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1 Common Beliefs Survey and Activity Log Reflection Jennifer Eberhardt Master of Science in Education, Walden University Dr. Marshall-Bradley EDUC 6650: Enhancing Learning for Diverse Populations August 8 th , 2021
2 Common Beliefs Survey and Activity Log Reflection As teachers, we know that diversity is an essential quality of education, and our students deserve to learn within a safe and affirming environment. Diversity education is a challenging task that requires knowledge and growth in professional development (Tharp, 2012). Teachers need to have cultural competence in order to support student development of critical cultural consciousness (Tharp, 2012). In this essay, I will be discussing how as a teacher, my understanding of diversity has grown and developed within EDUC 6650 Enhancing Learning for Diverse populations course in Modules 2, 3 and 4. As I was picking questions about each issue to discuss in this paper, I made sure they related to my professional growth regarding diversity education and a professional connection to compare to. As I was answering the questions on each issue, research for each question within our modules was driven by the Teaching Tolerance Common Belief documents and the RWRCOEL Diversity Proficiencies Survey (Lauraute, 2016). Module 2: Race, Ethnicity, Culture and Learning The incorporation of student identity into the curriculum is based on each students' relationship with their teacher. For us, as teachers, to completely understand the differences of origin of our students, we need to increase the level of education for each learner (Altugan, 2015). According to Altugan (2015), there are two different types of identities, individual identity and collective identity, which essentially means the origin of an individual versus a group of people. According to Altugan (2015) cultural identity is defined as an individuals’ nature and nurture, which includes experiences, talents, skills, beliefs, values, and knowledge. He also states that it is about who they are and their status within their family, school, work, environment, and country (Altugan, 2015). It is the priority of the teacher to make sure their students are learning
3 successfully. To make sure that happens, learners should construct an identity that helps their purpose and ability to be heard (Altugan, 2015). It depends on student background, needs, age and learning strategies to determine the different learning needs in the classroom (Altugan, 2015). As teaching professionals it is important to consider our students' cultural identities when we are planning and implementing our lessons (Altugan, 2015). As we know, all cultures are diverse, and they may need different activities and strategies to help engage and motivate the learners (Altugan, 2015). In my classroom, I incorporate all the cultural identities that I have in my classroom into my lessons. For example, I have many students who do not speak English as a first language, but as their teacher, it is my job to teach them English while also incorporating their culture and interests into my lesson. Adjusting our teaching to incorporate students' cultural

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