Strategies
Many of my learners have difficulty reading. So that I can accommodate those learners, I will scaffold their learning by using a number of graphic organizers. So that I can reach the visual and auditory learners, I will provide material that will be read aloud and short movie clips. Among the strategies that will be used in my unit are as follows:
Venn-Diagrams
These diagrams will aid in understanding the immediate differences and similarities between two or more cultures. At the onset of each lesson, I will present a Venn-diagram comparing their culture to a new culture. The diagram will serve as introducing a new region. As the students complete the diagram, I am interested in uncovering their prejudices or maybe even their resistance to learn about the culture. If this occurs, I will have already completed a Venn-diagram that highlights the similarities between their culture and the new culture. By doing this, it should ease their anxieties.
KWL Charts
These charts will be used to tap into the learner's mind about what they KNOW (K) about the culture, what they WANT to know (W) about it and what they have LEARNED (L) as we finish the lesson. I am interested in all parts of the chart because typically I will uncover their prejudices in the (K) column, their curiosities(W), if any, in the middle column, and what they have learned (L) in the last column. As the unit progresses to other cultures, I am hoping to see the middle column (W) become lengthier because this will show evidence of them wanting to quench their curiosities and desiring to become more aware of things foreign to them. The first column can be used as the student's pre-assessment (K) as the last column (L) can be used as the student's post assessment.
Cooperative/Collaborative Learning Groups
As the school year progresses, I will place students in cooperative learning groups. There are many benefits to high school students being able to effectively communicate with one another but I am going to intentionally mix the groups according to neighborhoods. As the students complete activities each group member will be assigned a different task to complete. This type of group learning is termed the round – robin – brainstorming.
- The class is divided into small groups (4 to 6) with one person appointed as the recorder.
- A question or dilemma is presented and students are given time to think about answers.
- After the "think time," members of the team share responses with one another round robin style.
- The recorder writes down the answers of the group members.
- The person next to the recorder starts to record for the next questions and the cycle begins again although with a different recorder each time. 1 2
Aside from the immediate positive effects of having collaborative learning groups (enhancing student satisfaction with their learning experiences, helping students develop skills in oral communication, promoting student self-esteem, and promoting student learning and academic achievement) I am extremely interested in helping to promote positive student relations. Since these groups will be mixed without attention to neighborhoods, my learners will gain from each other's efforts and their experiences. They will recognize that all group members share a common fate and jointly celebrate when a group member is recognized for achievement.
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