EDUC 415e - Chadron State College

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Chadron State College


Human Relations/Multicultural

EDUC

415E

01

MWF 9:00 am


11:50 am

TR 9:00 am


10:50 am

Spring 2012



Instructor:

Ms. Kathy A. Peters



Office:

1601 E. 27
th

St., Scottsblu
ff

Office Phone:


308
-
635
-
6006




email:

kpeters@csc.edu


Off
ice Hours:

Daily 2
-
3pm except when teaching, traveling, or supervising teacher
-
interns AND by appointment


Credit hours:

one


Description
:

Course includ
es the i
nfluence of human relationships upon learning, growth and development, including an
examination of significant problems in education as they relate to multi
-
ethnic students. Emphasis will be placed on
the development on interpersonal skills, class
room climate, and in meeting the emotional needs of
students. Taken
as part of
professional year.

(General Catalog 2011
-
2013)


Required Text
:


Tiedt, Pamela L. & Iris

M. Tiedt (2010
).
Multicultural Teaching 8
th ed.

Boston:

Allyn & Bacon.


Redman, George

L. & Redman, Angela R., (20
11).
A Casebook for Exploring Diversity 4
th

ed.
Boston: Pearson
Education, Inc.


Course Requirements:

1.

Be admitted to the professional year.

2.

Obtain
a
personal copy of the above text
s
.

3.

Read and discuss the text
.

4.

Participate wi
th a small group of peers in presenting
a
chapter
from

the text.

5.

Participate in 2
multicultural
experience
s
.

6.

Review
selected
children’s literature for bias and racism.

7.

Attend all class meetings.


The Visionary Leader Model


Chadron State College’s Teacher

Education Program is designed to produce Visionary Leaders. Visionary
Leaders inherit our profession’s quintessential traditions and tools, and are made aware of the best contemporary
educational research and developments. We bequeath a vital educationa
l vision
-

one that honors both tradition
and innovation
-

to our students.


The Visionary Leader model is depicted by three interlocking circles, each representing an interrelated area of
the curriculum: General Studies, Specialty Studies, and Professiona
l Studies. One circle, professional studies,
consists of six components that make up the conceptual framework for the Education Unit. These components
are:











Communication






Assessment





Thinking Skills






Human Relations and Diversity





Me
thodology/Technology





Professionalism


These six areas constitute the conceptual framework for the professional preparation programs at Chadron
State College. All six components are interwoven throughout the professional preparation programs.


Student
Learning Outcomes


The Teacher Education Unit has identified six (6) broad student learning outcomes that are expected of all
program completers. Each student learning outcome is a reflection of one of the following six components of
the Unit’s conceptual

framework “Developing Visionary Leaders”:




Thinking Skills



Human Relations
-
Multicultural



Assessment



Communication



Methodology
-
Technology



Professionalism





Each of the six broad student learning outcomes are assed at various intervals (gateways) througho
ut the
teacher education program. (These six components are also used to organize and define the Unit’s
dispositions, as described in our conceptual framework document. The six expected student learning outcomes
are as follows:

Upon completion of the CSC

teacher education program, candidates will be able to



promote activities that elicit critical thought, beyond recall and comprehension. (Thinking Skills)



develop and maintain a physically inclusive and emotionally safe classroom environment conducive to
effective learning that encourages student concerns, embraces elements of diversity, and exhibits an
understanding of child growth and development. (Human Relations)



design and assess learning activities (with sequential goals and objectives), utilizing a
ssessment
measures to make instructional and/or curricular decisions. (Assessment)



demonstrate and promote effective communication skills (with students and adults), while respecting
diversity and engaging students in the learning enterprise through motiv
ation and constructive learning
applications. (Communications)



plan and deliver teaching
-
learning activities that are consistent with identified learning objectives and
ability level of students while using a variety of instructional methodologies/strateg
ies to prescribe for
individual differences. (Methodology
-
Technology)



demonstrate conduct befitting a professional educator to include the following dispositions: regular
self
-
reflection, positive ethical behavior, respectful and attentive attitude, effec
tive classroom
management skills, appropriate knowledge of subject matter, and professional leadership.
(Professionalism)



Student and Teacher Candidate Learning Outcomes:

The SPECIFIC learning outcomes for
student and teach
er candidates are to be able
to


1.


de
scribe how events which have shaped our lives influence our feelings and
interaction
s with
other people


2.

d
escribe the impact biases have on interpersonal relationships

3.


t
ranslate knowledge of human relations into skills, dispositions and t
echniques which result in
favorable experiences for students

4.

r
ecognize the ways in which dehumanizing biases may be reflected in

instructional materials by
critiquing selected children's literature and by sharing samples of appropriate children's lit
erature




during a Children's Literature Book Share

5.

d
evelop skills to effectively use technology to enhance the lea
rning of diverse
populations


6
.

d
escribe how family and community influence individuals

7.


d
iscuss communication techniques to effec
tively work with parents of diverse backgrounds and
cultures

8.
d
emonstrate cooperative skills when working with peers by co
-
teaching chapter
p
resentations

9.


p
articipate in two

multicultural trip
s

which will include a visit to a diverse school and
po
pulation
base

10.

adapt lessons that will address multicultural issues, societal problems prejudice

prevention, or
disability awareness in
an
age
-
appropriate manner in a classroom


Method(s) of Instruction:


1.

lecture
,
discussion
, and reflection


2.

individual rea
ding and study

3.

peer teaching

on chapter presentations

4.

individual and group presentations

5.

multicultural experiences

from

trips

6.

guest speakers

7.

cooperative learning groups


Course Schedule/Outline:

TENTATIVE SCHEDULE OF TOPICS/ACTIVITIES


Thi
s section is at
the
end of
this
syllabus.


Grading Procedures:

1.

Grading will be b
ased upon preparation and on time

presentation of written ass
ignments,
presentations, and
projects.

2.

Points will be assigned and criteria given to candidates in advance of the due dates.

3.

Final
grade for this class must be at least a "C".

4.

Class Participation


A student must actively participate in the instructional process.
This
includes
reading assigned material prior to class, participating in class discussions

and multicultural trips
, and b
eing an
active member in group work within the class.
Attendance during class sessions is essential to ALL
class sessions.

Additional information is presented in each class which is n
ot in the textbook A
bsences will
affect a student's grade. If you ar
rive late or leave early, you are missing important class time. All students
are expected to stay for the entire scheduled instructional time.

5.

Assignment Due Dates


Assignments are due on the date
given by the instructor
.

Papers turn
ed in after the
du
e date will be considered late
,

and

10

points will be deducted

per day that it is late
.

If extenuating
circumstances occur, discussion with the instructor is necessary.
Because you are a professional, s
tudents
should contact the ins
tructor by phone, voic
email
, or e
-
mail regarding any absences.

6.

Professional Work


Professional quality work is expected.
All assignments must be typed, doubl
e
-
spaced,
have a heading
, be free of typos, and be grammatically correct.

7.

Points earned by each candidate for assignme
nts will be calculated and translated into a percentage grade to
determine final grades for the class.

8.




Grading Scale




A


9
4
-
100





B


86
-
9
3




C



75
-
85







Education Unit Conceptual Framework:

This course supp
orts the conceptual framewor
k, d
eveloping as Visionary Leaders for Lifelong Learning, through the
following components:

Communication
--
T
his area
will be at the forefront for human relations development.

This course will address
and give opportunities to grow communication skills.

Pro
fessionalism
--
E
ffective teachers must demonstrate professional
ism in
all of their school
-
based
relationships.

Human Relations/Diversity
--
T
his class
will explore

human
relations and diversity.

Many techniques
and
opportunities to practice
will be
presented

and
experienced in this class
.

Assessment
-
-
T
his is an important aspect of human relations for teachers. One
must m
ake sure their
assessments are free from bias. Teachers and students will also want to self
-
assess themselves on
dispositions and
approache
s they use to work with others.

Thinking Skills
--
Teachers must
use
knowledge
, professionalism, and be b
i
a
s
-
free towards others
.



Methodology/Technology
--
A

variety of methods will be explored for working with and reaching others
.
T
echnology
will also be

used to enhance communication and transfer information.



Important Information


Student or Teacher Candidate Behavior:


Academic Honesty



Students and teacher candidates are expected to conduct themselves in conformity with the
highest standards wit
h regard to academic honesty. Violation of college, state, or federal standards with regard to
plagiarism, cheating, or falsification of official records will not be tolerated. Students and teacher candidates violating
such standards will be subject to di
scipline, as per campus policies articulated in the
Student Handbook
. Please
request a copy of the
Student Handbook

from the Vice President for Enrollment Management and Student Services
(Crites 336, 432
-
6231).



Attendance Policy



The College assumes th
at students and teacher candidates will seek to profit from the
instructional program and will recognize the importance of attending every class meeting of courses for which credit is
expected. Responsibility for notifying faculty of absences and for arra
nging potential make
-
up rests with the
candidates.
Attendance is mandatory during the Professional Semester. Should a candidate need to be

absent or late, the instructor

must be notified. Missing c
lass for a job is not allowed. Your
r
ecommendations for
the credential file are based upon professional behavior during this semester.


Civility



Civil behavior enhances the academic setting, and is expected at all times.

C
o
urtesy and respect for
others are essential elements of the academic culture.

The aca
demic environment welcomes a difference of
opinion, discourse, and debate within a civil environment.


Nondiscrimination Policy/Equal Educational Opportunity Policy:


Chadron State College is committed to an affirmative action program to encourage admissio
n of minority and female
students and to provide procedures which will assure equal treatment of all
students.
The College is committed to
creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the p
olicy
of Chadron State College to administer its academic employment programs and related supporting services in a
manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or
marital status.
Stud
ent requests for reasonable accommodations based upon documented disabilities should be
presented within the first two weeks of the semester or within two weeks of the diagnosis, to the Disabilitie
s
Counselor (432
-
6461; CRITES 10
8).


Diversity:

Chadron St
ate College aspires to create a safe and diversity sensitive learning environment that respects the rights,
dignity, and welfare of students, faculty, and staff. Diversity includes the fair representation of all groups of
individuals, the inclusion of min
ority perspectives and voices, and appreciation of different cultural and socioeconomic
group practices. We aspire to foster and maintain an atmosphere that is free from discrimination, harassment,
exploitation, or intimidation. Courses will strive to pr
ovide opportunity for all students to discuss issues of diversity
including, but not limited to, ethnicity, gender, disability, and sexual orientation.


Intellectual Real Estate / Copyright Notice:

Reproduction of copyrighted material is governed by Copyr
ight Law of the United States (Title 17, United States
Code). Under conditions of this law, students may copy materials for research or scholarship purposes as long as the
copyright holder is cited. In teaching situations, parts of copyrighted material
may be used under the ‘fair use’
guidelines, but only once, and the copyright holder must be cited. Unauthorized use may be liable for copyright
infringement.


Use of Technology:

Students are encouraged to use the technical resources provided in Chadron S
tate College facilities to support,




enhance, and expand their learning activities. Chadron State College recognizes that learning is a unique human
endeavor best achieved through the interactions of instructors and students. Technology is best used when
it
supports and enhances teacher
-

student as well as student
-

student interactions.


Disclaimer:

This syllabus and schedule are articulated as an expectation of class topics, learning activities, and expected student
learning. However, the instructor
reserves the right to make changes in this schedule that, within his/her professional
judgment would result in enhanced or more effective learning on the part of the students. These modifications will
not substantially change the intent or objectives of t
his course and will be done within the policies and procedures of
Chadron State College.



EDUC 415

TENTATIVE

SCHEDULE OF TOPICS/ACTIVITIES







We will be taking 2 multicultural trips.
These trips will also be
counted as class time. (
See
TENTATIVE

dates
on your schedule from
the Block Team. I’ll announce the exact d
ates of these trips a.s.a.p.)




Thanks in advance for your flexibility with this schedule!


Some Wednesdays from noon


1pm we’ll have PDWs
(Professional
Development Workshops)

as part of the E
lementary Block Requirement
.



Tues., Jan. 10: NO CLASS!
Check Sakai for Children’
s

Literature Book
Share Assignment. These will be presented in class Jan. 24!



Tues., Jan. 24
: (
9
-
11am
)

Bring your laptop if you have one!
:

Welcome!
Intro
duce

syllabus,
class expectations
, info card

1.

Share our personal cultural backgrounds.

a.

Discuss w
hat causes poor human relations.

b.

Discuss how events which have shaped our lives influence our feelings

and dealings
with other people.

c.

Discuss
how family and community influenc
e u
s

i.

Research your hometown school website

d.

Explore Disability, Prejudice, and Poverty Issues

i.

External Socioeconomic factors that affect learning (p. 344+ in
Multicultural
Teaching)

e.

Socioeconomic Status & Poverty
-

Discuss:
A Framework for

Understanding
Poverty

by Ruby Payne



(chart

& video
)

2.

Present Children’s Literature Book Share

to a small group
(Your peers will
assess/provide feedback to you as well)


a.

recognize
& discuss
ways in which dehumanizing biases may be reflected in

instructional materials by

critiquing selected

children’s books

3.

Discussion Participation Points Collected

4.

Goal of Multicultural Education? (List top 3



resource in folder
)





5.

Form Groups

1)

Model case

study discussion from
A Casebook for Exploring Diversity

2)

Assign & Schedule g
roups

fo
r Chapter Presentations
; groups

will have
several

people


explore p. 6
-
7 in
A Casebook for Exploring Diversity

--

look ahead at schedule



presentation will be
up to
1
5

min.



you’ll cover the 2+ opposing viewpoints
. This will
be
present
ed

to a small gro
up
!

6.

Sel
ect Cooperative Learning Groups


a.

complete activity on pg. 35; share results

b.

Jigsaw


this is a Cooperative Learning Strategy


we’ll
divide Ch. 2 information
from
Multicultural Teachin
g,
become the “expert” on this section, &
present to the class

7.

In
troduce
Final Project.



Tues., Feb. 7: (9
-
11am
)

Bring a laptop if you have one!
:

Ice
-
breaker

1.

Chapter
2, 3,
4,
5, 6, 7
, 9
Presentation
s

--

from
A
Casebook for Exploring Diversity



you
will present to small groups
--

REFLECTION to share with whole group.


Your peers will also be
assessing you.

2.

Discuss ways to communicate with parents from different multicultural backgrounds

3.

What to expect/look for on
upcoming M
ulticultural Trip
s
!

4.

Optional:
Immigration Myth

activities



www.tolerance.org

5.

Discussion Partici
pation Points Collected

6.

Dis
cuss Ch. 11 in
Multicultural Teaching

(external socioeconomic factors that affect learning)

7.

Complete pg. 71 cooperative learning group activity

a.

Dutie
s
:

i.

person 1:

leader

ii.

2:

recorder

iii.

3:

materials provider

iv.

4:
reporter

b.


T
urn in a
ctivity; use rubric

(
a copy will be provided
)

8.

Chapter 3
Multicultural Classroom

teaching strategies: pg. 89+



Wed., Feb. 8: (
9
-
noon
):

Last

HR/Multicultural Class

until
our 2
Multicultural Trips &
FINALS Week
:


1
. Explore Ch. 4
-
8

in
Multicultural Teachin
g



2
.

Cooperative Learning Activity

3
.

Reflecting on your multicultural c
ompetency at this time…. Pg. 371

reflection activity


5
. Guest Speaker


Jackie Guzman

6.
Discussion Participation Points Collected


a.

biggest “aha” moment


b.
what are you
most l
ooking forward to on the 2 multicultural trips


Feb. 21

at midnight:


NO CLASS MTG…. Multicultural Final Project Due!
Submit via Sakai.


Date TBA: 2 Multicultural Trip Reflection Papers:

See Sakai for details

after your 2 trips
.




May 2 & 3:

EDUC 415

Class
; FINALS WEEK



S
tay tuned for finals week
schedule

& assignment
details

for
Culminating

Elementary Block Lessons
.









ASSIGNMENT
S:



1.


Chapter Presentations

from
A Casebook for Exploring Diversity

(Group Activity)


Point Value:
1
00
points


2.

Children
’s Literature Book Share
:

Use picture books as
motivation

to introduce children to
multicultural and diversity issues by reviewing selected children’s literature. Bring ONE book to class to
sha
re which could be used to discourage bias and racism
--

provi
d
ing

an opportunity to learn about
ano
ther culture or
address
es

a societal problem
effecting students
.
Point Value:
1
00 points


3.

Multicultural Trip & Reflection Paper
s
:
Write a
separate
personal reflection paper

on both trips
.

Submit via Sakai;

Point Va
lue:
3
00 points

X 2 papers = 6
00
total
points


*
Check
email and Sakai about the due dates for these 2 papers.


4.

Cooperative Learning Activity:

Jan. 24
; Point Value:
5
0 points


5.

Discussion Participation:

Ongoing; Point Value:
5
0

points


6.

FINAL PROJECT

(Gr
oup)
:

Diversity Awareness/Multicultural/Societal
P
roblem/Prejudice Prevention
Project


A.

Create a
group lesson that focuses on Multicultural or Diversity or Prejudice Prevention.
Make it appropriate for a public elementary
or middle school
classroom.

a.

Due

Feb. 21

at midnight




Point Value: 2
00 points





Participation Rubric







0 points

1 point

2 points

3 points

4 points

Not present

Present, but did not
orally contribute

Talked and
communicated their
own point

Listened and added
their ideas

Listen
ed, added their
ideas and expanded
on or asked questions
based on information
someone else
contributed




Participation points will be collected during classroom discussions.






EDUC 415

Children’
s Literature Book

Share
Assessment Tool



O
bjective
:

Use pi
cture
or chapter
books as motivation to introduce children to multicultural and
diversity issues by reviewing selected
children’s literature.

Bring one

book to class to share
which could be used to discourage bias and racism
--

providing an opportunity to
learn about
another culture or addresses a societal problem effecting students.







Students will summarize
one children’s literature book in class

(
15

points)




Tot
al presentation was within the 10

min. maximum.



(15 points)




Explain

why the book was ch
osen and what biases or social issue(s) it addresses.



(20

points)





Explore 2+ follow
-
up activities you’d use

to further explore these issues.

If using
discussion,
list 3+ questions you’d ask to guide the discussion
.

(3
0 points)




List

1+ technology
res
ource for this activity.





(
10 poi
nts)




Identify

the title

and author of your book






(5

points)




Identify the Grade
-
level(s) that this book could be used with




(5 points)


___/1
00 points










Multicultural Presentation Assessment

GROUP ASSESS
MENT


Names ____________________
___________________________
______________________________



Chapter #__
_________Topics
/Content
_____________________________
_____________________





1.


Intro
duction











___/
5





(Had a “hook”


caught the audience’s attention
)





2.

Body of Lesson



Was i
nformational

& showed differing points of view




___/
10



Displayed
knowledge & understanding of information




___/
5



All gr
oup members were involved in presenting





___/5

* Showed positive b
ody

l
anguage

and an interest toward your presentation & all students


___/
5

* Contained a closing or summary that summarized the lesson





___/
5



3.

Utilized both textbook resources and

outside resourc
es i
f necessary.





___/
10


4. Actively engaged students










___/10



4.

Identifi
ed
1+
technology

resource









___/
5


5
.

Professionalism

--











*
Responded professionally to students’ questions and comments





___/
5

* Posed questions that extended learning and kept the lesson “moving forward”



___/
5

*
Was within the 1
5 allowed minutes









___/
5



6
.

Showed
Unbias







___/
1
5

*
Presentation was presented in a way that displayed the culture in a positive light
--

with
out

bias. A student of
that culture(s) would be comfortable sitt
ing in
this

class.




7.

Reflective Teaching… Complete the following &
submit via Sakai WI
THIN

48 hours of your
presentation
regarding this lesson plan.



*
These items went well when my group taught this lesson…



* If I taught this lesson again, I would change…



* The students were/weren’t
actively engaged in this lesson.

* I noticed… during the lesson.








___/10









TOTAL ______/ 1
00

points








EDUC 415

Rubric for Final Project


Purpose of Assignment: This assignment will encourage students to reflect and prepare
a lesson

th
at could be used with public school
students to foster an appreciation of the diverse cultures in the United States, to prevent hate/prejudice in the classroom,
to incorporate
multicultural education, and to understand various societal problems.





**
I
ndividual Project
--

LESSON PLAN




DATE:_____________________


GRADE:_______________




OBJECTIVE:











___/20 points


CONCEPT reflected Prejudice Prevention
or

focused on Multicultural
or

Diversity:



___/20 points





MOTIVATION (
conta
ined a "hook"
):










___/10 points





VOCABULARY:












___/10 points





BODY OF LESSON (create

a
detailed list of steps

you’d use in
this lesson):





___/60 points



PARENTAL COMMUNICATION (explained 2+ strategies describing how to communicat
e with

parents & adults from varying backgrounds):









___/20 points





ACCOMMODATIONS:










___/10 points




MULTIPLE INTELLIGENCE(S) ADDRESSED:








___/10 points


TECHNOLOGY (identified 1+ technology resource that would extend learning on t
his topic):



___/10 points



EVALUATION:
(be specific here: oral evaluation?, checklist?, journal?, etc. How many points would you assign

this lesson?)











___/10 points



MATERIALS:











___/5 points



STANDARDS
:
(identify)










___
/15

p
oi
nts








____/200 points





















Cooperating Learning Assessment

Used
for
Feb. 7
in
-
class activity




Name and Job for each Group Member
,
CIRCLE YOUR NAME
:








** Rank each

of these on a score from 1 to 10
. 1 is
did not attemp
t
; 10

is exceeded expectation!



___
Each group member contributed

their share of the task


___
I contributed to the task.


___
Other group members were respectful.


___
I was respectful to other group members.


___
We completed the tas
k.


Total: ____/
5
0

points


1
-
19

= F

20
-
36


=
D

37
-
42


=

C

43
-
46

=

B

47
-
50 =
A






EDUC 415

Multicultural Trip Reflection Paper

(This Rubric will be used for
a
Lexington Trip
Paper

AND

a sepa
rate
Pine Ridge Trip

Paper
.
)






Objective
:
After returning from the Multicultural trip,

w
rite a personal reflection
paper.





Describe what you saw

during this
multicultural experience


___/3
0 points

Describe what you
heard







___/30 points

Describe what you
thought







___/30 points

Describe what you
felt








___/30 points


Inclu
des

3
+ pages, double
-
spaced, typed
, and had a heading

___/
2
0

points


Describe
3+ specific ways

of
how observing this environment will impact your
teaching.













First specific idea:








___/
4
0 points



Second

specific idea:








___/
4
0 points



Thir
d

specific idea:








___/
4
0 points


Produce
professional quality work (is
free
from typos and grammar errors
)













___/
3
0

points


Submitted 2+ comments on the forum
on Sakai
after returning from the trip

(includes 1+ post and 1+ response to someo
ne else’s post)












___/10

points


Submit this
assignment
on Sakai.


___/
3
00 points





S
AMPLE
I
NTERNET SOURCES






www.nea.org


INTERNET PUBLIC LIBRARY YOUTH DIVISION
-

www.ipl.org/youth


NOCHILDLEFTBEHIND.com


FAMILY EDUCATION NETWORK: A PARENTING
& EDUCATION RESOURCE
-

www.familyeducation.com


LIBRARY OF CONGRESS
-

www.loc.gov


Education.ne.gov


www.nichcy.org
-

THE
NATIONAL DISSSEMINATION CENTER FOR CHILDREN WITH DISABILITIES


www.cec.sped.org


COUNCIL FOR EXCE
PTIONAL CHILDREN


www.teachernet.com


www.carolhurst.com


Excellent children’s literature site


www.sitesforteachers.com


www.pbs.org/teachers


U.S. CENSUS BUREAU
-

www.census.gov


NATIONAL ASSOCIATION FOR EDUCATION OF YOUNG CHILDREN


www.naeyc.org


NAT
IONAL CENTER FOR FAMILY LITERACY
-

www.famlit.org


U.S. DEPARTMENT OF EDUCATION


HOMEPAGE
:

www.ed.gov


THE HISTORY NET

-

www.history.com


GEOPEDIA
-

www.geopedia. com


(Contains detailed data on every country in the world)


OFFICIAL HOMEPAGES OF THE 50

STATES


www.globalcomputing.com/states.html


NATIVE AMERICAN RESOURCES


hanksville.phast.umass.edu/misc/NAresources.html


(
sites on culture, history, language, ed
., &
Native American

art
)


DISCOVERY
:

www.discovery.com