usq edp4200 the reflective practitioner religious and socioeconomic

Purpose and Context The purpose of this task is to provide you with opportunities to critically analyse and evaluate teaching and learning scenarios in which a teacher responds to the perceived learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (including Aboriginal and Torres Strait Islander students).
Task Outline Analyse the following scenario outlining a teachers responses to the learning strengths and needs of students with diverse linguistic, cultural, religious and socio-economic backgrounds. To do this:
Identify and critically analyse teaching approaches that the teacher described in the scenarios has utilised.
To critically analyse these approaches, you should to draw on materials from the course about topics including culturally responsive teaching (particularly the interaction of brain, culture and learning), strength-based responses, and implicit bias. Use these readings and concepts to discuss the teachers responses and any assumptions that appear to have been made about the perceived learning strengths and needs of these students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Evaluate the teachers approach against potential impacts on students learning, based on the research literature and course materials. In your evaluation, explain how culture, cultural identity and linguistic background (including those of teachers and schools, and perceptions about culture etc.) may be impacting on the learning of students from diverse backgrounds in the scenario.
Identify any aspects of the teachers approach that you would retain, and what you would change. Justify your decisions by referring to relevant course materials.

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