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Resources to use for the Week 6 assignment

Three Conditions English Learners Need to Thrive

Required

Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from  Educational Leadership (2019).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

How Cultural Differences May Affect Student Performance

Required

Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

Cultural Competence in Education

Required

Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

Culturally Responsive Instruction

Required

Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

How to Use Culturally Responsive Teaching in the Classroom

Required

Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

Strategies for Teaching Culturally Diverse Students

Required

Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

ELL Family Outreach

Required

Explore "ELL Family Outreach," located on the Colorín Colorado website.

https://www.colorincolorado.

Week 6 assignment

Assessment Description

Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.

Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:

Culturally Responsive Teaching

· What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?

· What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?

· What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?

Supporting the Needs of ELs in the Classroom 

· What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?

· What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?

Home and School Connections

· How might family and community practices (funds of knowledge) influence language learning?

· What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?

Support your video and script with a minimum of two scholarly resources.

Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.

Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected. 

Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option. 

While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance. 

Rubric Criteria

expand all Rubric CriteriaExpand All

Video Script

16.5 points

Cultural Influences, Competence, and Values and Beliefs

11 points

Criteria Description

5. Target

11 points

Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.

4. Acceptable

9.57 points

Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.

 Unsatisfactory

0 points

Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.

Culture in Student Learning and Inclusive Environments

11 points

Criteria Description

5. Target

11 points

Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.

4. Acceptable

9.57 points

Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.

Unsatisfactory

0 points

Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.

Cultural Diversity and Leveraging Assets

11 points

Criteria Description

5. Target

11 points

Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.

4. Acceptable

9.57 points

Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.

 Unsatisfactory

0 points

Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.

EL Identities and Needs

11 points

Criteria Description

5. Target

11 points

Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.

4. Acceptable

9.57 points

Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.

Unsatisfactory

0 points

Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.

Routines and Procedures

11 points

Criteria Description

5. Target

11 points

Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.

4. Acceptable

9.57 points

Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.

Unsatisfactory

0 points

Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.

Family and Community Practices/Funds of Knowledge

11 points

Criteria Description

5. Target

11 points

How family and community practices (funds of knowledge) influence language learning is insightful.

4. Acceptable

9.57 points

How family and community practices (funds of knowledge) influence language learning is clear.

Unsatisfactory

0 points

How family and community practices (funds of knowledge) influence language learning is erroneous.

Family, Community, and School Partnerships

11 points

Criteria Description

5. Target

11 points

Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.

4. Acceptable

9.57 points

Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.

Unsatisfactory

0 points

Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.

Professionalism

5.5 points

Criteria Description

5. Target

5.5 points

Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.

4. Acceptable

4.79 points

Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.

Unsatisfactory

0 points

Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.

Supporting Research and Documentation of Sources

5.5 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

5.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

4.79 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Unsatisfactory

0 points

Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

Mechanics of Writing

5.5 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

5.5 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

4.79 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.