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EDUC 140: Ethnography Stage 1

Culture in Your Home

Directions:

1. In the boxes below write a brief description of how different elements of culture were addressed in your childhood.

2. After talking with your classroom partner, make comparisons between your households from your childhoods.

3. Reflect on the similarities and differences between your households and relate your analysis to course readings in the chart.

4. Use the writing template to respond to the questions and cues.

Cultural Element

Descriptions of Your

Childhood Household

Comparisons with Your

Class Partner’s Household

Readings Related to Your

Analysis of Comparisons

Mealtimes

Similarities:

Differences:

Care of Siblings

Similarities:

Differences:

Discipline of Children (Who does it? How?)		Similarities: Differences:
Children’s Homework		Similarities: Differences:
Watching TV		Similarities: Differences:
Who Makes the Rules? How?		Similarities: Differences:

Language of the Home		Similarities: Differences:
Levels of Literacy in the Home (types of print materials, amount of time family members spend reading)		Similarities: Differences:
Value/Beliefs regarding Education and the role of teachers and parents.		Similarities: Differences:
Beliefs/Convictions about the World and the nature of people. (Are people inherently good or evil?)		Similarities: Differences:
Beliefs regarding health and the nature/treatment of illness and disease.		Similarities: Differences:
Values/Beliefs regarding the role of caring for others, empathy, and charity.		Similarities: Differences:
Value/importance of beliefs about self-reliance, hard work, and individual effort.		Similarities: Differences:
Religious values/beliefs		Similarities: Differences:

Writing Template

1. What is culture? (Cite at least three of your readings)

2. In what ways does culture impact students’ learning and behavior? (Cite at least three of your readings) Include observations from your analysis of the two different childhood households.

3. What reflections do you have about culture and the levels of literacy in students’ homes? Include observations from your analysis of the two different childhood households.

4. Describe three methods that you as a future teacher would use to learn more about your students’ cultures. Include at least two references to learning theory to present a sound rationale for your pedagogical decisions.

5. Once you learn about your students’ culture, how would you adjust your teaching to accommodate what you’ve learned? Describe three strategies you’ve learned for addressing diversity in the classroom. Include at least one observation including students in your fieldwork classrooms.

6. What questions do you have about teaching in California with diverse populations of students?

7. References (APA style)

Rubric for EDUC 140: Ethnography Stage 1 – Culture in the Home

Name____________________________________ Final Score ____ / 90 Points

Performance Area	Exceeds Expectations 12-15 points	Meets Expectations 8-11 points	Needs Improvement 4-7 points	Inadequate 0-3 points
Understanding	Displays a thorough and deep understanding of culture including a synopsis of what constitutes culture according to the authors. Includes at least 3 references to the articles to support your view.	Displays an understanding of culture including what constitutes culture according to the authors. Includes some references to the articles to support your view.	Presents a limited understanding of culture, and does not fully develop a synopsis of what constitutes culture according to the authors. Has limited or no references to the articles that support your view.	An erroneous understanding of culture presented or no presentation at all. References to what authors consider as constituting culture is erroneous or lacking.
Impact	Demonstrates an in depth understanding supported with multiple (at least 3) relevant references to the articles identifying specific factors, and the relationships between those factors, regarding how culture affects our everyday lives.	Demonstrates an understanding supported with some references to the articles identifying specific factors regarding how culture affects our everyday lives.	Demonstrates a limited understanding supported with few references to the articles identifying general factors regarding how culture affects our everyday lives.	Demonstrates an inadequate or inaccurate understanding of factors regarding how culture affects our everyday life, with no or erroneous references to the articles.
Reflections	Provides a thoughtful and thorough reflection about culture and the levels of literacy in students’ homes.	Provides a thorough reflection about culture and the levels of literacy in students’ homes.	Provides a limited reflection about culture and the levels of literacy in students’ homes.	Provides an incomprehensible reflection, or no reflection.
Teacher Perspective	Crafts a plausible case for at least three methods you could use as a teacher to learn more about your students’ culture and a sound rationale, with references to at least two learning theories, for why you would choose each of these methods.	Accurately described at least three methods you could use as a teacher to learn more about your students’ culture and why you would choose them. Limited literature support.	Provides at least two methods you could use as a teacher to learn more about your students’ culture and why you would choose them. Minimal literature support.	Does not provide any methods and/or the rationale is incomprehen-sible or non-existent.

Informed Teaching	Makes connections between learning about your future students’ cultures and how your teaching would be informed by (i.e. at least three things you would do) the different cultures represented. Supported by classroom observations.	Envisions future classroom, and describes how your teaching would be informed by (i.e. at least two things you would do) the different cultures represented. Limited support by classroom observations.	A limited description of how your teaching would be informed by (i.e. at least one appropriate thing you would do and/or multiple inappropriate things) the different cultures represented.	A non-existent description, or illogical connection to your teaching the different cultures represented.
Performance Area	Exceeds Expectations 5 points	Meets Expectations 3-4 points	Needs Improvement 2 points	Inadequate 0-1 point
Questions	Provides a thoughtful and thorough set of questions about teaching in California with diverse populations of students.	Provides a thorough set of questions about teaching in California with diverse populations of students.	Provides a limited set of questions about teaching in California with diverse populations of students.	Provides an incomprehensible set of questions, or no questions.
Bibliography	All citations used are included in the APA-formatted bibliography at the end of the paper (hint: copy the bibliography of articles on Sakai).	Some citations used are included in the APA-formatted bibliography at the end of the paper (hint: copy the bibliography of articles on Sakai).	Some citations used are included and they may or may not be presented in a proper APA-formatted bibliography at the end of the paper (hint: copy the bibliography of articles on Sakai).	The majority of citations are not included and/or they are not formatted properly in APA form.
General	Grammar and spelling are excellent (very view errors). Writing is clear and well organized	Grammar and spelling are okay. Ideas are somewhat hard to follow, but, all in all, reader can follow what is being described	Grammar and spelling are poor OR the paper/ideas are quite hard to follow.	Grammar and spelling are poor and the paper/ideas are quite hard to follow.