Narrowing the Achievement Gap by Addressing Diversity Syllabus

Transcription

1 Narrowing the Achievement Gap by Addressing Diversity Syllabus Course Description Along with the increased standardization and multiple layers of accountability spelled out in local and national educational policy (such as No Child Left Behind) comes the need and responsibility for a more complex understanding of diversity, equity, and their relevance to education. The purpose of this course is to engage in a collaborative exploration of differences to ensure equity and social justice in our classrooms and schools. Emphasis is placed upon developing instructional strategies that will bolster learning opportunities for all students regardless of race, ethnicity, gender, socioeconomic status, learning style, first language, sexual orientation, (dis)ability, or any other identity around which academic achievement gaps presently revolve. Competencies Upon completion of this course, participants will be able to Engage in ongoing self-evaluation and reflection regarding beliefs, best practices, challenges, and current research on equity and diversity issues Explore current demographic trends and their potential affects on education Reflect on discrimination and harassment in schools, and propose ways to address them Analyze curricular and textbook bias and offer solutions to the issues that might 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 Analyze and refine lessons and instruction, proposing improvements aimed toward addressing the achievement gap Apply differentiating instruction to target student needs Develop strategies for addressing equity, diversity, assessment, accountability, and the achievement gap

2 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 the Virtual Library and looking under the case you are reading that week. When pdf files are linked, we recommend printing them for easier reading. If you do not have the following software, please download each from the given sites. You will find detailed instructions under the Tutorials link. 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 Typical course sessions run from Sunday morning through Saturday at midnight. Specific session dates may be found by clicking on Syllabus on the top menu bar. Course participants should read both the case and assigned readings prior to joining the online discussion. Participation in the discussion should be ongoing throughout each course session. For typical courses, final discussion postings, journals, and workbook assignments 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.

3 Introductory Session Exploring the NEX Site Complete these tasks prior to the beginning of Session 1. Read the Course Tutorial linked from the TUTORIAL menu, paying special attention to the -Analysis and Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your entries, responses, and 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. Click on the instructor s name and then compose your message and hit Post Message.

4 Session 1 Examining Issues of Culture, Equity, and Multicultural Education What s Happening 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 for your classroom of the projected population shifts. 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. None this session

5 Session 2 Confronting Discrimination and Bias in Schools What s Happening, scene 3 Maintaining Respectful Schools The Homepage of James W. Loewen MSDE Instructional Resource Evaluation Guidelines Focus on knowledge gained from Loewen s Ideas for Dealing with Textbooks 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? Consider the short and long-term consequences of these actions from various students perspectives. Reflect on the Sticks and Stones scene in the What s Happening case. Using the definition of harassment from this session s reading, 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 Instructional Resource Evaluation Guidelines included in this week s readings. In your analysis, describe your findings and propose actions you might take to address any biases or problems you identify. Due by the end of Session 3

6 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 Referencing both of this session s readings, analyze Scenes 3, 5, and 7 from What 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 classmates 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 weeks. Text Evaluation due by the end of this session

7 Session 4 Addressing Learning Styles and Multiple Intelligences What s Happening, scene 4 Explore the Learning Styles and Multiple Intelligences Resource Center included with your cases 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 her teacher 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 your students perspectives on these issues might be 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. Brainstorm ways to teach it addressing at least 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

8 Session 5 Communicating with Students and Families What Do You Expect Diversity Within Unity (article and checklist) The Color of Discipline Print and complete the Diversity Within Unity, Essential Principles Checklist from this session s reading. Discuss your findings with your 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? Multiple Intelligences due at the end of this session

9 Session 6 Addressing Differences Borders and Barriers Differentiation of Instruction in the Elementary Grades What is Differentiated 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 the knowledge gained from the 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? How might Stuart and his colleagues differentiate portions of their business plan assignment to better meet the needs of their students? What might be the perspectives of the different students be about your suggestions? Propose at least two different actions Stuart should take and speculate about their consequences for the students and teachers in this case. Action Plan Create an Action Plan designed to support diverse students in your school or district. This assignment is intended to encourage development of your leadership skills. Use these eight steps to organizing a successful 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 growth needs. 3. Think through the connections of your plan to both your school improvement plan and the required curriculum.

10 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

11 Session 7 Evaluating and Refining Teaching Borders and Barriers Key Components of Educational Equity Use knowledge gained from 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. Using knowledge gained from the Key Components of Educational Equity reading, evaluate your own classroom. Where does it fall in each component? In your analysis, describe your classroom as reflected by this tool and propose actions intended to move it toward the ideal as presented in the reading. None this session

12 Session 8 Assessing Students Equitably Dealing with Data Assessment as a Tool for Learning Closing the Achievement Gap: Two Views from Current Research 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? In Dealing with Data, what additional knowledge do you think the Sequoia staff needs in order to use their assessment results to affect instruction positively? How might they use this information to address the achievement gap in their school? Suggest specific actions and related consequences. Action Plan due by the end of this session