supporting the interests of the whole child. They engage students and their parents as partners in a positive, learning-focused classroom community. Valuing Diversity, Equity, and Inclusion Our candidates are prepared to acknowledge and value the characteristics and potential of diverse PK-12 students. Candidates are provided opportunities to demonstrate the value of diversity and equity, implement inclusive practices within instruction, and provide a welcoming classroom climate and high- quality instruction to students in diverse school settings. Collaborating with Educational Communities Our candidates learn and practice the skills of collaboration in their courses and use these skills in their professional interactions both inside and outside the PK-12 classroom. Candidates participate in collaborative learning communities in classrooms and schools during clinical experiences and in professional educational organizations. Candidates are expected to collaboratively work with students, families, colleagues, and community services to meet the individual learning and social-emotional needs of their students. Candidates engage with educational professionals to continually improve instructional practices. Integrating Technology Our candidates experience coursework designed to produce computer literate teachers who are competent in their ability to choose and incorporate educational technology into their classroom instruction. They develop an appreciation for and ability to analyze, select, and craft appropriate technology-based lessons. Engaging in Reflective Practice Our candidates engage in reflective practice to think deeply about their professional practice and the impact it has on students’ success. They engage in reflection to learn about their students, themselves, and the art of teaching. Candidates reflect on their planning, instructional, and assessment practices to make needed adjustments to ensure all students meet academic learning targets and grow socially and emotionally. Leading Through Innovative Practices Our candidates experience opportunities to lead through innovative practices in PK-12 classrooms. They are encouraged to create classrooms where they and their students explore, research, and use a variety of tools to uncover something new and use a higher level of thinking to solve problems. Practicing Professional Ethics Our candidates are expected to exemplify the highest ethical standards. They adhere to the ethical guidelines aligned with the national and state standards for their specialization and demonstrate the dispositions of a professional educator. Candidates accept the responsibility to teach students character qualities that will help them evaluate the consequences of and accept responsibility for their actions and choices. ©2020 University of Phoenix, Inc. All rights reserved. Educational Professional As defined by our Conceptual Framework, the educational professional embraces lifelong learning to continually develop their knowledge, skills, and dispositions to ensure all students learn and succeed. Throughout the program, our candidates engage in experiences to develop expertise in the seven themes of the Conceptual Framework, thus creating an educational professional.
