Chatman-Buckley LIPSCOMB UNIVERSITY EG5303 Web-Based Course available online: http://blackboard.lipscomb.edu CONCERNING BLACKBOARD: Start log-on by going to http://my.lipscomb.edu. All students should use Blackboard to keep up with the course schedule and also submit assignments. Students are to log-on with the same credentials that are used for registering for classes and viewing grades on Lipscomb Central. INSTRUCTOR: Dr. Reva Chatman-Buckley E-mail: reva.chatman-buckley@lipscomb.edu Office Phone: (615) 966-5323 Office Location: Ezell 153C Office Hours: Monday, Tuesday, and Thursday 10:00AM 5:00PM Please call ahead to ensure that I will be available for face-to-face conferences. Occasionally, I will be involved in administrative meetings or attending Chapel. Phone conferences are welcomed anytime. Email messages are welcomed anytime and will be answered as soon as possible. REQUIRED TEXT: Ariza, Eileen N. Whelan (2010). Not for ESOL Teachers: What Every Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse Student (2 nd Ed.). Boston, MA: Allyn & Bacon (Pearson). COURSE DESCRIPTION: In Teaching the Diverse Learner (3), the student will understand diversity among students (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional and assessment strategies that support their academic achievement. Included will be theories of assessment and the development of skills and knowledge needed to analyze and implement teaching strategies for use with all learners in the classroom, among a team of teachers, and as part of a referral to the appropriate resources. This course includes contemporary legal issues concerning diverse learners. COURSE REQUIREMENTS/ACTIVITIES: This syllabus provides an overview. Blackboard contains all folders, files, and presentations necessary to complete the course. To begin, post a short introduction of yourself, your current position, and/or goals on the Discussion Board. Tell us to what extent you have worked with English Language Learners and/or Special Education (Exceptional, including Gifted) Students.
GOALS AND ACTIVITIES FOR THE COURSE LEARNING OBJECTIVES Students will be able to: 1 Identify the various types of students with special learning needs who are served in the public schools with special emphasis on placement in the regular classroom. 2 Identify the resources available and the process for acquiring resources for students who require special services in the district or community. 3 Understand how to make the right instructional choices for diverse learners. HOW DELIVERED: ACTIVITY Review PowerPoint Presentations 5-14 available on Blackboard. Read Chapters 1-3 in the text, pp. 3-21. Participate in threaded discussions Visit a local ELL, Special Education Center, or school to conduct 10 hours of volunteer work or participant observation. This serves as your Field Experience. Review the following PowerPoint Presentations on Blackboard: The Purpose and Promise of Special Education Planning and Providing Special Education Services Early Childhood Special Education Transitioning to Adulthood View the PowerPoint Presentation entitled, How to Make the Right Choices for Diverse Learners, available on Blackboard. Read Chapter 4-8 in our text, pp. 22-70. HOW ASSESSED: PRODUCT Construct Students With Special Learning Needs chart and submit to the Assignment Page. (100 On the Discussion Board, describe how you would teach ELL students. Respond to one of your classmate s posts. (40 Prepare a three page Reflective Report of your Field Experience and submit to Live Text by Oct. 10. (100 Go to My First Year folder on Blackboard and read Brian s Story. Construct a flow chart or diagram outlining the steps you would take to help this student. (40 Submit your flow chart or diagram to the Assignment Page. Use the Lipscomb Lesson Plan template to develop a Lesson Plan demonstrating planning for diversity. Post your lesson plan on the Discussion Board and to [Live Text]. (100 Respond to one of your C.A.R.E. Conceptual Framework (Initial) 4.b. understanding and application of current research and professional organization standards on effective teaching and learning 2
7 4 Recognize and address cultural, learning, and personal differences as a basis for academic decisionmaking, including assessment. 5 Suggest techniques for engaging the urban school parent and discuss the merits of each technique. 6 Demonstrate an attitude of understanding of the dignity and worth of students with special needs who come from diverse cultural, linguistic, ethnic, and racial backgrounds. Recognize the positive influence that the attitude of the teacher can have on the adjustment and acceptance of the Read Chapters 9-11 in our text, pp. 71-98. View the PowerPoint, Collaborating With Parents, available on Blackboard. Read Chapter 12 in the required text, How Teachers Can Help Parents of ELL s, pp. 101-104. Read Chapters 14-18 in the required text about the following five cultural groups, their values, and beliefs. American Indians Asian Americans Arabic Americans Haitians Hispanics/Latinos/Latinas Read The Three Parts of Morality, from C.S. Lewis Mere Christianity. Look in the folder on Blackboard entitled The Three Parts of Morality. classmate s posts. Create twenty or more strategies to use to assess learning. Do not include quizzes or tests on this list. Submit your list to the Discussion Board to share with classmates. (40 Post on the Discussion Board your suggestions for engaging the urban school parent and discuss the merits of each technique. (40 Respond to one of your classmate s posts. Develop a PowerPoint Presentation on the unique characteristics of each group and the implications for teachers. Cite at least two references you consulted in addition to our text. Place your five PowerPoint presentations on the Assignment Page. (300 What lessons related to diversity are embedded within C.S. Lewis s article? Post your answer on the Discussion Board and respond to one of your 3.a. demonstrating a respect for and appreciation of cultural diversity and individual differences 4.b. understanding and application of current research and professional organization standards on effective teaching and learning 4.b. understanding and application of current research and professional organization standards on effective teaching and learning 4.h. appropriate written and verbal communication 3.b. providing opportunities for increased cultural awareness in the global society 3
special needs child and/or diverse learner. Review PowerPoint Presentations Participate in threaded discussions classmate s posts. (40 Develop your one page Personal Philosophy of Diversity and Teaching and submit to [Live Text]. (100 COURSE CALENDAR OF ASSIGNMENTS INTRODUCTION TO DIVERSE LEARNERS/CHAPTERS 1-3: Week One Post a short introduction on the Discussion Board telling me and your classmates about yourself, your current position, and/or goals for the future. Tell us to what extent you have worked with English Language Learners and/or Exceptional Students, including the gifted and talented. Contact a local ELL Center, Special Education Center, or public/private school which serves ELL and/or Special Education students. Make arrangements to conduct 10 hours of volunteer work and/or participant observation. This assignment serves as your field experience. This field experience may be conducted in your workplace, if applicable. See the field experience folder on Blackboard. Read the Foreword on page viii in our text and the first section of the Preface on page ix. Read also Notes to the Reader on pages xii xiv. These introductory pages provide the framework for our study of diverse learners. Finally, read and study Chapters 1-3, pages 3-21. TEACHING DIVERSE LEARNERS: Weeks Two and Three On the Discussion Board, describe how you would teach ELL students whose language you do not speak. Respond to one of your classmate s posts. (40 Review PowerPoint Presentations 5-14 on Blackboard and construct a Students with Special Needs chart and submit to the Assignment Page. See the folder on Blackboard for the formatted chart you are to use. (100 MAKINGTHE RIGHT INSTRUCTIONALCHOICES/CHAPTERS 4-8: Week Four Review the following PowerPoint Presentations on Blackboard: The Purpose and Promise of Special Education, Planning and Providing Special Education Services, Early Childhood Special Education, and Transitioning to Adulthood. Go to My First Year folder on Blackboard and read Brian s Story. Construct a flow chart or diagram outlining the steps you would take to help this student. (40 Read Chapters 4-8, pages 22-70 and view the PowerPoint Presentation entitled, How to Make the Right Choices for Diverse Learners, available on Blackboard. Use the Lipscomb Lesson Plan Template to develop a Lesson Plan demonstrating planning for diversity. (100 Post your lesson plan on the Discussion Board and respond to one of your classmate s posts. Submit this Lesson Plan to Live Text. CULTURAL, LEARNING, & PERSONAL DIFFERENCES/CHAPTERS 9-12: Week 5 Read Chapters 9-11, pages 71-98 4
Create twenty or more strategies to use to assess learning. Do not include quizzes or tests on this list. (40 Submit your list to the Discussion Board to share with classmates. Our text is replete with examples. Include strategies that you may have used in your classroom as well as strategies that you find in our text and from other sources. If you have not taught before, you may need to talk to a teacher to find out the different ways he/she assesses learning. Respond to one of your classmate s posts. Read Chapter 12, pages 101-104. Post on the Discussion Board your suggestions for engaging the urban school parent and discuss the merits of each technique. (40 Respond to one of your classmate s posts. UNDERSTANDING DIFFERENT CULTURES/CHAPTERS 14-18:Week 6 & 7 Email (scan) or fax your Field Experience Documentation Form, properly signed. View the PowerPoint entitled, Collaborating with Parents, available on Blackboard. Read Chapters 14-18, pages 113-153. Develop a PowerPoint on the characteristics of the following five cultural groups and the implications for classroom teachers: American Indians, Asian Americans, Arabic Americans, Haitians, and Hispanics. Cite at least two references you consulted in addition to our text. Place your PowerPoint presentation on the Assignment Page or email them to me at reva.chatman-buckley@lipscomb.edu (300 DIFFERENT CULTURES FINDING COMMON GROUND: Week 8/FINAL Complete your ten hours of Volunteer Work/ Participant Observation and submit your Field Experience Documentation Form, properly signed, to the Assignment Page. If you do not have access to a scanner, you may fax this form to me at (615) 966-1726. The deadline to submit your three-page Field Experience Reflective Report is. Submit your three-page Field Experience Reflective Report to the Assignment Page. (100 In C.S. Lewis s article on The Three Parts of Morality, what lessons related to diverse learners are embedded? Post your answer on the Discussion Board and respond to one of your classmate s posts. (40 Develop your one page Personal Philosophy of Diversity and Teaching and submit to [Live Text] (100. Final Exam: Respond to two essay questions and submit to the Assignment Page. (100 ATTENDANCE: Logging on to Blackboard on a regular basis and submitting assignments is crucial to the success of this class. Failure to participate in threaded discussions on Blackboard is considered an absence. Each failure to respond to at least one of your classmate s posts will result in a deduction of ten points from the relevant assignment or discussion. GRADING and LATE WORK POLICY: Submitting work late is unacceptable except in case of dire circumstances such as serious illness or death of a loved one. You must notify me if you encounter a dire circumstance. All assignments must be posted by 11:00 PM on the due date to avoid a five-point penalty. GRADING: Course grades will be based on the following assignments: 5
ASSIGNMENT TITLE Description of How You Would Teach ELL Students Whose Language You do Not Speak Students with Special Needs Chart TYPE OF ASSIGNMENT DUE DATE POINTS ASSIGNED General 40 General 100 Flow Chart/Diagram of Action Steps to Help Brian General 40 Planning for Diversity Lesson Plan `List of Twenty Assessment Strategies Key 100 General 40 Suggestions for Engaging Urban School Parents Post General 40 Field Experience Reflective Report PowerPoint Presentations on the Unique Characteristics of Five Cultural Groups and Implications for Classroom Teachers Key 100 General 300 The Three Parts of Morality, Post General 40 Personal Philosophy of Diversity & Teaching Key 100 Final Exam General 100 Total Points 1,000 Grading Scale: A 940 1000 Points B 860 930 Points C 777 850 Points F 700 760 Points SPIRITUAL GROWTH: The College of Education seeks to provide opportunities for personal, professional and spiritual growth through student experiences. One avenue for spiritual growth through the program here is by establishing a thoughtful dialogue among 6
students and faculty centered on a common text. The college uses Mere Christianity by C.S. Lewis (preferred text: ISBN 0060652926) as this common ground for exploration of spiritual contexts and applications for learning. In specialty area courses, your instructor may choose an alternate spiritual assignment related to the course topic. FIELD EXPERIENCES: Each master s level course in the College of Education requires a field experience that is expected to take five (5) to ten (10) hours (a minimum of 50 hours by graduation). These field experiences must be completed to be successful in the course and are designed to support the expected program outcomes. Because the College of Education is committed to equipping our students for diverse experiences, we ask that you complete your field experiences with schools or districts in varied classifications (low SES, urban, suburban, rural and cross-cultural), and with different student populations (ELL, Special Education, Advanced). This diversity of experience should be evident on your field experience data form in Live Text by the time you graduate. A Field Experience Documentation and Data Form is required of each student for each course. LIVETEXT PORTFOLIO REQUIREMENTS: All graduate students who entered the program in Fall 2009 and after are required to have a Live Text portfolio account. Instructions for purchasing Live Text are found at http://education.lipscomb.edu/uploads/34941.pdf. As all students must use this portfolio system, you are encouraged to become familiar with it at the beginning of this course. Detailed instructions and tutorials for using Live Text are found at: http://education.lipscomb.edu/page.asp?sid=28&page=9159. Some assignments are considered KEY ASSIGNMENTS. These assignments must be completed satisfactorily to pass the course and they must be uploaded into your Live Text portfolio to demonstrate mastery of your program goals. You are responsible for uploading Key Assignments to Live Text for instructor grading. Your final grade will not be posted until this is complete. FIELD EXPERIENCE DOCUMENTATION must also be included in your Live Text portfolio. You are responsible for completing the chart with data concerning your field experiences before your final grade can be posted. You may do this immediately after completing the field experience. THE CONCEPTUAL FRAMEWORK OF C.A.R.E: Lipscomb s conceptual framework for the initial and advanced programs is built upon four categories: Craft of Teaching Attitudes and Values Relationships Essential Knowledge The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The College of Education believes that this conceptual framework provides the structure within which all educational programs can sustain a high level of excellence so that its candidates will be of the highest quality. It is shared widely within the university and beyond. Each student will receive a copy of the C.A.R.E Framework (Advanced). Your LiveText portfolio will reflect ways in which your program of study fit within this framework. 7
ACADEMIC INTEGRITY POLICY: Because Lipscomb s primary mission is to integrate Christian faith and practice with academic excellence, integrity is important in this course. The instructor will attempt to deal with each student fairly and honestly. Students will be expected to do their own work on all tests and assignments unless indicated by the instructor that collaboration is allowed on a specific assignment. Appropriate grade penalties will be assigned when it is determined by the instructor that integrity violations have occurred. These incidents will also be reported to the university academic integrity committee and a Notice of Concern will be filed with the student s advisor, department chair and the Director of Teacher Education. For clarification, please refer to the university s Code of Conduct (http://campuslife.lipscomb.edu/content.asp?sid=41&cid=306) and the Academic Integrity Policy (http://academics.lipscomb.edu/content.asp?cid=5329&sid=12). UNIVERSITY EVALUATIONS AND C.A.R.E ASSESSMENTS: It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of your course and faculty. You will receive an email toward the end of the course with instructions on how to complete the university evaluations and you will receive further instructions from your instructor on how to complete the C.A.R.E. assessments. STUDENTS REQUIRING ACCOMMODATIONS: If you require classroom accommodations for a documented disability, please discuss your circumstances with me immediately. If you are entitled to accommodations but have not yet registered with the Counseling Center, contact that office at 966-1781 immediately. DROPPING THE COURSE: A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is official. If your name appears on the roster at grading time and you have not officially dropped the course, a grade will be assigned based upon the policies outlined in this syllabus. The last day to drop this class is. APA FORMAT: Formal papers submitted for graduate coursework should follow American Psychological Association (APA) for general guidelines, in-text citations of materials, avoiding plagiarism, and reference pages from the Publication Manual of the American Psychological Association, Sixth Edition. Each instructor will be provided a desk copy of APA: The Easy Way!, Second Edition, a simplified guide that has been updated for the sixth edition (ISBN 0923568964). Students are asked to purchase a copy of this publication. Other helpful resources for APA guidelines and formatting include the following websites: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx http://www.apastyle.org/learn/faqs/index.aspx http://owl.english.purdue.edu/owl/resource/560/01/ http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796 COLLEGE OF EDUCATION WRITING RUBRIC: The College of Education has a writing rubric for general use with written assignments. This rubric is consistent for both undergraduate and graduate programs. Students who 8
have difficulty with graduate level writing will be asked to do some remediation with the university Writing Lab. CLASS SCHEDULE DISRUPTION POLICY: Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However, should an event (weather-related or otherwise) occur that requires disruption of the entire Lipscomb University class schedule, students will be notified via multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For information on possible snow-related closures or late starts, students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6- WZTV, and Channel 9 on campus). Students should look for information regarding Lipscomb University, not David Lipscomb Campus Schools. STUDENT S RESPONSIBILITY FOR NOTIFICATION OF EXTENDED ABSENCE: In the case of individual absences, students should contact their professors directly. However, students who find themselves in circumstances which would cause them to miss classes for an extended period of time (e.g., missing a week or more of classes due to illness), should contact Steve Prewitt, Associate Provost for Student Academic Support, (steve.prewitt@lipscomb.edu; 615-966-5804). The Associate Provost for Student Academic Support will communicate the student s situation to the appropriate faculty members. Students are expected to provide timely notification to the Associate Provost for Student Academic Support regarding any extended absence and may be required to provide supporting documentation for their absences. INSTRUCTOR S PHILOSOPHY FOR PROFESSIONAL PRACTICE: Whatever you do, work at it with all your heart, as working for the Lord, not for men, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving. ---Colossians 3:23 9