Informed Culturally Responsive Instruction Plan

Informed Culturally Responsive Instruction Plan

To appropriately meet the instructional needs of ELLs and bilingual/dual language students, teachers need to consider specific cultural factors that affect learning.

For this benchmark assignment you will create an informed culturally responsive instruction plan that includes an example of a learning activity created for a specific cultural group.

Part 1: Field Experience E

Allocate at least 10 hours in the field to support this assignment.

Discuss the topic of culturally responsive curriculum with your mentor and other teachers at your school to get a general idea of their current understanding of the topic. Spend time observing various learning experiences to gauge the level of cultural responsiveness. Gather ideas for your own example of an informed learning activity that is culturally responsive. Participate in learning experiences and activities that are culturally responsive.

Continue to work on achieving the goals that you identified in your Practicum Learning Plan.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Part 2: Informed Culturally Responsive Instruction Plan

Select a prevalent cultural group in your school to research. Utilize your required reading, the GCU Library, and other online resources to identify specific considerations for that cultural group. Research individual cultural identity factors and how they affect learning and academic progress. Identify culturally responsive strategies to accommodate this group.

Develop a culturally responsive learning activity for this cultural group of ELLs or bilingual/dual language students with a grade and ELP level of your choice. Choose a content topic (such as the Civil War, world peace, solar system, etc.) to develop an activity that demonstrates informed culturally responsive instruction.

Create a 500-750 word informed culturally responsive instruction plan that articulates how the specific considerations for the cultural group you have chosen could be taken into account when creating a learning activity. Your informed culturally responsive instruction plan should include:

A description of the cultural group you have chosen to research including the specific considerations for that cultural group identified in the literature.
A description of the learning activity you developed including:
Grade and ELP level of your intended students
The activity objective
The materials needed and how the activity would be carried out
How the activity will be assessed
An explanation regarding how the cultural considerations of your students informed the development of your activity.
An analysis of individual cultural identity factors and how they affect learning and academic progress.
An explanation regarding how culturally responsive instruction promotes the progress and leads to the ultimate goal of reclassification for ELLs and bilingual/dual language students.
Support your findings with at least three resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

COE 2.4:

Candidate will utilize resources, including technology, to educate themselves about the cultures of students in their classrooms and apply that learning to instruction. [TESOL 2.f; InTASC 2(k)]

COE 2.5:

Candidate will explain how an individual’s cultural identity affects their learning and academic progress. [TESOL 2.g; InTASC 2(j)]

COE 3.2:

Candidate will design differentiated learning experiences based on assessment of students’ English and L1 proficiency, learning styles, and prior formal educational experiences and knowledge. [TESOL 3.a.3; InTASC 6(g), 9(h)]

COE 4.5:

Candidate will implement national and state requirements for identification, reclassification, and exit of ELLs from language support programs. [TESOL 4.b.1; InTASC 6(o), 6(v)]


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