INTASC Standard #2: Learning Differences
The teacher uses udnerstaind of individual differences and diverse cultures and communities to ensure inclusive learning environments.
Rationale & Disposition Statement
Culture varies between groups and cultural diversity can either lead to cultural divides or an awareness and celebration of cultural uniqueness. As educators in a ever increasingly diverse world, we must establish culturally responsive teaching in our classrooms affirming the cultures of all students, expressing value in differences, and reflecting the gamut of cultures in our curriculum (Gollnick & Chinn, 2013). We learn about various cultures from around the world by studying art and how the artworks’ unique attributes contribute to the world’s beauty.
We have an innate human need to categorize, enabling us to make sense of various aspects in the world around us. As we try to identify ourselves by the groups to which we belong, the roles we fill, and the way we dress to fit those groups and roles, it is difficult, but necessary for us to constantly remind ourselves and our students where our true and only identity rests in Christ alone.
Lynn, M., Benigno, G., Williams, A., Park, G., & Mitchell, C. (Summer, 2006). Critical theories of race, class and gender in urban education. Encounter: Education for Meaning and Social Justice, 19(2), 17-25.
Application of Standard
As teachers we can strive to understand and embrace other cultures in our curriculum. My cultural projects provide students with a means for learning about another culture. It also helps students to make connections between their artwork and influences from other cultures.
Including student culture and student voice in class allows students to achieve by using their ways of knowing. Recognizing inequalities in the classroom and in our society as a whole, prompts teachers and students to think about social change. Gollnick and Chinn second this concept stating that, “achievement is improved when teachers help students interact with the academic content through discussion and authenticity, relating the content to students’ prior experiences and real-world applications” (Lynn et al, 2006).
Gollnick, D.M. & Chinn, P.C. (2013). Multicultural education in a pluralistic society (9th ed.). Boston: Pearson Eduction, Inc.
Explaination of Artifacts
This lesson is differentiated for various learner needs and is focused on the study of another culture and their history.
With this project, students learn about various cultures from around the world by studying art and how the artworks’ unique attributes contribute to the world’s beauty. This project is particularly rewarding when our international students or study abroad students present on countries they are from or have traveled to. Each student researches multiple aspects of their chosen culture, makes various connections between culture, history, artists, and their own current art projects, and then provides a presentation for the class so we can learn about and appreciate various cultures.
This artifact demonstrates how I teach multicultural awareness through art. In teaching about various cultures, students first personal heritage to gain self-awareness to understand their point of origin before being able to dive deeply into understanding another culture.