Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.

This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class. Student “Jeff Bliss” Mad at Teacher at Duncanville High (Links to an external site.) (Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.

Review the Instructor Guidance before this task. In your paper, include the following:

Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)

Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.

Explain what probably caused it.

Identify who benefits and who loses.

Indicate your position on this issue.

Discuss how a more equitable, culturally relevant approach to the class could improve the situation.

Express how Ms. Phung might respond differently to Jeff’s concerns.

Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)

Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:

Instruction

Classroom Environment

Student Grouping

Student Recognition/leadership

Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)

List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:

Maximizing academic success through relevant instructional experiences

Addressing cultural competence through reinforcing students’ cultural integrity

Involving students in the construction of knowledge

Building on students’ interests and linguistic resources

Tapping home and community resources

Understanding students’ cultural knowledge

Using interactive and constructivist teaching strategies

Examining the curriculum from multiple perspectives

Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

Analyzing Cultural Relevance in Instruction

Must be three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least three scholarly, peer-reviewed, credible sources in addition to the course text.

The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.