Artifact #5: Cultural Awareness, Responsive Teaching and Learning Experience

This is a very important artifact as it represents how as an educator I am able to be

culturally aware, include responsive teaching and plan an inclusive learning experience. Today’s

classrooms are very diverse and as a competent educator you must ensure that they are reflected

in your classrooms to maintain inclusivity. The artifact demonstrates how I was able to plan a

writing activity for a grade 2 class and ensure all the students were able to participate. I discuss

how I am going to include the ENL learners in the class, as well as partnering with the gym

teacher to give them some suggestions on how to include these students in their class. I am also

ensuring that my student with an auditory processing disorder has a desk away from the hall and

is close to me during instructional time so that they are able to read my lips. As an Educator

when planning your lessons, you have to take the time to ensure you are meeting the needs of

every student. You may have a variety of students all with different needs. Making lesson plans

that incorporate all those needs will allow every student to have an enjoyable learning

experience.

INTASC Standards

Standard #1: Learner Development. The teacher understands how learners grow and

develop, recognizing that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student.

Educators promote growth in all students through the integration of intellectual, physical,
emotional, social and civic learning. They respect the inherent dignity and worth of each

individual. Educators help students to value their own identity, learn more about their cultural

heritage, and practice social and civic responsibilities. They help students to reflect on their own

learning and connect it to their life experience. They engage students in activities that encourage

diverse approaches and solutions to issues, while providing a range of ways for students to

demonstrate their abilities and learning. They foster the development of students who can

analyze, synthesize, evaluate and communicate information effectively.

The Ontario Ethical Teacher Standard

Care - The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
Developing Ideas 1.2 generate ideas about a potential topic, using a variety of strategies and

resources (e.g., formulate and ask questions such as the five W’s [who, what, when, where, why]

to identify personal experiences, prior knowledge, and information needs; brainstorm ideas with

a partner).

Ontario Ministry of Education Expectation

Grade 2 students Writing, 1. Developing and Organizing Content. Developing Ideas 1.2

generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate

and ask questions such as the five W’s [who, what, when, where, why] to identify personal

experiences, prior knowledge, and information needs; brainstorm ideas with a partner).

TEAC/CAEP Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.
ILA Standard
Standard 2 - Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced

curriculum to support student learning in reading and writing.

Cultural Awareness, Responsive Teaching and Learning Experience

This year I am teaching a Grade two class. For today's lesson I will be conducting a

writing lesson with the students. This activity will fulfill the following Common Core Learning

Standard:
Developing Ideas 1.2 generate ideas about a potential topic, using a variety of strategies and

resources (e.g., formulate and ask questions such as the five W’s [who, what, when, where, why]

to identify personal experiences, prior knowledge, and information needs; brainstorm ideas with

a partner).

The activity will also fulfill the following Ontario Curriculum Expectation:

Grade 2 students Writing, 1. Developing and Organizing Content. Developing Ideas 1.2

generate ideas about a potential topic, using a variety of strategies and resources (e.g.,

formulate and ask questions such as the five W’s [who, what, when, where, why] to identify

personal experiences, prior knowledge, and information needs; brainstorm ideas with a partner).

I will divide the class into pairs and have them read a short story together and afterwards

have them work on a worksheet answering the following questions:

1) What is the story about?

2) When did the story take place?

3) Who are the characters?

4) Where did this story take place?

5) Why did it happen?

I would ensure that the two ENL learners are not paired together as this way they will be

able to hear the other students speaking english. I would also give the ENL teacher a copy of the

activity beforehand, so that they would be able to go over the activity with these students. They

could explain the five W’s. By doing so the students will have a better idea of the activity and

what the expectations are.

Also, on a side note because they are having trouble fitting in socially I would speak to

the gym teacher and ask if it would be ok for them to explain their game sepak takraw that they
play before and after school to everyone during gym time, so that they feel included and that the

other students could learn and maybe want to join them.

To help Jazmin be successful in my class, I would have her desk close to the front of the

classroom near me, so that she will be able to hear me easier and be farther away from the door

and the noise in the hallway. While I am explaining the activity to the class I would ensure that I

am writing the instructions on the blackboard and provide images as well to help illustrate the

activity (Rosen, P., 2017, p.1).

To help Nia be successful in my class I would ensure she is aware of the classroom

expectations, which we would have gone over at the beginning of the school year. The list

would be short and brief. I would post the guidelines in the classroom so that all the students are

aware of the expectations. During this group activity I would make sure that Nia knows that she

is able to take mini breaks if needed to help her stay focused and on track. Once Nia completes

the assignment I would ensure that I give her praise so that she knows that she did a good job

(Concordia University, 2017).

Since there is a reading component to this activity and not all my students are at the same

reading level, I would pair up students who are the same reading level and give them a story that

they are able to read. This means I would have 5 different books in order to ensure that all the

students can complete the activity at their level.

I choose to do this planned learning activity as it is a good activity for all the students to

be able to participate in at their own level. The students work in pairs, which help the ENL

students feel included and is a good way to brainstorm ideas. The activity allows me to use

different leveled books. This allows each student to be able to participate in the activity by

reading a book at their level.

 When I am making my lesson plans for the day I always make sure that I am using

culturally responsive teaching strategies. During this activity I will demonstrate the “teacher as a

facilitator” strategy. While the students are reading and writing their answers, I will go around

and make sure I am asking the students questions about their book and about their answers. I

will help guide them in the right direction. The students in my class know that I am always there

for them and they can come to me if they have any questions. I also have to ensure that I keep

DASA teaching strategies in mind when planning. I plan to employ the following in my learning

activity. I will create a flexible space within the building or classroom. When the students are

paired off, they are free to work in a space that they feel they will do their best work. That

includes the hallway. I will also use natural light. I rarely have the lights turned on in my

classroom. I have big windows and love having the natural light come in.

My plan reflects the diversity of learners as it includes all the students in my class. The

activity allows for all the students to participate and to be able to participate on their specific

learning level. For example, I will ensure that every student's paired up with someone at their

reading level and provide them with a book that is appropriate for them. I have also incorporated

mini breaks for Nia and have ensured that they ENL teacher has the materials before hand so that

she is able to review it with the two ENL learners in the class.