Now that you have been introduced to the broad framework of becoming a culturally competent teacher, it is your challenge to make the connection between differentiating and the prospective impact this

Now that you have been introduced to the broad framework of becoming a culturally competent teacher, it is your challenge to make the connection between differentiating and the prospective impact this concept has in making learning experiences more of a success for students in diverse classrooms.
JCPSEmployee. (2012, September 13). Seven Principles for Culturally Responsive Teaching and Learning (Links to an external site.)Links to an external site. [Video file]. Retrieved from
The video refers to the ideologies of becoming a culturally responsive teacher and explores the Seven Principles of Culturally Responsive Teaching.
View the short and informative video, then respond to these questions in relation to the video and your personal experiences in your Discussion Post:
What would you identify as an important outcome of building relationships with your students while focusing on a culturally inviting environment that is physically safe, while also providing an engaging and positive learning experience?
Considering your personal experience as a student, any professional experiences, and your current and past higher-education based learning, are the Seven Principles of Culturally Responsive Teaching theory realistic or idealistic? Be sure to support your opinion with scholarly citations in APA format both in the body of your post and at its conclusion.
WordPress (Links to an external site.)Links to an external site. (
Evaluate evidence-based research underlying the theory, principles, and practice of differentiated instruction.
Explain the core principles and applicable modes of differentiated instruction
Design a work environment that reflects best differentiated practices.
Welcome to the FIRST week of class-
Instructional Strategies for Differentiating Teaching and Learning
. To start the week, think about a time when you felt ‘different’ or left out. Where were you? What were you doing? Was anyone else involved? Why did you feel this way? If something or someone changed the environment, would your feelings have changed?
Now think about your future classroom (or current classroom) full of students from various backgrounds, with unique life experiences, multiple religious affiliations, and with a wide range of learning abilities, skills, talents, strengths, and areas of need. With all this diversity, providing classroom instruction using only one teaching technique such as lectures or visual presentations has the potential to cause students to feel left out or different from their peers.
The first week of class we will look at
which is a foundation for differentiated instruction. Piaget, as described by Von Glaserfeld (1982), defines constructivism as a process by which students learn by constructing knowledge for themselves. In this theory, students don’t really learn just from hearing or reading something. They must make that new information fit into their own set of experiences and prior learning and thereby construct new knowledge. This theory makes sense when we think about the idea of context, or how things become more important when they are placed in a context that helps us to learn and remember things.
There is a webpage of examples to help you create a constructivist classroom that you are strongly encouraged to explore Characteristics of Constructivist Learning & Teaching (Links to an external site.)Links to an external site. (Murphy, 2009) on your own; however, here is a brief summary of suggestions provided:
Make sure you can answer the question “Why are we doing this?” for each lesson objective because your students are going to ask you for real-world relevance; without it, they will be less engaged and involved in the activity.
Formative and summative assessments should be relevant and applicable outside of the classroom. In addition, students should be able to self-assess their work in order to reflect on personal and academic improvement
Students need to be taught the intrinsic value of education, which is reinforced through a student-centered problem-solving approach.
Most instruction should be student-led with teachers serving more as a ‘guide on the side’ than a ‘sage on the stage’
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, Va.: ASCD.
Murphy, E. (1997, June 1). Characteristics of constructivist learning & teaching. Characteristics of Constructivist Learning & Teaching.
Cockroft, B. (2014, June 10). Differentiation strategy- classroom management (Links to an external site.)Links to an external site. [Video file]. Retrieved from
Southwest Educational Development Laboratory (1995). Classroom compass: Constructing knowledge in the classroom (Links to an external site.)Links to an external site.. Retrieved from
Von Glaserfeld, E. (1982). An interpretation of Piaget’s constructivism (Links to an external site.)Links to an external site.. Revue internationale de philosophie 36(4), 612-635. Retrieved from

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