Teaching Strategies: Diversity

Darrin Chinen
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Standard, Benchmark and Performance Indicator

Standard 2: COGNITIVE CONCEPTS: Understand movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities
Benchmark Demonstrate physical applications of a kata

Demonstrate tactical movements in a kata application

Student in our classroom

Name: Tavita Gender: M Ethnicity: Samoan Description: A natural leader. Very outgoing and has matured early for his age. Does well in all sports.
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Description of Intelligence
I believe that intelligence is defined as a diverse way of learning and applying many different types of knowledge. It is not just limited to solving math problems or using proper English when writing and speaking, but rather based on how students excel through their own skills and abilities. Tavita is one of those students who excels in a non-academic subject (in his case sports), but yet has the knowledge and skills he can use to his advantage. According to our textbook and based on Tavitas description he holds Gardners theory of multiple intelligences. One of them is known as Bodily Kinesthetic which Gardner describes Tavita as a person who uses regulated body movements to maintain the stability of objects (Educational Psychology 121). He also holds the characteristics of a good leader because he is very sociable which places him under having interpersonal intelligence which is characterized as answering to peoples needs and desires.

One of the teaching strategies I can add in my lesson plan to support Tavitas types of intelligence is to assign him more challenging types of katas to use for application. Because Tavita is a great athlete and has excellent use of body motion, he is capable of performing advanced level katas that deal with complex movements and timing. Another teaching strategy would be to have him oversee a group that is having a hard time performing the application process and help them improve on techniques and giving motivation through encouragement and persistence.

Description of a teaching strategy

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Learning Challenges

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Legislative Rights for Our Students

According to our text, the legislation passed down a series of laws for special ed. students called Individuals with Disabilities Education Improvement Act (IDEA).This act was created for the purpose of allow students to receive a good education regardless of their challenges (Educational Psychology 131). This means that my students who have learning challenges cannot be denied of their education which supports the laws zero reject. Because these students learn differently, I will need to adapt my lesson plan to their needs based on what our text calls a Individualized Education Program (IEP) in which I will need to talk to the parents of the students and our head sensei (since there are no official school leaders) as to what kind of services and accommodations I can provide for these students (Educational Psychology 132).

Student in our classroom

Name: Jun Gender: F Ethnicity: Chinese Description: Diagnosed with Asperger syndrome but high functioning
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Description of Learning Challenge

Jun is diagnosed with Aspergers Syndrome, which is a high functioning form of Autism. It is characterized as a person who has a difficult time on the social level in terms of interacting with others and recognizing cues such as body language, facial expressions etc. Also, a student with Aspergers has good memory skills, but they have a difficult time understanding abstract concepts (http://www.autism-society.org/) like for example math and science.

A teaching strategy that would best accommodate my students learning challenge would be to use visual aids. According to this website, Younger children who have Aspergers tend to grasp concepts better if visual aids are incorporated in the lesson (http://www.myaspergerschild.com/) If Jun was a student in our class who has been taking karate for a few years and still doesnt understand the philosophy of an application, then I would find and emphasize the additional use of footage from You tube that has visual illustration of the purpose of kata applications.

Teaching Strategy
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Student in our classroom (2)

Name: Devon Gender: M Ethnicity: Caucasian Description: Devon has been diagnosed with ADHD and has been taking Ritalin for just over a year.
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Description of learning challenge

Devon has a learning condition known as ADHD (Attention Deficit Hyperactivity Disorder). According to our text, the characteristics of this type of learning challenge is a series of behavioral patterns dealing with severe hyperactivity, difficulty in maintaining attention, and impulsivity (Educational Psychology 140.) In other words, Devon cant maintain a clear line of focus in class and is disruptive to other students. However, it does not mean that hes denied the opportunities to learn. Devon is prescribed with a very potent drug called Ritalin, which softens the effects of his challenge, being able to be more attentive in class. However, there is a huge controversy over the use of drugs to treat ADHD and its negative side effects it can have on children (Educational Psychology 141).

A teaching strategy that I can incorporate in my lesson plan to help Devon achieve goals in our class is to condense the length and amount of work done in the application process (Educational Psychology 142). I would have him first do only the first few moves of the kata during the application and then, when he is ready to move on, attempt the next few moves. In this particular practice based on tips in our textbook, If I decide to have Devon tackle the entire application process it would be too much for him to take in and will easily lose focus thus becoming distracted. In terms of seeing improved behavior, I will hand out to him a special checklist in which he needs to check off if he showed any positive behavior and explain what it was. If he hasnt shown good behavior, I will ask him to write down on how to improve so that he tries not make the same mistake again. A reward for his hard work is already incorporated in the lesson which is the short game in the wrap up section.

Teaching Strategy
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Student in our classroom (3)

Name: Tina Gender: F Ethnicity: Samoan Description: Bright student, but has problems with dyslexia. Struggles with reading, but completes her work.

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Description of Learning Challenge

Tina has a type of learning challenge known as Dyslexia, which is described as a student who has difficulty in terms of processing language. It is also described as having trouble reading, writing and sometimes speaking (www.ncld.org). It is one of the most common learning challenges among young children. However, because it affects Tinas ability to convey different forms of language, she will have a hard time expressing herself and can definitely impact her self esteem.

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Teaching Strategy

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Although this lesson plan doesnt involve any type of reading and writing, Tina will have a hard time reading the rubric checklist I will be giving back to her stating how she did and what she can improve on. In addition, she will also have directional trouble while practicing because some students with dyslexia dont their left or right (www.ncld.org). A teaching strategy I can use is to apply auditory learning through the use of sounds. For example, I will use different sounds to indicate the direction she needs to block or attack (i.e. chime for left and whistle for right). Another teaching strategy I can use is the reading one-on-one rule. After class is finished, I will pull Tina off to a quiet area on the side and have her read aloud what I have wrote. While she is reading, I will assist her on words that she has a hard time with and encourage her to slow down and clearly express herself.

Multicultural
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Student in our classroom

Name: Kentaro Gender: M Ethnicity: Japanese Description: Does not appear to have a permanent residence and may be homeless. Often does not do homework.
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In Kentaros situation, he and his family would be considered to have a low socio-economic status and are living in poverty due to the fact that they have no permanent place to live.Kentaro also doesnt turn in his homework whenever he is in. According to our text, there is a correlation between his status and his standing with the rest of the class. Some teachers may consider him a very poor student and will set low expectations for him. This in turn will affect his self-esteem and cause him to not want to learn (Educational Psychology 213). Woolfolk also mentions that with this low self-esteem comes low motivation and depression which negatively affects Kentaros mental health (Educational Psychology 213).

Description of multicultural status

Teaching Strategy
A teaching strategy that would help Kentaro achieve higher expectations and boost his self esteem would be to assign him long-term goals and establish a relationship with him to provide additional assistance (Educational Psychology 216). For example, I want Kentaro to make it a goal to learn and perform well on this application process. Although Kentaro will probably think in his mind that mastering this requirement will be long and hard, I will encourage him to take small steps and help take baby steps towards reaching this goal. Also I need to be a exampling role model so that Kentaro knows that I care about his learning and that Im trying to make a difference in his life.

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ELL
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Student in our classroom

Name: Carl Gender: M Ethnicity: Filipino Description: Carl is ELL, but is learning English quickly
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Description of ELL student

Although Carl is learning English very quickly, there are some challenge that needs to be addressed. One, is that Carl will have a very difficult time conversing with teachers and students with the addition of understanding what is being asked of him. This will may affect his performance on any type of assessment. Academically, Carl may also have a hard time being able to read and write in English. Woolfolk states in our text that it takes 5 to 10 years to master Carls academic language which is much longer than learning conversational language (Educational Psychology 187). As a teacher, I have to realize that it will take time for Carl to understand what I have assessed and the results in which I will give back to him.

Teaching Strategy
I have already incorporated a teaching strategy within the lesson plan that involves connecting the lesson to student experiences as mentioned in our text (Educational Psychology 195). I will show a video via You Tube of a kata application that students can familiarize and associate with such as a fighting scenario from their favorite martial arts movie. However, one teaching strategy that I can out in my lesson would be to have them research their own cultures/heritages martial arts or share a favorite fight scene from a movie during circle bow at the end of class. Because our class is diverse with students who come from different backgrounds and speak various languages, I hope that these strategies will be effective in making this lesson plan culturally meaningful and flexible in order to boost an ELL students confidence and learning experience.

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