Academia - Culturally Responsive Lessons.doc

Culturally Responsive Lessons.

"Instruction"Since I am not yet a teacher but have worked as one for an "
"al Context "L2 classroom in Cusco, Peru teaching preschoolers through "
" "2nd. graders, "
" " "
" "I know what it takes to keep them focus and occupied in the "
" "subject matter. I have developed a couple of strategies to "
" "keep them interested. "
" " "
" "Since children need relationships with caring adults who "
" "engage in many one-on-one, face-to-face interactions with "
" "them to support their oral language development and lay the "
" "foundation for later literacy learning. "
" " "
" "I have had 10 students per class which I had done twice a "
" "week for 6 months. "
" " "
" "All the students are L1-L2 beginner level. "
" " "
" "Do to the fact that my students are beginner level "
" "preschoolers through 2nd. grade their attention span is "
" "minimal and their English proficiency is also minimal so the"
" "class lasts about 1 ½ hours. "
" " "
" "I use alphabet letters and dress up as different personages "
" "from different cultures to provide a learning environment "
" "and cultural knowledge so as to strengthening intercultural "
" "awareness. "
"Lesson Goal"Provide the students with writing experiences that allow the"
" "flexibility to use nonconventional forms of writing at first"
" "(invented or phonic spelling) and over time move to "
" "conventional forms. "
" "Opportunities to work in small groups for focused "
" "instruction and collaboration with other children. Also, "
" "strengthening intercultural awareness. Encourage community "
" "participation and social activism. "
" "Use of blackboard and Magnetized alphabet letters, alphabet "
" "letters, paper, coloring pencils and instruction in both, "
" "Mother Tongue (Spanish) and English. "
" "Use of two bilingual aides to help keep the balance of "
" "students of mixed cultural backgrounds. "
"Lesson "To promote the development of alphabet knowledge "
"Objectives "effectively, an individual teacher must ensure both, "
" "effective classroom environment and segmentation of the "
" "class into small groups (4-5 children), because this type of"
" "instruction will yield better results than one-on-one "
" "instruction. "
" " "
" "To prepare students for the class, to engage their "
" "attention. Tell the students that you are going to show them"
" "an alphabet letter. Ask them why this letter is different "
" "than the rest and allow time for three or four suggestions. "
" " "
" "Then take out another letter and walk around the class, "
" "showing it to the students. To prevent prejudice and "
" "discrimination and to encourage community participation and "
" "social activism. "
"Materials "Magnetized alphabet letters "
"and "Blackboard "
"Equipment "Two bilingual aides "
" "Paper "
" "Coloring pencils "
" "Instruction in both, Mother Tongue (Spanish) and English. "
" "In addition, we will also use a projection screen, video "
" "projector, music, different cultures costumes, cultural "
" "objects, and prepared presentation libretto. "
"Procedures "It is important for me as a teacher to have a cultural "
" "awareness of the students' lives and backgrounds. Without "
" "this awareness, my sensitivity and compassion for each "
" "student would not be able to develop. "
" " "
" "It is also important for the student to have empathy for "
" "other students from other cultural backgrounds so they may "
" "relate to one another without any friction or "
" "discrimination. "
" " "
" "Having students play different culture roles aimed to create"
" "a cross-cultural atmosphere so as to understand each culture"
" "better and enhance their cross-cultural competence. "
" " "
" "Also, to teach them the alphabet in both L1-L2 Languages "
" "while using culture costumes for all; teacher, teacher aides"
" "and students. "
" " "
" "The use of cultural music, video projection and costumes "
" "from different parts of the world will enhance the learning "
" "goal. "
"Assessment "To measure student learning progress using a wider variety "
" "of assessment options, such as teacher-created tests, oral "
" "presentations, and various demonstrations of learning that "
" "give students more opportunities to show what they have "
" "learned. "
" " "
" "Students will learn the alphabet in both languages by using "
" "letter sounds. "
" " "
" "Since alphabet knowledge is a symbol of early learning. "
" " "
" "Its development has become a primary objective of pre-school"
" "intervention and instruction. "
" " "
" "Using the play area to further instruct students in letter "
" "association with real-world flora and fauna to enhance "
" "alphabet learning. "
" " "
" "Create a multicultural project that requires students to "
" "choose a cultural background outside of their own using the "
" "alphabet letters. "