Task 1.docx Task 1: DIVERSE AND EXCEPTIONAL LEARNERS WGU B1a. The video that taught me the most about the cultural appropriateness of resources and instructional strat
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Task 1.docx Task 1: DIVERSE AND EXCEPTIONAL LEARNERS WGU B1a. The video that taught me the most about the cultural appropriateness of resources and instructional strategy was video #55, titled Learning Positional Words in Spanish and English. This was my first introduction to English Language Learners (ELL) in a self-contained bilingual class. The teacher's use of demonstration and photos and visual aids enhanced the students' comprehension of the keywords being taught. Consideration is shown by the teacher providing instruction in the student's primary and familiar first language of Spanish. Although the classroom didn't show cultural diversity during then video excerpt, we learn through the teachers notes that these students blend with English-speaking children during several rotations throughout the week. B1b. To further support cultural diversity, the school and teacher could host small groups of monolingual students inside her classroom more often and pay attention to create a grouping that addresses the physical, social, and emotional concerns of her students. I would use the resources and instruction of visual scaffolding used in this video. In preparation for my class one day, I would include visual aids and classroom displays that represented my students' culture and languages. I found this video to be very informative and watched it several times to absorb many techniques and hints about English Language Learners and bili. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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