My Plan For Getting to Know My Students
Artifact 1
My Opinion on the Importance of Getting to Know My Students
Individual Students
Clusters of Students
Whole Group of Students
When a teacher gets to know students individually, she or he is building an understanding of the each student’s background and facilitate funds of knowledge from topics that stem from students’ environment and individual interest. As Gay have illustrated the importance, “competence is always contextual and evolving” (2018, p.17). If teachers can actively strive to become more aware of what students’ individual preferences, then teachers can plan and adjust activities that can tap into these preferences and possible learning styles.
The importance in getting to know clusters of students are intricate to understanding the dynamic of the interactions of each clusters, to being familiar with the commonality that students may find with each other, to being able to help facilitate the interactions of similar and different learning styles, to being able to introduce the importance of group work and help guide and facilitate student in how to collaborate in an open yet polite manner.
Observations and deciphering whole groups of students are integral in understanding the socioeconomic and dynamic of the entire class as whole. The importance also lies in understanding how different ethnic groups interact and discovering the chemistry among different learning types to regroup when chemistry is low. Getting to know whole groups of student is crucial to my self-reflection in my lesson plans in determining whether my implementations of teaching strategies have worked or not or successful to what degree.
The Information that I Genuinely Would Like to Learn About From My Students
Topics to Satiate My Curiosity
Students’ perception of themselves to be sequential, simultaneous, or receptive kind of multilingualism
To fearlessly communicate: whether they are confused at any disciplinary language I am using throughout the lesson
Students’ individual views about their own culture verses about the “American” culture: What sounding familiar yet foreign aspects of either culture might they wish to know? What is interesting and unique specific to their culture? What do they genuinely hate about either culture? What is their frustration about their own culture verses about the “American Culture
their own perception of their learning style
the learning style of each student
Strategies to Use for Obtaining These Types of Information
Name Card
Instructions
Based of the activity done in EDUC 672 (S. Dewing, personal communication, September 7, 2022) and a first-day exercise (Gay, 2018, p. 253).
Rearrange seats into a big circle
Obtain a sheet of paper & Fold
Write Name (Calligraphy or Inked)
Illustrate that helps identify cultural origins associated with their name
Ask students to place their name cards in front of themselves
Round-robin to share what they chose to illustrate
When sharing, students will publicly declare their ethnic identities and provide some examples of values, beliefs, and behaviors that signal these ethnic identities
Scavenger Hunt
Instructions
Based of the activity done in EDUC 672 (S. Dewing, personal communication, August 31, 2022)
Teacher asks:
Please search for an item from home to share tomorrow. It is an item that represent your identify or an item that represent an unforgettable experience.
Let’s share your personal socio artifact, using sentence starters:
I picked… because…
My artifact is… It shows/represents…
Vocabulary Demo
Instructions
Based of the activity done in EDUC 672 (S. Dewing, personal communication, November 2, 2022)
Select 4 Vocabulary (3 of Tier 2 and 1 of Tier 3)
Provide the Dictionary Definition
Give out a Pre-Assessment worksheet with categories of have seen, brief definition, use in sentence, or unfamiliar
Turn & Talk
Teacher starts to weave the story of the 4 vocabulary words
Ask Students to draw to represent one of the vocabulary
Sentence Starter with another of the vocabulary
Gesture to represent a different vocabulary
Strategies involve: storytelling real life situation, humor, and multimodal engagement
List of Student Profiles
Student Profiles: Notes from H. & M.
Notes on student profiles obtained from A.J. Heineke & J. McTighe (2018) Using Understanding by Design in the Culturally and Linguistically Diverse Classroom.
All clauses are obtained directly from the text, unless in [brackets]. No paraphrasing was done. Notes are in the outline format. Underline areas are visualization to mark where to review the characteristics for strategizing. Additional outside sources to deepen understanding are added as comments.
List of Student Profiles: Link
Checkpoint 1
Why is it important to get to know individual students, clusters of students, and whole groups of students in your classes?
Checkpoint 2
What information would you genuinely like to learn about your students, so that you can be a culturally responsive educator?
Checkpoint 3
What are the specific strategies you will use as a teacher to learn this information? (Describe at least 3 specific strategies you will use--inside and/or outside of the classroom)
Include:
Brainstorm strategies: