Teaching Diverse Populations

  EDF 2085

Prof. Joseph D. McNair

Please Read:

Course Syllabus

This course is designed to introduce you to teaching and to maximize your interaction with educational technology.  You will be assigned articles to read for each class.  This frees up class time for enhanced student-teacher interactions. You are expected to "react" or "reflect" on each article or set of articles assigned.  A reflection paper consists of twenty-five word processed lines, one inch ("1") side margins (no larger than a 12 point font size) and submitted in Microsoft Word document format..  As such you will be required to do or observe the following:

  1. Submit your reflection papers by uploading them into into your personal blog that you will maintain for this class. . Check the paper first for plagiarism by submitting them to Turnitin.com. You must submit the paper to Turnitin and get a score of 10% plagiarism or less before the paper will be accepted. Scores in excess of 10% will receive a 0 and must be resubmitted.

  2. Write your reflections in your own words. Plagiarized reflection papers will be returned with a zero (O) grade.  

  3. Reflection papers are due on the date stipulated in the learning management system or WEBCT. Uploaded reflection papers will be determined late according to the date they were received. You should keep a copy and a back-up copy of each reflection and other required assignments on a jump drive or CDRor RW.  

  4. Maintain a portfolio of all of your work either in LIVETEXT or on a CDRW. You must update your changes and resubmit after each change you make in the portfolio.   The portfolio constitutes your final exam and must be complete. All quizzes, reflections and assignments must be in the portfolio. Any missing quiz, reflection or assignment or artifact, etc., renders the portfolio incomplete and will result in a failing grade for the portfolio.

  5. On the first day of class you will be registered into blogger.com, LIVETEXT and turnitin.com.

  6. You will take all of your quizzes online. All quzzes must be taken during the time the quiz is open. If you miss a quiz, you will fail the class.

  7. You will download the a copy of each of your completed quizzes and save tyhem in your LIVETEXT Portfolio or your CDRW portfolio.

  8. Your digital portfolio will contain minimally 19 reflection papers, and as many as ten (10) quizzes and any other assignments and artifacts as required. 

  9. You must attend 85% of scheduled classes to receive an "A" in the class.  You must attend 75% of scheduled classes (34 MWF classes, 24TR classes, and 13 single night or day classes) to confirm and validate any earned grade e.g. if you have earned a "B" through your work, you will get a "B" if you have attended class 75% of the time.  Attendance will influence borderline performances. In a Tuesday and Thursday class, you must be present for twenty-four (24) classes.  In a Monday, Wednesday, Friday class, you must be present for thirty-six (34) classes.  In a class meeting once a week, you must be present thirteen (13) classes. If you miss 3 classes in a night class, your grade will be lowered one grade

  10. You must be in class before fifteen (15) minutes past the start time has elapsed. You will not be admitted after fifteen (15) minutes unless you have received prior permission by the professor. 

  11. FIELD EXPERIENCE/ SERVICE LEARNING

    This course requires a fifteen (15) hour service learning experience.  Some required assessments must be arranged and carried out in the school setting. Students must register for service learning through the Center for Community Involvement web page. All completed service learning hours must be signed-off by the cooperating teacher on the official MDC School of Education service learning experience form and submitted to the professor before the final examination. Students unable to complete their field experience/service learning activity hours will receive an “Incomplete” and have one semester to correct this grade or it will become an “F.”

Week One and Two:
  • Register for blogger.com
  • Register for Turnitin.com
  • Register for Livetext
  • Presentation of Website

The purpose of this week's readings and activities is to introduce the education student to

  1. The reality of social change, America's basic institutions and the difficulties involved in changing those institutions
  2. The  transformation of beliefs, values and attitudes is a necessary on-going process crucial to the develop-ment of competencies requisite for teaching diverse populations.
  3. Transformation from  personal and academic perspectives. Mental models, conceptual frameworks, paradigms, what they are and how they are used form the basis of this lesson. 

Assignments: 

  • Reflection Paper#1: What insights have you gained from your reading of the prehistoric human use of fire, the invention of the wheel and the history of writing? Why as a pre-teaching intern are you being asked to read this kind of material. due August 29, 2009

  • Reflection paper#2:  Read Transformation: A Beginning" and "Transformation: Creating Context, Part 1." React to the two articles. due August 29, 2009

  • Quiz on Readings due August 29, 2009

    Reflection Paper#3: Read Frames, Paradigms and Paradigm Shifts. What are paradigms? What is a paradigm shift?  Have you had one? Why is it important for teachers to experience paradigm change? due September 5, 2009

  • Reflection Paper#4: After Reading Chapter 1 in Human Diversity in Education reflect on the following: In the case study, Sam questions why she needs to be in a diversity course. What experiences have you had that might lead you to say that you are well-prepared for diversity? In What areas do you feel well-prepared.due September 5, 2009

  • Quiz on Readings due September 5, 2009

 

 Readings
Week Three, Four Five and Six:
  • Review

The purpose of this Unit's readings and activities is to introduce the education student to:

  1. the concept of culture
  2. Culture and Community
  3. mental models often described as beliefs, values and attitudes. 
  4. fundamental elements in a culture's characteristic cultural thought and behavior.

Assignments:

  • Reflection Paper#5:  Read "Culture: What It Is." and "Transformation: Creating Context, Part 2."   What new insights have you gained about culture and intercultural  competence. due September 12, 2009
  • Reflection Paper#6:  Read Cushner, McClellan and Stafford (your textbook). How would you have liked to be one of the "Little Rock Nine?" How do you think you would have reacted to the fact that you needed armed guards to enter school? How would you have reacted to the shouts and slurs of those on the streets who didn't want to see you in that building. due September 12, 2009
  • Reflection Paper#7:  Why are rites of passages important? Discuss Facing Mt Kenya, Sitting Quietly and the Sambia. What is the relationship of rites of passage to formal education?due September 19, 2009
  • Reflection Paper#8: How does the way your parents socialized you to understand your social class differ from the way the popular media does? How about your understanding of your gender? How about your understanding of sexual relations?due September 26, 2009
  • Reflection Paper#9: Read the article Transformation: Awareness and Consciousness. React to this essay. due October 3, 2009
  • Reflection Paper#10: React to the article: Teaching for Inclusion. due October 3, 2009
 
 Readings

Weeks Seven, Eight and Nine:

The purpose of this Unit's studies and discussions is to study and discuss

  1. Beliefs, values and attitudes and the important mental models we hold about Self.
  2. Self-disclosing surveys on the beliefs,values and attitudes we hild about various life issues and circumstance; The Theories of Freud and Adler.
  3. The concept "Self" as a personal and cultural construct. 
  4. Defense Mechanisms and their relationship to beliefs, values and attitudes rooted in fear and ignorance.

Assignments:

  • Reflection Paper#11:  What strikes you as most important to you as a teacher in reading about Beliefs, Values and Attitudes. What is the most important thing that you have learned? due October 10, 2009
  • Reflection Paper#12: Why is Freud's work on the Theory of Personality considered so important even by those who don't agree with him?  What do you think about Freud?due October 10, 2009
  • Quiz on Readings due October 10, 2009
  • Extra credit event : Attend and write a reflection paper on Hispanic Heritage Month: October 16, 2009, Room 2147, North Campus, 7:00p.m. to 9:30p.m.
  • Reflection Paper#13:  What are the most important concepts you got out of reading the article "Understanding the Self" (Hamachek) and the sections on Self concept and self-esteem in Transformation: Creating Context, Part I? due October 17, 2009
  • Reflection Paper # 14:: Write a reflection on your reaction to the several articles in "Understanding Prejudices"  and the section on "Prejudice in Beliefs, Values and Attitudes. Do you understand how prejudice happens? due October 17, 2009

.

Readings

Week Ten and Eleven

The purpose of this Unit's studies and discussions is to

  1. Extend the education student's exposure to beliefs, values and attitudes by studying beliefs, values and attitudes rooted in fear and in ignorance.

  2. Prejudice, chauvinism and oppression. The student will examine prejudice as a conceptual framework. S/he will study the rejective behaviors of prejudice, chauvinism and oppression.

  3. Ooverarching concepts of ethnocentrism and cultural relativism. The student will also study the Holocaust as a worst case example of ethnocentrism.

Assignments: 

  • Reflection Paper#15: Reflect on the Holocaust. What do you think about people who say it didn't happen? due October 24, 2009.

  • No quiz this week .
  • Required Assignment #1:  Observation for Equity (FEAPs 2, 4, 5, 6, 7, 9, 11)
    Description:  Observing for equity in the classroom can provide insights to the pre-service teacher about diversity and can inform his/her future practice.
    Directions:  You will observe components of diversity in a lesson/activity in your field experience classroom. Assess how the classroom teacher demonstrated effectiveness of instruction with regard to diversity.  Does the classroom teacher demonstrate sensitivity and equitable treatment towards students from different backgrounds, genders, cultures, and skill levels?
    • Does the teacher does the following:
    • Treat all students equitably?
    • Recognize diversity with respect?
    • Recognize different learning styles?
    • Instruct all students?
    • Provide an open climate?
    • Use alternate and diverse materials?
    • Accommodate or make provisions for needs of students?
    • Model learning to encourage diverse students?
    • Write a reflection of your observation. Include the following:
    • Summary of the lesson
    • Opinion of instructor’s sensitivity to diversity in the classroom
    • Observed behaviors which support your opinion
    • Citations from your text to support your conclusions. due October 24, 2009
  • Reflection Paper#16:  Compare the patterns of Genocide and Ethnic Cleansing in Rwanda, Bosnia and Dafur. What insights have you gained from reading about these atrocities due October 31, 2009

Week Twelve and Thirteen

The purpose of this Unit's study and discussions is to introduce the education student to

  1. mental models, concepts and constructs known as "race " and "racism".

Assignments: 

  • Reflection Paper#17:  Reflect on What you've learned about Race and Racism due November 7, 2009

  • Quiz on Readings due November 7, 2009
  • Reflection Paper#18: React to the article "Tale of Two Islands" Do you think a case can be made for charges of institutional racism?
  • Required Assignment #2:  Self-Assessment Diversity Attitude Survey (FEAPs 2, 4, 6, 7, 11)
    Description:  The best teachers know their students’ needs, strengths, and weaknesses in a variety of affective and cognitive areas.  This kind of information helps the teacher interact with each student by identifying and then addressing several factors that research has demonstrated have a negative impact on achievement.
    Directions:  You will complete a self-assessment survey to determine your own cultural sensitivity.  Analyze and discuss the results of the survey.
      • Use the survey in your workbook on pages five (5) and six (6).
      • Complete the survey.
      • Analyze the data and discuss the instructional and curricular implications.
      • Compare and contrast your reflections to the indicators listed in FEAP #5.

Week Fourteen and Fifteen

The purpose of this three week study and discussions is to introduce the education student to

  1. The mental models, concepts and constructs known as gender, human sexual identity, sexism and heterosexism (homophobia). Like "race" and racism, discussions of these concepts and constructs are rarely free of prejudice. At the heart of the great "gender " debate is whether aspects of gender and human sexual identity are biologically determined or socially constructed.

Assignments: 

  • Reflection Paper#19:What do you think to be the cause of homosexuality? Have Your views on homosexuality been affected by the study of this topic? due November 21, 2009

  • Quiz on Reading due November 21, 2009
  • Required A ssignment #3:  Workbook Activities (FEAPs 5, 7, 8, 9, 10)
    Description:  The student will complete a variety of workbook activities.
    Directions:  Complete the following workbook activities. Each activity will be discussed in class and submitted to the professor for assessment:
    • Activity #8-Family Tree: Tracing One’s Roots and Family Experience
    • Activity #18-Privilege: The Invisible Knapsack
    • Activity #24-Sexual Orientation: A Matter of Experience?
    • Activity #25- Student w/ Special Needs
    • Activity #35-Now It’s Your Turn!!
  • Reflection Paper#20: What do you understand intersexuality and transexuality to be. Has your study of these topics been useful to you? How? due November 28, 2009
  • Quiz on Reading due December 5, 2009

 

Readings

Week Sixteen

This week is devoted to finishing up your portfolio.

The portfolio must be submitted in Livetext or on a CD-RW by December 15, 2009:

It must include:

  • Twenty (20) reflection papers
  • Four Assignments
  • All Quizzes on the Readings
  • A cover page with links to reflection papers, tests and assignments if submitted on a CDRw.

Turn in the evidence of your community service hours (at least 15 hours; 30 hours or more for grade enhancement) by December 10, 2009.

Kudos to those of you who have "endureth" until the end.  You have really accomplished something!

  

Next Page