Summary of the main content of the readings
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Summary of the main content of the readings.
Running Head: RESPONSE PAPER 2
RESPONSE PAPER 2
Introduction
I chose to review the week two readings which encompass African-American Students’ Perceptions of Culturally Relevant Teaching, Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice, The “Banking” Concept of Education, and the case for culturally relevant pedagogy.
Ssummary of the main content of the readings.
The authors make the ideas clear and very illustrative in each article. The main idea in the article, African-American student’s pPerceptions of culturally relevant teaching entails particular discoveries from a study that pursued to evaluate African-American elementary scholars’ understandings of socially pertinent tutors in urban backgrounds. In this reading, the student responses designated that ethnically appropriate teaching approaches had a constructive impact on student determination and engagement in class content and were reliable with the academic values of ethnically pertinent education (Howard, 2001). In the second article, of the second week that is culturally sustaining pedagogy, claims that CSP pursues to continue and adopt linguistic, literate, and social pluralism as part of the autonomous project of schooling and as a required response to demographic and communal transformation.
The article “Banking” Concept of Education provides a careful breakdown of the association between teachers and students at various levels, inside or outside the institute, discloses its narrative character. This association includes a describing fFocus who is the teacher and patient, listening to objects that are the students. The contents of the article which range from values to experimental magnitudes of realism incline in the development of being described to become unresponsive and frightened. It shows that the eEducation sector is suffering from narration conditions. On the other hand, the article, “A Case for Culturally Relevant Pedagogy” offered sSocially pertinent training, and receptive teaching is a pedagogy that is founded in educators’ demonstrating cultural capability: skilled at coaching in a multicultural and diverse background (Ladson‐Billings, 1995). Besides, this reading illustrated that the tutors executing this technique inspire every scholar to connect the course content to their social setting.
Points that were unclear and should be elaborated upon
Although the article, “A Case for Culturally Relevant Pedagogy” outlines the importance and significance of a culturally relevant pedagogy I suppose that it does not engage the students and also the teachers on the best possible ways and techniques to achieve a culturally relevant pedagogy. Iit equips tutors to offer the scholars with the kind of education they both deserve and are eligible to (Paris, 2012). An education that distinguishes and revels their individualities existed experiences, and values. An education that cultivates their intrinsic wisdom and unlimited potential. The article does not provide the methodology on how to achieve all these values. The author could have elaborated upon the ways and means of achieving a culturally relevant pedagogy.
Statements that helped to change, expand or confirm your perspective
The “banking” concept of education, helped me to expand my perceptive whereby the scope of action permitted to students extends only as far as receiving, filing, and storing the deposits (Freire, 1970, p. #). It confirmed by the perception of the concept that it lLacks cCritical tThinking. This is because wWhen tutors expect scholars to take their word as indisputable facts, there is no possibility for use of mental skills to evaluate the information offered. I agree with the author Paulo Freire as he describes and critiques the traditional education system.
Since the author argues that the banking concept is employed to uphold regulation ofe the students; how best can eEducation be improved hence not to be like the act of depositing, where the students are the depositories and the educator is the depositor?
References
Howard, T. C. (2001). Telling their side of the story: African-American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131-149.
Freire, P. (1970). The “banking” concept of education.
Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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