timothy michael
Exhibit 1.d: Curricula for diverse learners and multiple learning styles

Title of Exhibit
Cultural Diversity and Learning Styles
Domain Outcome #(1.0)
Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.
M.Ed. Domain Indicator #(1.d)
The candidate adapts and implements curricula that meet the multiple learning styles and needs of diverse P-12 students after identifying multicultural perspectives of life in this country.
Rationale
I demonstrate proficiency in adapting and implementing curricula that meet the multiple learning styles multicultural needs of students by developing a lesson that allows for multiple learning styles to be used, and that builds on cultural knowledge of students from specific ethnic groups. Cesar and Oliveira (2005) assert that there is no true culturally neutral ground, and as such, students must have culturally relevant anchors to which they can tether new knowledge, especially that from a different cultural background than their own.
Self-Evaluation and Reflection
Students from the local (Taiwanese) culture are inundated at Morrison Academy with academic knowledge of a largely Western origin. By allowing students to utilize cultural knowledge from their own ethnicity, it becomes easier to create corollaries between their culture and the academic content being studied. It is also critical that students be clearly assessed on content knowledge and development, by providing alternate methods of assessment.
How verified
Jim Multra, 8th Grade Humanities Instructor, observed this exhibit.
Evidence of Student Learning
Replace this text with a description of any hard evidence, meaning data, that can show your P-12 students improved their learning as a result of this activity (consult help for more details)
Evidence of Student Learning Artifacts
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