Culturally Universal Students - a Celebration of Children Around the World

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JoAnn Torres

EDN 595

Global Collaborative Project

July 16, 2015

Culturally Universal Students - A Celebration of Children around the World

Students around the world with disabilities, helping them to learn their own unique and individual qualities. Providing them every way possible to learn and to realize that they are not alone, rather part of a beautiful, unique and wonderful group of

special kiddos with amazing qualities.

Project Overview

A Celebration of Children around the World is a focus on students with learning disabilities, providing them every way possible to learn and to realize that they are not alone. It is my goal that the students will recognize their own unique and individual qualities, and to realize that all children are unique, and each one has their own special talent and ability. Although the students are mainstreamed into regular education classrooms for their core curriculum, they receive additional support to focus on deficits in reading, writing, math, and social skills. These children have identified learning disabilities as high functioning Autism, Specific Learning Disabled, Other Health Impaired (which encompasses diagnosis such as myriad of disorders), Severe Emotional Disabled, and non-severe physical limitations. Many of these children understand that they are struggling in the regular classroom, and are extremely receptive to the additional assistance. However, as they get older, their weaknesses become more evident to their peers, and within themselves. To assist with preventing them for losing motivation and feeling a loss of self-concept, their learning focuses on their learning styles, and their small milestones are celebrated. For special education students, the one subject that is most disliked is writing (getting those wonderful creative thoughts on paper). Technology has been a huge help due to the students’ desire to work on the computer, and some due to fine motor deficits. From research conducted by UNC’s Center for Literacy and Disability Studies and Learn NC, ‘most students with disabilities can and do benefit from technology in the classroom. Incorporating technology increases students’ motivation to learn and personalizes lessons to a student’s individual needs. Even the students with the most severe and profound disabilities can use assistive technology to join a classroom of typical students, and their potential can be reached in ways we did not have before. For children with physical disabilities, technology can give access to learning opportunities previously closed to them.’

In addition , as defined by the Individuals with Disabilities Education Act Amendments of 1997 (IDEA), an assistive technology device is "any piece of equipment, or product system. . . that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" [Part A, Sec. 602(1)]. According to Lewis (1998), assistive technology serves two major purposes: to augment an individual's strengths, thereby counterbalancing the effects of the disability, and to provide an alternative mode of performing a task. Thus, the use of technology allows students to compensate for their disability or circumvent it entirely (Quenneville, J. 2001).

Another useful tool is word prediction software, which augments spelling and syntax to enable students to make choices, find words, and complete sentences, such as Co-writer and Read & Write 5.0 by textHELP.

For students who struggle with writing, a strategy offered by PBS. org is to make writing fun by writing to pen pals. Research supports that friendships are beneficial to all children and to special needs students especially. Friendships boost a child’s social competence, self-esteem, and confidence. Friendships support social, emotional, and intellectual development. Therefore, this project will target communication through writing with a pen pal, via traditional paper, pencil, and technology such as assistive technology software, video chats and Skype, to include taking pictures of what is ‘outside their window, to share with their pen pals. By doing this, it is my intent to enhance the students’ understanding of themselves, encourage them to embrace their differences and celebrate their achievements. This project will allow the students the opportunity to virtually travel and make new friends, learn about a different culture, and through modes of communication, bring the world to them, and allow them to share their world with others.

Targeted Grade Level(s)

This project is designed for any grade level;however, the target group will be special education students in grades K-3rd.

Project Length

Ten days, however this project will be ongoing throughout the school year.

Project Learning Goals

Following modeling, students will independently demonstrate the ability to:

●communicate effectively their thoughts and ideas on paper with minimal cueing

●construct 2-3 sentences while using descriptive words, appropriate writing conventions, sentence structure, appropriate sequence while remaining on topic demonstrate the ability to independently use technology (navigate on the computer to independently access software programs that will assist them with spelling, such as Co-Writer (predicted text)

●express orally their thoughts and ideas about the topic being discussed

●apply basic reading strategies (decoding and sight word recognition) to read their letters with minimal assistance

●comprehend their letters by answering basic Wh-(who, what, where, when, why and how) questions

●use their critical thinking skills to determine with minimal prompting what they see ‘outside their window’ that may be interesting and/or culturally different to their pen pal

● illustrate what is ‘outside their window’ by completing drawings with details, and either labeling their drawing and/or writing a 3-4 sentence narrative describing what their drawing represents

●use various types of technology for taking pictures, Skype, keyboarding picture taking devices; iPad, cell phone, camera

●identify what culture is, and to make comparisons to similarities and differences to the culture of their pen pal

●understand their geographic location in respect to their pen pals

Essential Questions

●How does the environment affect how my pen pal lives?

●What are the similarities and differences between my pen pal and myself (physical characteristics, age, gender, hobbies, favorite school subject, and favorite food)?

●What are the cultural differences between my pen pal and myself (language spoken, foods, holidays celebrated, religious beliefs)

●How is my pen pals’ school different from mine? (Describe what the school looks like, how many students in a class, school lunch or lunch boxes, type of clothing, how long is the school day, what holidays is the school closed)?

●What are the different ways that my pen pal and I can communicate with each other? What influences the different modes of communication?

●When and how often does my pen pal have the use of technology available to him/her

●What subjects are taught at my pen pal's school and how are they different from my school?

●What are the similarities and differences between NC and my pen pals country?

Enduring Understandings - Big Ideas

●My pen pal’s environment may have a big impact on how s/he lives.

●The world consists of different countries, cultures, languages, customs and beliefs; it is much bigger than the state/country that I live in

●There are children in other countries that are just like me. We share some things the same, and in other ways, we are different.

●In different parts of the world, children speak different languages, eat different foods, have different religious beliefs, and they may celebrate some of the holidays that I do, and they may celebrate different ones.

●Schools around the world may be very different from mine. Some children do not go to school because their country is poor and cannot afford books, teachers, a building, etc.

●Children all over the world are unique just as we are, with different learning styles, learning strengths and weaknesses

●Through the use of communication (writing, technology, pictures) we are able to bring the world to us, and us to them

●Global communication requires acceptance of differences of other cultures

National and State Standards

CCSS.ELA Literacy

●RF. 3.4 - Read with sufficient accuracy and fluency to support comprehension

●RL. 3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as basis for the answer.

●RI. 3.7 - Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur).

●W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly

●W.3.5. - With guidance and support for peers and adults, develop and strengthen writing as needed by planning, revising, and editing

●W.3.6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

●W.3.7 - Conduct short research projects that build knowledge about a topic

CCSS. Speaking & Listening

●SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

CCSS.Language

●L.3.6 - Acquire and use accurately grade - appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g. After dinner that night we went looking for them.)

CCSS - Essential Standard

●3.C.1 - Understand how diverse cultures are visible in local and regional communities

ICT Integration-Technology

●iPad(s) for taking pictures for ‘Window to our World’

●Laptop (Skype) to connect with pen pals

●Smart Board Interactive Activities

●YouTube videos

●Power point presentation

●Computer for typing letters for those students who struggle with the mechanics of writing due to impairment using needed muscles and combining fine motor and cognitive skills for written output

●Co-writer software program - word prediction program (I already have this on my school computer(s)

Proposed Calendar of Activities and Exchanges.

Before getting started / ●Confirm pen pal contact (awaiting confirmation with school in Honduras )
●Set up Skype in the classroom - with principals permission (getting signed permission forms from parents for videotaping and video chats)
●Display map of world on the wall
●Purchase reading books and puzzle map
●Procure iPad(s)
●Writing journals are sectioned off for Pen Pal Unit
●Ensure previously hung Time Zone display is accurate
●Working with a small group of no more than six special ed students
●Explain what pen pals are and that we will be writing to them by letters, possibly email, sharing pictures and our own illustrations, and using the computer to do video chats.
●Show Back to SchoolYouTube video (project on Smart Board) which is narrated from children around the world describing and illustrating their first day of school.
●Show ppt. Kenya to Kabul: 15 Classrooms around the World on Smartboard, occasionally stopping to note the differences in the classrooms as they relate to their own.
●Promote discussion on their likes/dislikes of certain classrooms they observed in ppt.
●Inform them that they are going to begin a travel adventure, to a classroom in another country, allow them to try to guess where ‘they are going.’
Day 1 / ●Locate Honduras on the map and stretch a piece of yarn from NC to Honduras indicating the distance
●Using Time Zone clocks, show the difference between what time it is in NC verses in Honduras (Honduras is two hours behind NC). The Time Zone clock display would be similar to this one
●Read aloud the book - Exploring Countries- Honduras -
●Discuss as a group what they’ve learned from the book, use prompting questions, discuss language difference.
●Brainstorm new vocabulary as a group and write on chart paper for visual guide to assist with spelling.
●Writing journal - write 2-3 sentences about at least one new thing the students learned about Honduras
Day 2 / ●Have each student read aloud their sentences from writing journal from Day 1 read aloud
●Take 5-10 minutes to review what we know so far about Honduras
●Show video about Honduras on Smart Board (video has native music in the background, without narration) - stop video at various points to encourage discussion.
●During discussion, on chart paper teacher jots down ideas from discussion, ensure that each student has one idea notated on chart paper
●Replay video, stop at various points, ask volunteers to come up and orally describe what they see, do this until each student has had a chance to share.
●Complete compare/contrast activity as a group on chart paper (comparing NC to Honduras) - Discuss five similarities and five differences.
●Writing journal - students copy compare/contrast activity - for today, copy only similarities.
Day 3 / ●Using ideas jotted down from video, review list with students
●Begin similarities/differences activity
●As a group, referring to ideas from video, discuss things that are similar to our life in the US, allow for discussion, then together form a sentence for each idea, teacher writes sentences on chart paper (there should be six different ones)
●Writing journal - have student copy sentences from chart paper
Day 4 / ●Review similarities, allowing each student to read one sentence orally from their journal
●As a group, referring to ideas from video, discuss things that are different to our life in the US, allow for discussion, then together form a sentence for each idea, teacher writes sentences on chart paper (there should be six different ones)
●Writing journal - have student copy sentences from chart paper
Day 5 / ●Group read aloud - Whoever You Are - reinforcing previous lesson on similarities and differences among children around the world -
●Allow 5-10 minutes for open discussion
●Break students up into pairs (Pair #1 will complete World Map Floor: 33 Jumbo Pieces - Pair #2 will use interactive map on smart board to locate pen pals around the world, targeting Honduras, fun activity Pair #3 will complete a teacher made Cloze activity (10 sentences) - word bank provided, which will be stapled into writing journal.
●Timer will be set on Smart Board for 10 minutes, when timer buzzes; pairs will rotate to next activity.
Day 6 / ●Shared Reading - teacher models fluency - (pausing occasionally to assess understanding) - having a class set of seven (1-teacher, 6-students) - Read We’re Different, We’re the Same - The colorful characters from Sesame Street teach young children about racial and cultural harmony.
●Fluency check - ask volunteers to read orally, play ‘popcorn’, finish book, and discuss differences.
●Background knowledge has been established on Honduras, differences, and similarities in children.
●Introduce class from Honduran school that the students will be pen pals with. Review what pen pals are. Time to Skype.
●Skype time has been previously set up between both teachers.
●Skype is projected onto Smartboard, students introduce themselves
●Honduran school’s curriculum is bilingual, teachers begin ‘chat’, and students are then allowed to introduce themselves and say, one thing they have learned about the other. (The Honduran school has been building background knowledge about NC as well).
●*Most Honduran schools do not recognize special needs students that are mainstreamed into reg ed classrooms - this is more prevalent in the smaller villages and/or private schools. It becomes a matter of ‘pride,’ and therefore students that have weaknesses in any academic areas are not identified as having any type of disability. The students may receive additional assistance in the classroom or may not.
●The teachers indicate that all the students names will be put into a ‘hat’, a student will pull out a name and that will be their pen pal. As the year continues, pen pals may change.
Day 7 / ●1st pen pal letter
●On Smartboard, teacher has written beginning of letter for students with blanks to fill in, e.g., My name is ______, I am ______years old, and I live in North Carolina. I have ______brothers, _____sisters, and a dog named ______and a cat named ______.
●Sentences can be brainstormed as a group
●Teacher writes on Smartboard, students copy
●Students refer back to their writing journal, similarities and differences pages.
●Choose one to write 2-3 sentences about.
●Encourage students to write 3-4 more sentences and/or questions about their pen pal.
●At the bottom of the page, students will draw a picture and label if of something they have learned about Honduras.
●Letters are proofread, edited, rewritten and mailed.
Day 8 / ●Teacher leads a picture walk of the book, Look Out the Window, indicating that the book was written 56 years old in 1959. Teacher indicates that the author is also the illustrator. The book talks about the uniqueness of all children, focusing on a small boy and his own very special world.
●Since the book is 40 pp. long, the teacher will display the beautiful artwork of the author while summarizing the book.
●Students will be asked to tell something unique and different about themselves and one other student in the group.
●The teacher will then lead the discussion to the uniqueness of the students in Honduras, students will give examples.
●The teacher will refer back to the video shown on Day 2 about Honduras, encouraging discussion on how different Honduras looks as compared to NC, students may needs reminders and prompting.
●Teachers asks divergent questions to reaffirm their knowledge of Honduras, however making predictions of different outcomes, e.g. This morning when you woke up, you were not in NC, rather you ‘woke up in a house in Honduras, predict what you might see around you, what would your breakfast be like, how would you get to school, what would you wear?’
●Set the timer, so that each student has time to share.
●Teacher is videotaping this exercise on iPad.
Day 9 / ●Teacher plays video from Day 8 projected onto Smartboard
●Video is stopped occasionally to target 1-2 areas that each student described as if they had awoken in Honduras. Teacher asks howthat compares to when you got up this morning.
●Teacher jots down each student’s comment on chart paper.
●Writing Journal - students write one sentence about when they woke up in Honduras, and one sentence about when they work up in NC, describing what they saw for both.
●Teacher informs students that we will be taking pictures ‘out of our window’ to share with our pen pals. We will also be drawing more pictures and labeling in the future.
●Teacher and students brainstorm ideas of what is ‘outside of their window’ that their pen pals would like to know about.
●Teacher writes down suggestions.
Day 10 / ●Teachers reviews suggestions from Day 9
●Teacher and students go outside of the school, using iPad students take pictures of what students have suggested.
●Pictures are uploaded to classroom computer and projected on Smartboard, students brainstorm ideas on how to label each picture
●Pictures are printed out and will be mailed with each student writing a brief description of the picture they chose
●Teacher reminds students of their uniqueness and how each one of them are special, just like their pen pals in Honduras.
●Teacher reads What I Like About Me! This fun-loving book proves to kids that, in a world where fitting in is the norm, being different is what makes us special.

Project Assessment with Scoring Rubric -Critical thinking for PBL.