Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation
Reflective Analysis of Portfolio Artifact
Rationale/Reflection
INTASC Standard: Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC, 2011)
Brief Description of Evidence:
As party of my Multicultural Teaching course EDUC 255 taken the spring semester of 2014 at Ivy Tech Community College I created a Multicultural Education Evaluation Checklist. I looked in-depth at a range of current multicultural checklist’s searching for reliability, authenticity, and omissions. I took that information and created my own checklist to cover the maximum amount of concerns keeping the total number of questions reasonable.
Analysis of What I Learned:
Generating my own checklist provided me the experience of evaluating numerous checklists that enabled me to write my checklist bias-free. I will use my checklist to construct my classroom in a way that supports the individual student, encourages collaborative learning, and actively engages the student in the learning process.
How This Artifact Demonstrates my Competence on the INTASC Standard:
By completing my Multicultural Education Evaluation Checklist my competency is proven by understanding how to formulate my checklist and facilitate it into my future classroom that will encourage positive social interaction and promote the students to actively engage in the learning process and self-motivation. Using my checklist will create an environment that supports individuals and stimulates collaborative learning readying students for the future.
Rationale/Reflection
INTASC Standard: Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC, 2011)
Brief Description of Evidence:
As party of my Multicultural Teaching course EDUC 255 taken the spring semester of 2014 at Ivy Tech Community College I created a Multicultural Education Evaluation Checklist. I looked in-depth at a range of current multicultural checklist’s searching for reliability, authenticity, and omissions. I took that information and created my own checklist to cover the maximum amount of concerns keeping the total number of questions reasonable.
Analysis of What I Learned:
Generating my own checklist provided me the experience of evaluating numerous checklists that enabled me to write my checklist bias-free. I will use my checklist to construct my classroom in a way that supports the individual student, encourages collaborative learning, and actively engages the student in the learning process.
How This Artifact Demonstrates my Competence on the INTASC Standard:
By completing my Multicultural Education Evaluation Checklist my competency is proven by understanding how to formulate my checklist and facilitate it into my future classroom that will encourage positive social interaction and promote the students to actively engage in the learning process and self-motivation. Using my checklist will create an environment that supports individuals and stimulates collaborative learning readying students for the future.
MULTICULTURAL EDUCATION EVALUATION CHECKLIST
Subject: Criteria Questions
Rating
Strongly ............................................Hardly at all
1. Does school policy reflect the ethnic, cultural, and gender diversity in U.S. Society?
2. Is the total school culture including, the hidden curriculum, multiethnic and multicultural?
3. Do the learning styles favored by the school reflect the learning styles of the students?
4. Does the school reflect and sanction the range of languages and dialects spoken by the students and within the larger society?
5. Does the school involve parents from diverse ethnic and cultural groups in school activities, programs, and planning?
6. Does the counseling program of the school reflect the ethnic diversity in U.S. society?
7. Are the testing procedures used by the school multicultural and ethnically fair?
8. Are instructional materials examined for ethnic, culture and gender bias?
9. Are the formalized curriculum and course of study multiethnic and multicultural? Do they help students to view events, situations, and concepts from diverse ethnic and cultural perspectives and points of view?
10. Do the teaching styles and motivational systems in the school reflect the ethnic and cultural diversity of the student body?
11. Are the attitudes, perceptions, beliefs, and behavior of the total staff ethnically and racially sensitive?
12. Does the school have systematic, comprehensive, mandatory, and continuing multicultural staff development programs?
13. Is the school staff (administrative, instructional, counseling, and supportive) multiethnic and multicultural?
14. Is the total atmosphere of the school positively responsive to racial, ethnic, cultural, and language differences?
15. Do school assemblies and holidays reflect the ethnic and cultural diversity in U.S. society?
16. Does the school lunch program prepare meals that reflect the range of ethnic foods eaten in the U.S.?
17. Do the bulletin boards, physical education program, music, and other displays and activities in the school reflect ethnic and cultural diversity?
Subject: Criteria Questions
Rating
Strongly ............................................Hardly at all
1. Does school policy reflect the ethnic, cultural, and gender diversity in U.S. Society?
2. Is the total school culture including, the hidden curriculum, multiethnic and multicultural?
3. Do the learning styles favored by the school reflect the learning styles of the students?
4. Does the school reflect and sanction the range of languages and dialects spoken by the students and within the larger society?
5. Does the school involve parents from diverse ethnic and cultural groups in school activities, programs, and planning?
6. Does the counseling program of the school reflect the ethnic diversity in U.S. society?
7. Are the testing procedures used by the school multicultural and ethnically fair?
8. Are instructional materials examined for ethnic, culture and gender bias?
9. Are the formalized curriculum and course of study multiethnic and multicultural? Do they help students to view events, situations, and concepts from diverse ethnic and cultural perspectives and points of view?
10. Do the teaching styles and motivational systems in the school reflect the ethnic and cultural diversity of the student body?
11. Are the attitudes, perceptions, beliefs, and behavior of the total staff ethnically and racially sensitive?
12. Does the school have systematic, comprehensive, mandatory, and continuing multicultural staff development programs?
13. Is the school staff (administrative, instructional, counseling, and supportive) multiethnic and multicultural?
14. Is the total atmosphere of the school positively responsive to racial, ethnic, cultural, and language differences?
15. Do school assemblies and holidays reflect the ethnic and cultural diversity in U.S. society?
16. Does the school lunch program prepare meals that reflect the range of ethnic foods eaten in the U.S.?
17. Do the bulletin boards, physical education program, music, and other displays and activities in the school reflect ethnic and cultural diversity?