Capella University Culturally Relevant Teaching Practices Analysis Assignment

Capella University Culturally Relevant Teaching Practices Analysis Assignment

Question Description
Original Lesson Plan has been attached

GRADING RURBIC MUST BE FOLLOWED

Lesson revision to reflect multicultural pedagogy and culturally competent instructional strategies and an analysis (3-4 pages) of the changes.

To become effective teachers who incorporate multicultural concepts, we must become effective in our instructional practice. Therefore, determining how we will teach is as important as what we will teach. As a teacher you must determine what culturally relevant instructional models or strategies you will use in your practice. What theory supports this model? Once you have answered this question, you have taken the first step in designing effective instruction. Incorporating multiculturalism is itself a part of the content process, not just an added activity. In this assessment, you will weave together the theory with the practice.

Instructions

Identify an upcoming lesson from your curriculum, including the objectives and assessment.
How did you approach teaching this lesson in the past?
What styles of teaching and strategies have you used when teaching this lesson?
Identify the assumptions and biases in the current lesson.
What do the objectives, materials, content, or assessment assume about students?
What do students need to already know about the content in order to make connections to the new learning? How is that background knowledge culturally biased?
Revise the lesson by incorporating strategies and materials to address the assumptions and biases you identified.
Evaluate how the strategies you selected incorporate student culture in the lesson.
Reference the multicultural theory or best practices to support your strategy selection.
Analyze the differences in the lesson before your changes and after.
How will the strategies you incorporated provide equal access to the content for all learners?
Additional Requirements
Submit the original lesson plan with objectives, assessment strategy, plan for materials, and sequence of activities.
Submit the revised lesson with changes that reflect the culturally relevant teaching strategies incorporated.
Submit a 3–4 page analysis based on the instructions above and scoring guide criteria.
Resources: Cultural Competence and the Role of Teacher Beliefs
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The resources below provide a research base for the role of teacher beliefs in educating students from diverse backgrounds.
Shevalier, R., & McKenzie, B. A. (2012). Culturally responsive teaching as an ethics- and care-based approach to urban education. Urban Education, 47(6), 1086–1105.
Ford, D. Y. (2015). Culturally responsive gifted classrooms for culturally different students: A focus on invitational learning. Gifted Child Today, 38(1), 67–69.
Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., . . . Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804–824.
Gay, G. (2009). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
Conrad, B. (2012). Intentions and beliefs: Why they matter and a conceptual framework for understanding them in culturally responsive teachers. Curriculum and Teaching Dialogue, 14(1/2), 87–99.
Resources: Lesson Planning with Multicultural Strategies
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PLANNING MULTICULTURAL LESSONS
The resources below provide examples and strategies you might use to plan your lesson to submit for this course’s assessment.

Resources: Culturally Responsive Strategies
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Consider the strategies for culturally responsive teaching outlined in the resources below as you develop your lesson for the course’s assessment.
Lotherington, H., & Chow, S. (2006). Rewriting “Goldilocks” in the urban, multicultural elementary school. The Reading Teacher, 60(3), 242–248, 250–252.
Starker, T. V., & Fitchett, P. G. (2013). Assisting preservice teachers toward becoming culturally responsive. Multicultural Learning and Teaching, 8(1), 27–46.
Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally responsive teaching in the 21st century inclusive classroom. Journal of the International Association of Special Education, 15(2), 56–62.
Chita-Tegmark, M., Gravel, J. W., Serpa, M. B., Domings, Y., & Rose, D. H. (2012). Using the Universal Design for Learning framework to support culturally diverse learners. Journal of Education, 192(1), 17–22.
Bui, Y. N., & Fagan, Y. M. (2013). The effects of an integrated reading comprehension strategy: A culturally responsive teaching approach for fifth-grade students’ reading comprehension. Preventing School Failure, 57(2), 59–69.

Read Also:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Nurses are always leaders; they may not hold a title as a leader, but the demand of the nurse position advocate for the patient to get quality care. Also, work with an interdisciplinary team to provide better patient care and develop individualized care plans.(Whitney, 2018). “It is crucial that nurses develop an effective leadership role to deliver high-quality care and ensure patient safety while engaging in numerous daily leadership roles” (AL-Dossary, 2017). One of the leadership role nurses holds is a Nurse manager. They can be found in hospitals, clinics, schools, doctor’s offices, and psychiatric institutions (Duquesne University School of Nursing, 2018). They have a wide variety of job responsibilities. They are responsible for patient outcomes along with administrative duties. Few of the job responsibilities of a nurse manager are Records management, case management, staff management, recruitment, budgeting, patient feedback responses, responsible for an overall rating of the clinic or unit, responsible for providing feedback to the higher management, assessing and developing educational plans for the staff, mentoring, setting goals for the team/clinic/unit, performance elevation of the staff, scheduling, treatment planning, etc. (Duquesne University School of Nursing, 2018). Leadership skills are required for the nurse manager position. Keeping the staff motivated along with getting the job done in a timely fashion is no easy task. Nurse Managers need to be very excellent communicators along with being good leaders. Leadership skills are highly valued. “They should be adept at coordinating resources and personnel and meeting goals and objectives. They must be effective leaders who can balance working with the nursing staff and the healthcare facility administrators” (Duquesne University School of Nursing, 2018).

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For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
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The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
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Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
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