=
=
SEED
4104: TEACHING DIVERSE LEARNE=
RS
=
8:00-11:40
AM Tuesdays, HFA 6
=
FALL
2007
=
Instructor:
Office Hours:
Monday 1PM-3PM Tuesday
2PM-3PM =
; &n=
bsp; =
; &n=
bsp; Wednesday
1PM-3PM =
; &n=
bsp; By
Appointment.
Required Texts:
§Diller, J. and Moule,
J. (2005). Cultural
Competence: A Primer for Educ=
ators.
§Cruickshank, D.,
Jenkins, D. B., and Metcalf, K.
(2006). The Act of Teaching, Fourth Edition.
You will also need to
purchase a novel or memoir for this class.=
You will be assigned a title the first week of class, so please wait=
to
purchase your book. All texts=
are
available at the UMM Bookstore.
Additional Resources:
Catalog and program information can be found on =
the
secondary education homepage (http:/=
/www.morris.umn.edu/academic/education/seed/seed.html
). Other educational resource=
s such
as lesson planning sites and professional organizations can be found on Mic=
helle
Page’s homepage (http://=
cda.morris.umn.edu/~pagem). Additionally, new textbooks =
come
with an Infotrac subscription. This
website contains articles on education and other resources.
Course
Description and Objectives:
This
course is designed to address the area of teaching diverse learners. As such, this course will engage s=
tudents
in reflection about topics such as cross-cultural communication; special
education legislation; instructional accommodation and differentiation; rac=
e,
culture, class, gender, and sexual orientation in schooling; and working wi=
th
English language learners. St=
udents
will expand their knowledge base related to inclusive education, and both l=
earn
about and fulfill expectations regarding ethical and professional behavior
throughout this course and the entire secondary education program.
Student Support:
Students with
Disabilities:
This materia=
l and
course texts are available to persons with disabilities in alternate format=
s on
request. Please contact Disab=
ility
Services. It is University po=
licy
to provide, on a flexible and individualized basis, reasonable accommodatio=
ns
to students who have disabilities that may affect their ability to particip=
ate
in course activities or to meet course requirements. Students with disabilities are
encouraged to contact their instructors and Disability Services to discuss
their individual needs for accommodation.
Additional
Resources:
If you have any special needs or requirements to help you succeed in the
class, come and talk to me as soon as possible, or visit the appropriate
University service. Some resources include:
The Academic
Assistance Center www.morris.umn.edu/services/dsoaac/aac/
Student Counseli=
ng
www.morris.umn.edu/services/counseling/
Disability Servic=
es
www.morris.umn.edu/services/dsoaac/dso
Multi-Ethnic Student Pr=
ogram
www.morris.umn.edu/services/msp/
Course
Standards:
Secondary education c=
ourses
prepare students to meet the Standards of Effective Practice (SEP) approved=
by
the Minnesota State Board of Teaching and the
The
teacher understands the central concepts, tools of inquiry, and structures =
of
the discipline(s) he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
The
teacher understands how children and youth learn and develop and can provide
learning opportunities that support their intellectual, social and personal
development.
The
teacher understands how learners differ in their approaches to learning and
creates instructional opportunities that are adapted to learners from diver=
se
cultural backgrounds and with exceptionalities.
The
teacher understands and uses a variety of instructional strategies to encou=
rage
the students’ development of critical thinking, problem solving, and
performance skills.
The
teacher uses an understanding of individual and group motivation and behavi=
or
to create a learning environment that encourages positive social interactio=
n, active
engagement in learning, and self-motivation.
The
teacher uses knowledge of effective verbal, non-verbal and media communicat=
ion
techniques to foster active inquiry, collaboration, and supportive interact=
ion
in the classroom.
The
teacher plans and manages instruction based upon knowledge of subject matte=
r,
students, the community, and curriculum goals.
The
teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical
development of his/her learners.
The
teacher is a reflective practitioner who continually evaluates the effects =
of
her/his choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
A
teacher communicates and interacts with parents/guardians, families, school
colleagues, and the community to support the students’ learning and w=
ell
being.
Class
Structure:
Secondary
education students meet as a cohort group from 8:00-11:30 a.m. on Tuesdays =
in HFA
6. Small group sections (SeEd=
4102)
meet from 8:00-11:30 Monday, 12:30-4:00 PM Monday, or 12:30-4:00 PM Tuesday=
in
the
Expecta=
tions:
Assignments and Grading:
The
Secondary Education Program is interactive and involves full
participation. Key learning t=
akes
place during class sessions and this learning cannot be replicated at anoth=
er
time or in other settings.
Therefore, it is essential that students complete readings and
assignments prior to attending class.
In class I do not lecture on or summarize the reading; rather, you a=
nd
your classmates will discuss and apply the material. Therefore, full participation in a=
ll
class sessions is vital. If an
event necessitates an absence from a class session, notify me as soon as
possible. Unexcused absences =
and
late arrival at class will reflect negatively on final grades in the Second=
ary
Education Program. Miss=
ed
work must be made up for any absence, and may require additional work be tu=
rned
in to meet goals and standards.
Connections
Journal: 20%
This
journal may be kept in a notebook in journal form or be typed—whichev=
er
is easier for you. In this jo=
urnal,
you will reflect upon the weekly readings and attempt to draw connections
between the readings and your discipline, society, schooling, etc. Journals will be collected and com=
mented
upon once during the semester and then again at the end of the courses. Journals will be graded according =
to how
complete and thoughtful the entries are.&n=
bsp;
A rubric will be provided. (Due November 27 and December 19)
Homework:
40%
Homework assignments =
are
designed to help you become a reflective teacher and to provide you experie=
nce
in the practical aspects of teaching.
The assignments are meant to help you think deeply about events in y=
our
practicum and decisions you make as a teacher.
Assignment 1— Differentiated Le=
ssons:
Using
what you have learned about differentiating instruction, choose three lesso=
ns
that you have taught in your practicum and re-create them as differentiated
lessons. See complete assignm=
ent
description on the course web site.
(Due December 4)
Create a newsletter or
brochure for families that introduces yourself and the unit you taught, or
create a newsletter for families about your classroom. Module 4 of your Intel manual will=
lead
you through the steps of creating a publication using MS Publisher (availab=
le
on many lab computers on campus). Make
sure to have your newsletter or brochure reflect the community that you have
been working in and its values and norms.&=
nbsp;
(Due December 11)
Together with others who read
the same book, present your choice book, paying particular attention to iss=
ues
of diversity and schooling and what you have learned about people different
from yourself. Your presentat=
ion
must contain the following elements (though they do not have to be in this =
order): Summarize the book briefly; Discus=
s themes
related to diversity, themes related to schooling, and cultural information=
you
have learned from the book; Present an aesthetic/artistic response to the
book. This could be a
reader’s theater, an art piece, a musical performance, creating/readi=
ng
poetry, or anything else that your group feels communicates the emotion of =
the
work. Each group member shoul=
d be
somehow involved in both the discussion of themes and the aesthetic response
(either behind the scenes or in the performance/presentation). Each group will have 20 minu=
tes to
present during our final exam time.
(Due December 21)
Progress on a Standar=
ds of
Effective Practice Portfolio will be required during your education
program. Prepare a 3-ring bin=
der
with 10 sections. Papers, teaching lessons, units, evaluations, research in
educational areas, etc. can be included in the portfolio. You may include papers and items f=
rom
other courses or experiences, including those outside of the field of educa=
tion. During this semester you are requi=
red to
more thoroughly gather information and reflect on all standards 1 through
10. For each of these standar=
ds,
prepare a written a statement that: 1) describes your growth and progress
towards meeting this standard, 2) explains the significance of the evidence
which you have included in the portfolio and 3) describes your goals to fur=
ther
reach this standard. Id=
entify
each of the three sections in your reflection paper. Your portfolio will be revie=
wed by
your practicum supervisor and should be handed in at his or her office on t=
he
due date. Your supervisor wil=
l read
your standard(s) and assign a grade of “S” for satisfactory wor=
k or
“N” for work needing improvement. To receive a practicum grade of
“S” all standards must have received an “S” grade.<=
span
style=3D'mso-spacerun:yes'> If a standard receives a grade of
“N” you will be expected to revise that standard until it reach=
es
an “S” level of assessment.&nb=
sp;
Your portfolio will be submitted and assessed on the following sched=
ule.
Dec.
7: SEP Portfolio reflection on
Standards 3 and 5
Dec.
14: SEP Portfolio reflections=
on
Standards 9 and 10
During
student teaching you will continue to build your portfolio and you will pre=
pare
a final portfolio during your senior seminar following student teaching.
GRADING=
SCALE
AND WORK LOAD:
This
course is a four credit course.
Grades
will be assigned based on the following scale, according to
|
93-100% =
; |
A |
4.00 |
Represents
achievement that is outstanding relative to the level necessary to meet
course requirements |
|
90-92 |
A- |
3.67 |
|
|
87-89 |
B+ |
3.33 |
|
|
84-86 |
B |
3.00 |
Represents
achievement that is significantly above the level necessary to meet course
requirements |
|
80-83 |
B- |
2.67 |
|
|
77-79 |
C+ |
2.33 |
|
|
74-76 |
C |
2.00 |
Represents
achievement that meets the course requirements in every respect |
|
70-73 |
C- |
1.67 |
|
|
67-69 |
D+ |
1.33 |
|
|
62-66 |
D |
1.00 |
Represents
achievement that is worthy of credit even though it fails to meet fully t=
he
course requirements |
|
0-61 |
F |
0.00 |
Represents
failure (or no credit) and signifies that the work was either (1) complet=
ed
but at a level of achievement not worthy of credit or (2) was not complet=
ed
and there was no agreement between the instructor and student that the
student would be awarded an I |
All
courses must be passed with C- or better in order to move forward in the
program. A grade of less than=
C-
will prevent you from student teaching.
|
DATE |
TOPICS OF DISCUSSION |
|
ASSIGNMENT DUE |
STANDARDS ADDRESSED |
NOTES AND RESOURCES |
|
October
30 |
§
Special education overview §
Legislation §
Strategies, responsibilities =
and
accommodations §
IEP’s §
FERPA/data practices §
Multiple Intelligences §
Learning Styles §
Cultural Competence |
§ § § |
|
3-B; 3-I; 3-N; 10-C; 10-F 3-A; 3-K; 3-L; 7-C |
Education General Information (the left navigation men=
u is
helpful): http://specialed.about.com/ Learning Style Inventories: http://www.e=
ngr.ncsu.edu/learningstyles/ilsweb.html http://www.rr=
cc-online.com/~psych/LSInventory.html Multiple Intelligences Inventory: http://surfaquarium.com=
/MI/inventory.htm |
|
November
6 |
§
NO CLASS—FULL TIME PRACTICUM |
|
|
|
|
|
November
13 |
§
NO CLASS—FULL TIME PRACTICUM |
|
|
|
|
|
November
20 |