COMPETENCIES 2048.5.4 : Equity Pedagogy for All Learners
COMPETENCIES
2048.5.4 : Equity Pedagogy for All Learners
The graduate integrates equity pedagogy into their practice to address the needs of multicultural learners.
INTRODUCTION
In order to be an effective teacher in diverse classrooms, teachers must utilize equity pedagogy and responsive teaching practices to try to close any present achievement gaps. In this task, you will reflect on your personal culture and how it influences your teaching. You will then analyze a case study using the concepts of equity pedagogy.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Reflect on how each of the following aspects contribute to your personal culture and influence your effectiveness as an educator in a classroom with a culturally diverse group of students:
1. importance of and family expectations for education
2. values pertaining to social or family groups
3. experiences with individuals from diverse backgrounds
B. Use one of the attached case studies (“Elementary Case Study” and “Middle/High School Case Study”)
1. Discuss each of the following based on the chosen case study:
a. Discuss one characteristic of this student and how it affects learning.
b. Discuss one environmental or family factor that impacts this student’s life and how it affects learning.
c. Discuss one way utilizing equity pedagogy in the classroom can positively impact learning outcomes for this student.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS :
NOT EVIDENT
The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
A1:EDUCATION
NOT EVIDENT
A reflection of education expectations is not provided.
APPROACHING COMPETENCE
The reflection does not describe the relationship between a person’s family expectations for education and a person’s culture or does not describe how those expectations affect a person’s ability to be an effective educator for a diverse classroom of students.
COMPETENT
The reflection describes the relationship between a person’s family expectations for education and a person’s culture and how those expectations affect a person’s ability to be an effective educator for a diverse classroom of students.
A2:VALUES
NOT EVIDENT
A reflection of values is not provided.
APPROACHING COMPETENCE
The reflection does not describe the relationship between one’s own values pertaining to social or family groups and a person’s culture or does not describe how those values affect a person’s ability to be an effective educator for a diverse classroom of students.
COMPETENT
The reflection describes the relationship between one’s own values pertaining to social or family groups and a person’s culture and how those values affect a person’s ability to be an effective educator for a diverse classroom of students.
A3:EXPERIENCES
NOT EVIDENT
A reflection of previous experiences is not provided.
APPROACHING COMPETENCE
The reflection does not describe the relationship between one’s experiences with individuals from diverse backgrounds and a person’s culture or does not describe how interacting with others from diverse backgrounds affects that person’s ability to be an effective educator for a diverse classroom of students.
COMPETENT
The reflection describes the relationship between one’s own experiences with individuals from diverse backgrounds and a person’s culture and how interacting with others from diverse backgrounds affects that person’s ability to be an effective educator for a diverse classroom of students.
B1A:CHARACTERISTIC
NOT EVIDENT
A discussion of a characteristic is not provided.
APPROACHING COMPETENCE
The discussion does not identify 1 characteristic of a student from the case study or does not include 1 specific example from the case study of how that characteristic affects student learning.
COMPETENT
The discussion identifies 1 characteristic of a student from the case study and includes 1 specific example from the case study of how that characteristic affects student learning.
B1B:ENVIRONMENTAL OR FAMILY IMPACT
NOT EVIDENT
A discussion of environmental or family impact is not provided.
APPROACHING COMPETENCE
The discussion does not identify 1 environmental or family impact on the student or does not include 1 specific example from the case study of how that factor affects student learning.
COMPETENT
The discussion identifies 1 environmental or family impact on the student and includes 1 specific example from the case study of how that factor affects student learning.
B1C:EQUITY PEDAGOGY
NOT EVIDENT
A discussion of equity pedagogy or responsive teaching is not provided.
APPROACHING COMPETENCE
The discussion does not identify 1 way a teacher can utilize equity pedagogy or does not describe how that can positively impact learning outcomes for the student in the case study.
COMPETENT
The discussion identifies 1 way a teacher can utilize equity pedagogy and describes how that can positively impact learning outcomes for the student in the case study.
C:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
SUPPORTING DOCUMENTS
Elementary Case Study.pdf
MIddle_High School Case Study.pdf
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