Analyzing Cultural Relevance, EDU 692 W3 Assignment help

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Analyzing Cultural
Relevance in Instruction
In Chapter 12, Wardle (2013)
summarizes the important characteristics of a culturally relevant teacher. Use
this information as a guide or resource throughout this assignment to help
inspire your thinking as you apply your knowledge of culturally relevant pedagogy
toward specific solutions to problems facing a teacher with a very diverse
student population. This exercise provides excellent practice over the
application of culturally relevant principles in the design of effective
instructional solutions. You will need to design such instructional solutions
within the Final Project, so it is very important to practice such skills here.
Specifically, for this assignment, you will view a brief video taken with a
cell phone by a student in a high school social studies class. The video (Bliss, 2013) documents a meltdown
Bliss experienced during his World History course at Duncanville High School in
Duncanville, Texas. A transcript of the audio is provided in the Instructor
Guidance for this week along with other detailed assistance for completing this

After reviewing the Instructor Guidance for this task, create your assignment
to meet the content and written communication expectations below.

Content Expectations

  • Video Analysis Questions (2 points): Answer the questions below based on your inferences
    and ideas after viewing the events captured in the cellphone video.
  1. Description:
    What is the problem (from Jeff Bliss’s perspective as well as from Ms.
    Phung’s perspective)? 
  2. Diagnosis:
    What probably caused it? Who benefits? Who loses? What position do you
    take on this issue? 
  3. Solution: How
    could a more equitable, culturally relevant approach to the class improve
    the situation? How might Ms. Phung respond differently to Jeff’s
  • Equity Strategies (2.5 points): Describe any equity strategies you noticed or inferred
    being implemented in the video. Suggest at least one strategy for
    each of the four categories
    that the teacher could have utilized to
    help meet student needs in a more equitable fashion.
  1. Instruction
  2. Classroom Environment
  3. Student Grouping
  4. Student Recognition/Leadership
  • Culturally Relevant Strategies (2.5 points): Describe evidence of any culturally relevant pedagogy
    in action in the cellphone video and suggest at least three
    strategies that could be used to create a more culturally relevant
    classroom. Such strategies might be drawn from the following areas:
  1. Maximizing academic success through relevant
    instructional experiences
  2. Addressing cultural competence through reinforcing
    students’ cultural integrity
  3. Involving students in the construction of knowledge
  4. Building on students’ interests and linguistic
  5. Tapping home and community resources
  6. Understanding students’ cultural knowledge
  7. Using interactive and constructivist teaching
  8. Examining the curriculum from multiple
  9. Promoting critical consciousness through opportunities
    to challenge predominant elements of the students’ social norms

Written Communication Expectations

  • Page Requirement (.25 points): Submit three to five pages, not including the title and
    reference pages.
  • APA Formatting (.25 points): Format your paper according to APA style as outlined
    in the Ashford Writing Center.
  • Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of
    syntax and mechanics, such as spelling and grammar. 
  • Source Requirement (.25 points): Reference the cellphone video and Wardle (2013)
    textbook. All sources on the references page need to be used and cited
    correctly within the body of the assignment.

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