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    Assessment Task-1

    Uploaded by

    Rizza Mae Maranan

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    © All Rights Reserved
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    Assessment Task-1

    Uploaded by

    Rizza Mae Maranan
    15 views5 pages

    Copyright

    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    15 views5 pages

    Assessment Task-1

    Uploaded by

    Rizza Mae Maranan

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 5

    1.

    How do we encourage teachers to develop culturally


    relevant and responsive curriculum for their learners?
    Before you can immerse yourself in the student culture,
    you first need to get acquainted with them. Learning
    about students is the key to a culturally engaging class.
    This includes talking to students, asking questions, and
    really knowing about family life, history and experiences.
    Then you can use different cultures to find ways to
    improve what you teach. By encouraging ELL to read,
    write, and speak in their native language, ELL can
    maintain culture and bridge languages. Observe the
    classroom environment.
    2. If you were assigned to teach in a multigrade class, how
    will you plan to address the needs of your students?
    Multigrade teachers are sometimes faced with a class of
    pupils with a wide range of ages and, as a result, learning
    capacities, all in the same room. As a result, it is rare for a
    teacher to experience teaching of the entire class. Teachers
    should not stick to their regular teaching technique,
    which is to teach a single class of pupils in one subject at a
    time. In a multigrade classroom, not only do teachers have
    LEARN MORE

    to educate more than one grade of pupils in the same


    classroom, but they also have to teach distinct subjects to
    each grade. Multigrade schoolteachers must excellent
    planning and build teaching and learning practices
    that are specifically tailored to their classrooms in
    order to be effective. Above all, they must be
    committed and willing to put in the effort necessary
    to overcome the challenges and idiosyncrasies of
    multigrade education. They must be adaptable and
    employ a variety of teaching approaches (grouping,
    customised instruction, independent study, team-
    teaching, group project work, peer tutoring, and so
    on) depending on their current teaching needs.
    3. How do we promote equity and social justice in our schools?
    Social justice is fairly distributing resources and treating all
    pupils equally so that they feel physically and mentally safe
    and secure. Unfortunately, a glance at schools across the
    country reveals that equitable resource distribution and
    treatment do not always occur. Students at low-income schools
    lack access to technology, new books, and art and music
    programs that provide a well-rounded education, whereas
    students in wealthy communities have access to the most up-
    to-date academic resources, school counselors, librarians, and
    other services to help them achieve. Bringing social justice
    into the classroom brings attention to a variety of significant
    societal issues. In order for children to achieve, teachers must
    create an environment that encourages justice. To
    do this, both equality and equity are required. In a
    classroom, equality means that every student has
    the same chance to achieve. Equity refers to
    making accommodations for pupils. This is
    necessary in a classroom to ensure that all
    students have an equal chance to achieve. Students
    are more motivated to learn when a class is fair,
    making success a more sustainable aim.

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