Investigate poverty, gender bias and cultural differences in order to write a personal reflection on your capacity to become a teacher leader.
Learning Paper 2: Weeks 15 and 16
Web search: Investigate poverty, gender bias and cultural differences in order to write a personal reflection on your capacity to become a teacher leader.
Here are two web references to start you out. Please find at least three more. Please write a brief summary of what information you find there. We will post these for each other to help you develop a resource library. Look for web source that specifically address different cultural populations.
http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk1.htm If this link does not work, visit these links: http://www.tolerance.org/culture-classroom
and http://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers
and http://www.learnnc.org/lp/editions/global-continuum
and http://idglobal.gse.harvard.edu/work/global-work-education
and http://www.nccp.org/topics/childpoverty.html
http://www.newhorizons.org/strategies/multicultural/front_multicultural.htm
Rubric for Learning Papers
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TARGET |
ACCEPTABLE |
UNACCEPTABLE |
| QUALITY OF RESPONSE OR ENTRY | Targeted performance is evidenced by thoughtful, detailed and insightful response that is well supported. | Acceptable performance is evidenced by detailed or accurate response that may lack in support or insight. | Unacceptable performance is evidenced by poorly formulated response or entry that shows little or no insight, inadequate detail or support |
| APPLICATION TO TEACHING AND LEARNING | Targeted performance is evidenced by clear and detailed application to the classroom. Response shows logical thinking supported by course materials and information. | Acceptable performance is evidenced by application to teaching and learning that may be somewhat unclear or lack specificity. Some difficulty with logical thinking and lack of support may be evident. | Unacceptable performance is evidenced by a response or entry that is not applicable to teaching or learning. |
| CLARITY AND ORGANIZATION OF THOUGHTS AND IDEAS | Targeted performance is evidenced by ideas that are organized and clearly explained. | Acceptable performance is evidenced by a response or entry that is organized and explained. Some issues with clarity or organization may be present but overall understanding of response is evident. | Unacceptable performance is evidenced by a response or entry that lacks organization and well thought out ideas. Response or entry may be difficult to understand. |
| FORMAT | Targeted performance is evidenced by an entry or response that is written in a professional manner and is free from grammatical, spelling, or syntactical errors. | Acceptable performance is evidenced by an entry or response that is well written but may contain grammatical, spelling or syntactical errors. Or entry may not be written in a professional manner. | Unacceptable performance is evidenced by a response or entry is riddled with mechanical errors. Paper lacks in profession |
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