Syllabus: EdSe 4100 Teaching in a Diverse Society (3 cr.), Fall 2009

Class meeting times:
 Sec 1: 6:00 - 8:30 p.m. Tu EduE 17 and online as specified in Moodle site (Note: This is a hybrid class, 2/3 face-to-face, 1/3 online)
Sec 2: 2:00 - 3:15 p.m. Tu & Th EduE 17 and online as specified in Moodle site (Note: This is a hybrid class, 2/3 face-to-face, 1/3 online)
Instructor:
 Helen Mongan-Rallis
Office:
 120 Education Endazhi-gikinoo'amaading (EduE)
Phone:
 (218) 726-6272
E-mail:

hrallis@d.umn.edu
Office hours:
 Tues: 8:45 - 9:45 p.m.; Wed: 4:00 - 5:00 p.m., Th: 3:30 - 5:00 p.m. (in person or by phone). To sign up go to Helen's Office Hours.

Course Description

Examination of cultural differences and the systematic effects they have on education; designing learning environments and planning instruction to accommodate individual differences in race, ethnic, cultural and socioeconomic background, gender, sexual orientation, religion, and physical and mental development; needs of persons with disabilities; humanizing classroom and classroom management procedures.

Readings

Course Outcomes

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards
UMD Education Department Conceptual Framework Themes
  1. Knowing subject matter
  2. Human development and learning
  3. Diversity in learning
  4. Variety of instructional strategies
  5. Motivation and management
  6. Communication skills
  7. Instructional planning skills
  8. Assessment
  9. Reflection and responsibility
  10. Relationships and partners
  1. Diversity (D)
  2. Reflection (R)
  3. Empowerment (E)
  4. Collaboration (C)
  5. Technology (T)

Course Outcomes: By the end of this course you will be able to have an entry level ability to do the following: INTASC Observation Tool Educ Theme Assessment

1. Understand who your students will be

  1. Develop multiple strategies for learning about:
    1. the context from which each student comes, in particular: family, culture, and community.
    2. factors that influence individual students’ learning, such as: developmental level, health, prior experiences and learning, abilities, language, family circumstances, economic conditions and values, culture, community and cultural norms.
  2. Understand and be able to explain how these factors can influence student learning.
2B, 3A, 3E, 3F, 3H, 3J, 3O, 5B, 10A, 10B B1,B2, B3, C3 D, R, E, C, T
  • 4:
    Culturally responsive plan
  • 2:
    School and community analysis

2. Design a classroom environment that encourages learning for all

  1. Identify and be able to address dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;
  2. Analyze different classroom environments and suggest ways to enhance social relationships, student motivation and engagement, and productive work;
  3. Model the use of effective communication strategies in conveying ideas and information and in asking questions
  4. Develop a plan for creating a culturally inclusive and responsive learning environment that encourages learning for all students and that reflects an understanding of differences among students (such as: culture, gender, abilities, personal interests, motivation for learning, approaches to learning, and needs). Components of the plan will include:
      1. setting up the physical (classroom) environment
      2. strategies to that contribute to the self-esteem of all persons and to positive interpersonal relations, creating a positive climate and learning community within the classroom.
      3. strategies for consulting and collaborating with parents, community members, counselors, teachers of other classes and activities within the school, and professionals in other community agencies to link student environments.
 3A, 3D, 3I, 3Q, 5C, 5D, 5H, 5K, 5L, 5M, 5Q, 6B, 6G, 6H, 6K, 10D, 10G, 10H, 10I, 10J, 10K C1, C2, C3, C4, C5, C6, C8, C9, C10 D, R, E, C, T
  • 4:
    Culturally responsive plan

1. Analysis as part of online discussion assignment

3. Design learner-sensitive lessons

  1. Develop a collection of culturally inclusive teaching strategies and develop lessons plans that:
    1. encourage learning for all students,
    2. reflect an understanding of differences among students (such as: culture, gender, abilities, developmental levels, prior knowledge, level of readiness, personal interests, motivation for learning, approaches to learning, and needs).
  2. In the development of these teaching strategies and lesson plans:
    1. bring multiple perspectives to the discussion of subject matter, including attention to a student’s personal, family, and community experiences and cultural norms;
    2. use of a wide variety of materials, community resources, human resources, and media communication tools;
    3. use contextual considerations that bridge curriculum and student experiences
2C, 2G, 3C, 3K, 3L, 3M, 3P, 4D, 4F, 4G, 4J, 5D, 6I, 6K, 7B, 7C 7D, 7F, 10G, 10J

B4, B5, B6, B7, B8, B9, C4, C5, C7, C8, C9, C10

D, R, E, C, T
  • 4:
    Culturally responsive plan
  • 1. Analysis as part of online discussion assignment
4. Manage your students well
  1. Recognize how an understanding of who students are, the design of a classroom environment that encourages learning for all, and the design of learner-sensitive lessons provides a framework for effective management of students.
  2. Analyze different scenarios (case studies as well as observations in apprenticeship classes) and suggests ways in which inappropriate student behavior can be managed in ways that reflect an understanding of differences among students (such as: culture, gender, abilities, developmental levels, prior knowledge, level of readiness, personal interests, motivation for learning, approaches to learning, and needs).
 2D, 2G, 3D, 3E, 3H, 3I, 3J, 3L, 3M, 3N, 3O, 3Q, 4H, 5C, 5D, 5H, 5K, 5L, 5M, 5Q, 6H, 6J, 6K, 7B. 7C. 7F, 10B, 10G, 10I, 10J, 10K C1, C2, C3, C4, C5, C7, C8, C9, C10 D, R, E, C, T
  • 4:
    Culturally responsive plan
  • 1. Analysis as part of online discussion assignment
    5. Teach (at a beginner level)
    1. Apply your understanding of differences among students (such as: culture, gender, abilities, developmental levels, prior knowledge, level of readiness, personal interests, motivation for learning, approaches to learning, and needs) in teaching lessons and facilitating learning activities at your apprenticeship site
    2. Analyze your own teaching (at apprenticeship site):
      1. reflecting on the extent to which your teaching reflects an understanding of differences among students, and
      2. suggesting ways in which you can further improve your teaching based on an understanding of differences among students
 3L, 3M, 30, 3P, 3Q, 4D, 4F, 4H, 4J, 5H, 5K, 5M, 5Q, 6G, 6H, 6I, 6K, 8K All under B & C D, R, E, C, T
  • 1. Analysis as part of online discussion assignment

EdSe 4100 and STEP Dispositions

  • Attendance/Punctuality
  • Self-Initiative/Independence
  • Reliability/Dependability
  • Oral Expression
  • Written Expression
  • Critical Thinking Skills
  • Tact Judgment
  • Collegiality
  • Reflective Response to Feedback/Supervision
  • Interaction with Students/Peers/Teachers/Others
  • Desire to Improve Own Teaching Performance
  • Commitment to the Profession
  • Attitudes Towards Learners (seeks strategies that provide opportunities for all students)
  • Professional Ethics and Demeanor

Course Expectations

  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. 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 by 8:00 a.m. Dec 18th in order for you to pass this class
    2. If any assignment is not completed at an acceptable level by December 18th, and/or if you submit assignments and online postings late, you will forfeit the right to self-grade, and you can then earn no higher than a C grade.
    3. Failure to complete all assignments at an acceptable level by 8:00 a.m. Dec 18th will mean that you will earn a D or F and will have to repeat the course.
    4. Assignments are due on the date listed (see Moodle course for dates). In exceptional circumstances you may request an extension, but this request should be made be made 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, and prior to going out for the 4-week apprenticeship experience, you 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. During the 4-week apprenticeship experience 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 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

2. Complete field-based observations and activities

3.Case study of school culture

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

4. Culturally responsive and inclusive classroom plan

Based on:

present a proposal for what you would do to create an inclusive learning environment if you were hired to teach at your apprenticeship school. 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.

Your plan should include the following:

  1. Part 1: Introductory letter to parents/guardians. Write a 1-2 page letter addressed to the Parents/Guardians of your students. In this letter:
    • introduce yourself, providing them with an overview of who you are (write this in a professional but personable way to help them get to know you. This is really important in making a personal connection with them and in establishing a partnership with them so that together you can meet the needs of their child);
    • briefly overview the course that you will be teaching their child (list primary topics/units)
    • describe your expectations for yourself and their child (your students)
    • describe your approach to teaching and to creating an inclusive learning environment
    • invite them to contact you with any questions and also letting you know anything that might be helpful to you in supporting the learning needs of their child. Tell them when and how to contact you (you can make this up as you don't know this yet!), being sensitive to the fact that not all parents/guardians have email or easy telephone access.
  2. Part 2: Getting to know students and planning the environment to reflect who they are.
    1. Annotated list of strategies for getting to know students
    2. Report on study of one sub-culture or group of people in the community, with reflection on how what you have learned about this culture/group might inform your work with all students, with students from this group in particular, your approach to teaching, and the content of what you teach.
    3. 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.
    4. Description of how you would arrange and decorate your classroom/learning environment.
  3. Part 3: Overview of a unit of study in your discipline designed from a social justice perspective to be culturally inclusive and based on the principles of universal design of instruction.
    1. Introduction: Grade level for unit, unit topic; brief paragraph describing the unit; list key course goals
    2. Perspective analysis: Briefly describe different perspectives from which this unit can be viewed & taught (e.g. consider how the unit be seen and taught from dominant cultural perspective; then consider alternative views. Seek out different resources, including where possible primary resources and ones that represent different local and broader community perspectives).
    3. Describe how you have incorporated the principles of universal design into your unit. Also explain how you could make accommodations in this unit specifically for students with visual or hearing disabilities.
    4. Unit activities: Briefly describe specific activities that you would use in this unit do as a teacher and that you would have students do that reflect different perspectives. Your examples here should reflect your understanding of a curriculum that is multicultural.
    5. Unit assessments: Describe a range of methods of assessment that you would use to ensure equitable assessment of all students' understanding and accomplishments in your course/unit. Ensure that your methods address different ways of learning and provide students with different ways of demonstrating their achievement of your unit outcomes.
Total Course Grade:
A = 93% ....... A- = 90 - 92
B+ = 87-89 .... B = 83-86 ........ B- = 80 - 82
C+ = 77-79 .... C = 73-76 ....... C- = 70 - 72
D = 60 - 69
F = <60

IMPORTANT: If you have a disability, either permanent or temporary, or any other special circumstances that may impact your ability to perform in this course I encourage your to inform me.

  • You do not have to have a formal, medical diagnosis of a disability in order to request that adaptations be made to help you learn. All I ask is that you advocate for yourself and work together with me to design your learning experiences so that you can succeed.
  • I will work with you confidentially and make every effort to adapt methods, materials, and evaluations as needed and as appropriate to provide for equitable participation.
  • I recommend that if you have a disability and have not registered with the UMD ACCESS Center, you should do so as they will provide you will additional support.

Thank you! Helen