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TASK1.3.5.21.docx D168 Task 1 – Critical Commentary: Incorporating Diverse Cultures
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TASK1.3.5.21.docx D168 Task 1 – Critical Commentary: Incorporating Diverse Cultures and Communities of Learners WGU – D168 Schools as Community of Care A. Identification of Vide... os ï‚·Video 1: “Analyzing American Literature through a Fish Bowl Discussion,†11th grade https://lrps.wgu.edu/provision/200781790 ï‚·Video 2: “Learning about Cultural Identity,†kindergarten https://lrps.wgu.edu/provision/134389413 ï‚·Video 3: “Building Classroom Community through the Study of Chinese Art and Culture,†second grade https://lrps.wgu.edu/provision/200783347 B1. Effective Incorporation of Needs ï‚·Cultural Needs: In the video, “Learning about Cultural Identityâ€, the teacher effectively incorporated the cultural needs of the individual learners within their learning environment. At these students age it is important for them to learn the likeliness and differences between themselves and others. The teacher incorporated these needs by focusing the art goal on the students researching a different culture and then having them use different forms of art to show their knowledge through presenting a puppet show. The teacher also used a world map on the white board. This was used to locate the city they live in and to also help the students understand where they live in relation to the other locations and cultures in the world. ï‚· Social Needs: In the video, “Building Classroom Community through the Study of Chinese Art and Cultureâ€, the teacher was able to effective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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