Syllabus: EdSe 4100 Human Relations in the Classroom (2 cr.), Fall 2008

1. Challenge yourself, each other and me so that you make the most of this class. This course is not about a grade, but about deep and meaningful learning.
2. Respect & trust & cooperation: The nature of this class is such that you will be asked to reflect deeply on complex issues that may be controversial and personal. For us all to do this requires that we create and maintain a community founded on mutual respect and trust. Every person in our class helps to create a learning environment in which others feel safe and comfortable in sharing their thoughts. Two guiding principles here are:
   1. Seek first to understand, and then to be understood: We do not need to agree, but we do need to be open to listening to and seeking to understand others.
   2. Do unto others as they would have you do unto them: When you understand others, you will come to realize that they may not want to be treated in the same way as you. Be careful not to assume that they do!
3. Self-grading: Provided that you complete all assignments at an acceptable level, you earn the right to grade yourself for the course. As a class we will determine criteria for acceptability for each assignment. You will submit a detailed formative reflection and self-evaluation part way through the course, and then a final, summative evaluation and grade at the end of the course. As part of this you will need to demonstrate and reflect on how you have met the course objectives.
4. Criteria for passing class:
   1. All assignments (including online discussions) must be completed in order for you to pass this class
   2. If any assignment is not completed at an acceptable level, you will forfeit the right to self-grade, and you can then earn no higher than a C grade.
   3. Assignments are due on the date listed (see Moodle course for dates). In exceptional circumstances you may request an extension, but this should be done prior to the due date.
5. Professional dispositions: Demonstrate the professional dispositions listed above (see assessment checklist for dispositions)
6. Attendance and participation: This class relies heavily on discussion and in-class activities. This means that attendance and participation (in person, and, where relevant, online) are essential, and the value of learning experiences depends on every person's involvement. Participation means contributing to small and large group discussions without dominating, and being a supportive and active listener.
   [Note: Missing more than 20% of the course will result in you having to meet with the myself and/or the program coordinator to develop a professional development plan; failure to meet the requirements in this plan can lead to your dismissal from the program.]
7. Weekly visits to apprenticeship site: Beginning week 3, through week 11 you will need to spend at the very minimum one hour per week at your apprenticeship site each week in order to be able to do the ongoing assignments and engage in our weekly class discussions. Please see me immediately if your anticipate any problems with this requirement. Beginning week 11 through week 14 you will not meet on campus for EdSe 4100, but instead will be out every day for half a day at your apprenticeship school.
   
8. Preparation for class:
   1. In order for you to participate fully and effectively in class and online discussions and activities, it is very important that you prepare thoroughly for class sessions by doing the necessary outside work (including reading/listening/viewing and posting in our online Moodle course). You should come to each class with questions and responses to the readings related to the that's day's class.
   2. Check your e-mail & the Moodle course web site regularly for announcements and updates. All outside work and assignments will be posted on the course web site. It is your responsibility to check the site prior to class for updates and to link to outside work and assignments.
      Note: It is better not to print the class schedule because I do add links to this and make changes, as needed, during the semester.
      

IMPORTANT*: If you already have evidence demonstrating your achievement of the expected knowledge and skills for any assignment, meet with me to develop an alternative assignment that further extends and challenges you and meets your needs.

Assignments

1. Participation in online discussions and assignments

• This will include a variety of online activities within our Moodle course & using other online Web 2.0 tools. You should check our Moodle course site in preparation for each class session, making sure that you have completely all required readings, assignments by the due dates. It is essential that you come to class prepared.
• Review carefully the guidelines for online discussions and reflections as your prepare your responses to online discussions. I recommend that print a copy of this and have it next to you to guide you as you participate in discussions.

2. Course project on school culture and creating an inclusive classroom:

Part A of this assignment will be done in a group with others from your apprenticeship school; Part B may be done with others or you may choose to do this independently

Part A: Case study of school culture

Due Friday Dec. 6th by 5:00 p.m. (submit in Moodle - see online schedule week 14)

Develop a case study that describes the cultures and cultural norms at your apprenticeship school. The following should be included in the development of your case study:

1. observations of students and others in the school both in and outside of class
2. interviews with students, teachers & other school personnel, parents/guardians
3. observations and photographs (where appropriate) of the school environment (in and outside of classroom)
4. observations of the demographics of teachers, administrators, other school staff, coaches, students
5. observations and photographs (where appropriate) of the community in which the school is located (i.e. the community in which most of the students attending the school live).
6. observations and impressions from you attending events at the school (e.g. school meetings, PTA events, social & sporting extra-curricula events)
7. analysis of your school's report card data.
8. opportunities for students who are not part of the schools' dominant culture to become part of and included in the school culture
9. opportunities for teachers who are not part of the schools' dominant culture to become part of and included in the school culture
   

Part B: Culturally responsive and inclusive classroom plan

Due Friday Nov. 29th by 5:00 p.m. (submit in Moodle - see online schedule week 13)

Based on (a) your findings from your case study (b) on class readings, discussions, and other EdSe 4100 & Educ 4381 class activities (c) what you have learned and created in your other education courses, including your special methods class(es): Present a proposal for what you would do to create an inclusive learning environment if you were hired to teach at your apprenticeship school. Your plan should include the following:

1. Introductory letter to parents/guardians in which you:
   • introduce yourself
   • describe your expectations for yourself and your students
   • describe your approach to teaching and to creating an inclusive learning environment
2. Plan for involving input from parents/guardians/community in your class, and for working with parents/guardians in ways that are culturally inclusive and responsive.
3. Description of how you would arrange and decorate your classroom/learning environment.
4. Overview of how you would design (not merely adapt ) a course or unit of study in your discipline from a social justice perspective to be culturally inclusive and based on the principles of universal design of instruction. Briefly describe specific activities that you would do as a teacher and that you would have students do that reflect your understanding of a curriculum that is multicultural. Include in this list a range of methods of assessment that you would use to ensure equitable assessment of all students' understanding and accomplishments in your course/unit.
   
   In your responses here, it is very important that you show an understanding of social justice issues, going beyond the superficial awareness of differences in appearances, to examining deeper underlying issues. For example: student prior experiences that result in them arriving in your class with greatly differing skills and readiness to learn; different access that students have to resources; support systems (within and outside of school) for students, especially given who the students are and who people in support systems are. If you are a minority in terms of the dominant school culture, what will you do to become an integral part of the school culture and contribute to the school because of, not in spite of, who you are?