Guided Response: Navigate through several of your classmate’s selected schools or programs that the Instructor provided and respond to at least two peers, paying close attention to the particular school or program they featured in their initial discussion post. Review the analysis of the decisions and cultural influences discussed and indicate how you agree or disagree with their analysis. As with previous discussions, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic. It is the responsibility of each individual teacher to make important decisions like lesson planning, how to discipline, planning out lengthy projects which are designed for incorporation of any such community resources that could possibly turn into a problem-solving scenarios, etc. Each decision must be catered to individual students need according to both macrocultural and microcultural factors. What is truly important for students to learn? Pinewood Preparatory School is known for their high achievers in both Reading and Math. This is what is truly important for the students to learn. Since the school has a diverse population of cultures attending there, teachers may need to teach appropriately. This includes involvement in local communities e.g..microculture. It is essential for educators to identify cultural influences on precise choices in order for educators to master the best learning environment. “The need for multicultural education has long been recognized in schools, particularly at the level of policy. It is essential now to go beyond statements of policy to forms of practice and provision which encourage cultural understanding and promote a positive sense of cultural inclusion” (NACCE, 1999). Since students come from many different cultures, each individual student may learn differently. In America the politics of race was codified in the 1964 and 1965 Civil Rights legislation that required the federal government to collect racial data to make sure that federal resources were equitably distributed, and to be able to collect important demographic data to demonstrate racial equality in programs such as K–12 public schools” (Wardle, 2013. Chapter 1, Section1 par 2). Culture relevance must come into play when developing and carrying out a plan. This may include but not limited to both microcultural and macrocultural decisions such as understanding of a variety of standards from each culture including beliefs, customs, social interaction, behavioral patterns, values, and traditions, that may be prevalent in each of the teacher’s students culture. PWPS believes that high performing schools prepare students for a more competitive, technology driven world. They also expect students to develop skills in logic, problem solving, and critical thinking skills. They believe that active learning in a high-performing, college preparatory curriculum will enable students to compete in a world that is rapidly increasing on dependence in Science, Math, and Technology.\ What is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn? Students have access to Chromebooks and iPads which can assist them in comprehension of lessons according to their culture. The school also consist of two individual computer laboratories which may be helpful. This encourages the student to learn on their own with guidance. This does not, however, mean that the teacher must be absent. They must assist the students on how to use these resources according to their own individual needs. Independent schools have values on how to teach students accordingly. What is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn? Students have access to Chromebooks and iPads which can assist them in comprehension of lessons according to their culture. The school also consist of two individual computer laboratories which may be helpful. This encourages the student to learn on their own with guidance. This does not, however, mean that the teacher must be absent. They must assist the students on how to use these resources according to their own individual needs. Independent schools have values on how to teach students accordingly. Additionally, they expect teachers to educate the students on the diversity. ‘We will educate every Pinewood student to appreciate and value the differences among people in the larger world around us”. Teachers must assist students in obtaining essential knowledge, critical-thinking skills, global awareness, as well as cultural understanding that is required to compete, live, and engage in our everchanging global society. Pre-K through grade 5 focuses on teaching 21st century skills through challenging curriculum, character education, experiential learning, arts, Idea Lab, global studies, technology, and low student-teacher ratios (ratio is normally 1 teacher for every 9 students). Language classes include vocabulary, ​phonics, reading, writing, grammar and spelling. Teachers encourage the students to use the library to check out iPads or Chromebooks as they begin to learn library skills. “Language resources also include Open Court Reading Series, Accelerated Reader, Write Source, Wordly Wise, World of Language, Macmillan/McGraw-Hill, Elements of Language, Weekly Reader, and children’s literature” (Pinewood Preparatory School, 2016). Mathematic classes are taught by using a variety of methods and not just one way to get an answer so that each student can come up with answers on their own using their own mind and experiences. PWP has Math resources which include Saxon Mathematics which includes a wide variety of math manipulatives, and a large choice of supplemental resources, and additional problem solving practice. Their Fine Arts department include specialists that guide students in creating, perceiving, comparing, and contrasting art. Children attend music classes for a variety of reasons including to sing, play Orff instruments, and to learn how to read notation. Each grade level demonstrates the skills they have developed by performing for their classmates and parents. They even teach foreign language in weekly Global Studies classes so that all students are exposed to the language spoken in their chosen country of study. This includes Spanish, Chinese, and French. Teachers who teach Science are required to use a variety of materials and textbooks to investigate topics in earth science, life science, physical science, and health practicing scientific inquiry to expand their knowledge. Teachers who teach Social Studies must incorporate geography, culture, communities, and history to expand the student’s understanding of cultural and historic patterns. Social Studies resources include Core Knowledge History and Geography, Eyewitness Books, and children’s nonfiction literature. In conclusion, this is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn including both macrocultural and microcultural ways. References: National Advisory Committee on Creative and Cultural Education. (1999). All our futures: Creativity, culture and education [Report]. Retrieved from http://sirkenrobinson.com/pdf/allourfutures.pdf Pinewood Preparatory School, 2016 http://www.pinewoodprep.com/about-us/fastfacts.cfm Wardle, F. (2013). Human relationships and learning in the multicultural environment. San Diego, CA: Bridgepoint Education, Inc.

 
 

Guided Response: Navigate through several of your classmate’s selected schools or programs that the Instructor provided and respond to at least two peers, paying close attention to the particular school or program they featured in their initial discussion post. Review the analysis of the decisions and cultural influences discussed and indicate how you agree or disagree with their analysis. As with previous discussions, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

It is the responsibility of each individual teacher to make important decisions like lesson planning, how to discipline, planning out lengthy projects which are designed for incorporation of any such community resources that could possibly turn into a problem-solving scenarios, etc. Each decision must be catered to individual students need according to both macrocultural and microcultural factors.

What is truly important for students to learn?

Pinewood Preparatory School is known for their high achievers in both Reading and Math. This is what is truly important for the students to learn. Since the school has a diverse population of cultures attending there, teachers may need to teach appropriately. This includes involvement in local communities e.g..microculture. It is essential for educators to identify cultural influences on precise choices in order for educators to master the best learning environment. “The need for multicultural education has long been recognized in schools, particularly at the level of policy. It is essential now to go beyond statements of policy to forms of practice and provision which encourage cultural understanding and promote a positive sense of cultural inclusion” (NACCE, 1999). Since students come from many different cultures, each individual student may learn differently. In America the politics of race was codified in the 1964 and 1965 Civil Rights legislation that required the federal government to collect racial data to make sure that federal resources were equitably distributed, and to be able to collect important demographic data to demonstrate racial equality in programs such as K–12 public schools” (Wardle, 2013. Chapter 1, Section1 par 2). Culture relevance must come into play when developing and carrying out a plan. This may include but not limited to both microcultural and macrocultural decisions such as understanding of a variety of standards from each culture including beliefs, customs, social interaction, behavioral patterns, values, and traditions, that may be prevalent in each of the teacher’s students culture.

PWPS believes that high performing schools prepare students for a more competitive, technology driven world. They also expect students to develop skills in logic, problem solving, and critical thinking skills. They believe that active learning in a high-performing, college preparatory curriculum will enable students to compete in a world that is rapidly increasing on dependence in Science, Math, and Technology.\

What is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn?

Students have access to Chromebooks and iPads which can assist them in comprehension of lessons according to their culture. The school also consist of two individual computer laboratories which may be helpful. This encourages the student to learn on their own with guidance. This does not, however, mean that the teacher must be absent. They must assist the students on how to use these resources according to their own individual needs. Independent schools have values on how to teach students accordingly.

What is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn?

Students have access to Chromebooks and iPads which can assist them in comprehension of lessons according to their culture. The school also consist of two individual computer laboratories which may be helpful. This encourages the student to learn on their own with guidance. This does not, however, mean that the teacher must be absent. They must assist the students on how to use these resources according to their own individual needs. Independent schools have values on how to teach students accordingly.

Additionally, they expect teachers to educate the students on the diversity. ‘We will educate every Pinewood student to appreciate and value the differences among people in the larger world around us”. Teachers must assist students in obtaining essential knowledge, critical-thinking skills, global awareness, as well as cultural understanding that is required to compete, live, and engage in our everchanging global society.

Pre-K through grade 5 focuses on teaching 21st century skills through challenging curriculum, character education, experiential learning, arts, Idea Lab, global studies, technology, and low student-teacher ratios (ratio is normally 1 teacher for every 9 students).

Language classes include vocabulary, phonics, reading, writing, grammar and spelling. Teachers encourage the students to use the library to check out iPads or Chromebooks as they begin to learn library skills. “Language resources also include Open Court Reading Series, Accelerated Reader, Write Source, Wordly Wise, World of Language, Macmillan/McGraw-Hill, Elements of Language, Weekly Reader, and children’s literature” (Pinewood Preparatory School, 2016).

Mathematic classes are taught by using a variety of methods and not just one way to get an answer so that each student can come up with answers on their own using their own mind and experiences. PWP has Math resources which include Saxon Mathematics which includes a wide variety of math manipulatives, and a large choice of supplemental resources, and additional problem solving practice.

Their Fine Arts department include specialists that guide students in creating, perceiving, comparing, and contrasting art. Children attend music classes for a variety of reasons including to sing, play Orff instruments, and to learn how to read notation. Each grade level demonstrates the skills they have developed by performing for their classmates and parents.

They even teach foreign language in weekly Global Studies classes so that all students are exposed to the language spoken in their chosen country of study. This includes Spanish, Chinese, and French.

Teachers who teach Science are required to use a variety of materials and textbooks to investigate topics in earth science, life science, physical science, and health practicing scientific inquiry to expand their knowledge.

Teachers who teach Social Studies must incorporate geography, culture, communities, and history to expand the student’s understanding of cultural and historic patterns. Social Studies resources include Core Knowledge History and Geography, Eyewitness Books, and children’s nonfiction literature.

In conclusion, this is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn including both macrocultural and microcultural ways.

References:

National Advisory Committee on Creative and Cultural Education. (1999). All our futures: Creativity, culture and education [Report]. Retrieved from http://sirkenrobinson.com/pdf/allourfutures.pdf

Pinewood Preparatory School, 2016 http://www.pinewoodprep.com/about-us/fastfacts.cfm

Wardle, F. (2013). Human relationships and learning in the multicultural environment. San Diego, CA: Bridgepoint Education, Inc.

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