Artifact #6: Cultural Awareness, Responsive Teaching and Learning Experience:

Multicultural Family Event.

I have included an artifact that I created with a small group of classmates in order to

create a cultural awareness and responsive teaching learning experience to reflect the needs of a

very diverse group. We planned to have a multicultural family event one evening at the school to

in order to demonstrate value for each and every cultural and language represented in our class.

The importance found within this artifact is the student, teacher, and parent collaboration in order

to work toward a deepened respect for one another. This activity builds off of social studies in

where Canada is reflected by all of the students and their families, along with their cultural

identities. It demonstrates my ability to plan for cultural awareness and appreciation. As a

teacher, I will have many students from varying backgrounds and cultural appreciation and

respect needs to be modelled by the teacher within the classroom. I hope that this artifact

demonstrates my personal and professional dispositions of inclusion, as well as my ability to

plan for diverse students.

This activity is supported by the InTASC standards for learning differences,

acknowledging that learners bring assets based on individual experiences, culture, language, and

community. It also includes the standards for learning environments, as making all students feel

welcomed and accepted is at the forefront of this activity, as well as leadership and collaboration

as I work with students and their families to create a memorable night. The event also meets the

NYS Code of Ethics standards for principle five, in collaborating with families to recognize how

cultural and linguistic heritage, gender, family and community shape experience and learning. It

meets the OCT Ethical standards for respect, including modelling respect for cultural values, as

well as the CAEP standards for the learner and professional responsibility. The curriculum
standards that are connected to the event are for the NYS ELA standards for using narrative

speech to develop experiences, as well as Ontario Grade 6 social studies standards for

understanding what makes up the identity of a country and contributions from various ethnicities

and religions to Canadian identity. I have listen the specific standards and multicultural event

breakdown and invitation below.

InTASC Standards

Standard #2: Learning Differences The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

2(j) The teacher understands that learners bring assets for learning based on their

individual experiences, abilities, talents, prior learning, and peer and social group

interactions, as well as language, culture, family, and community values.

2(k) The teacher knows how to access information about the values of diverse cultures

and communities and how to incorporate learners’ experiences, cultures, and community

resources into instruction.

2(m) The teacher respects learners as individuals with differing personal and family

backgrounds and various skills, abilities, perspectives, talents, and interests.

2(n) The teacher makes learners feel valued and helps them learn to value each other.

Standard #3: Learning Environments The teacher works with others to create environments that

support individual and collaborative learning, and that encourage positive social interaction,

active engagement in learning, and self-motivation.

 3(a) The teacher collaborates with learners, families, and colleagues to build a safe,

positive learning climate of openness, mutual respect, support, and inquiry.

Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning, to collaborate with learners, families,

colleagues, other school professionals, and community members to ensure learner growth, and to

advance the profession.

10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work

collaboratively with learners and families in setting and meeting challenging goals.

NYS Code of Ethics

Principle 5 Educators collaborate with parents and community, building trust and respecting

confidentiality. Educators partner with parents and other members of the community to enhance

school programs and to promote student learning. They also recognize how cultural and

linguistic heritage, gender, family and community shape experience and learning. Educators

respect the private nature of the special knowledge they have about students and their families

and use that knowledge only in the students’ best interests. They advocate for fair opportunity for

all children.

OCT Ethical Standards

Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour

human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,

democracy and the environment.

CAEP/TEAC Standards

Standard 1. Content and Pedagogical Knowledge The provider ensures that candidates develop a

deep understanding of the critical concepts and principles of their discipline and, by completion,

are able to use discipline-specific practices flexibly to advance the learning of all students toward

attainment of college- and career-readiness standards.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility.

Curriculum Standards

NYS Common Core

ELAW.6.3.b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters.

Ontario Curriculum

Grade 6 Social Studies

A. Heritage and Identity: Communities in Canada, Past and Present

A1.1 explain how various features that characterize a community can contribute to

the identity and image of a country

A1.2 evaluate some of the contributions that various ethnic and/or religious groups

have made to Canadian identity

A3.7 describe significant changes within their own community in Canada

Cultural Awareness, Responsive Teaching and Learning Experience

A Multicultural Classroom Family Event

ECI 535

Prepared By: Mary Shaheen

Prepared For: Maureen England

Medaille College

Aug. 11, 2018

 Over the past several weeks our grade 6 students have been studying culture and tradition

in their “Heritage and Identity” Social Studies unit. This focus has lead students in the

collaboration that they would like to host a ‘Multicultural Potluck’ to invite their parents and

families and learn further about the cultures and traditions within their classroom. Students have

been busy creating personal cultural flags, family crests, narrative stories, poetry, human rights

posters and short skits pertaining to their personal culture, ethnicity and identity. During an open

discussion on human rights a group of students posed the idea of hosting a multicultural event, the

class voted and we all unanimously agreed it would be a wonderful opportunity to listen to the

cultural stories of our peer’s families and unite our classroom family in similarity and celebrate

our differences.

A Colorful Classroom

The 32 children in our classroom come from all backgrounds, cultures and ethnicities. We

have 26 African American, 3 Arabic, 2 Caucasian and 1 Native American student. The majority

of our students are Christian; however, 1 student is a Jehovah witness, 3 students are Muslim, and

1 student is an atheist. Currently, 2 of our students have parents who are deployed overseas so they

will invite an aunt, uncle or grandparent to our event and we will record some of the cultural event

to be later watched by their overseas parent. Our class has one child who is recognized as gifted,

so she will lead a small group in the designing of an online invite to be sent to our families. 21 of

our students come from single parent homes so we are planning to host our multicultural event in

the evening when most working families can attend. A multicultural dinner will be provided for

all family members in attendance. Our students have developed a strong connection to the

importance and value inherent in diversity and wish to celebrate this together with their families.

Students are eager to display their developing socially diverse and conscious artistic expressions,
read their poetry, decorate the gym with their maps and posters and family crests. Student’s

recently engaged in partner activities drawing Venn diagrams comparing and contrasting a peer’s

cultural background with their own. Bonds have been created over this social study focus as we

have had much chance to recognize our similarities and celebrate our uniqueness and what it brings

to the culture of our classroom and society. This excitement has trickled over into now the planning

of our multicultural evening.

Culturally Responsive Teaching Strategies

The lead up to our multicultural evening has been a student-controlled classroom

discourse. Students have presented their personal cultural experiences in various creative outlets.

They have had much freedom in the presentation choice, design and representation of the values,

traditions and diversity of their own family. I have met with students to listen to their educational

proposals to ensure they meet the standards. Now students have taken ownership of their

multicultural night to design invites, decorate the space, plan seating and activities for the night

and arrange cultural meals for families to share. I have taught this social study unit on heritage and

identity with teacher as facilitator in mind. Much of the lessons have involved myself circulating

around the classroom, guiding, mediating and consulting with students when needed. Students

have been granted the freedom of creativity and knowledge pursuer as they asked many questions

to their families about their heritage and brought this new sense of self into our class. I am now

working with small groups of students to guide them on designation of roles for our multicultural

celebration. A cultural sensitivity surrounds this entire social event. I have personally called

families to talk about their interest in the evening and gained knowledge on the diverse cultural

background and traditions of the families in my classroom, so I am prepared for our celebration.

Knowing the cultures in my classroom will allow us to decorate and represent our mix of families
with flags, music and food. Finally, this multicultural night has essentially reshaped the

curriculum. The curriculum highlights certain cultures as having influence on Canadian culture,

but we are reshaping the curriculum to focus on our own classroom diversity and what that brings

to Canadian culture.

DASA Reinforcement

By bringing together the families in our classroom we are supporting the fundamental

concepts of The Dignity for all Students Act. Through parental engagement we are building a

community setting where students and families feel safe, supported and recognized as a

contributing member of our classroom culture. Students and families will make connections and

be granted the opportunity to relate to other ethnic groups, traditions and cuisine. Our gymnasium

will be set up in a way that allows for flexible space where parents and students can move around

and interact on different levels. There will be various activities and events set up for families to

explore on our multicultural evening. We will have a poetry corner with seating, tables set up with

iPads for families to investigate their last name and heritage further, a family game area where

games from our different cultures will be played, a global cuisine area with tables and chairs for

families to eat together and share traditional recipes and an open mic set up on stage for students

and families to tell folklore tales, legends and famous stories. Our flexible space will allow for our

rich cultural event to unfold. Student centered instruction will be a pivotal focus of the evening.

Students will have access to the microphone on stage to share stories, read poems or begin

discussion about their culture and heritage. Combined, all our multicultural evening events will

develop a sense of purpose in my students. Students will foster a sense of purpose and take pride

in the telling of their individual stories and in recognizing how their piece of the puzzle connects

with their peers to create our classroom family.

NYS COMMON CORE

ELAW.6.3.b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,

events, and/or characters.

 Students will meet this standard by describing their cultures to the group creating an

authentic experience complete with food, dress, music, art, poetry etc.

ONTARIO CURRICULUM

Grade 6 Social Studies

A. HERITAGE AND IDENTITY: COMMUNITIES IN CANADA, PAST AND PRESENT

A1.1 explain how various features that characterize a community can contribute to the identity and

image of a country

A1.2 evaluate some of the contributions that various ethnic and/or religious groups have made to

Canadian identity

A3.7 describe significant changes within their own community in Canada

 Student identifying their cultural background while identifying the role it plays in their

lives in Canada meets this standard. Students will understand how many different

cultures have designed Canadian identity.

Reflection

Planning this multicultural and culturally sensitive activity was a great experience. It forced

me to have to think about and consider several different factors that I normally wouldn’t prepare

for, until faced with the challenge directly. I was given a scenario that included an incredibly

diverse group, ultimately provoking me to consider the needs of many different students while

creating an activity that promoted the incorporation of diversity. I feel as though the multicultural
night as well as the lesson and planning up to the event have included all of the diverse needs of

each of the students, and having the students play a large role in the planning and direction of the

event allows for each students’ cultures to shine through. While planning the activity, I considered

the religious and ethnic backgrounds of backgrounds of the class, as well as the fact that we are

located in a high-poverty area. Considering the diversity of the group, I decided that having a time

of sharing cultures would benefit the group in modifying the curriculum on “Heritage and

Identity”, allowing for the many different identities of the group to be recognized. As the students

are normally sent home with a boxed meal for dinner, I decided to have a multicultural dinner in

place of the box meal as a fun way to continue to meet the needs of students’ living in poverty,

while allowing for continued learning and the acceptance of differences. Overall, I feel as though

I was able to consider the many needs of my diverse group of students’, as well as transform the

curriculum to include the values of all the students in the group.

Invitation

This is the event invitation that our gifted student and her team put together to send out to

the families informing them of our multicultural night, which we also had translated for our

families whose home language is not English.