1/4/2019 0 Comments Critical Reflection #5How can we build trust with learners through care and empowerment? How can teachers use feedback to foster relationships and build skills effectively and culturally responsively? Many South African schools teach using required curriculum, describe two possible changes teachers could do to planning and instruction to support diverse learners?
I believe that building trust with learners is about showing our own understanding of the subject and being fluent in the strategies that we aspire to teach our students. As I continue to read through the inclusive instruction book, there is a lot of new information that I am learning. Because I do not come from a teaching background, it has been a bit overwhelming to try and retain all of the strategies, concepts and information that the book provides. However, I have found it easier to do so by recalling my own experience as a student, and the struggles I have faced myself. If we are able to relate to and understand our student’s own learning and difficulties, we can form stronger connections through empowerment and knowledge while building trust. Feedback can be used to better ourselves and our practice. Feedback from colleagues can assist in developing effective methods through which to teach students in varying capacities. It can also allow us to share lessons learned, to avoid making the same mistakes. Feedback from students is also very powerful, as they are the recipients of the learning and can speak directly to what is and is not working. As teachers work with a diverse student population, feedback would also be effective in allowing them to be culturally responsive. As many school systems have required curriculum from which teachers plan their lessons, there might not be too much flexibility in the content that is taught. However, teachers have the ability to tailor their planning and instruction to support their diverse classrooms. For example, one method to do so would be through differentiation. The Inclusive Instruction book explains this method as “based on the premise that instructional approaches should vary and be adapted in relation to diverse student needs” (Brownell et. al., 2012, pg. 78). Through this approach, the content, process, product or learning environment can be tailored to provide accommodations. Another method would be to tailor assignments to be more culturally and personally relevant. For example, basing projects on student’s personal and cultural background could allow for students to feel heard and connected, while applying the strategies they are learning to the work they are completing. This could assist in reinforcing the learning while allowing students to speak on their own experiences, giving voice to the diversity that is in the classroom. Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press. Describe the process of creating a CRSTP with the learner you chose. Explain any changes you make to the CRSTP template (additions, deletions, different prompts or resources). How can teachers use this process to support learners? As I worked through the CRSTP with my 8-year old nephew, I found it was difficult for him to conceptualize the big ideas that the questions were presenting. It was also interesting to ask these questions, because I realized that it is not something I ask him on a regular basis (ie: what do you want to be when you grow up, where would you like to live?). The only change I made was skipping the Changemaker question, which my nephew did not understand. I also needed to provide additional or clarifying information for several prompts to make it easier for him to answer. Overall, it was an interesting process and I was able to work with my nephew on a different level. Teachers can benefit from using this process to support learners because it provides an avenue through which students can think more broadly and personally about their own education and how they and others can work together to continuously improve the learning process. Link to Culturally Responsive Student Transition Presentation (CRSTP) Group Presentation: Inclusive instruction: Evidence-based Practices for Teaching Students with Disabilities - Chapters 7 & 8 Chapter 7 - Creating Strategic Learners Chapter 8 - Building Fluent Skills Use
0 Comments
Leave a Reply. |
|