Cultural diversity has become a main staple of the United States society and, by extension, the classroom. According to ACE (2021), ‘diversity in education refers to individual and group differences in culture, religion, language, socioeconomic status, and physical and mental capabilities. Diversity also describes gender differences and gender-identity differences”. Therefore, teachers need to become culturally responsive and apply teaching instructions to cater to the diverse learners within their classes. This assignment focused on three distinctive immigrant student groups with the intent to learn how to plan and instruct these learners based on their cultural background. There is a great need to understand these immigrant student learners better. When we know our learners, we can better appreciate how they learn.
The culturally relevant or responsive teaching framework requires being culturally competent where the teacher’s ability to reflect, confidence, and way of thinking impact the process. It is the art of engaging the learner from the perspective of what is appropriate and representative of their cultural background. A meta-analysis study done in Mathematic showed that certain factors must be considered based on the research study for culturally responsive teaching to be effective. According to Thomas and Berry III (2019 p.26), “twelve articles were synthesized to understand how researchers interpret mathematics teaching practices that support CRP and CRT in pre-kindergarten through 12thgrade. There were five findings: a) caring; b) knowledge of contexts and teaching practices using contexts; c) knowledge of cultural competency and teaching practices using cultural competency; d) high expectations; and e) mathematics instruction/teacher efficacy and beliefs. The five findings focus on teacher practices, classroom interactions, and student experiences with CRP and CRT within mathematics education”.
The resource suggestions provided by the Center for Applied Special Technology (CAST) unlock the door for students' mode of multiple intelligence to become the spotlight of the lesson as it gives students the option to create based on their strengths. The Universal Design for Learning (UDL) principle suggests meeting the students where they are. Therefore, utilization of these recourses will further strengthen differentiated teaching and learning. Within the scope, UDL caters for learners by suggesting that "provide multiple means of representations; provide multiple means of action, and expression and provide multiple means of engagement." By utilizing these recommended resources in the lessons, teachers will be showing cultural acceptance, thereby helping the children be proud of their ethnicity and race to the point where they feel comfortable participating freely and showing interest in the lesson.
The definition given for self-efficacy is to believe in yourself about what you are capable of doing. When one has a strong sense of identity, it fosters the development of positive self-efficacy. Both are embedded in the socio-cultural consciousness of how individuals are nurtured in our environments. The acculturation of our students impacts our students' self-esteem and perception. For many, the classroom is their safe space and where they will learn the benefits of self-belief and the implication of negative self-fulfilling prophecies. How can educators within the confines of the classroom help students acquire the skills and change their mindset? The achievement of these elements can be implemented in the lesson plan via the writing f specific objectives, the types of activities, and teaching strategies. To further embed this consciousness is by making the lesson culturally relevant to all the students by prioritizing the needs of the students through the educator's own need to be self-aware and knowledgeable about the students and their culture.
The lesson plan needs modification in the areas of the lesson's content, the methodology (process/ teaching strategies), and the intended result of the lesson (product) specific objectives. Based on the profile characteristic needs of the selected students, there is a need for differentiated learning. The fostering of group work is essential so that the students can engage in collaboration and build trust with their peers. Some students are familiar with communal-type living; therefore, cooperative learning will encourage extrinsic and intrinsic motivation and learning success. On the other hand, some cultures mandate strict protocols of acceptable ways students should interact with teachers and can also be affected by gender roles differences across cultures (Gay, 2002 cited in ACE, 2021). The lesson will need to be visually appealing for students to be fully engaged in the lesson. A variety of teaching methods should be used in every lesson to meet all students' learning preferences effectively. The lesson planning process should seek to merge students' cultural backgrounds through whole-class and small-group conversations, probing questions, and answers. Cross-cultural discussion builds an atmosphere of compassion and competency in self-efficacy (Onyura et al., 2016, cited in ACE, 2021).
When educators prioritize knowing their students, regardless of being an immigrant, this will positively impact the students. The awareness goes beyond what is evident in the classroom but speaks to their self-efficacy, identity, and socio-cultural consciousness. Successful academic performance depends on this knowledge, which empowers the educator and the students. Culturally appropriate instruction can help meet the educational needs of learners. Raising the students’ self-esteem and confidence promotes class participation and the authenticity of self. Building relationships between students and teachers will further strengthen and breeds respect and give credence towards being tolerant of each culture represented in the classroom and the school community. It helps educators be mindful and deliberate towards personal biases, inclusiveness of lessons, language differences, high expectations, and empowerment of students. Culturally responsive teaching and learning removes marginalization and discrimination from the classroom and fosters equity and equality.
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