...diversity in teaching and learning | * Enables ability to relate and understand other people from diverse cultures e.g. sexual orientation, ability, race ,social class, religion * Understanding other people and accepting that treating everyone the same is not really a good thing | 3, 4,5,8 | How to develop and teach lessons that incorporate diversity | * Understanding/adapting to other cultures and values in order to incorporate every child’s need. | 9,10,11 | How to develop a classroom and school climate that values diversity | * Ability to show other students that being different is not bad. * Standing against gender inequality and racism | 11,12,13,63,67 | How different teaching and learning styles are shaped by cultural influences | * | 49,50 | Dispositions that value fairness and learning by all students | * Understanding student’s background, culture, gender, sexual orientation * Not using social class status to treat them differently or for some to have an advantage over other students. | 30,31,57, 86 | Competency Name | EVIDENCE | | Open Attitude * Receptive to cross cultural learning * Maintains an open and productive attitude * Avoids quick judgments * Tolerates ambiguity and complexity in cross-cultural situations * Remains patient with others | * Ability to discriminate. * Trying to identify different cultures and not taking issues personally. * Accepting people’s differences and not judging | 17, 28, 33 | Self-Awareness...
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... Others[ ] Printed and issued by the Academic Affairs Department Date__4/8/2009__ (dd/mm/yy) Instructions 1. Print in Times New Roman, font size 12. If necessary, the space for each item may be enlarged or reduced in exactly the same format. 2. One form is required for each lesson（excluding the cover）. 3. “Course type” refers to Compulsory, Specialized or Optional; “Student Classification” refers to Mainland student or Non-Mainland student. Note: Common Optional courses are applicable to all majors. 4. “Department” refers to the College, Department or the Teaching and Research Section that offers the course. 5. “Form of Lesson” refers to lecture, discussion, experiment, social practice, internship etc. 6. “Contents of Lesson” should be a brief but concrete description of the contents, together with details of Chapter, Section, Topic titles etc. International Marketing Lesson Plan Subject（Chapter/ Topic）：CREATING CUSTOMER RELATIONSHIPS ANDVALUE THROUGH MARKETING | Form of lesson | Theory Course | | Time of lesson | Date:2009/9/9 | | | Week: 1st Wednesday Period7~9 | Contents of lesson（Including basic contents, key points...
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...in the third grade classroom at Sprout U School of the Arts, one’s professional disposition has changed greatly. There are ten concepts that make up the professional dispositions which are expectations, respect for the diversity of others, fairness, professional conduct, reflection, curiosity, honesty, compassion, advocacy, and dedication (Grand Canyon University, n.d.). Each concept was displayed in the third grade classroom during the student teaching and over time has improved as time has gone on. The first concept of expectations has definitely improved. In the beginning, the expectations for the classroom and the teaching were high, yet all on one level. The expectations have now become diverse...
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...part in the changes in American culture and by being the avenue by which the values, social issues, and cultural changes of the time could be expressed and either promoted or discouraged. The “Brady Bunch”, first airing in 1969, showed the life of a combined family dealing with everyday situations such as sibling rivalry, lying, and following rules. It was a show that showed what family life was all about and showed healthy lessons to its viewers in an attempt to showcase a model family. Another show that helped American children see the way family life was supposed to be was the 1982 television sit-com, “family Ties”. This show also demonstrated typical family issues and showed lessons to the viewer through the characters. Lessons learned were often life experience issues like honesty, trustworthiness, and being a good person. Both of these shows helped expand the belief of what a typical family should look and act like making both shapers of American culture and values. As a child I watched both of these shows and they reminded me of my life at home and I could relate with many of the lessons discussed in them. Although the long term view of television shows like these, and many others, displays how visual media relates to American culture and values, I do not believe the changes in our culture, and society in general, were brought on or caused by the television shows. Instead, I feel that visual media, television and movies, is simply the reflection of this change. Often these...
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...S Setting the Context 3 The Need for Values Education 3 The Living Values Education Approach 4 LVE Resource Materials 8 Purpose and Aims 9 The Living Values Series 9 For Children and Youth At-Risk 11 History of Living Values Education 12 Acknowledgement 13 Results 16 Introduction – Exploring and Developing Values 21 Teaching Values 21 The Developing Values Schematic – The LVEP Method 22 Bringing In the Values of Your Culture 35 Making Values Education a Practical Reality 36 Incorporating Values Into the Existing Curriculum 40 One: Peace Unit 43 Reflection Points 43 Objectives 43 PEACE LESSONS 44 Lesson 1 Imagining a Peaceful World 44...
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...study group focused and punctual: 5 minutes: Overview 45 minutes: Group Discussion 5 minutes: Reflections 5 minutes: Reading and Role Assignments Introduction | Brief Overview/Distribution of Materials/Role Assignments | Session One | Chapter One: Pull the Weeds Before You Plant the FlowersChapter Two: The Personal Change Readiness AssessmentChapter Three: The Organizational Change Readiness Assessment | Session Two | Chapter Four: Cultural ChangeChapter Five: Confronting the Myths of Change Leadership | Session Three | Chapter Six: Leadership LeverageChapter Seven: The Right Team | Session Four | Chapter Eight: Building Capacity With CoachingChapter Nine: Making Strategic Planning Work | Session Five | Chapter Ten: Closing the Implementation GapChapter Eleven: The Flywheel | Session Six | Chapter Twelve: Building Stakeholder SupportChapter Thirteen: Defining Change | Session Seven | Chapter Fourteen: Sustaining ExcellenceChapter Fifteen: Lessons Across the GlobeChapter Sixteen: Teacher Leadership | Materials for Each Participant: * Folder * Post-it Notes * Highlighter * Reflection Sheet * Book: Leading Change in Your School Members of the Leadership Team will meet in the Professional Learning Room. Materials will be distributed. Each participant will write his/her name on the folder containing the agenda, reflection sheet, and role descriptions. The introduction will be conducted by the leadership candidate. A brief...
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...themselves and engage in self-reflection. Learning cultural competent counseling practice will help counselors gain the skills necessary to work with clients from different ethnic backgrounds. After having taken Counseling in Cross-Cultural Settings EPC 643, I learned about the importance of self-reflection. Self-reflection allows one to identify one's own worldview and personal beliefs about individuals who are different from one's own. Therefore, by engaging in self-reflection counselors will discover their own bias, prejudices, and feelings about people from different cultures. Another important lesson that I learned while taking Counseling in Cross-Cultural Settings EPC 643 class is that it is crucial to not only identify but also acknowledge the differences between yourself...
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... 259 - 282 2. Rajah Rasiah Peter Gammeltoft Yang Jiang, (2010),"Home government policies for outward FDI from emerging economies: lessons from Asia", International Journal of Emerging Markets, Vol. 5 Iss 3/4 pp. 333- 357 3. Hamid Yeganeh, (2011),"Culture and international trade: evidence from Canada", International Journal of Commerce and Management, Vol. 21 Iss 4 pp. 381 – 393 Table of Content Annotated Bibliographies 2 1.0 Customer relationship challenges following international acquisitions 5 1.1Citation 5 1.2 Introduction 5 1.3Aims and Research methodology 5 1.4 Scope – Analysis, Findings and Results 6 1.5 Usefulness 6 1.6 Limitation 7 1.7 Challenges and Critiques 7 1.8 Conclusion 8 1.9 Reflection 8 2.0 Home government policies for outward FDI from emerging economies: lessons from Asia 9 2.1 Citation 9 2.2 Introduction 9 2.3 Aims and Research Methods 9 2.4 Scope – Analysis, Findings and Results 10 2.5 Usefulness 10 2.6 Limitation 11 2.7 Critiques and Challenges 11 2.8 Conclusion 11 2.9 Reflection 12 3.0 Culture and international trade: evidence from Canada 13 3.1 Citation 13 3.2 Introduction 13 3.3 Aims and Research Methods 13 3.4 Scope – Analysis, Findings and Results 13 3.5 Usefulness 14 3.6 Limitation 14 3.7 Critiques and Challenges 15 3.8 Conclusion 15 3.9 Reflection 15 1.0 Customer relationship challenges following international acquisitions 1.1Citation Christina Öberg , (2014),"Customer relationship...
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...Reflection is a necessary component of everyday life, as well as the growth an individual makes within their profession. This concept remains true for teachers who, due to the particular changes they must make in order to meet the fluctuating needs of both their students and society, are perpetually connected to reflection. Beginning with John Dewey, during the late nineteenth and early twentieth centuries, numerous scholars have articulated their viewpoints concerning the positive and negatives impacts of this reflective teaching, in addition to its influence on the moral dilemmas faced by educators. One of these people, Elizabeth Campbell, asserts her perspectives throughout her text, The Ethical Teacher, wherein she describes the relationship between ethical knowledge and moral agency, the link between moral dilemmas and ethical knowledge, and the methods of lessening moral tensions in education. Within her book, Campbell (2003) maintains that “ethical knowledge relies on teachers’ understanding and acceptance of moral agency as professional expectations implicit in all aspects of their day-to-day practice” (p. 3). These demands of moral agency are important for students’ learning and development. Consequently, it is essential to understand moral agency. Campbell (2003) declares that moral agency “relates to the exacting ethical standards the teacher as a moral person and a moral professional hold himself or herself to” and “concerns the teacher as a moral educator, model...
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...objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning Knowledge base ...
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...the topic. The paper should be at least 5-6 pages long (including cover page, but not reference pages), citing at least three scholarly sources in addition to the information provided through the course texts and classroom lectures/discussions. It should include research and reflection components, and will represent 20% of the student’s course grade. The finished paper should be typed, double-spaced with 12-point font, and one-inch margins and use all appropriate APA conventions. It should be free from spelling, punctuation or usage errors. All experiential learning papers should also include, at minimum, the four critical components and best practices for experiential learning described below: 1. BUILDING A FOUNDATION FOR THE EXPERIENCE: Conducting Research and Pre-Reflection (Frontloading) 2. HAVING THE EXPERIENCE: Observing and Describing the Concrete Experience 3. REFLECTING ON THE EXPERIENCE: Considering Lessons Learned and Abstract Conceptualizations 4. APPLYING THE EXPERIENCE TO FUTURE SITUATIONS: Using New Knowledge through Active Experimentation Instructions for Personal Interview We each see the world through lenses colored by individual experiences. These experiences can be based on culture, ethnicity, religious belief, geography, sexual orientation, gender and/or age. By understanding how others experience the world, we broaden our own world view. In order to gain an understanding of how another person experiences life, you will have the option to complete an...
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...Team Reflection MGT/311 April 2, 2012 Christin Stadsklev Week 4 Learning Team Reflection The objectives for this week were: Analyze the influence of organizational structure on behavior, analyze the influence of organizational culture on behavior, and analyze the influence of power and politics on behavior. The organizational structure is the foundation of the organization functions. The structure affects the behavior of the organization members. The behavior is influence by the organization structure is assumed by pervasive. Strategy, Size, technology and environment determine structural design (mechanistic or organic). Mechanistic structure with its high formalization and specialization, tight controls, and strict adherence to the chain of command will see employee behavior within a narrow range. In the mechanistic structure employee know exactly how to behave and there is little room for deviation (Robbins & Judge, 2011). The organic structure is quite the opposite. In an organic structure there is low formalization, limited specialization, and a wide span of control there for employees have greater freedom and greater behavioral diversity (Robbins & Judge, 2011). “Culture is the social glue that helps hold the organization together by providing appropriate standards for whet employees should say and do” (Robbins & Judge, 2011, p. 523). In other words, the company’s spoken and unspoken standards of behavior. In a strong organizational culture the...
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...More nowadays we see incalculable suggestions to hone the well established craftsmanship and exploration of reflection. Most, if not all, praise its apparently enchanted power on the human mind through its indicated benefits. These suggestions and cases have stood the trial of time-they are generally acknowledged and very much advocated. For ages past the individuals who preceded us have said a lot with respect to this extraordinary blessing we as a whole gangs yet today now and then, we disregard to utilize. Why now would we say we are again helped to remember this? Every one of us are taking an interest either mindful or uninformed. in a quantum move bringing now and again, tumultuous changes in every aspect of our general public and world...
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...Sarah Laskowski Certificate #: 418443 English Culture Conundrum: Embracing Other Cultures – Persepolis Study 10TH Grade 25 June 2015 Template 1 Stage 1 - Desired Results Goals: (G) Unit Title – Culture Conundrum: Embracing Other Cultures – Persepolis Study Standards – SCCR E2.I.1.1: Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding. SCCR E2.I.3.2: Examine historical, social, cultural, or political context to broaden inquiry and create questions. SCCR E2.RL.5.1: Cite strong...
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...Reflections on the Impact of Culture in the Classroom Giselle Mora-Bourgeois Gunston Middle School Arlington County (VA) Public Schools Submitted June 2000 Introduction A year of teaching 8th graders at Gunston Middle School provided me with many lessons on the impact of cultural differences and communication styles on the teaching-learning process. I discovered that my communication style was so different from that of my students that it led to many unpleasant and conflictive moments in the classroom. Additionally, I became more aware of my personal identity and more appreciative of the diverse cultural backgrounds of my students. This paper summarizes some observations and reflections on how cultural differences bedeviled my interactions with my students in Arlington County, Virginia. In general, culture refers to the ways in which different groups of people organize their daily lives within national or ethnic groups, urban neighborhoods, companies and professions, and other settings. Culture includes what people actually do and what they believe. Culture influences greatly how we see the world, how we try to understand it and how we communicate with each other. Therefore, culture determines, to a great extent, learning and teaching styles. Addressing cultural differences in the teaching-learning process is both important and controversial. It is important because we are confronted with an increasingly diverse population of students and the wide achievement gap between...
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