Our lessons will include the Japanese Era and include lessons on Plagiarism and Note Taking skills. Faye will be provided the lesson for the different Japanese Era's that students in 12th grade will be covering. I will be providing the lessons on Plagiarism and Note Taking Skills which will go hand in hand. Once the students learn about plagiarism they will also need to know how to take notes in order to refrain from plagiarising. Faye and I will also discuss which website validation form we want to include in this lesson.
In order to engage all students students from culturally and linguistically diverse learning styles we will work with paraprofessionals and/or teachers assigned to work with individual students or groups of students by going over a student specific plan or form which is included in our Wiki. Depending on the student we may also be able to put that individual in a group and give him/her a task that is customised to fit his/her capabilities.
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Brenda,
ReplyDeleteWhat is the responsibility of the classroom teacher and in this case the school librarian to design culturally relevant units of study? Isn't the job of a para professional to assist students who may be having difficulty grasping a certain concept, not to be the antidote for a lack of culturally relevant pedagogy on the part of the classroom teacher? What I mean by addressing the needs of culturally and linguistically diverse learners is for educators to intentionally design learning opportunities for students that enables them to explore diverse perspectives, ways of knowing, underrepresented people and ideas. You might also liken this to critical education where teachers help students see how they fit in the larger social order and to challenge the status quo.
In other words, all education should be culturally relevant and should incorporate multiple viewpoints. Unfortunately, we are not conditioned to think about education that way and instead often associate difference with deficit.
One way to help students develop information literacy skills as well as gain a deeper understanding about Japanese history would be to read different accounts of historical events in a U.S. source and a Japanese source. That way, they can begin to detect bias and see that all information is not neutral and comes from a particular point of view. I'm thinking of a recent article about the U.S. census and how data was given to the government during WWII to identify Japanese Americans so they could be put in concentration camps. This story would be told much differently , if at all, in an American versus a Japanese American news or information outlet.
Prof. K.