WAYLAND BAPTIST UNIVERSITY

DIVISION OF EDUCATION

EDUC 3313-SA01

EDUCATING STUDENTS FROM DIVERSE BACKGROUNDS

Winter 2008

Mission: Wayland Baptist University exists to educate students in an academically challenging and distinctively Christian environment for professional success, lifelong learning and service to God and humankind.

Course Number and Title:

EDUC 3313-SA01 Educating Students From diverse Backgrounds

Class Time:

Friday: 6:00 p.m. – 10:10 p.m.

WBU 112

Term and Date:

Winter 2008

Catalogue Description:

Course focuses on the impact of culture, ethnicity, socioeconomic status, religion, and special populations on learning and identifies ways to enhance learning and motivation in the public schools.

Required Resource Material:

Gollnick, D. & Chinn, C. (2006). Multicultural education in a pluralistic society (8^th Edition. Columbus, OH: Merrill Prentice Hall.

and

Payne, R. (1998). A framework for understanding poverty. Highlands, TX: RFT Publishing.

Instructor:

Caroline Dianne Ross

11550 IH North

San Antonio, Texas 78233

Cell: (210) 889-4645

Email: cross@judsonisd.org

Office Hours: By Appointment

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. Student appeals should be addressed, in writing, to the campus dean.

Provisions for Special Needs: It is University policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University.

Plagiarism Policy: Intellectual integrity and truthfulness are fundamental to scholarship. Plagiarism is a form of cheating. Plagiarism occurs when a student fails to give proper credit when information is either quoted or paraphrased or when a student takes credit for another person’s work. Plagiarism may result in an “F” in the course or expulsion from the class or the university.

Tentative Course Outline***

Week #

Read

Topic/Activity

Friday (11/14)

Course Syllabus

Introductions: Course Overview and Requirements

Friday (11/21)

G & C - Chapter 1

Payne - Chapter 1

Foundations of Multicultural Education

Review Definitions and Resources

Opportunities for Reflection

Group Presentations

Reflective journal entries due next class period on topics from reading & class discussions as applied to your personal and/or professional experiences

(25 pts)

Friday (12/5)

G & C - Chapter 2

Payne - Chapter 2 & 3

Ethnicity and Race

View Video Cases and Discuss

Opportunities for Reflection

(Turn in Reflective journals)

Group Presentations

Oral Presentations Begin

Friday (12/12)

G&C - Chapter 3

Class and Socioeconomic Status

Opportunities for Reflection

Group Presentations

Exam #1 (G&C 1-2; Payne 1-3) Oral Presentations Cont’d

Friday (12/19)

G&C - Chapter 4

Payne – Chapter 4

Gender and Sexual Orientation

Characteristics of Generational Poverty

Reflective Journal Entry (25 pts)

Group Presentations

Oral Presentations Cont’d

Friday (1/9)

G&C - Chapter 5

Payne – Chapter 5

Exceptionality

Role Models and Emotional Resources

Opportunities for Reflection

Group Presentations Oral Presentations Cont’d

Friday (1/16)

G&C– Chapter 6

Payne – Chapter 6

Language

Opportunities for Reflection

Group Presentations

Friday (1/23)

G&C-Chapter 7

Religion

Opportunities for Reflection

Exam #2 (G&C 3-6; Payne 4-6)

Friday (1/30)

G & C – Chapter 8

Payne – Chapter 7 & 8

Geography

Discipline, Instruction and Improving Achievement

Opportunities for Reflection

Reflective Journal Entry (25 pts)

Group Presentations

Friday (2/13)

G&C – Chapter 9

Payne – Chapter 9

Age

Creating and Maintaining Relationships

Opportunities for Reflection

Group Presentations

FINAL EXAM

(G&C 7-9; Payne 7-9)

*** The instructor reserves the right to amend the tentative course outline as needed during the course.

Course Requirements:

Opportunities for Reflection and Viewing of Videos – you will be expected to reflect on and discuss video cases in an effort to gain insight into the concepts and practice of culturally relevant instruction. You will be graded on classroom participation. Three written journal entries [25 points each, total of 75 points].

Group Presentation – as a group, you will construct a presentation and introduce to the class a lesson based upon research of your basic understanding of multicultural education. Consider the influence of broad factors such as race, ethnicity, social class, gender, religion, geographic location, sexual orientation, as well as personal factors.

Researched Based- Oral Presentation – in a brief oral autobiographical account (maximum 5-8 minutes), combine research (to construct a scholarly/ empirically based data) with reflection (to address your response to multiculturalism). Be able to reflect on multiculturalism and diversity. “How does the importance of multiculturalism influence us as teachers? What does this look like as we impart instruction in the classroom? Please integrate what have you gained from taking this class in your presentation.”

[25 points].

Three Exams [25 points each, total of 75 points] – each exam will consist of multiple choice questions and short answers from your assigned reading.

Grading Rubric

Reflective Journal Entries 1 2 3	75
Group Presentations	25
Oral Presentation	25
Test #1	25
Test #2	25
Test #3	25
Total	200

The number of points for all of your assignments adds up to 200. Divide your score by two to determine your final grade.

University Grading Policy

A = 90-100

B = 80-89

C = 70-79

D = 60-69

F = Below 60

Outcome Competencies:

Cultural proficiency that includes the policies and practices of an organization or the values and behaviors of an individual that enables that agency or person to interact effectively in a diverse environment. Cultural proficiency also reflects the way an organization treats its employees, its clients, and its community.

Giving context and voice to the notion that culturally proficient instructors add value and dignity to students’ lives, and culturally proficient instruction adds a dimension of professionalism to your artistry as a teacher.

Increased instructional effectiveness based on three factors: your understanding of who you are and what you think about yourself; your understanding of who the learners are and what you think of them; and the way in which the learners receive you and the subject matter you are presenting.

Understanding of student diversity and planning learning experiences to promote all students’ learning (TExES competency 002).

Competency 2

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.

The beginning teacher:

►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.

►Accepts and respects students with diverse backgrounds and needs.

►Knows how to use diversity in the classroom and the community to enrich all students’ learning experiences.

►Knows strategies for enhancing one’s own understanding of students’ diverse backgrounds and needs.

►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.

►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.

►Understands the instructional significance of varied student learning needs and preferences.

EDUC 3313-SA01

Educating Students from Diverse Backgrounds

TExES Alignments:

Pedagogy & Professional Responsibilities (PPR)

#100 (EC-4)

Note. Bullets under each competency are noted by competency number and bullet number: 1.3 is Competency 001, 3^rd bullet. Middle-level is defined as 4-8^th 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 childhood through 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 (4-8)

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

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 Understands that student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning.

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 (8-12)

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

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 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)