Task 1: DIVERSE AND EXCEPTIONAL LEARNERS
WGU
B1a. The video that taught me the most about the cultural appropriateness of
resources and instructional strategy was video #55, titled Learning Positional Words in
Spanish and English. This was my first introduction to English Language Learners (ELL) in
a self-contained bilingual class. The teacher's use of demonstration and photos and visual
aids enhanced the students' comprehension of the keywords being taught. Consideration is
shown by the teacher providing instruction in the student's primary and familiar first
language of Spanish. Although the classroom didn't show cultural diversity during then
video excerpt, we learn through the teachers notes that these students blend with English-
speaking children during several rotations throughout the week.
B1b. To further support cultural diversity, the school and teacher could host small
groups of monolingual students inside her classroom more often and pay attention to create a
grouping that addresses the physical, social, and emotional concerns of her students. I would
use the resources and instruction of visual scaffolding used in this video. In preparation for
my class one day, I would include visual aids and classroom displays that represented my
students' culture and languages. I found this video to be very informative and watched it
several times to absorb many techniques and hints about English Language Learners and
bilingual education.
B2. The video #213, titled Discussing Fairness and Equity and Immigration to Ellis
Island, I found the most culturally diverse learning group, covering a topic of diversity in
all of the video cases I viewed; the class is listed as 13 White, 5 Hispanic, 6 Asian, 2
Black, and 3 Multiple race students. The teacher self-evaluates her style as a community
and fosters cultural diversity with open collaboration between students that celebrates
