10 May Responding To Peers
RESPOND TO PEER 1 THEN PEER 2 ON A SEPARATE PAGE. PLEASE READ THEIR RESPONSE AND FOLLOW GUIDED RESPONSES
Guided Responses
1. Choose two different aspects from your classmates’ charts and offer an additional activity or strategy to make the content area culturally relevant and meaningful.
2. Also, offer one additional method for how they can share this information with students and their families.
PEER 1
Cultural Context: Language
Activity/Strategy: Language Arts
Content Area
Vocabulary: To bring out vocabulary during our language arts activity, I will allow the children to name something specific about their culture and as a class we will explore it through research.
Building a community of Learners: To build a community of learners for this domain, after the class has done research on to better understand part of their classmates culture, we will talk about what they enjoy most about their classmates culture.
High Expectations: I will talk with the class to let them know that I expect them all of them to respect each other at all times by not talking negatively about anyone or their culture.
Rewards: To reward my students throughout the lesson I will allow the to bring in recipes, clothing, music and other items that represent some part of their culture.
Pride: To influence pride in my students concerning their culture we will display pictures, play music, books, and have cooking activities.
Method of sharing this information: I want to share the activities I planned for these activities with my parents to include them. I will share this information through a parent information letter, lesson plan, daily note.
PEER 2
Content Area: Creative Arts
Activity/Strategy to make Creative Arts culturally relevant to students.
Aspect
Activity/Strategy
Vocabulary
In looking at the language, it’s very important to teach vocabulary explicitly and in ways that the students will remember: drama or props or anything you can use through concrete experiences. (Torres-Velazquez) To teach the children the vocabulary of music and movement, I will show/label musical instruments of different cultures. I will use sight words such as dance, music, drum, beat, sound, and song. We will use props such as scarves while dancing to different beats. I will use the smart board to show dances of different cultures that we can mimic the movements of. In the dramatic play area, I will have various dress-up clothes for both girls and boys to wear. I will have posters and books throughout the classroom to show the children how people dress around the world.
Building a Community of Learners
During circle time, each child will choose a musical instrument. The children will use sensory reception to take part in singing and creative movement. The children will have opportunities daily to express themselves through creative movement, singing, dancing, and playing musical instruments. They will be encouraged to sing along with each other and the teacher. The children will practice using the scarves, musical instruments, and various props and have a parade throughout the preschool classrooms.
High Expectations
Creative arts experience in preschool contributes to children’s artistic and creative development along with a wide range of skills in other areas, including perceptual, cognitive, language, and social skills. (IPC)
Rewards
To reward the class, we will have a party featuring a few foods of different cultures. The children will be allowed to wear the dress-up clothes of their choice for the party and we will listen to music during our party.
Pride
The children will feel a sense of pride as they ‘master’ the music and movement of other cultures.
Method of sharing this information with families
The families would be invited to share in our party day. For those that cannot attend, I will take a photo of their child as he/she is interacting with her peers at the party, print it out, and send it home along with a note sharing what we’ve done in the classroom related to the music and movement of various cultures.
Creative Arts Research Review IPC Thematic Objectives Creative Arts https://ipc.education/wp-content/uploads/2015/06/RR_CA.pdf
Wardle, F. (2013). Collaboration with families and communities [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)Links to an external site.
The Iris Center (Producer). (2009, April 2). Diverse learners – Diane Torres-Velasquez (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. [Audio podcast]. Podcast retrieved from http://iris.peabody.vanderbilt.edu/interview/velasquez_diverse_lrn/ (Links to an external site.)Links to an external site.
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