Teaching Of A Differentiated Classroom Essay - 977 Words

Classrooms today are diverse, have issues that were not previously present, and more is demanded of teachers than ever before. The readings in chapter six of Differentiated Instructional Management (Chapman and King, 2008), stuck me that many of the presented plans are intertwined with each other. I will explain three areas of planning in a differentiated classroom. I will not only discuss the areas of planning, but also speak about how I will incorporate and use the information in my teaching. Over many years, the world has become more diverse with people moving everywhere. This diversity is also reflected in our classrooms. Due to our local economy, people are moving from other countries and continents to our community, and we are fortunate to have students from Mexico, China, and India. In today s classroom, this opportunity to learn about other places also presents obstacles such as language barriers, and cultural misunderstandings. It is important for teachers to have a better u nderstanding of their students. Some ways to circumvent the ignoring or glossing over of language and culture is to regularly incorporate language development activities that further oral, written, and listening skills in both new and current languages. Teachers must be sensitive to how children learn a second language and that confusion and a mixing of new and old language is a common phase. There are ways to negotiate successfully not only for foreign students, but also for all students.Show MoreRelatedIep Reflection Paper1092 Words   |  5 PagesChange Leadership for Differentiated Education Environment April 8, 2012 Critical Thinking Questions The six-column framework for differentiated instruction proposes that if we are trying to comprehend and construct classrooms in which differentiated instruction can grow, there are several components that we need to search and be mindful of in our preparation and teaching. Educators must explore the framework and recognize what they are already utilizing in the classroom and why these componentsRead MoreDifferentiated Instruction On Implementing Practices And Teaching Strategies Essay1430 Words   |  6 PagesArgumentative Essay of Differentiated Instruction about Implementing Practices and Teaching Strategies. There are red people, blue people, green people, yellow people, big people, short people, and round people. No two people are alike so why do we teach every student the same way? Differentiated learnings allow each student to the best way that works for them as oppose to a one size fits all learning style. Differentiated Instruction is where classroom teachers make multiple attempts to meet theRead MoreDifferentiated Learning Research Paper. John R. Hamilton.1225 Words   |  5 Pages Differentiated Learning Research Paper John R. Hamilton Providence College Differentiated Learning Research Paper Throughout this paper, four articles about differentiated instruction will be analyzed, and the information in those articles will be broken down and synthesized to further exemplify how important it is that schools across the world use this system of instruction and learning. My definition of differentiated instruction from what I have learned, isRead MoreThe Curriculum : Differentiated Curriculum Essay1554 Words   |  7 PagesDifferentiated Curriculum Classrooms today look very different than they did twenty years ago. Gone are the days of students sitting at their desks, copying notes as the teacher writes on the chalkboard. Children are entering kindergarten at varying levels of abilities and the gap between student aptitudes grows as children get older. 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As a result ofRead MoreMy Ambition Of Wanting To Become A Teacher Originates From1682 Words   |  7 Pagesin their classroom, they were supporting and encouraging of my efforts to learn a new language and culture, and they accepted me as who I was. As I started to ponder my own future career, I thought to myself that this is something I want to be for someone else that needs it; be the consistent figure of comfort and kindness that a one can count on and learn from. I had my first practicum experience in May 2016, at St. Thomas Mores Catholic School in Kingston. I was in a grade 1 classroom for 3 weeksRead MoreTeaching Students With A Wide Array Of Abilities1718 Words   |  7 PagesNowadays, more than ever, teachers are faced with the challenge of teaching students with a wide array of abilities. As VanSciver (2005) has voiced, Teachers are now dealing with a level of academic diversity in their classrooms unheard of just a decade ago (p. 534). In a single classroom, students learning abilities can greatly differ from students practicing in below grade level work to above grade level work. For instance, in a third grade class made of 26 children, you will find that theirRead MoreDifferentiated Instruction Paper1664 Words   |  7 PagesDifferentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculumRead MoreEssay on Universal Design for Learning 1109 Words   |  5 PagesClassrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to disc uss in detail some of these strategies and unpack the potential

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pVI: Recollections br /br /br /br /br /br /br /br //ppiSometimes, I wished my parents never had so many kids. But at the same time, I guess it wasnt so bad. Megumi, the oldest child of the family. Miyuki, the silent one. Mei, the sullen and peevish one. Kuro, the black sheep of the family. And finally, me and Maru, though is real name was Masaru. /i/ppiAt that time, Mit wasnt brought into this cruel and unforgiving world yet. Despise what I just said about cruel, I was an ecstatic and untroubled child-unencumbered from the wanton nature of the world. /i/ppiMy parents never pampered me, but I was beyond spoiled. Megumi. She was a childs dream toy; except she wasnt actually a toy. Playmate, I guess†¦show more content†¦A reason why his wool was stained black was because of his name-it didnt start with M. He was cruel. But not like Mei. Mei just had issues with socialization and wasnt truly malicious. Kuro was truly spiteful. He was ceremonious and well-behaved, as described by adults, but in truth, he only did it for his honor. At school, he lets out strings of hatred and venom from his mouth at the ones he despised. He glared. He scowled. Mei was more of the physically malicious type, while Kuro aimed for the mind. Malevolent he was, but. . . he was like Megumi, a flawless brother and playmate, as I like to say./i/ppiWe all know about me, Megumareta. We know /iabouti Maru. Maru was...unstable. That is all I will say about him. Now, enough for the explanations and onto the story. Or stories./ibr //ppigt; gt; lt; gt; gt;/i/ppbiVI part I: Why?/i/bbr //ppiIt was ridiculous how Ive always been a social person, yet no one wanted to be my friend. What is wrong with me? Was it because of my eyes? My clothing? My style? My puffy hair? Is it because I talked too much? Why must they cast me into solitary? What was wrong with me!? /i/ppiMonster!/i/ppiBut what made me a monster? Im just like any other kids, perfectly normal. I did not have any abnormal powers, appea rance, disease, or disorder. Im a healthy child, yet they continued to hate on me. Why? Why

The Specific Effects of Globalization Throughout Fugitive Denim free essay sample

Globalization, which is best defined as the expansion of cultural, political, economical and ideological relationships regarding worldwide social exchange and interdependencies, is the underlying motif in Rachel Louise Snyder’s novel, Fugitive Denim (Conley 531). In this work, Snyder uses a theoretical pair of denim jeans to explore the workings of the global market, from the harvesting of the cotton used in making jeans to the fashion design behind the pants seen in stores around the world. Being the beneficiary of inexpensive goods, capitalist nations like the United States and much of the European Union neglect to realize their low-cost end products come about as a result of outsourcing to underdeveloped nations. While this outsourcing benefits the â€Å"overdeveloped† nations, it is often at the expense of the underdeveloped nations. In this process, Snyder explores a variety of interrelated social issues, specifically the relationships between inequality, corporations and gender and separately the issues of exploitation, capitalism and consumption. We will write a custom essay sample on The Specific Effects of Globalization Throughout Fugitive Denim or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Throughout Fugitive Denim, inequality is discussed as a broad concept that can be used to describe the global inequality, social structure and gender issues within a nation. On the worldwide scale, â€Å"there is no question that global inequality has been steadily rising over the last few centuries† (Conley 253). Geography is one aspect that played a role in industrializing nations and although it is not specifically addressed in the novel, geography can be seen as a reason for inequality. The particular climate of a region determined what crops could or could not be grown, which is a major factor in defining an industry. Azerbaijan is able to grow cotton, but the related industry only ever expanded enough to support harvesting cotton leaving out the other aspects involved with the production that crop. After talking with an Azeri cotton farmer, Snyder describes part of the market, The World Bank wanted Azerbaijan to sell only raw cotton and would subsidize this, but Vasif feels if the World Bank really wanted to help the country, it would give subsidies to start small factories to wave fabric or make finished garments. Ready-made fabric sells for nearly double cotton’s price on the world market (Snyder 63). Like most aspects of globalization, the different entities that make up a single nation are all interwoven. In this case, the geography defines the industry that ultimately designs the economy. The same subsidies that Vasif was describing in the quote above are a reason for major economic inequality globally. The following quote is just one specific example of how ineffective subsidies can be. In 2004, the US Government spent $264 million on cotton subsidies, and every single dollar was, according to the World Trade Organization, illegal. The vast majority of those subsidies, which were created to keep the family farm in business, went to agribusiness or corporate farms—80 percent. Tandy Ogburn of North Carolina, whom I’ve never had the pleasure of meeting, received $5. 00. Tandy’s neighbor, Ronald Olive, received $17. 00 (Snyder 64). The system of subsidized loans was created in the 1930’s and was designed to help support small farms and keep them functioning. However because subsidies are granted from capitalist nations that essentially run the World Trade Organization, they are the ones in control of what money goes where; Vasif was quoted saying, ‘The more finished a product the more it demands from the global market’ (Snyder 64). Because consumption-centered nations, like the United States, want to ensure a high profit margin they try to keep merchandise sale costs low. On the quest to produce such low priced goods however more developed countries outsource the production process to nations that are less developed and therefore willing to do the hard work with minimal monetary return. In Cambodia, Snyder describes the underpaid grueling schedule of a worker, â€Å"They worked six days a week and in the beginning, in 2004, overtime was daily. They worked from 7 am to 7 or 8 or 9 pm back then, Monday through Friday, and 7 am to 5 or 6 pm on Saturdays. † Outsourcing, apart from being harsh on the workers, also creates a large divide in the social stratification within the region. Marx would classify most of the regions discussed in the book as being divided between the proletariat and the bourgeoisie, those who own the means of production and the labor force. Although the proletariat and bourgeoisie generally describe capitalized societies, these underdeveloped nations have a great number of poor working class citizens with a large gap between the few and wealthy citizens. Further continuing the social stratification could be the role of gender in most of the societies. Gender roles are more clearly defined and divided then those of more developed societies. In Azerbaijan â€Å"traditional† gender roles seem to be defined more by biological unctionalist practices where the women stay home to bear children and tend to the home as the men are off serving more as â€Å"bread-winners† for the family. Mehman, an Azeri cotton classer, describes a childhood memory of his mother telling him to clean his room, only to have his grandmother come in to yell at his mother saying, ‘This is a woman’s domain†¦ not the man’s. You will clean his room’ (Snyder 44). From this one situation Mehman learned his place in society and began to understand the divide between the roles of males and female. Women aren’t as domestic as when his grandmother was alive and they are allowed to work in Azerbaijan however women still have very specific roles. When Snyder was talking with Ganira, a field worker in Azerbaijan, she learned more about the role of women in society and came to understand, â€Å"Picking cotton is women’s work in Azerbaijan, as it is in many parts of the world† (Snyder 71). Because this is a general cultural practice in Azerbaijan it is not viewed as an inequality in their society but compared to more progressive societies it is almost as if all women in Azerbaijan have reached the â€Å"glass ceiling†. Throughout Fugitive Denim, however it was a common theme to see men being in charge of the major corporations and women being the workers under their reign. Regardless of sex though, work conditions in under developed nations around the world are sub bar. Most workers in factories worldwide are subject to long hour work days with little return; capitalist’s are exploiting the cheap labor of such nations to produce their own high profit margins. As described before, some workers spend between 12 and 20 hours a day at their job in less then health sanitary facilities. Snyder describes a factory in Azerbaijan where, â€Å"The ginning room is so tortuously loud that we cannot hear ourselves even if we scream† (Snyder 63). She then went on to describe how getting sick and dying from other conditions was not uncommon, â€Å"An occupational hazard known as byssinosis, or brown lung disease, is often associated with the cotton textile work. Caused by inhaling cotton dust- which contains pesticides, fungi, bacteria and soil†¦ gins probably employed any number of candidates of byssinosis† (Snyder 63). Chemicals and pesticides, which are a whole separate issue discussed largely in Fugitive Denim, can also be detrimental to those working with the products. Because no real sanitary precautions are taken for those in the industry, those forced to work with the chemicals could also be victims of the exploitation, â€Å"Ten percent of fatalities in the agricultural sectors of developing countries come from pesticide poisoning† (Snyder 73). Chemicals that were developed as toxic nerve agents for World War I are approved for use, â€Å"The average pair of jeans carries three quarters of a pound of chemicals† (Snyder 73). Capitalist nations however care more about getting a cheaper product then the safety of the individuals creating their products. Because these developed nations have the ability to outsource for production, the underdeveloped global economy is often trying to provide products at the lowest cost possible to appease the capitalist economies. This usually meant going through a variety of industries in order to get the cheapest product, Sometimes thread had to be purchased from a mill in the States, then sent to Turkey for weaving, or the cotton had to come from Turkey and be milled in Turkey, but the finishing had to take place in the States†¦ ‘Made in Peru’ might have cotton from Texas, weaving from North Carolina, cutting and sewing from Lima, washing and finishing from Mexico City, and distribution from Los Angeles (Snyder 21) Needless to say, companies would go to great lengths in order to achieve the lowest price. When Snyder visited Italy to learn about the textile technicians, or essentially the creators of the fades, washes, and textures of denim, the head designer Pascal talked a lot about the consumer market that he designed for. For him, Italy had always been viewed as a fashion capital responsible for the producing of one-of-a kind more high-end goods. With the search to find low cost manufacturing however, Italy’s textile industry was not looking at an upswing in profit, News that Arnani, Gucci, and Prada were moving their manufacturing to Asia had shaken the industry in Italy, Pascal said. The country’s high-end designer manufacturing has undergone such a profound change in recent years that it seems traumatized, enmeshed in a cultural state of disbelief at what is certainly its inevitable end (Snyder 94) Pascal described Americans and Britons as â€Å"clamoring for cheap Chinese-sourced goods† (Snyder 95). In the epilogue of Fugitive Denim Snyder talks about how it wasn’t that she hated companies like Wal-mart, she in fact believed we needed such corporations; what she believes, however, is that the individuals that can afford to buy one expensive quality pair of jeans, should buy that pair as opposed to buying five pairs of cheap mass produced jeans. Snyder said, â€Å"What concerns me more about the low-cost mega-chains is how they incite our overconsumption† (Snyder 314). Just as inequality, corporations and gender all became intertwined, exploitation, capitalism and consumption similarly express an entangled relationship that Snyder captures throughout Fugitive Denim as it reveals some of the inner workings of globalization. Rachel Louise Snyder is not a sociologist, so reading this novel that has sociological implications throughout it was interesting to me. I understand her main focus was to capture more of the atrocities of globalization, however, I personally was hoping Fugitive Denim had more of a focus on the individuals. While the content of this novel was shocking, I found myself disappointed in the way Snyder went about introducing relationships and how she tied in individuals. Because individuals were tied to specific issues and in specific regions I thought it made each person seem isolated and almost separate from the social. Because the topics of this book revolve around cultural, political and economic issues I was expecting there would be more of a discussion of the â€Å"social† throughout the work. I liked how Snyder gave a face to each of the issues in a way but it was hard to relate them to large scale. Through Mehman’s struggle of traditional values in a modern society I was able to get more of an understanding of his culture but it was still difficult to apply to a large scale social settings. Similarly, with field pickers of Azerbaijan and the worker in Cambodia, I was able to get a sense of community but all the while I was wondering how their working relationship fit into their world outside the fields and mills. In one sense I felt that they formed almost like a Gemeinschaft community, but because much of both nations were underdeveloped and poor I wondered if, like slaves in the history of global capitalization, much of the surrounding area felt unified by a single idea or if they merely felt like the proletariat and were too divided to ever rebel against the bourgeoisie. While this book has offered me perspective on the full-scale globalization, and I feel that I have a greater understanding of the details about it, I cant help but only have one main response feeling after this book and that is the feeling of guilt. When the amount we consume is put in perspective of how much others consume and how much physical labor goes into the process I only feel bad about what I have. Although, in all honesty, fter Fugitive Denim pointed out how truly difficult it was to come by organic products and that products that would be produced fairly and safely for all parties involved would be extremely expensive, I doubt there is much that I would change in what I purchase, except maybe the amount. I definitely liked this book as an overall work, however, I wish the sociological implications had been slightly more developed or at least more focused on the social aspects as opposed to the political implications behind globalization.

Star Wars Essays (6440 words) - Action Heroes,

Star Wars Star Wars As a Mythology ?Fifteen years ago, I set out to make a movie for a generation without fairy tales.? -George Lucas There exists in every culture a series of folk tales and stories, which make up a part of that culture's history. These stories, called myths, often venture into the magical and fantastic, with great heroes battling terrible monsters to save exotic lands. As the human race has evolved, we have moved beyond the need to attribute unexplained events to supernatural workings beyond our ken. As a result, modern culture puts its faith in science and organised religion, and for centuries there have been no new myths. In the nineteen-seventies, a young and enthusiastic film maker/director put his imagination and heart into changing that. George Lucas's now legendary Trilogy of movies and books, Star Wars, is the result. To the casual observer, the movies are only exciting science fiction stories, but a closer look reveals nothing short of a complete mythology within. George Lucas collaborated with Joseph Campbell on the making of the first movie of the Trilogy, A New Hope (A New Hope is more commonly known as Star Wars, but to be accurate, Star Wars will be used when discussing the entire Trilogy and A New Hope will be used when discussing the first movie only.) Before he died, Campbell was widely accepted as the foremost authority on myths and mythologies in the world. Campbell strongly believed that every culture's myths and legends were strikingly similar, even identical, to those of every other culture. His The Hero With A Thousand Faces compares the trials and traits of heroes from all legends. Lucas incorporated Campbell's model of the Hero in developing Luke Skywalker as the Hero in A New Hope. The plot line of A New Hope is very similar to that of many mythologies. In order to better understand how Luke evolves as a Hero, it is necessary to examine the early events of the film and note how these key events are typical of other myths. A New Hope takes place in a typical science-fiction galaxy. There exist many planets and races of intelligent life. The galaxy's government has recently been thrown into turmoil by the emergence of the evil Emperor and his Empire. The Empire is the typical tyrant of mythological stories. In Greek legend, the creation of the universe proceeded smoothly until Cronos, father of the gods, decided he wanted supreme power. He took over and ruled ruthlessly, and it was up to Zeus and his divine siblings to overthrow him and restore peace. In A New Hope the Rebel Alliance takes the place of the gods. As in many myths, the Rebellion is young and hopelessly outnumbered. Campbell wrote that the Hero is almost always a youth and weak relative to his enemies. The Rebellion has just won its first victory by stealing classified information from the Empire and smuggling it to Princess Leia, a high ranking Alliance member. Princess Leia is on her way to deliver the information to Obi-Wan Kenobi, a former general. It is the Alliance's hope that Kenobi can safely get the information to the Rebel base. Obi-Wan lives on Tatooine, a desert planet on the outskirts of the galaxy which happens to be home to a young Luke Skywalker. Luke knows Obi-Wan as Ben, and believes he is only an old hermit. This element is also present in Greek mythology. Cronos swallowed all of his children to ensure that they could not overthrow him. His wife hid his last son and gave Cronos a rock to swallow instead. The youngest son, Zeus, was sent away to live in a remote mountain valley until he grew old enough to challenge his father. Tatooine corresponds to Zeus's valley as the distant sanctuary for the growing Hero. On the way to Tatooine, Leia's ship is intercepted and boarded by one of the Empire's ships. In desperation she sends the information, stored in a droid named Artoo-Detoo, to the planet's surface. Artoo-Detoo and his companion, an interpreter droid named See-Threepio, meet and are bought by Luke's uncle. Thus, Luke enters the story. An introduction of some of the story's key characters will also help in analyzing the Hero Cycle. Luke Skywalker will become the Hero. He is nineteen years old and works as a farmhand on his uncle's moisture farm. He is bored with his life and wishes to submit his application to the Starfighter Academy. Luke's dream is to be a starfighter and go on grand, epic adventures. Another classic element of