scholarly journals Exploring Visioning as a Tool for Instruction

2014 ◽  
Vol 6 ◽  
Author(s):  
Seth Parsons ◽  
Sydney Merz ◽  
Leila Nuland
Keyword(s):  
Instructional Practices ◽  
Linguistically Diverse ◽  
Content Area ◽  
Culturally And Linguistically Diverse ◽  
Inservice Teachers ◽  
Specific Content ◽  
Vision Statements ◽  
Linguistically Diverse Students ◽  
Teacher Vision ◽  
Independent Thinking

This poster presentation highlights three complementary research studies that examined preservice and inservice teachers' visions for teaching. The studies applied Duffy's (2002) definition for teacher vision: "a personal stance on teaching that rises from deep within the inner teacher and fuels independent thinking" (p. 334). Accordingly, we have our students write vision statements articulating what they are passionate about as future and current educators. The theory is that this vision will allow them to persevere in the difficult and low-status profession of teaching (Duffy 2002). We have found that teachers' visions influence their teaching decisions. However, teachers' biases and classroom contexts can serve as obstacles to implementing research-based instructional practices. Whether teaching in a specific content area or working with culturally and linguistically diverse students, visioning provides educators with the opportunity to reflect and further acknowledge their students through an introspective approach of why one teaches. The results from the studies not only further our understanding of future and current PK-12 teachers, but also provide a reflective stance for those teaching in the academy to consider.

What Can I Do?

2017 ◽  
pp. 481-498
Author(s):  
Eliza G. Braden
Keyword(s):  
Critical Literacy ◽  
Meaning Making ◽  
Linguistically Diverse ◽  
Third Graders ◽  
Culturally And Linguistically Diverse ◽  
Inservice Teachers ◽  
Classroom Context ◽  
Linguistically Diverse Students ◽  
Text Types ◽  
Multimodal Text

This chapter offers preservice candidates and inservice teachers a portrait into a classroom context where one teacher: 1. Identified the experiences and backgrounds of 20 culturally and linguistically diverse students; 2. Used critical literacy as a theory to purposefully select literature grounded in the lives and experiences of her culturally and linguistically diverse third graders; and 3. Used critical literacy and multimodal text types to enhance students meaning making and talk. Implications for practice and research are provided.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

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