Education That Is Multicultural Syllabus

Transcription

1 Education That Is Multicultural Syllabus Course Description Education That Is Multicultural focuses on fine-tuning teaching strategies in order to meet the needs of diverse learners. Closely related to Multicultural Studies, ETM, as adopted by the Maryland State Department of Education, provides a structured approach for understanding contemporary education issues, addressing curriculum and education materials with an eye on diversity, and developing teaching and assessment strategies targeting the achievement gap and diverse student needs. Maryland has a state regulation that mandates implementation of ETM throughout local school systems. NEX gratefully acknowledges MSDE, ETMA (Education That Is Multicultural and Achievement) and the Office of Equity and Assurance for their collaboration in developing the course. Competencies Upon completion of this course, participants will be able to Demonstrate an understanding of the 5-Step Method and how it can be applied to everyday situations; Engage in ongoing self evaluation and reflection regarding beliefs, best practices, challenges, and current research on Education That is Multicultural; Explore current demographic trends and their potential affects on education; Define Education That is Multicultural; Reflect on discrimination and harassment in schools, and propose ways to address them; Analyze curricular and text book bias and offer solutions to the issues that arise; Analyze learning styles, multiple intelligences, and their affects on teaching and learning; Reflect on expectations and develop strategies for improving communication between different cultures and ethnicities; 1

2 Analyze and refine lessons and instruction, proposing improvements aiming toward Education That is Multicultural; Apply differentiating instruction to target diverse student needs; and Develop strategies for addressing equity, diversity, assessment, accountability, and the achievement gap. Materials All materials are accessed via the NEX website using the PIN provided and the user name/password you create. All readings listed can be found by going to Class Materials Virtual Library (Search). If you do not have the most recent versions of the following software, please download each from the given sites. Windows Media Player RealPlayer Adobe Reader QuickTime s Used Borders and Barriers Dealing with Data Learning Styles and Multiple Intelligences Resource Center What Do You Expect What s Happening Course Schedule Find session dates by selecting Syllabus on the top menu bar. For typical courses, final s, s, and s are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor. 2

3 Introductory Session Exploring the NEX Site Complete these tasks prior to the beginning of Session 1. Read the course requirements, paying special attention to the - Analysis and Assignment Rubrics. They will be used by your instructor throughout the course to evaluate assignments where appropriate. Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer) What do you find inspiring and challenging about your work in education? (100 words or fewer) Note Use Mail to send a note to your instructor stating that you will be taking this course. To do so, click on Mail on the top menu bar and then Click here to create a new message. Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor s name and then compose your message and hit Post Message. 3

4 Session 1 Culture, Equity, and Multicultural Education What s Happening Understanding Culture Maryland.gov (search for school and county demographics) US Census Bureau Projections of the Resident US Population by Race, Hispanic Origin, and Nativity US Census Bureau Projections of State Populations, by Sex, Race, and Hispanic Origin US Census Bureau poverty data Cultural Proficiency (read introduction and the Assessment Scales and Culturally Proficient Schools links) Reflect upon the ways your school s demographics compare to national and state US Census Bureau figures. Describe actions suggested by these population shifts and their possible consequences. Reflect on the vignettes in What s Happening. In which ways do you identify with the teachers and situations depicted? Pick the scene that seems most familiar to you from scenes 1, 3, 5, or 6. Using this session s reading, determine where the teacher in the scene is on the Cultural Proficiency Assessment Scales. How might this teacher s education, family, and professional experiences have shaped his or her perspective? What actions might the teacher take to increase his or her cultural proficiency? Note Check your Mail (linked from top menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site. 4

5 None this session Session 2 Confronting Discrimination and Bias in Schools What s Happening, scene 3 Maintaining Respectful Schools Tips for Teachers How to Teach American History (focus on Ideas for Dealing with Textbooks ) Teaching A People s History Stop Bullying Now Teaching Tolerance MSDE Instructional Resource Evaluation Guidelines Focus on knowledge gained from the Zinn Education Project s Teaching A People s History and other articles from this session s readings. Which, if any, of Loewen s suggestions do you think Julie might have used to better engage Richard in her class? What suggestions would you give Julie for successfully implementing these actions? Reflect on the Sticks and Stones scene in the What s Happening case. Using the definition of harassment from the reading Maintaining Rspectful Schools, answer the following: Was Joey harassing Chris? What actions might Julie and/or her principal take to address the issues surrounding the students conflict? What might be the consequences of these actions? Text Evaluation Evaluate a text or other educational materials you currently use with the MSDE Guidelines included in this session s readings. In your analysis, describe your findings and propose actions you might take 5

6 to address any biases or problems you identify. Consider the short and long-term consequences of the actions from various students perspectives. Be sure to cite your sources. Due by the end of Session 3 6

7 Session 3 Transforming the Curriculum What s Happening, scenes 3, 5, 7 Steps Toward Multicultural Curriculum Transformation Seven Key Characteristics of a Multicultural Education Curriculum Developing a Multicultural Curriculum Multicultural Curriculum Reform United Nations: Cyber School Bus Referencing this session s readings, analyze Scenes 3, 5, and 7 from the casewhat s Happening. Where does each fall on the continuum? What actions suggested in the second reading might the teachers take to move toward Stage 5? Respond to your colleagues proposed actions by anticipating any unintended consequences and offering suggestions for improvement. Analyze your own teaching using the Steps Toward Multicultural Curriculum Transformation. Where do you fall on the continuum? Describe the issues that arise from your analysis. Propose at least three different realistic actions you can take to move yourself toward Stage 5. Be practical in your thinking, focusing on attainable actions you can realistically implement in the next several sessions. Text Evaluation due by the end of this session 7

8 Session 4 Addressing Learning Styles and Multiple Intelligences What s Happening, scene 4 How Do I Differentiate Instruction to Meet the Needs of All Learners? The rest of this session s readings can be accessed from the Learning Styles and Multiple Intelligences Resource Center included with your cases. Please explore the entire Center to prepare for this session's assignments. Review scene 4, It s an Honor from the What s Happening case. Assuming that Jessica is an Assimilator according to Kolb s theories, how might you restructure the math activity in order to better engage her? Be specific in the actions you propose. Respond to your colleagues proposed actions by noting any issues you think will arise. Evaluate your learning style using the Learning Styles Evaluation tool included in this session s readings. Explore connections between your learning style preferences and your current teaching preferences. What issues come to mind? Discuss what might be your students perspectives on these issues along with actions you might take to address them. Multiple Intelligences Evaluate your intelligence strengths using the Multiple Intelligences Inventory included in this session s readings. Share your findings and reflect on the ways your strengths may affect your teaching. Propose actions you might take to reach more students based upon what you ve learned. Then, select one theme, lesson, skill, or topic that you will be teaching in the next month. In your workbook, brainstorm ways 8

9 to teach it addressing three of the seven intelligences. Include descriptions of your students, lesson objectives, teaching strategies, student activities, and assessment strategies. Due by the end of Session 5 9

10 Session 5 Interactions and Expectations: Students and Families What Do You Expect Diversity Within Unity (article and checklist) The Color of Discipline Managing Culturally Diverse Classrooms Understanding and Addressing the Needs of Students in the Classroom Involvement or Engagement? Print and complete the Diversity Within Unity, Essential Principles Checklist from this session s reading. Discuss your findings with your online colleagues and brainstorm actions designed to address the issues that arise. Explore the perspectives of Mary Anne, her students, and their families. How might each view her instructional approaches and attempts to engage students and families? What actions might each propose to improve learning in her class? None this session 10

11 Session 6 Differentiated Instruction for Diverse Learners Borders and Barriers Culturally Responsive Differentiated Instructional Strategies Designing Lessons for Diverse Learners Differentiated Instruction A Teacher s Guide to Differentiating Instruction At the end of Scene 2 in Borders and Barriers Stuart reflects, thinking, The best he could do was create an oasis from this type of reality. Drawing upon knowledge gained from course readings and your own professional experience, what else do you think Stuart and his colleagues could do to help his students address the issues they discussed in this scene? Identify a diverse learner, or a group of diverse learners, whom you teach/ have taught. Describe a lesson you teach and how you might differentiate it for this/these learners. Action Plan Create an Action Plan designed to support ETM in your school or district. This assignment is intended to encourage development of leadership skills. Use these eight steps to organizing a successful ETM action plan to guide your thinking: 1. Gain commitment from your school administrator, your School Instructional Improvement Team, and those affected by the project. 2. Identify school needs, professional staff needs, and personal 11

12 growth needs. 3. Think through the connections of your plan to both your school SIIT plan and the required curriculum. 4. Identify your goal and make it measurable so that you know when you ve reached success. 5. Design step-by-step activities to move you toward your goal. 6. Evaluate the impact of your plan. Keep in mind that there are many ways beyond paper and pencil to evaluate impact. 7. Revise your action plan as necessary while keeping your eye on your goal. 8. Share your success with your colleagues, across the school system, and beyond. Include each of the components below in your Action Plan: School name and year Related school goal Your Action Plan Objective For each strategy listed, include the following: o Strategy/activity o Time frame o Participants o Lead person o Budget o Anticipated results Due by the end of Session 8 12

13 Session 7 Addressing Equity in the Classroom Borders and Barriers Key Components of Educational Equity The Myth of the Culture of Poverty Understanding Educational Equity and Excellence Areas for Equity Teaching Up for Excellence Additional Resources E3: Education, Excellence & Equity Educating Black and Latino Males Striving for Educational Excellence and Equity How Do Schools Promote Equity Among Students? Use knowledge gained from this session s reading, Key Components of Educational Equity, to evaluate Stuart s classroom and the business plan project from Borders and Barriers. Pick 3 of the 6 components that you feel you can evaluate most effectively. Use your own classroom experience and the knowledge gained from this course to propose actions Stuart might take to move toward creating a more equitable classroom. Reflect on your understanding of equity in schools and your role in promoting equity. How can you change your classroom environment and instruction to promote equity and teach students about equity? Reference multiple course readings in your response. Action Plan due by the end of Session 8 13

14 Session 8 Accountability, Assessment and the Achievement Gap Dealing with Data Why Does the Gap Exist? Creating Authentic Assessments The Widening Income Achievement Gap Minding the Achievement Gap Testing, Standards and Accountability Authentic Assessment Toolbox What issues might be addressed or arise if the Sequoia staff elects to add authentic assessment measures to their school and student accountability program? What might be the perspectives of staff, students, and families on this shift? What actions do you think the staff would need to take in order to make this work? What issues are revealed by the disaggregated testing data, demographics report, and gifted students profile in the case Dealing with Data? Using knowledge gained from the readings, how can the Sequoia staff focus on addressing the achievement gap in their school? Suggest specific actions and related consequences. Action Plan due by the end of this session 14