WSU Regulation 3-4
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__RED302: Diverse Learners/Human Relations
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing
Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting
department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly
advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of
proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals
have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions,
rationales, and notifications have been provided.
____X____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
____X____ Completed
________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this
proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation
is enclosed, the department's representative is prepared to address A2C2's questions on this matter.
_____X___ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and
Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____X____ Completed
Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still
opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at
which this proposal is considered.
_____X___ Completed
________ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
____X____ Completed
________NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the
prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations.
________ Completed ____X____ NA – This is a course proposal.
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
_____X___ NA -- This is a course proposal.
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
____X____ Completed
________ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation.
Accessibility of the cited publications for use in this proposed course has been confirmed.
____X____ Completed
________ NA
______Dana Brigson
_________________________________
Department's A2C2 Representative or Alternate
____12/1/11_________
Date
[Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department Rochester Education
_
Date __December 1, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular
changes.
_____RED 302__________
Course No.
__Diverse Learners/Human Relations__________________________
Course Title
This proposal is for a(n)
_X
Applies to:
Prerequisites
Undergraduate Course
__X____ Major
______ Minor
__X___ Required
_____ Required
_____ Elective
_____ Elective
___3_________
Credits
______ Graduate Course
______ University Studies*
______ Not for USP
RED401: Kid-Watching; RED301: Development Theories
Grading method __X____ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering ______Yearly_________
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and
submitted according to the instructions on that form.
Provide the following information:
A.
Course Description
1.
Catalog description.
The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher
candidates explore theories, individuals, communities, and themselves. This is the second course
in the series focusing on understanding the child’s lifeworlds.
Essential Questions situated within these courses include:

How do thoughts, beliefs, and behavior of the Classroom Cultural Community
impact student learning?
o How does the Individual develop within the cultural community?

How does Content Knowledge – Human Development – impact student learning?
Guiding Questions include:

Who am I as a cultural being?

What is the child’s lifeworld?

Is there a careful balance in empathy?
2.
Course outline of the major topics and subtopics (minimum of two-level outline).
I.
Theories of Learning
A.
Culturally Relevant and Responsive Teaching Practices
B.
Social Learning Theory
C.
Self Theories
D.
Intrinsic Motivation
E.
Cultural-historical Theoretical perspective
Discourse
II.
A.
B.
C.
III.
IV.
V.
Of Cultural Comfort Zone
Beyond Cultural Comfort Zone
Classroom Discourse
1.
Teachers Talk Patterns
Content Knowledge
A.
Diverse Learners and …
1.
Exceptionality
2.
Language
3.
Individual Experiences, talents, and prior learning
4.
Culture
5.
Family
6.
Community(ies)
7.
Lifestyle
8.
Economic condition
9.
Race
10.
Communication
B.
Minnesota-based American Indian
1.
Tribal government
2.
History
3.
Language
4.
Culture
C.
Culturally Relevant Teaching
1.
Addressing the Whole Child
a)
Social resources
b)
Cultural resources
c)
Linguistic resources
d)
Intellectual resources
2.
Responsive Strategies for Diverse Learners
D.
Communication
1.
Teacher’s Talk Patterns
a)
Open-Ended Questions
b)
Listening
c)
Reinforcing Language
d)
Reminding Language
e)
Redirecting Language
f)
Being Silent
2.
Second Language Acquisition
a)
Strategies that support learning
3.
Differentiation
a)
Accommodations
b)
Modifications
c)
Adaptations
Assessment
A.
Observation
B.
Interviews
C.
Record-keeping
D.
Performance
E.
Individual
Learning Environment
VI.
VII.
VIII.
A.
Creating a learning environment that responds to Diverse Learners.
B.
Using Teacher Language that leads to a learning environment.
Instructional Strategies
A.
Research-based teaching strategies for teaching English Learners
B.
Culturally Relevant Strategies
C.
Research-based strategies for students with exceptionalities
D.
Concept Attainment
E.
Strategies to differentiate learning
1.
Accommodations
2.
Modifications
3.
Adaptations
Ethics
A.
Student rights and Teacher responsibility to:
1.
Equal education
2.
Appropriate education for students with disabilities
3.
Confidentiality
4.
Privacy
5.
Appropriate treatment of students
B.
Reporting in situations of known or suspected abuse or neglect
Children’s & Adolescent Literature
A.
Autobiographies, biographies, picture books, poetry, etc. from children’s literature
1.
Exceptionalities
2.
Cultural perspective
3.
Minnesota-based American Indian
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
ITV
Online
Web Enhanced
Lecture: Classroom X
Service Learning
Travel Study
Laboratory
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None:
3. Internet
6. Independent Study
1. Satellite
4. ITV Sending
7. Taped
2. CD Rom
5. Broadcast TV
8. ITV Receiving
4.
Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Web Supplemented X
Internship/Practicum
9. Web Enhanced X
10. Web Supplemented
Core Belief:
We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and
relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners
with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably
improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2)
demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive
contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation,
flexibility, & critical thinking.
(Reflect, Respond, Advocate)
Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN Teaching
Standards in the following course requirements:
Applied Field Experience
Candidates will be expected to complete a minimum of 5 hours of Field Experience associated
with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester
for part-time students. Field Experiences are planned to include the full-range of potential
placements related to the licensure. Students will be expected to demonstrate and document
experience and competencies as follows:
o Field placements will include at least 35-40 hours with each of these grade levels;
Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).
o Field placements will include at least 20-35 hours in a Special Education program and 2035 hours with children/a child at-risk for underachieving.
Program coursework includes planned field experience applications where teacher candidates
demonstrate their knowledge and understanding in a clinical setting. In some instances,
candidates may be required to go beyond their minimum Field Experience placement or hours in
order to complete an applied experience.
For this course, candidates will complete the following Clinical Practice Application:


While reading the book: The Power of Our Words: Teacher Language That Helps Children Learn,
candidates will be expected to practice application of each chapter in their clinical placement and
reflect on the experience in their e-journal.
The assignment: Exploring an Elementary Student’s Cultural Identity will be conducted in the field
placement.
Critical Consumer of Research:
Assignments within the Critical Consumer of Research domain challenge students to develop the
ability to read, critique, and make meaning out of educational research. Within each course,
students will read and dialogically process research topically linked to the semester theme.
Assignments will progressively address the following skills: reading research, summarizing research
findings, identifying types of research, critiquing research, and utilizing research to inform
pedagogical practice.
For this course, candidates will demonstrate the following critical consumer of research skill(s):
 Various readings will be assigned by the Professor with students also asked to select readings
to support projects. Students will be expected to reflect, summarize, and make personal
connections to their reading.
 Both the E-Journal assignment and the Exploratory/Inquiry Essay assignment will be strong
examples of this expectation.
Self-Analysis:
Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be
constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the
social, cultural, and historical forces that shape the people that they are, then utilize such
knowledge to inform their thinking about teaching and learning. Such work will be threaded
throughout each course within the program. As students transition to student-teaching, selfanalysis assignments will take the form of critiquing knowledge gained through reflective practice.
For this course, candidates will complete the following self-analysis experiences:
 There will be several opportunities throughout this course where candidates will be asked to
analyze self as a diverse learner and then connect with the identities of diverse learners in the
classroom.
Strategy Showcase:
a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5.
Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional
strategies to encourage student development of critical thinking, problem solving, and
performance skills.
Candidates will be expected to develop a repertoire of instructional strategies. As learners,
candidates will experience a wide-range of strategies throughout their coursework. These
strategies will be unpacked and discussed. Both generic and discipline specific strategies will be
studied and practiced. Candidates will develop their personal repertoires as demonstrated in field
experiences and student teaching. Finally, candidates will showcase a variety of instructional
strategies each semester.
For this course, candidates will showcase at least the following strategies:
o Concept Teaching and Concept Attainment
o One of the 99 Strategies for teaching English learners based on the SIOP model.
o A research-based strategy for teaching a child with exceptional needs based on readings
from the journal, Teaching Exceptional Children
Portfolio Entries:
A performance-based assessment tool that stretches across all aspects of this program will be the
candidate’s development of a professional development portfolio aligned with 8710.2000
Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty.
Portfolio Entries will be planned and developed during the candidate’s program coursework, field
experience placements, and two student teaching placements. Candidates, with guidance, will
individually plan and select portfolio entries that best demonstrate their knowledge,
understanding, and/or performance of the standards and benchmarks. Candidates will design and
maintain an electronic portfolio available for review by program faculty each semester. Detailed
Portfolio Guidelines will be given to candidates during their first Seminar class.
Capstone Experience:
At the end of each semester, students will be expected to demonstrate an integrated
understanding of the theories, topics, skills, concepts, and strategies explored throughout the
theme-based coursework. Each capstone assignment will feature required elements in addition to
a menu of optional elements (of which a minimum number will be identified), allowing students to
individualize their learning. Capstone projects may take on a variety of forms, though consultation
with the instructor is required.
For this course, candidates will engage in the following capstone experience:
 Cultural Biography connected to a Student Biography
 Children’s Book that features an exceptionality
 Concept Attainment lesson using a concept from the Indian Education Office Curriculum
Frameworks.
Professional Dispositions Expected from Students in this Course:



Attendance/Punctuality
Self-Initiative/Independence
Reliability/Dependability



Tact/Judgment
Collegiality/Positive Attitude
Accept and Give Constructive Criticism





Clarity in Written Expression
Critical Thinking Skills
Verbal Involvement in Class/Groups
Open-minded Listening and Discussion
Respectful Interaction with ALL




Professional Ethics and Demeanor
Best Effort/High Quality Performance
Desire to Improve Own Teaching Performance
Word-processing of All Major Written Projects
6. Assignment Descriptions
E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words:
Teacher Language That Helps Children Learn. Follow the assignment guide for the reading
schedule, expected prompts for reflection, and the format. Entries are due prior to our
discussions in class. Please note the expectations tied to your clinical practice. You will be
expected to practice application of each chapter in the field and reflect on your experience.
Exploratory/Inquiry Essay. The purpose of this essay is for you to explore personal questions &/or
topics related to Diverse Learners. The first night of class you will participate in the activity: What
Influences Dennis? What Influences Me? Additionally, we will create an Identity Quilt. Following
these experiences you will be expected to generate personal questions related to Diverse
Learners that you will explore over the course of the semester. The Professor will assist you in
identifying key readings to explore your questions. Requirements for this project include:


Reading a connected book, for example: The Dreamkeepers, Other People’s Children,
The Power of Their Ideas, Teaching Hope/The Freedom Writers, On Being a Teacher,
Letters to a Young Teacher, or other depending on your question(s).
Gathering ideas from your Clinical Practice.


Accessing other print and media sources.
Developing an Exploratory Essay following the guidelines on the detailed assignment
guide.(Find help at: http://owl.english.purdue.edu/owl/owlprint/728/ )
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher
candidates to become better prepared to teach diverse learners. This assignment includes 3 key
elements based on a review of the literature: a) fostering a good sense of your own ethnic or
cultural identity, b) participating in a field experience with students of diverse cultural groups
with guided reflection, and c) participating in a cross-cultural analysis and discussion about
children’s literature. Each of these key experiences is designed to connect you with your own
identity and the identity of others. There will be a more detailed assignment guide handed out in
class. Briefly, the 3 key experiences are:
 Exploring Your Cultural Identity. In this key experience you will be writing a self-narrative
autobiography that explores and explains yourself as a cultural being. You must first know
yourself in order to know and understand others. (Guided Autobiography:
http://www.sesp.northwestern.edu/foley/instruments/guided/)
 Exploring An Elementary Student’s Cultural Identity. In this key experience you will be
writing a Student Biography of an elementary student of diversity. In this experience you
will be given the choice of how you will gain perspective on the life of the child you
choose. This may take the form(s) of: observations, interviews, sending home a
disposable camera, etc. The goal of this experience is to document and better understand
the child’s values, family histories, goals, and identities. In this experience you will
explore your assumptions about culture, self, and identity.
 Finding Connections and Building Empathy. In the final key experience, you will continue
your analysis of culture by making connections and discussing children’s literature. You
will be looking at culturally diverse children’s literature to find connections to your
autobiography and your student’s biography. We will also discuss your empathetic
connections. Thinking about: Is there a careful balance in empathy?
Teaching about Disabilities Using Children’s Literature. The purpose of this assignment is for
teacher candidates to become better prepared to teach diverse learners. This assignment will
include several connected activities resulting in creating a Picture Book/Children’s book about
exceptionality and a lesson plan. A more detailed assignment guide will be given in class. In order
to complete this project you will:

Select an exceptionality to research. You will be sharing your findings in class.
o For your presentation you we develop a 1-page handout for your disability area
(etiology, classification, prevalence, characteristics, identification, assessment, &
eligibility). On the back, you will describe 1 research-based strategy from the
journal, Teaching Exceptional Children.
o Explore and generate a list of services and resources available in the school district
and in the community related to the disability you research. Include your findings
in your class presentation.
o We will jigsaw the Administrative Rules in Minnesota related to Children with
Disabilities. You will be assigned a rule(s) to summarize and share with the class.
https://www.revisor.mn.gov/rules/?id=3525
o There will be a test covering the basic information for each disability area.
o Handouts will be collected into a class

Explore a variety of children’s books about exceptionalities completing the Specific
Disability Picture Book Notes handout. We will share these in class.

Review the website – Page by Page: Creating a Children’s Book. (found at: http://epe.lacbac.gc.ca/100/200/301/lac-bac/page_by_page-ef/www.lac-bac.gc.ca/3/2/index-e.html )

Create your Children’s Book.

Write a Lesson Plan using Teaching Children about Disabilities through Children’s
Literature.

You will either micro-teach your lesson with your Children’s Book or you will teach this
lesson in your Clinical Practice classroom.
Teaching English Learners. The purpose of this assignment is for teacher candidates to become
better prepared to teach diverse learners. This assignment will include several connected
activities resulting in micro-teaching one of the 99 SIOP strategies from the book: 99 Ideas and
Activities for Teaching English Learners with the SIOP Model. A more detailed assignment guide
will be given in class. In order to complete this project you will:

Read chapter 2: The Stages of Second Language Acquisition from Classroom Instruction
that works with English Language Learners, by Jane D. Hill & Kathleen M. Flynn; 2006;
Alexandria, VA: ASCD. This chapter will give you background knowledge for the project.
There will also be a presentation in class to deepen your knowledge about language
acquisition.

Explore the 99 SIOP strategies and select one that is appealing to you. Review and
understand the strategy.

Using one of the 4 SIOP Lesson Plan templates, you will design a lesson plan, assessment,
and necessary materials.

We will have a micro-teaching night in class where you will teach to a small group of your
peers.
CONCEPT ATTAINMENT: Microteaching Lesson (Minnesota-based American Indian tribes). The
purpose of this assignment is for teacher candidates to become better prepared to teach diverse
learners. One purpose of this assignment is to give you an opportunity to assess your current
level of effectiveness and understanding of concept teaching. Students will read about concept
teaching, view a videotaped concept attainment lesson, participate in concept attainment
lessons, and plan and deliver a concept lesson. The second purpose of this assignment is to jigsaw
as a class around the standard: history, government, and culture of Minnesota-based American
Indian tribes as integrating concepts throughout the elementary curriculum. A more detailed
assignment guide will be given in class. In order to complete this project you will:

Various readings will be given in class about concept teaching and concept attainment.
We will also view a videotaped concept attainment lesson.

Go to the MDE website to read curriculum guides:
o The Indian Education Office provides a selection of high-quality, culturally relevant
curriculum frameworks in a variety of subject areas. These frameworks are
available to classroom teachers, parents and students and can help bring American
Indian culture, values, traditions and history into the classroom.
American Indian Art Curriculum
1Mb (7/28/2005)
984Kb (7/28/2005)
Petroglyphs, pictographs, Lithographs Silkscreen prints etc
American Indian Contributions Curriculum
197Kb (7/28/2005)
231Kb (7/28/2005)
Medicine, music, ecology, holistic etc
American Indian Family Life Curriculum
2Mb (7/28/2005)
1Mb (7/28/2005)
Survival, spirituality, effect of government policies, education etc
American Indian Harmony and Balance Curriculum
157Kb (7/28/2005)
102Kb (7/28/2005)
Social issues, environmental issues, respect, conservation etc
American Indian Leadership Curriculum
309Kb (7/28/2005)
208Kb (7/28/2005)
Warriors, consensus, elders etc
American Indian Music and Dance Curriculum
257Kb (7/28/2005)
151Kb (7/28/2005)
Drums, flute, stories, lullabies etc
American Indian Oral Traditions Curriculum
302Kb (7/28/2005)
194Kb (7/28/2005)
Humor, truth, Dakota, Anishinabe etc
American Indian Sovereignty Curriculum
197Kb (7/28/2005)
133Kb (7/28/2005)
Gaming, treaties, land, U.S. inside nation, taxation laws
American Indian Tribal Government Curriculum
384Kb (7/28/2005)
250Kb (7/28/2005)
Framework on tribal government
American Indian U.S. Policies Curriculum
336Kb (7/28/2005)
183Kb (7/28/2005)
Lesson plan models for primary, intermediate, middle school and senior high
American Indian Values Curriculum
292Kb (7/28/2005)
178Kb (7/28/2005)
Respect for all living things, courage/bravery, acceptance non-judgmental etc

Students will do the following:
 Concept Analysis: Select a concept from the American Indian Curriculum Framework for
analysis. Complete the following steps:



Name the concept.

Define or state the rule for the concept.

List the critical attributes of the concept.

List the noncritical attributes that are related to the concept.

Select examples that highlight the critical attributes of the concept.

Select non-examples that are closely related to the concept.
 Create a web of your concept.
Lesson Plan: Use the lesson model from chapter 5 and the examples/templates given in
class to write a Concept Attainment Lesson.
Microteaching: Be prepared to teach your Concept Lesson to the class. Be prepared to
evaluate your peers and yourself. Peers will use a blind observation tool to reflect on
each other’s lessons.
Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy;
knowledge, comprehension, and application – as well as essay and problem-based items.
Professional Dispositions. Students will be expected to demonstrate Acceptable levels of
Participation, Collaboration, & Professionalism. Students who fall below expectations will be
notified and given an opportunity for growth. Performance in this area may be reflected in your
final grade.
An Assignment Description and Evaluation Format will be distributed for each assignment.
5.
Course materials (textbook(s), articles, etc.).
Denton, P. (2007). The Power of Our Words: Teacher Language That Helps Children Learn. Turner
Falls, MA: Northeast Foundation for Children, Inc.
Prater, M.A. & Dyches, T.T. (2008). Teaching About Disabilities Through Children’s Literature.
Libraries Unlimited/Teacher Ideas Press. Paperback: ISBN13: 9781591585411
Vogt, M.E. & Echevarria, J. (2007). 99 Ideas and Activities for Teaching English Learners with the
SIOP Model. Boston, MA: Allyn & Bacon.
Selected readings from the following:
Herrera, S. (2010). Biography-driven Culturally Responsive Teaching. Teachers College
Press. ISBN: 0807750867
Lomawaima, K. T. & McCarty, T. L. (2006). To Remain an Indian: Lessons in Democracy
from a Century of Native American Education. Teachers College Press. ISBN: 0807747165
Ramsey, P. G. (2004). Teaching and Learning in a Diverse World, 3rd Edition. Teachers
College Press. ISBN: 0807745049
Sleeter, C. (2004). Culture, Difference, and Power. Teachers College Press. ISBN:
0807745243
Teaching Students with Special Needs in Inclusive Settings, 4th Edition. Allyn & Bacon: 2004. Tom
Smith, Edward Polloway, James Patton, Carol Dowdy. ISBN: 0-205-37349-6
6.
Assessment of Outcomes
Midterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large
group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments.
Also see description of course requirements. See section B.1. of this document for specific assessment plans.
7.
List of references.
Allen & Labbo (2001). Giving it a second thought: Making culturally engaged teaching culturally engaging. Language
Arts, 79, 40-52. Available (PDFdocument): www.ncte.org/pdfs/subscribers-only/la/0791-sept01/LA0791Giving.pdf
Journal of Reading Education • Volume 33, No. 1 • Fall 2007
Giroux, H. (1992). Border crossing: Cultural workers and the politics of education. New York: Routledge, Chapman, &
Hall.
Hoffman, D. (1996). Culture and self in multicultural education: Reflections on discourse, text, and practice. American
Educational Research Journal, 33, 545-569.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal,
32, 465-491.
Larke, P. (1990). Cultural diversity awareness inventory: Assessing the sensibility of preservice teachers. Action in
Teacher Research, 12(3), 23-30.
Lavery, D. (1999/2007). Autobiographies: A checklist [online]. Retrieved August 2007, from http://www.
mtsu.edu/dlavery/abchk.htm
Miller, H. M. (2004). Teaching and learning about cultural diversity: A dose of empathy. In R. D. Robinson, M. C.
McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy education (3rd ed.). Boston: Allyn & Bacon.
Nieto, S. (2000). Placing equity front and center. Journal of Teacher Education, 52, 180-187. Rochman, H. (1993).
Against borders: Promoting books for a multicultural world. Chicago: ALA Books.
Rosenblatt, L. (1995). Literature as exploration. New York: Modern Language Association.
Schmidt, P. R. (1998). The ABC’s of cultural understanding and communication. Equity & Excellence in Education,
31(2), 28-38.
Zimmerman, W. (1991). How to tape instant oral biographies: How to tape record, video or film your life stories. New
York: Guarionex Press.
Selected culturally diverse children’s literature
Battle-Lavert, G. (2000). The music in Derrick’s heart. New York: Holiday House. (African American)
Bruchac. J. (1998). The heart of a chief. New York: Dial. (Native American)
Choi, S. N. (1993). Halmoni and the picnic. New York: Houghton Mifflin. (Korean American)
Garza, C. L. (1996). In my family/En mi familia. San Francisco: Children’s Book Press. (Mexican American)
McKay, L. (1998). Journey home. New York: Lee & Low. (Vietnamese American)
Nelson, S. D. (2000). Gift horse: A Lakota story. New York: Harry N. Abrams.
Nolen, J. (1999). In my momma’s kitchen. New York: Lothrop, Lee & Shepard. (African American)
Say, A. (1999). Tea with milk. New York: Houghton Mifflin. (Japanese American)
Sisnett, A. (1997). Grannie jus’ come. San Francisco: Children’s Book Press. (Panama)
Sneve, V. D. H. (1989). Dancing teepees: Poems of American Indian youth. New York: Holiday House.
(Native American)
CHILDREN’S BOOK Titles BY EXCEPTIONALITY
Attention-Deficit/Hyperactivity Disorder (ADD/ADHD)
Joey Pigza Loses Control by Jack Gantos,
Joey Pigza Swallowed the Key by Jack Gantos,
Autism
Al Capone Does My Shirts by Gennifer Choldenko,
A Corner of the Universe by Ann M. Martin,
The Curious Incident of the Dog in the Night-Time by Marc Haddon,
Crow Boy by Taro Yashima,
Rules by Cynthia Lord,
Yolanda’s Genius by Carol Fenner,
Communication Disorders
Getting Near to Baby by Audrey Couloumbis,
Hooway for Wodney Wat by Helen Lester,
King of the Wind by Marguerite Henry,
Ruby Mae Has Something to Say by David Small,
Tending to Grace by Kimberly Newton Fusco,
Deafness and Hard of Hearing
Dad, Jackie, and Me by Myron Uhlberg,
Moses Goes to a Concert by Issac Millman,
The Printer by Myron Uhlberg,
Emotional and Behavioral Disorders
Cut by Patricia McCormick,
Heck Superhero by Martine Leavitt,
Kissing Doorknobs by Terry Spencer Hesser,
The Planet of Junior Brown by Virginia Hamilton,
Reaching Dustin by Vicki Grove,
The Tulip Touch by Anne Fine,
When She Was Good by Norma Fox Mazer,
Intellectual Disability
Because of Winn-Dixie by Kate DiCamillo,
The Bus People by Rachel Anderson,
Crazy Lady! by Jane Leslie Conly,
Me and Rupert Goody by Barbara O’Connor,
My Louisiana Sky by Kimberly Willis Holt,
So B. It by Sarah Weeks,
Sparks by Graham McNamee,
Summer of the Swans by Betsy Byars,
Learning Disabilities
Dicey’s Song by Cynthia Voigt,
Niagara Falls, or Does It? By Henry Winkler and Lin Oliver,
Thank You, Mr. Falker by Patricia Polacco,
Whittington by Alan Armstrong,
Orthopedic Impairment
Chuck Close Up Close by Jan Greenberg,
Harry Sue by Sue Stauffacher,
Knockin’ on Wood by Lynne Barasch,
Seal Surfer by Michael Foreman,
Small Steps by Louis Sachar,
The View from Saturday by E.L. Konigsburg,
The Westing Game by Ellen Raskin,
The Wheel on the School by Meindert DeJong,
Visual Impairment and Blindness
By the Shores of Silver Lake by Laura Ingalls Wilder,
The Great Hickory Chair by Lisa Rowe Fraustino,
Knots on a Counting Rope by Bill Martin,
Sing to the Stars by Mary Brigid Barett,
These Happy Golden Years by Laura Ingalls,
Things Not Seen by Andrew Clements,
Anna and Natalie
Granny Torrelli makes soup
The hickory chair
Knots on a counting rope
Ableism Resources found in: Griffin, P., Peters, M.L., and Smith, R.M. Ableism Curriculum Design. © Teaching for
Diversity and Social Justice, Second Edition, Routledge, 2007
Print Resources
Altman, R. (1996). Waking up, fighting back: The politics of breast cancer. Boston: Little
Brown.
Americans with Disabilities Act. (1990). Pub. L. No. 101–336.
Ayrault, E. W. (2001). Beyond a physical disability: The person within - A practical guide.
New York: Continuum.
Barnes, C. (2003). Disability. Cambridge, UK: Polity Press.
Barnes, C. (Ed).(2002). Disability studies today. Cambridge, UK: Polity Press.
Barron, J., & Barron, S. (1992). There’s a boy in here: A mother and her son tell the story of
his emergence from autism. New York: Simon & Schuster.
Baynton, D. C. (1996). Forbidden signs: American vulture and the campaign against sign
language. Champaign, IL. University of Chicago Press.
Bolen, J. S. (1999). Close to the bone. New York: Scribner.
Callahan, J. (1990). Don’t worry, he won’t get far on foot. New York: Vintage Books.
Casey, N. (2001). Unholy ghost: Writers on depression. New York: William Morrow.
Charlton, J. I. (1998). Nothing about us without us: Disability oppression and empowerment.
Berkeley: University of California Press.
Chodron, P. (1997). When things fall apart: Heart advice for difficult times. Boston:
Shambhala.
Chodron, P. (1994) Start where you are: A guide to compassionate living. Boston:
Shambhala.
Clare, E. (1999). Exile and pride: Disability queerness and liberation. Boston: South
End Press.
Cohen, L. H. (1994). Train go sorry: Inside a deaf world. Boston: Houghton Mifflin.
Coleman, R. M. (1986). Wide awake at 3:00 a.m.: By choice or by chance? New York: W.
H. Freeman
Davis, L. J. (2000). My sense of silence: Memoirs of a childhood with deafness. Champaign:
University of Illinois Press.
© Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007
Dorris, M. (1990). The broken cord: A family’s ongoing struggle with fetal alcohol syndrome.
Boston: G.K. Hall.
Dumont, R. (1996). The sky is falling. New York: W.W. Norton.
Education for All Handicapped Children Act. (1975). Pub. L. No. 94-142, 20 USC §§1400
et seq.
Ferguson, P. M. (1994). Abandoned to their fate: Social policy and practice towards severely
retarded people in America. 1820-1920. Philadelphia: Temple University Press.
Finger, A. (1990). Past due: A story of disability, pregnancy, and birth. Seattle: Seal Press.
Fleischer, D. Z., & Zames, F. (2000). The disability rights movement: From charity to confrontation.
Philadelphia: Temple University Press.
Frank, G. (2000). Venus on wheels: Two decades of dialogue on disability, biography and
being female in America. Berkeley: University of California Press.
Fries, K. (1997). Body remember: A memoir. New York: Dutton Books.
Fries, K. (Ed.). (1997). Staring back: The disability experience from the inside out. New
York: Penguin Group.
Gallagher, H. G. (1998). Black bird fly away: Disabled in an able-bodied world. Arlington,
VA: Vandamere Press.
Gans, L. (1997). Sisters, brothers and disability: A family album. Minneapolis: Fairview
Press.
Gaynor, A. (1997). Portraits of recovery: Sixty stories of hope and faith. New York: Penguin
Studio.
Gleeson, B. (1999). Geographies of disability. New York: Routledge.
Goode, D. A. (1994). A world without words: The social construction of children born deaf
and blind. Philadelphia: Temple University Press.
Gordon, E. F. (2000). Mockingbird years: A life in and out of therapy. New York: Basic Books.
Grandin, T. (1995). Thinking in pictures and other reports from my life with autism. New
York: Vintage Books.
Grandin, T., & Scariano, M. M. (1986). Emergence: Labeled autistic. Novato, CA:
Arena Press.
Grealy, L. (1994). Autobiography of a face. Boston: Houghton Mifflin.
Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha’s
Vineyard. Cambridge, MA: Harvard University Press.
Handler, L. (1999). Twitch and shout. New York: Plume.
Hobbs, A. (2002). Making the best of orders to rest. Enumclaw, WA: Winepress.
Hockenberry, J. (1995). Moving violations memoir: War zones, wheelchairs, and declarations
of independence. New York: Hyperion.
Individuals with Disabilities Education Act. (1990). Pub. L. 101-476, 20 USC §§1400 et
seq.
Individuals with Disabilities Education Act Amendments. (1997). Pub. L. No. 105-17, 20
USC §1401 et seq.
Jankowski, K. A. (1997). Deaf empowerment: Emergence, struggle, and rhetoric. Washington,
DC: Gallaudet University.
Johansen, R. K. (2002). Listening in the silence, seeing in the dark: Reconstructing life
after brain injury. Berkeley: University of California Press.
Kelly, K. (Ed). (1998). The ADDed dimension: Celebrating the opportunities, rewards and
challenges of the ADD Experience. New York: Simon & Schuster.
Kisor, H. (1990). What’s that pig outdoors: A memoir of deafness. New York: Harper
and Collins.
Klien, B. S. (1998). Slow dance: A story of stroke, love, and disability. Berkeley, CA: Page
Mill Press.
© Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007
Knipfel, J. (1999). Slack jaw: A memoir. New York: Berkley.
Kramer, P. D. (1993). Listening to Prozac: A psychiatrist explores antidepressant drugs
and the remaking of the self. New York: Viking.
Kumin, M. (2000). Inside the halo and beyond: The anatomy of a recovery. New York:
W.W. Norton.
Lane, H. (1984). When the mind hears. New York: Random House.
Levine, M. (2002). A mind at a time. New York: Simon and Schuster.
Linton, S . (1998). Claiming disability: Knowledge and identity. New York: New York University
Press.
Longmore, P. K., et al., Eds. (2001). The new disability history: American perspectives.
New York: New York University Press.
Longmore, P. K. (1991). Why I burned my book and other essays on disability. Philadelphia:
Temple University Press.
Mairs, N. (1996). Waist-high in the world: A life among the nondisabled. Boston: Beacon
Press.
Matlin, M. (2002). Deaf child crossing. New York: Aladdin Paperbacks.
Michalko, R. (2002). The difference that disability makes. Philadelphia: Temple University
Press.
Moore, S. (2000). Lupus: Alternative therapies that work. Rochester, VT: Healing Arts Press.
Morris, J. (1991). Pride against prejudice. Philadelphia: New Society.
Nolan, C. (1987). Under the eye of the clock. New York: Arcade.
Oliver, M. (1996). Understanding disability from theory to practice. New York: St. Martins
Press.
Oliver, M. (1997). The politics of disablement. New York: St. Martin’s Press.
Rehabilitation Act. (1973). Pub. L. No. 93-112, 29 USC §701 et seq.
Russell, M. (1997). Beyond ramps: Disability at the end of the social contract. Monroe,
ME: Common Courage.
Selden, S. (1999). Inheriting shame: The story of eugenics and racism in America. New
York: Teachers College Press.
Shakespeare, T., & Kerr, A. (1999). Genetic politics: From eugenics to genome. Cheltenham,
UK: New Clarion Press.
Shapiro, J. (1993). No pity. New York: Times Books.
Smith, R., Salend, S., & Ryan, S. (2001). Watch your language: Closing or opening the
special education curtain. TEACHING Exceptional Children, 33(4), 18-23.
Smith, R. M. (2000a). Mystery or typical teen? The social construction of academic
engagement and disability. Disability & Society, 15(6), 911-924.
Smith, R. M. (2000b). View from the ivory tower: How academics construct disability. In
B. B. Swadner & L. Rogers (Eds.), Semiotics and Disability: Interrogating the categories
of difference. (pp. 55-73). Albany: State University of New York Press.
Smith, R. M. (2002). Inscrutable or meaningful? Understanding and supporting your
inarticulate students. TEACHING Exceptional Children, 34(4), 28-33.
Thomas, C. (1999). Female forms: Experiencing and understanding disability. Philadelphia:
Open University Press.
Thompson, K. (1988). Why can’t Sharon Kowalski come home? San Francisco: Spinsters
Ink.
Thomson, R. G. (1997). Extraordinary bodies: Figuring disability in American culture
and literature. New York: Columbia University Press.
Wilensky, A. (1999). Passing for normal: a memoir of compulsion. New York: Random
House.
© Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007
Film Resources
Buckley, K. (2001). Kathy Buckley: No labels, no limits. PBS. Available through www.
amazon.com
Golfus, B., & Simpson, D. E. (1994). When Billy broke his head and other tales of wonder.
Fanlight Productions, 4196 Washington Street, Boston, MA 02131; 800-9374113; www.fanlight.com
Holden, H. (1994). Look who’s laughing: Comedians speak out about disabilities and
comedy. Program Development Associates at www.disabilitytraining.com
Mitchell, D. T., & Snyder, S. (1997). Vital signs: Crip culture talks back. Fanlight Productions,
4196 Washington Street, Boston, MA 02131; 800-937-4113; www.fanlight.com
Internet Resources
ADAPT - American Disabled for Attendant Programs Today — www.adapt.org/
Alexander Graham Bell Association for the Deaf — www.agbell.org
American Association of People with Disabilities — www.aapd-dc.org
Deaf Nation — www.deafnation.com
Disability Rights Education and Defense Fund — www.dredf.org
Disability Rights Advovcates — www.dralegal.org
Ragged Edge Online — www.ragged-edge-mag.com
The Braille Forum — www.abc.org/Magazine
The Deaf Resource Library — www.deaflibrary.org
National Disability Sports Alliance — www.ndsaonline.org/
National Disability Rights Network — www.napas.org
National Alliance on Mental Illness — www.nami.org
Not Dead Yet — www.notdeadyet.org
Stavros Center for Independent Living, Inc. — www.stavros.org
Through the Looking Glass — www.lookingglass.org
The Disability Rights Commission — www.drc-gb.org
U.S. Access Board: A Federal Agency Committed to Accessible Design for People —
www.access-board.gov
Racism, Immigration, and Globalization Curriculum Design resources found in: Bell, L.A., Joshi, K. Y., Zuniga, X.
Racism, Immigration, and Globalization Curriculum Design. © Teaching for Diversity and Social Justice, Second
Edition, Routledge, 2007
Suggested Reading/Homework Assignments
Module One, Personal Connections:
Gillan, J., & Maria, M. (Eds). (1999). Growing up ethnic in America: Contemporary fiction
about learning to be an American. New York: Penguin.
Lahiri, J. (1999). Interpreter of maladies. Boston: Houghton-Mifflin.
Soohoo, S. (2006). Talking leaves: Narratives of otherness. Hampton Press. Pp. 23-51 on
“Who is Other?” and pp. 87-106 narratives of immigration.
Stollar, P. (1999). Jaguar: A story of Africans in America. Chicago: University of Chicago
Press.
Module Two: Forces shaping immigrant experience in U.S.:
Assign the Introduction to this chapter.
Lee, E. (2004). American gatekeeping: Race and immigration law in the Twentieth century.
In N. Foner & M. Frederickson (Eds.), Not just black and white: Historical and
contemporary perspectives on immigration, race, and ethnicity in the United States
(pp. 119-144). New York: Russell Sage Foundation.
Martinez, R. (2004). The new Americans. New York: The New Press (selected chapters).
Pedraza, S. (1996). Origins and destinies Immigration, race and ethnicity in American
history. In S. Pedraza & R. G. Rumbaut (Eds), Origins and destinies (pp. 1-20 and/or
pp. 21-42. Belmont, CA: Wadsworth.
Takaki, R. (2000). Iron cages: Race and culture in 19th century America. New York: Oxford
University Press (selected chapters).
Module Three, Personal to Institutional Connections:
Ching Yoon Louie, M. (2001) Sweatshop warriors: Immigrant women workers take on the
global factory. Philadelphia: South End Press.
Cooper, M. (2000). The heartland’s raw deal: How meatpacking is creating a new immigrant
underclass. In M. Adams, W. Blumenfeld, R. Castañeda, H. Hackman, M.
Peters, & X. Zúñiga, Readings for diversity and social justice (pp.99-104). New York:
Routledge.
Ryan, J. C., & Durning, A. (1997) “Stuff”: The secret life of everyday things. Seattle, WA:
Northwest Environment.
Module Four, Taking Action, Becoming Allies:
Cho, H. E., Paz y Puente, F. A., Louie, M. C. Y., and Khokha, S. (2004) Bridge: Building
a race and immigration dialogue in the global economy , Oakland, CA: National
Network for Immigrant and Refugee Rights.
Have students look at the web sites listed below and locate organizations in their local
communities that are working for immigrant and labor rights.
Websites
www.aclu.org/immigrants offers information, position statements and updates on
immigrant rights cases and activism.
www.facinghistory.org offers resources, study guides, and classroom activities on topics
related to immigration.
www.teachingforchange.org has a list of resources including books on immigration
and organizing, and links to fact sheets on protests and legal issues.
www.nnir.org provides videos and books on immigration, globalization, and transnational
activism.
www.studentsagainstsweatshops.org national network of students working against
sweatshops and other labor abuses.
www.sweatshopwatch.org has information, fact sheets, and organizing about
sweatshops.
Sub Rosa art installation at Mass MOCA – Can You See Us Now? Ya Nos Pueden Ver? What
maps reveal and conceal. web site: www.canyouseeusnow.refugia.net/pamphlet .
Video Resources
Act of war: The overthrow of the Hawaiian nation. (1993). [video: 0:60]: Teaching for
Change, www.teachingforchange.org
Afro@digital (how Africans are using digital technology)(2003). [DVD: 0:52]: California
Newsreel, www.newsreel.org.
Big box-mart (online cartoon/song that critiques how big box stores force prices down,
forcing jobs to places where labor is cheaper) www.jibjab.com
Black gold (the power of multinationals and global finance) (2006). [DVD: 0:78]: California
Newsreel, www.newsreel.org
Death on a friendly border (U.S. –Mexico border) (2000). [Video 0:26]: Teaching for
Change, www.teachingforchange.org
Global village or global pillage? How people around the world are challenging corporate
globalization (1999). [0:28] Teaching for Change, www.teachingforchange.org
Maquilapolis (women laborers stand up to multinationals re: toxic waste and labor
conditions) (2006). [DVD: 0:68]: California Newsreel. www.newsreel.org
Planet of the Arabs (stereotypes of Arabs in the media) (2005). [Video 0:09]: Jackie Salhoum,
www.jsalhoum.org
Salt of the earth (struggle for equality of Mexican miners and their wives) (1954). [0:94]:
Teaching for Change, www.teachingforchange.org
Race, politics and immigration (2005). short video available at www.arc.org
Sweating for a t-shirt (sweatshop conditions) (1999). [0:23]: Teaching for Change, www.
teachingforchange.org
The new Americans (follows the lives of immigrants from the Dominican Republic
and Nigeria as they leave home and come to the U.S., (2003) PBS, www.pbs.
org/independentlens/newamericans
Unconstitutional: The war on our civil liberties (US PATRIOT Act and its consequences)
(2004). [Video 0:66]: Teaching for Change, www.teachingforchange.org
Uprooted: Refugees of the global economy (2001). [Video 0:28]: Teaching for Change,
www.teachingforchange.org
Viva la causa! 500 anos de la historia Chicana (1995). [Video 0:60]: Teaching for
Change, www.teachingforchange.org
What’s race got to do with it? Social disparities and student success (2006). (CD: 0:49).
California Newsreel. www.newsreel.org
Where are the beans? (impact of structural adjustment policies of IMF on food in Honduras)
1995). [Video 0:13]: Teaching for Change, www.teachingforchange.org
Zoned for slavery: The child behind the clothes. (practices that exploit child labor by
upscale U.S. clothing companies and how to organize against these practices)
(1995). [Video: 0:23]: American Friends Service Committee, www.afsc.org
Print Resources
Abu-Laban, B. & Suleiman, M. W. (Eds.). (1989). Arab Americans: Continuity and change.
Belmont, MA: Association of Arab-American University Graduates.
Almaguer, T. (1994). Racial fault lines: The historical origins of white supremacy in California.
Berkeley: The University of California Press.
Churchill, W. (1996). Selected essays on Indigenism, 1985-1995. Boston: South End Press.
Darder, A., Torres, R. D., & Gutierrez, H. (Eds.). Latinos and education. New York:
Routledge.
Donato, R. (1997). The other struggle for equal schools: Mexican American during the civil
rights era. New York: State University of New York Press.
Jordan, J. (2002). Some of us did not die. New York: Basic Civitas Book
Joshi, S. T. (1999). Documents of American prejudice: An anthology of writings on race
from Thomas Jefferson to David Duke. New York: Basic Books
Kumar, A. (2000). Passport photos. Berkeley/Los Angeles: University of California Press.
Marable, M. (1995). Beyond black and white: Transforming African American politics.
London: Verso.
Martinez, E. (1991). 500 años del Pueblo Chicano, 500 Years of Chicano History in pictures.
Albuquerque, NM: SouthWest Organizing Project.
Moreno, J. F. (Ed). (1999). The elusive quest for equality: 150 years of Chicano/Chicana
education. Cambridge, MA: Harvard Educational Review.
Ngai, M. (1999). The architecture of race in American immigration law: A Re-examination
of the Immigration Act of 1924. Journal of American History 86(1), 67-92.
Ngai, M. (2004). Impossible subjects: illegal aliens and the making of modern America:
Politics and society in twentieth-century America. Princeton, NJ: Princeton University
Press.
Nieto, S. (Ed.) (2000). Puerto Rican students in U.S. schools. Mahwah, NJ: Erlbaum.
Radical Teacher (2006, Spring). Countering the English-only assault (special issue).
Number 75.
Rodriguez, C. (2000). Changing race: Latinos, the census, and the history of ethnicity in
the United States. New York: New York University Press.
Sanchez, G. J. (1993). Becoming Mexican-American: Ethnicity, culture and identity in
Chicano Los Angeles, 1900-1945. New York: Oxford University Press
Soohoo, S. (2006). Talking leaves: Narratives of otherness. Cresskill, NJ: Hampton Press.
Suarez-Orozco, M. M. (1997). “Becoming somebody”: Central American immigrants in
U.S. inner city schools. In M. Seller & L. Weis (Eds.), Beyond black and white: New
faces and voices in U.S. schools (pp. 115-130). Albany: State University of New York
Press.
Urciuoli, B. (1996). Exposing prejudice: Puerto Rican experiences of language, race and
class. Boulder, CO: Westview Press.
Wilson, W. J. (1999). The bridge over the racial divide: Rising inequality and coalition
politics. Berkeley: University of California Press.
B.
Rationale
1.
Statement of the major focus and objectives of the course.
The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice and
the Minnesota Standards for Teachers of Elementary Education. This course builds on prior knowledge and serves as
the primary source for learning opportunities and assessment of competence for the following list of standards:
8710.2000 Standards of Effective Practice
Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the
standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.
Subpart 4. Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to learning and
create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
3A. understand and identify
Readings: Most of the readings and experiences in this course are planned so that
differences in approaches to
teacher candidates become better prepared to teach diverse learners, for example:
learning and performance,
“The Power of Our Words: Teacher Language That Helps Children Learn,” several
including varied learning styles and
journal articles that describe research-based teaching strategies from Teaching
performance modes and multiple
Exceptional Children, a book chapter describing Stages of Language Acquisition from
intelligences; and know how to
Hill & Flynn.
design instruction that uses a
student’s strengths as the basis for
Experiences/Assignments/Assessments: One strong example of this benchmark is the
continued learning;
Teaching English Learns assignment. In this assignment, candidates will select one of
the 99 SIOP strategies, plan a lesson using one of the 4 SIOP lesson plan templates, and
then micro-teach that lesson to a group of peers. Candidates will be expected to take
this experience forward into their Clinical Practice setting.
3B. know about areas of
exceptionality in learning, including
learning disabilities, perceptual
difficulties, and special physical or
mental challenges, gifts, and
talents;
Readings: selected chapters from - Teaching Students with Special Needs in Inclusive
Settings, 4th Edition.
Candidates will be given a reading and website list to conduct the following research
into a disability:
 Select an exceptionality to research. You will be sharing your findings in class.
o For your presentation you we develop a 1-page handout for your disability
area (etiology, classification, prevalence, characteristics, identification,
assessment, & eligibility). On the back, you will describe 1 research-based
strategy from the journal, Teaching Exceptional Children.
o There will be a test covering the basic information for each disability area.
3C. know about the process of
second language acquisition and
about strategies to support the
learning of students whose first
language is not English;
3D. understand how to recognize
and deal with dehumanizing biases,
discrimination, prejudices, and
institutional and personal racism
and sexism;
Readings: Read chapter 2: The Stages of Second Language Acquisition from Classroom
Instruction that works with English Language Learners, by Jane D. Hill & Kathleen M.
Flynn.
Experience/Assignment/Assessment: Teaching English Learners. The purpose of this
assignment is for teacher candidates to become better prepared to teach diverse
learners. This assignment will include several connected activities resulting in microteaching one of the 99 SIOP strategies from the book: 99 Ideas and Activities for
Teaching English Learners with the SIOP Model.
Readings/Assessment: The Exploratory/Inquiry Essay from this course especially
supports this benchmark. That Assignment is:
Exploratory/Inquiry Essay. The purpose of this essay is for you to explore personal
questions &/or topics related to Diverse Learners. The first night of class you will
participate in the activity: What Influences Dennis? What Influences Me? Additionally,
we will create an Identity Quilt. Following these experiences you will be expected to
generate personal questions related to Diverse Learners that you will explore over the
course of the semester. The Professor will assist you in identifying key readings to
explore your questions. Requirements for this project include:




Reading a connected book, for example: The Dreamkeepers, Other People’s
Children, The Power of Their Ideas, Teaching Hope/The Freedom Writers, On
Being a Teacher, Letters to a Young Teacher, or other depending on your
question(s).
Gathering ideas from your Clinical Practice.
Accessing other print and media sources.
Developing an Exploratory Essay following the guidelines on the detailed
assignment guide.(Find help at:
http://owl.english.purdue.edu/owl/owlprint/728/ )
3E. understand how a student’s
learning is influenced by individual
experiences, talents, and prior
learning, as well as language,
culture, family, and community
values;
Experience/Assessment:
Exploring An Elementary Student’s Cultural Identity. In this key experience you will be
writing a Student Biography of an elementary student of diversity. In this experience
you will be given the choice of how you will gain perspective on the life of the child
you choose. This may take the form(s) of: observations, interviews, sending home a
disposable camera, etc. The goal of this experience is to document and better
understand the child’s values, family histories, goals, and identities. In this experience
you will explore your assumptions about culture, self, and identity.
3F. understand the contributions
and lifestyles of the various racial,
cultural, and economic groups in
our society;
Readings: various readings and discussions from this course will support this
benchmark; especially – “Culture, Difference, and Power” by Christine Sleeter
Experience/Assignment/Assessment:
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is
for teacher candidates to become better prepared to teach diverse learners. This
assignment includes 3 key elements based on a review of the literature: a) fostering a
good sense of your own ethnic or cultural identity, b) participating in a field experience
with students of diverse cultural groups with guided reflection, and c) participating in a
cross-cultural analysis and discussion about children’s literature. Each of these key
experiences is designed to connect you with your own identity and the identity of
others. Each candidate will write a self-narrative Autobiography addressing these
contributions and lifestyles. Candidates will then go into the field to write a Student
Biography, again addressing these contributions and lifestyles from a student’s
perspectives.
3G. understand the cultural
content, world view, and concepts
that comprise Minnesota-based
American Indian tribal government,
history, language, and culture;
3H. understand cultural and
community diversity; and know
how to learn about and incorporate
a student’s experiences, cultures,
and community resources into
instruction;
3L. use teaching approaches that
are sensitive to the varied
experiences of students and that
address different learning and
performance modes;
3M. accommodate a student’s
learning differences or needs
regarding time and circumstances
for work, tasks assigned,
communication, and response
modes;
3N. identify when and how to
access appropriate services or
resources to meet exceptional
learning needs;
Readings/Assignment/Assessment: this benchmark will be supported by a significant
project in this course, as follows:
CONCEPT ATTAINMENT: Microteaching Lesson (Minnesota-based American Indian
tribes). The purpose of this assignment is for teacher candidates to become better
prepared to teach diverse learners. One purpose of this assignment is to give you an
opportunity to assess your current level of effectiveness and understanding of concept
teaching. Students will read about concept teaching, view a videotaped concept
attainment lesson, participate in concept attainment lessons, and plan and deliver a
concept lesson. The second purpose of this assignment is to jigsaw as a class around
the standard: history, government, and culture of Minnesota-based American Indian
tribes as integrating concepts throughout the elementary curriculum.
Various Readings from: “Biography-Driven Culturally Responsive Teaching” by Socorro
Herrera; “To Remain an Indian: Lessons in Democracy from a Century of Native
American Education” by K. T. Lomawaima * T. L. McCarty.
Readings: journal articles about research-based strategies effective with children with
disabilities in the Teaching Exceptional Children journal.
Assignment/Assessment: Micro-teaching and demonstration of a research-based
strategy using:
 Teaching Exceptional Children journal
 one of the 99 SIOP strategies from the book: 99 Ideas and Activities for
Teaching English Learners with the SIOP Model
Experience: Candidates will be involved in an interactive PowerPoint where they will
address accommodations, modifications and adaptations. The final activity will be to
Carousel Brainstorm the various ways to accommodate for a student’s learning.
Experience/Assignment: As part of their disability research, each candidate will be
responsible for the following:

Explore and generate a list of services and resources available in the school
district and in the community related to the disability you research. Include
your findings in your class presentation.
Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to
encourage student development of critical thinking, problem solving, and performance skills.
4E. demonstrate flexibility and Reading/Experience/Assessment:
reciprocity in the teaching
E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words:
process as necessary for
Teacher Language That Helps Children Learn. Follow the assignment guide for the reading
adapting instruction to student schedule, expected prompts for reflection, and the format. Entries are due prior to our
responses, ideas, and needs;
discussions in class. Please note the expectations tied to your clinical practice. You will be
expected to practice application of each chapter in the field and reflect on your experience.
4F. design teaching strategies
and materials to achieve
different instructional purposes
and to meet student needs
including developmental
stages, prior knowledge,
learning styles, and interests;
Readings/Experience/Assessment: Many of the experiences and readings in this course
support this benchmark. The Teaching English Learners asks candidates to review the 99
strategies based on the SIOP model and micro-teach one of those strategies. Also, in their
research about exceptionalities, candidates will read various journal articles about
research-based strategies in the journal Teaching Exceptional Children.
4G. use multiple teaching and
Readings/Experience/Assessment: Many of the experiences and readings in this course
learning strategies to engage
support this benchmark. The Teaching English Learners asks candidates to review the 99
student s in active learning
strategies based on the SIOP model and micro-teach one of those strategies. Also, in their
opportunities that promote the research about exceptionalities, candidates will read various journal articles about
development of critical
research-based strategies in the journal Teaching Exceptional Children.
thinking, problem solving, and
performance capabilities and
that help students assume
responsibility for identifying
and using learning resources;
Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher
must:
6B. understand how cultural
Reading/Experience/Assignment/Assessment:
and gender differences can
E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words:
affect communication in the
Teacher Language That Helps Children Learn. Follow the assignment guide for the reading
classroom;
schedule, expected prompts for reflection, and the format. Entries are due prior to our
discussions in class. Please note the expectations tied to your clinical practice. You will be
expected to practice application of each chapter in the field and reflect on your experience.
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for
teacher candidates to become better prepared to teach diverse learners. This assignment
includes 3 key elements based on a review of the literature: a) fostering a good sense of
your own ethnic or cultural identity, b) participating in a field experience with students of
diverse cultural groups with guided reflection, and c) participating in a cross-cultural
analysis and discussion about children’s literature. Each of these key experiences is
designed to connect you with your own identity and the identity of others.
6H. use effective
communication strategies in
conveying ideas and
information and in asking
questions;
Reading/Experience/Assignment/Assessment:
E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words:
Teacher Language That Helps Children Learn. Follow the assignment guide for the reading
schedule, expected prompts for reflection, and the format. Entries are due prior to our
discussions in class. Please note the expectations tied to your clinical practice. You will be
expected to practice application of each chapter in the field and reflect on your experience.
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for
teacher candidates to become better prepared to teach diverse learners. This assignment
includes 3 key elements based on a review of the literature: a) fostering a good sense of
your own ethnic or cultural identity, b) participating in a field experience with students of
diverse cultural groups with guided reflection, and c) participating in a cross-cultural
analysis and discussion about children’s literature. Each of these key experiences is
designed to connect you with your own identity and the identity of others.
Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with
parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher
must:
10B. understand how factors
Readings: various readings and discussions from this course will support this benchmark;
in a student's environment
especially – “Culture, Difference, and Power” by Christine Sleeter and “Biography-driven
outside of school, including
Culturally Responsive Teaching” by Socorro Herrera
family circumstances,
community environments,
Experiences/Assignment/Assessment:
health and economic
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for
conditions, may influence
teacher candidates to become better prepared to teach diverse learners. This assignment
student life and learning;
includes 3 key elements based on a review of the literature: a) fostering a good sense of
your own ethnic or cultural identity, b) participating in a field experience with students of
diverse cultural groups with guided reflection, and c) participating in a cross-cultural
analysis and discussion about children’s literature. Each of these key experiences is
designed to connect you with your own identity and the identity of others.
10C. understand student rights
and teacher responsibilities to
equal education, appropriate
education for students with
disabilities, confidentiality,
privacy,
appropriate treatment of
students, and reporting in
situations of known or
suspected abuse or neglect;
10D. understand the concept
of addressing the needs of the
whole learner;
Student Rights and teacher responsibilities will be a jigsaw and discussion in class. For
example:

We will jigsaw the Administrative Rules in Minnesota related to Children with
Disabilities. You will be assigned a rule(s) to summarize and share with the class.
https://www.revisor.mn.gov/rules/?id=3525
Mandatory Reporting Brochure from the state
Readings:”Yardsticks: Children in the Classroom Ages 4-14, 2nd Edition” – pages 3-45
Experiences/Assignments/Assessments: Child Profile Assignment This assignment has a
significant field application – see Memo to Field Teachers on page 4
Readings/Assignment/Assessment: The purpose of this course is for the candidate to
become prepared to teach diverse learners by understanding each child and the whole
child. In particular, the Student Biography pushes candidates to better understand who the
“whole learner” is and better understand what the learner brings to the learning.
8710.3200 Teachers of Elementary Education
A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and
the connections among them. The teacher must know and apply:
A. A teacher of children in kindergarten through grade 6 must:
(2) understand and apply
Readings/Experiences/Assignments/Assessments: The readings and experiences
educational principles
in this course will expand teacher candidates understandings from RED 301
relevant to physical, social,
above to Diverse Learners. Each assignment in this course is planned to ask
emotional, moral, and
candidates to dig deeper into a child’s development. Example expanded
cognitive development of
assessments include:
young children;
 Student Biography of an elementary student of diversity.
 Exploratory/Inquiry Essay looking more deeply at what influences
diverse learners.
I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social
studies concepts and the connections among them. The teacher must know and apply:
(2) concepts of:
(a) culture and cultural
Readings: various readings and discussions from this course will support this
diversity;
benchmark; especially – “Culture, Difference, and Power” by Christine Sleeter
and “Biography-driven Culturally Responsive Teaching” by Socorro Herrera
(b) the ways human beings
view themselves in and over
time;
Experiences/Assignment/Assessment:
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this
assignment is for teacher candidates to become better prepared to teach diverse
learners. This assignment includes 3 key elements based on a review of the
literature: a) fostering a good sense of your own ethnic or cultural identity, b)
participating in a field experience with students of diverse cultural groups with
guided reflection, and c) participating in a cross-cultural analysis and discussion
about children’s literature. Each of these key experiences is designed to connect
you with your own identity and the identity of others.
Readings: various readings and discussions from this course will support this
benchmark; especially – “Culture, Difference, and Power” by Christine Sleeter
and “Biography-driven Culturally Responsive Teaching” by Socorro Herrera
Experiences/Assignment/Assessment:
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this
assignment is for teacher candidates to become better prepared to teach diverse
(d) individual development
and identity;
(3) history, government, and
culture of Minnesota-based
American Indian tribes as
integrating concepts
throughout the elementary
curriculum; and
learners. This assignment includes 3 key elements based on a review of the
literature: a) fostering a good sense of your own ethnic or cultural identity, b)
participating in a field experience with students of diverse cultural groups with
guided reflection, and c) participating in a cross-cultural analysis and discussion
about children’s literature. Each of these key experiences is designed to connect
you with your own identity and the identity of others.
Readings: various readings and discussions from this course will support this
benchmark; especially – “Culture, Difference, and Power” by Christine Sleeter
and “Biography-driven Culturally Responsive Teaching” by Socorro Herrera
Experiences/Assignment/Assessment:
Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this
assignment is for teacher candidates to become better prepared to teach diverse
learners. This assignment includes 3 key elements based on a review of the
literature: a) fostering a good sense of your own ethnic or cultural identity, b)
participating in a field experience with students of diverse cultural groups with
guided reflection, and c) participating in a cross-cultural analysis and discussion
about children’s literature. Each of these key experiences is designed to connect
you with your own identity and the identity of others.
Readings/Assignment/Assessment: selected readings from “To Remain an Indian:
Lessons in Democracy from a Century of Native American Education” by K. T.
Lomawaima & T.L. McCarty
This benchmark will be supported by a significant project in this course, as
follows:
CONCEPT ATTAINMENT: Microteaching Lesson (Minnesota-based American
Indian tribes). The purpose of this assignment is for teacher candidates to
become better prepared to teach diverse learners. One purpose of this
assignment is to give you an opportunity to assess your current level of
effectiveness and understanding of concept teaching. Students will read about
concept teaching, view a videotaped concept attainment lesson, participate in
concept attainment lessons, and plan and deliver a concept lesson. The second
purpose of this assignment is to jigsaw as a class around the standard: history,
government, and culture of Minnesota-based American Indian tribes as
integrating concepts throughout the elementary curriculum. (See links to various
curriculum materials located on the MDE website under the Indian Education
link)
2. Specify how this new course contributes to the departmental curriculum.
This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary
Education.
3. Indicate any course(s) which may be dropped if this course is approved. None
C.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
2.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which
department(s)? NO
Attach letter(s) of understanding from impacted department(s).
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
___Maggie Hoody ______________________________
Name (please print)
_529-6118 ______
Phone
_mhoody@winona.edu ______
e-mail address
[Revised 9-1-10]
WSU Regulation 3-4
WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program__RED302: Diverse Learners/Human Relations __________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by
adjunct faculty, include a rationale.
This course will be taught using existing staff.
If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary
Education.
2.
What impact would approval of this course/program have on current course offerings? Please discuss number of sections of
current offerings, dropping of courses, etc.
Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester
campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.
The existing Elementary Education program coursework will continue intact on the Winona campus.
3.
What effect would approval of this course/program have on the department supplies? Include data to support expenditures for
staffing, equipment, supplies, instructional resources, etc.
This course will have minimal to no impact on department supplies and resources.
[Revised 9-05]
WINONA STATE UNIVERSITY
NEW AND REVISED COURSE AND PROGRAM APPROVAL FORM
Routing form for new and revised courses and programs.
Course or Program __RED302: Diverse Learners/Human Relations _
Department Recommendation
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Yes
_________________________________
Dean of College
___________________
e-mail address
__
_____ No*
________________
Date
*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for
Academic Affairs.
A2C2 Recommendation
_____ Approved
_____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation
(if applicable)
_____ Approved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-1-10]