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files (2)ELM-515-RS-T2-Matixworksheet.docx
Matrixworksheetintructions.docx
ELM-515-RS-T2-Matixworksheet.docx
Creating a Diverse, Culturally-Relevant, and Equitable Classroom
|
Principle |
Principle in Action Explain how teachers can put each principle into action in the classroom, including one specific strategy or tool. |
Aligning Dispositions Explain how the GCU “Professional Dispositions of Learners” aligns with each principle. |
|
Use students’ cultural backgrounds, identities, and linguistic heritages to build meaningful learning experiences. |
|
|
|
Implement culturally relevant examples, materials, and activities into classroom lessons that embrace and celebrate student diversity. |
|
|
|
Use a variety of strategies and approaches to create a safe, caring, and supportive learning environment for all students. |
|
|
|
Link curriculum standards to various and diverse student experiences, background knowledge, and real-world issues. |
|
|
|
Engage students in student-centered learning methods that meet a variety of learning styles and preferences. |
|
|
|
Prompt critical thinking and decision-making skills in all types of learning environments. |
|
|
|
Design lessons that promote the intellectual, social, emotional, and physical growth and well-being of children. |
|
|
|
Empower all students to set learning goals and assess their progress toward academic goals. |
|
|
|
Develop safe and trusting reciprocal relationships with and between students that facilitate collaboration, communication, and respect for student differences. |
|
|
|
Advocate for student well-being through a fair and equitable decision-making process that is student-centered and promotes high expectations for all. |
|
|
|
Integrate the Christian worldview within the teaching discipline to ensure genuine care and understanding for all students. |
|
|
|
Collaborate with families and the local community in linguistically and culturally responsive ways. |
|
|
References
© 2023. Grand Canyon University. All Rights Reserved.
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Matrixworksheetintructions.docx
Requires Lopeswrite
Assessment Description
Incorporating diversity in the classroom allows teachers to build a positive rapport with students. By incorporating diversity, teachers can create a safe and supportive environment, that provides positive educational experiences, helps students gain an understanding of respect for different cultures, and allows students to learn from multiple perspectives. To incorporate diversity into the classroom, teachers must use additional resources that enrich the content in correlation with research-based instructional strategies that accommodate diverse student populations so that students' learning styles, experiences, and cultures are included.
Complete the “Creating a Diverse, Culturally-Relevant, and Equitable Classroom” matrix to explain how to put essential teaching principles into action in the classroom and how the principles align with professional dispositions.
Support your matrix with at least three scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources 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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments:
Required
Celebrating Difference: Best Practices in Culturally Responsive Teaching On...: EBSCOhost (oclc.org)
Rubric Criteria
collapse all Rubric CriteriaCollapse All
Principle in Action
28 points
Criteria Description
Principle in Action
5. Target
28 points
Explanation of how teachers can put each matrix principle into action in the classroom is specific and realistic. Strategy or tool for each principle is meaningful.
4. Acceptable
24.36 points
Explanation of how teachers can put each matrix principle into action in the classroom is concise and descriptive. Strategy or tool for each principle is appropriate.
3. Approaching
20.72 points
Explanation of how teachers can put each matrix principle into action in the classroom is artificial and lacking detail. Strategy or tool for each principle is shallow.
2. Insufficient
19.32 points
Explanation of how teachers can put each matrix principle into action in the classroom is unrealistic and/or inadequate. Strategy or tool for each principle is not included or inappropriate.
1. No Submission
0 points
Not addressed.
Professional Dispositions of Learners
28 points
Criteria Description
Professional Dispositions of Learners
5. Target
28 points
Explanation of how the professional dispositions align with each principle in the matrix is advanced.
4. Acceptable
24.36 points
Explanation of how the professional dispositions align with each principle in the matrix is competent.
3. Approaching
20.72 points
Explanation of how the professional dispositions align with each principle in the matrix is surface level.
2. Insufficient
19.32 points
Explanation of how the professional dispositions align with each principle in the matrix is irrelevant.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
7 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
7 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
6.09 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
5.18 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
4.83 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
7 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
7 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
6.09 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
5.18 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
2. Insufficient
4.83 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
1. No Submission
0 points
Not addressed.
Total70 points
© 2024. Grand Canyon University. All Rights Reserved.
ELM-515-RS-T2-Matixworksheet.docx
Creating a Diverse, Culturally-Relevant, and Equitable Classroom
|
Principle |
Principle in Action Explain how teachers can put each principle into action in the classroom, including one specific strategy or tool. |
Aligning Dispositions Explain how the GCU “Professional Dispositions of Learners” aligns with each principle. |
|
Use students’ cultural backgrounds, identities, and linguistic heritages to build meaningful learning experiences. |
|
|
|
Implement culturally relevant examples, materials, and activities into classroom lessons that embrace and celebrate student diversity. |
|
|
|
Use a variety of strategies and approaches to create a safe, caring, and supportive learning environment for all students. |
|
|
|
Link curriculum standards to various and diverse student experiences, background knowledge, and real-world issues. |
|
|
|
Engage students in student-centered learning methods that meet a variety of learning styles and preferences. |
|
|
|
Prompt critical thinking and decision-making skills in all types of learning environments. |
|
|
|
Design lessons that promote the intellectual, social, emotional, and physical growth and well-being of children. |
|
|
|
Empower all students to set learning goals and assess their progress toward academic goals. |
|
|
|
Develop safe and trusting reciprocal relationships with and between students that facilitate collaboration, communication, and respect for student differences. |
|
|
|
Advocate for student well-being through a fair and equitable decision-making process that is student-centered and promotes high expectations for all. |
|
|
|
Integrate the Christian worldview within the teaching discipline to ensure genuine care and understanding for all students. |
|
|
|
Collaborate with families and the local community in linguistically and culturally responsive ways. |
|
|
References
© 2023. Grand Canyon University. All Rights Reserved.
