Course Syllabus
for EDUC 5303
Multicultural
Education
Fall 2009
August 17, 2009 –
October 31, 2009
Saturdays, 8:00
a.m. – 12:10 p.m. (Room 150, LAFB)
OFFICE HOURS: Tuesdays 10:00 a.m. until 1:00 p.m. & 5:10 p.m. until 6:00 p.m.; Wednesdays from 1:00 p.m. until 6:00 p.m.; Saturdays from 7:30 a.m. until 8:00 a.m. and 12:15 p.m. until 12:45 p.m. at Lackland
INSTRUCTOR’S NAME: Keri L. James, Ed.D.
PHONE NUMBERS: 210/826-7595, ext. 242 (Work)
210/364-8748 (Home)
210/826-5699 (Fax)
E-MAIL ADDRESS: kjamesedd@sbcglobal.net or keri.james@wbusa.wbu.edu
CATALOG COURSE
DESCRIPTION:
Study of cultural factors, poverty, and disabilities and how these factors impact and affect school and community.
REQUIRED RESOURCE
MATERIALS:
Bennett, C.I. (2007).
Comprehensive multicultural
education: theory and practice.
(6th ed.)
Payne, R.K. (2003). A framework for understanding poverty, (4th revised ed.)
Highlands,
REQUIRED FIELD EXPERIENCE HOURS (minimum requirement): 8 hours.
COURSE OUTLINE:
1. Multicultural Curriculum
a. Developing a Multicultural Curriculum
b. Key Concepts for the Multicultural Curriculum
c. Planning the Multicultural Curriculum
2. Study of Different Cultures – Majority and Minority
3. Understanding Students/Individuals from different social classes
a. Educating students for different social classes
b. Case studies
4. Case Studies of Various issues facing Educators
COURSE REQUIREMENTS:
Each student will submit a movie or book review relevant to teaching in a multicultural learning environment. The review should be no more than two (2) type-written pages. Suggestion include (but not limited to): movies - Separate but Equal, i am sam, Freedom Writers, The Ron Clark Story; books – Savage Inequalities, The Education of Little Tree. Reviews should be submitted via e-mail no later than the due date indicated in the tentative schedule.
Each student is required to participate in an experiential exercise during the course. Instructions are included in the syllabus. Students discuss experiences during class. A written (typed) summary is also required. Summaries should be submitted via e-mail no later than the due date indicated in the tentative schedule.
A final examination will be given. Emphasis will be on the demonstration of mastery and application of textbook and course concepts.
Several Case Studies will be examined throughout the semester. Participation in class activities/discussions is expected. This includes Discussion Board activities.
Several group presentations will be required of students throughout the semester.
Students must complete the Multicultural Education Program Evaluation Checklist provided. To complete this assignment, students must schedule and complete an interview with a campus administrator or senior faculty member at any K-12 school, public or private. It is acceptable to evaluate the school at which you are employed. Submit a copy of your findings and recommendations for improvement.
Students will submit a Field Experience Log at the end of the course.
STUDENT LEARNING OUTCOMES:
Domain I – Designing instruction and assessment to promote student learning.
Competency 001
The teacher understands human development processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their
developmental characteristics and needs.
The beginning teacher:
Ø Recognizes the importance of helping students in grades 8-12 learn and apply life skills (e.g., self-direction, decision-making skills, goal-setting skills, workplace skills) to promote lifelong learning and active participation in society.
Ø Knows the typical stages of cognitive, social, physical, and emotional development of students in grades 8-12.
Ø Recognizes the wide range of individual differences that characterizes students in grades 8-12 and the implications of this developmental variation for instructional planning.
Ø Demonstrates an understanding of physical changes associated with adolescence and ways in which these changes impact development in other domains (i.e., cognitive, social, emotional).
Ø Recognizes typical challenges for students during adolescence and young adulthood (e.g., self-esteem, physical appearance, eating disorders, identity formation, educational and career decisions) and effective ways to help students address these challenges.
Ø Understands ways in which student involvement in risky behaviors (e.g., gang involvement, drug and alcohol use) impacts development and learning.
Ø Demonstrates knowledge of the importance of peers, peer acceptance, and conformity to peer group norms and expectations for adolescents; and understands the significance of peer-related issues of teaching and learning.
Ø Understands that social and emotional factors in the family (e.g., parental divorce, homelessness) impact the learning and development of students in grades 8-12 in other domains.
Ø Uses knowledge of cognitive changes in students in grades 8-12 (e.g., refinement of abstract thinking, focus on the world beyond the school setting) to plan instruction that promotes learning and development.
Ø Analyses ways in which developmental characteristics of students in grades 8-12 impact learning and performance; and applies knowledge of students’ developmental characteristics and needs to plan effective learning experiences and assessments.
Ø Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development on other domains.
Competency 002
The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responses to differences among students and that promote all students’ learning.
The beginning teacher:
Ø Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning, and assessment.
Ø Accepts and respect students with diverse background and needs.
Ø Knows how to use diversity in the classroom and the community to enrich all students’ learning experiences.
Ø Knows strategies for enhancing one’s own understanding of students’ diverse background and needs.
Ø Know how to plan and adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities.
Ø Understand cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students.
Ø Understands the instructional significance of varied student learning needs and preferences.
Competency 011
The teacher understand the importance of family involvement in children’s education and knows how to interact and communicate effectively with families.
The beginning teacher:
Ø Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations.
Ø Engages families, parents, guardians, and other legal caregivers in various aspects of the educational program.
Ø Interacts appropriately with all families, including those that have diverse characteristics, background, and needs.
Ø Communicates effectively with families on a regular basis (e.g., to share information about students’ progress) and responds to their concerns.
Ø Conducts effective conferences with parents, guardians, and other legal caregivers.
Ø
Effectively uses family support resources (e.g.,
community, interagency) to enhance family involvement in student learning
MEANS FOR ASSESSING
STUDENT ACHIEVEMENT OF THE OUTCOME COMPETENCIES:
Movie/Book Review
Field Experience Log
Experiential Exercise
Classroom Activities/Case Studies
Group Presentations
Evaluation Checklist and Summary
Final Exam
ATTENDANCE POLICY:
The University expects students to make class attendance a priority. All absences must be explained to the instructor who will determine whether omitted work may be made up. When a student reaches the number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the dean at the campus where the course is offered. Any student who misses 25% or more of the regularly scheduled class meetings will receive a grade of “F” in the course. Additional attendance policies for each course, as defined by the instructor in the course syllabus, are considered a part of the university’s attendance policy. A student may petition the Academic Council for exceptions to the above stated policies by filing a written request for an appeal to the provost/academic vice president.
EVALUATION:
Grades for courses shall be recorded by the symbols below:
UNIVERSITY GRADING SYSTEM:
A 90-100 Cr for Credit
B 80-89 NCR No Credit
C 70-79 I Incomplete*
D 60-69 W for Withdrawal
F below 60 WP Withdrawal Passing
WF Withdrawal Failing
X No grade given
IP In Progress
A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.
*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.
COURSE GRADING
CRITERIA:
Grading Rubric for EDUC 5303
Requirement
Point Value Points
Earned
Movie/Book Review 10
Field Experience Log 10
Experiential Exercise 15
Classroom Activities/Case Studies
(May include Discussion Board) 15
Group Presentations 15
Evaluation Checklist and Summary 15
Final Exam 20
Total 100
ACADEMIC HONESTY:
Wayland students are expected to conduct themselves according to the highest standard of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as possession of examinations or examination materials, forgery, or plagiarism. Disciplinary action for academic misconduct is the responsibility of the faculty member assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty and with giving sanctions to any student involved. The faculty member involved will file a record of the offense and the punishment imposed with the dean of the division, campus dean, and the provost/academic vice president. Any student who has been penalized for academic dishonesty has the right to appeal the judgment or the penalty assessed.
Plagiarism
“Plagiarism – The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of creative expression (i.e. music, media or the visual arts), as the product of one’s own thought, whether the other’s work is published or unpublished, or simply the work of a fellow student.
1. When
a student submits oral or written work for credit that includes the words,
ideas, or date of others, the source of
that information must be acknowledged through complete, accurate, and specific
references, and, if verbatim statements are included, through use of
quotation marks as well. By placing
one’s name on work submitted for credit, the student certifies the originality
of all work not otherwise identified by appropriate acknowledgements. A
student will avoid being charged with plagiarism if there is an acknowledgement
of indebtedness.”
DISABLED PERSONS:
It is University
policy that no otherwise qualified person with disabilities be excluded from
participation in, be denied the benefits of, or be subject to discrimination
under any educational program or activity in the University.
Students should
inform the instructor of existing disabilities the first class meeting.
COURSE SCHEDULE:
|
Date |
Topics/Activities/Assignments |
|
1st Class/ Aug. 22 |
Introductions, Review of Syllabus, Calendar, Course Requirements and Assignments Chapter 1 – Bennett Video – The Shadow of Hate |
|
2nd Class/ Aug. 29 |
Chapters 2 & 3 – Bennett Group Activity – Case Study |
|
3rd Class/ Sept. 5 |
Movie/Book Review Field Experience |
|
4th Class/ Sept. 12 |
Chapters 4 & 5 – Bennett Group Activity – Case Study |
|
5th Class/ Sept. 19 |
Chapter 6 – Bennett Chapters 1, 2, 3 – Payne Movie/Book Review Due |
|
6th Class/ Sept. 26 |
Chapter 7 - Bennett Chapters 4, 5, & 6 – Payne |
|
7th Class/ Oct. 3 |
Chapter 8 - Bennett Chapters 7 & 8 – Payne |
|
8th Class/ Oct. 10 |
Experiential Exercise |
|
9th Class/ Oct. 17 |
Chapter 9 - Bennett Chapters 9 & Conclusion - Payne Experiential Exercise Paper Due |
|
10th Class/ Oct. 24 |
Chapter 9 - Bennett Evaluation Checklist and Summary Due Field Experience Log Due |
|
11th Class/ Oct. 31 |
Final Exam |
EDUC5303
Multicultural
Education
TExES
Alignments:
Pedagogy
& Professional Responsibilities (PPR)
#100 (EC4)
Note. Bullets under each competency are noted
by competency number and bullet
number:1.3 is Competency 001, 3 rd bullet. Middlelevel is defined as 4-8th grades.
Each PPR has slightly different wording and
placement of bullets.
Domain 1: Designing Instruction
and assessment to promote student learning
Competency 001: The teacher
understands human development processes and applies this knowledge to plan
instruction and ongoing assessment that motivate students and are responsive to
their developmental characteristics and needs.
1.1 Understands the lifelong impact of the
experiences provided in early childhoodthrough grade 4 on individual
development and on society.
Competency 002: The teacher
understands student diversity and knows how to plan learning experiences and
design assessments that are responsive to differences among students and that
promote all students’ learning.
2.1 Demonstrates knowledge of students with
diverse personal and social characteristics (e.g., those related to ethnicity,
gender, language background, exceptionality) and the significance of student
diversity for teaching, learning, and assessment.
2.2 Accepts and respects students with diverse backgrounds and
needs.
2.3 Knows how to use diversity in the
classroom and the community to enrich all students’ learning experiences.
2.4 Knows strategies for enhancing one’s own
understanding of students’ diverse backgrounds and needs.
2.5 Knows how to plan and adapt lessons to
address students’ varied backgrounds, skills, interests, and learning needs,
including the needs of English language learners and students with
disabilities.
2.6 Understands cultural and socioeconomic
differences (including differential access to technology) and knows how to plan
instruction that is responsive to cultural and socioeconomic differences among
students.
2.7 Understands the instructional significance
of varied student learning needs and preferences.
Competency 011: The teacher
understands the importance of family involvement in children’s education and
knows how to interact and communicate effectively with families.
11.3 Interacts appropriately with all families, including those that
have diverse
characteristics,
backgrounds and needs.
11.4 Communicates effectively with families on a
regular basis (e.g., to share information about students’ progress) and
responds to their concerns.
TExES
Alignments:
Pedagogy
& Professional Responsibilities (PPR)
#110 (48)
Note. Most of the competencies
below are the same as those for EC-4.
If slightly different, the
competency bullet is written below. If they are the same, “see competency
above” is written.
Domain 1: Designing Instruction
and assessment to promote student learning
Competency 001: The teacher
understands human development processes and applies this knowledge to plan instruction
and ongoing assessment that motivate students and are responsive to their
developmental characteristics and needs.
1.1 Recognizes that positive and productive environments for middle
level
students
involve creating a culture of high academic expectations, equity, throughout
the learning community, and developmental responsiveness.
1.7.1
Understands that student involvement in risky behaviors (e.g.,
drug and alcohol use, gang involvement) impacts development and learning.
Competency 002: The teacher understands
student diversity and knows how to plan learning experiences and design
assessments that are responsive to differences among students and that promote
all students’ learning. (see competency above)
Competency 011: The teacher
understands the importance of family involvement in children’s education and
knows how to interact and communicate effectively with families.
(see competency above)
TExES
Alignments:
Pedagogy
& Professional Responsibilities (PPR)
#130 (812)
Note. Most of the competencies below
are the same as those for EC-4
and 4-8.If slightly different,
the competency bullet is written below. If they are the same, “see competency
above” is written.
Domain 1: Designing Instruction
and assessment to promote student learning
Competency 001: The teacher
understands human development processes and applies this knowledge to plan
instruction and ongoing assessment that motivate students and are responsive to
their developmental characteristics and needs.
1.1 Recognizes the importance of helping
students in grades 8 through 12 learn and apply life skills (e.g.,
self-direction, decision-making, goal-setting skills, workplace skills) to
promote lifelong learning and active participation in society.
1.6 (see 4-8 competency 1.7)
Competency 002: The teacher
understands student diversity and knows how to plan learning experiences and
design assessments that are responsive to differences among students and that
promote all students’ learning. (see competency above)
Competency 011: The teacher understands
the importance of family involvement in children’s education and knows how to
interact and communicate effectively with families. (see competency above)
EXPERIENTIAL EXERCISE
The experiential exercise is designed to expose you to a new situation, requiring you to carefully observe your surroundings and then describe what you felt and what other individuals might feel to have you among them.
Your task is to a place where you have not been before and to observe what you see. Then, from this experience, write a brief (no more than four pages) paper that reports on the following:
Ideas about possible places to visit, but not limited to, are listed below:
· Protestants visiting a Catholic service and vise versa.
· Caucasians visiting African American or Hispanic churches and student organizations, and vise versa.
· Attending a birthday party of another ethnic group.
· Visiting a School for the Deaf or a School for the Blind.
· White-collar workers visiting a blue-collar cafeteria.
· Visiting a nursing home.
There are many possibilities. Think of situations that you have often wondered about and want to get to know. Do not choose a setting where you would feel like an intruder into someone’s privacy. If in doubt, telephone ahead and inquire if your presence is acceptable to the group. Only choose a setting that you sincerely want to learn about. This will avoid your feeling of being an “undercover agent”. Instead, your sincere wish to learn about a group, different from your own, will maintain your integrity and will justify your visit.
Use your good judgment. DO NOT place yourself into a situation that is physically dangerous to you.
A
Multicultural Education Evaluation Checklist
School: _____________________ Date: ___________ Rater: _____________________________
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Somewhat |
Hardly at all |
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[The Multicultural Education
Evaluation Checklist is adapted from James Banks, “Multiethnic Education and School
Reform”, in Edinger, Gouts, & Meyer (Eds.) Education in the 80’s:
Curricular Challenges,