KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY
CHILDHOOD EDUCATION
FALL SEMESTER 2005
I.
Kennesaw State University Department of
Elementary and Early Childhood Education ECE 3310/05
Multicultural Perspectives in Teaching and Learning
II.
INSTRUCTOR: Dr. Raynice Jean-Sigur a.
b.
c.
OFFICE: Kennesaw Hall 1302
OFFICE PHONE: 770-420-4475
OFFICE HOURS: Mondays 9:00am-11:00am; Tuesdays and Thursdays 8:30am-
9:00am and 12:30-2:00pm; Fridays and other days by appointment. Please see the sign up sheet on next to my office door and you may sign up for an appointment. Appointments may be made by calling or e-mailing me. d.
EMAIL ADDRESS: rjeansig@kennesaw.edu
III.
CLASS MEETING : Wednesdays 8:00am-10:00am
IV.
TEXT : a.
Required : : Marshall, P. (2002) Cultural diversity in our schools. Wadsworth
V. CATALOG COURSE DESCRIPTION : A study of the influence of diversity on teaching and learning in a pluralistic society. Examines theories and models of instruction for diversities in race, class, gender, religion, language, and exceptionality found in multicultural classrooms.
VI. PURPOSE/RATIONALE : This course provides preservice early childhood, middle, and high school teacher preparation students with a knowledge base for working more effectively with students from multicultural and diverse backgrounds. The successful contemporary teacher, as a designer and facilitator of learning, must be prepared to teach in a multicultural society. A segment of the course deals with awareness and sensitivity and the use of appropriate instruction and assessment practices for multicultural learners in the classroom.
VII.
CONCEPTUAL FRAMEWORK
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the
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structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the
PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
VIII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of preparing future educators and K-12 students to develop technology skills that enhance learning, personal productivity, decision making, their daily activities in the 21st century. As a result, the
ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation program enabling teacher candidates to explore and apply best practices in technology enhanced instructional strategies.
Specific technologies used within this course include:
 the development of presentations utilizing presentation software such as Power Point
 word processing software such as Microsoft Word
 research tools such as various internet search engines and WWW resources
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X.
IMPACT ON STUDENT LEARNING ANALYSIS : It is our assumption that you are already assessing the influence of your instruction on your students’ learning and that you are considering what factors, such as student diversity, might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the impact on your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on Student Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you, but it should be concise.
XI.
FIELD EXPERIENCE STATEMENT
While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing.
XII.
PROFESSIONAL PORTFOLIO NARRATIVE: A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the
CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a brief narrative in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. Unless you are told differently by your program area, the length of the reflection is up to you, yet it should be concise.
XIII.
ACADEMIC INTEGRITY
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement
X. ATTENDANCE Expectations for attending class are in accordance with the statement on attendance set forth in the 2004-2005 Kennesaw State University Undergraduate Catalog. Every student is expected to attend all class sessions and related field experiences. Three points will be deducted for each unexcused absence. You must submit a written note if you are not going to attend a class meeting or the three points will be deducted from your final total points.
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XIV.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior which disrupts the learning environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior which fits the University’s definition of disruptive behavior will not be tolerated.
Refer to the Kennesaw State University Undergraduate Catalog, 2004-2005 , for further detail.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include:
1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found in the 2004-2005
Kennesaw State University Undergraduate Catalog .
It is expected, in this class, that no professional should need reminding of any of these policies but the policies are there for your consideration. The activities of this class will be conducted in both the spirit and the letter of these policies.
REQUIRED GOALS/COURSE OBJECTIVES:
The following Proficiencies are used to describe the goals and objectives:
1.1
Candidate possesses knowledge of discipline content, methods of inquiry, connections to other disciplines and applications to common like experiences.
1.2
Candidate knows and represents content accurately in multiple explanations, technology integration, and application of carious teaching strategies.
1.3
Candidate uses content and pedagogical knowledge to assist students in the mastery of subject matter knowledge.
2.1 Candidate demonstrates knowledge of how learners develop, learn, and think about subject content, as well as successful strategies to motivate students to learn.
2.2
Candidate uses knowledge of the influences of society, culture, community, and family on schools and learning to create and implement instruction that embodies multiple cultures and a rich, diverse curriculum.
2.3
Candidate creates effective, well-managed and active learning environments that reflect high expectations for student achievement.
2.4
Candidate designs and implements instruction that makes effective use of a variety of methods, materials and technologies to positively impact learning of all students.
2.5
Candidate utilizes a variety of assessments to evaluate student learning and uses the results to improve the quality of instruction that is differentiated to accommodate students’ diversities.
3.1 Candidate reflects upon and improves professional performance based on professional standards, feedback, best practices and effective communication.
3.2 Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with recognized educational standards and codes of ethics.
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Required Goals/Course Objectives: This course is designed to enable students to:
A. Understand how differences in ethnicity, class, gender, religion, language and exceptionality affect the work of schools and teachers in a multicultural society.(CF: 1.1.amd 2.3 and 3.1)
1. Define significant terms related to multicultural and global education.
2. Develop an awareness and sensitivity to own cultural heritage and
3. diversity.
Demonstrate an awareness and sensitivity to students from different backgrounds as related to the concepts of race, socioeconomic status, ethnicity, religion, language, gender, and exceptionalities.
4. Describe how the concepts of race, socioeconomic status, ethnicity, religion, language differences, gender and exceptionality affect student performance and teacher expectations.
5. Discuss the extent of multiculturalism in modern society.
6. Discuss the major theories of multicultural education as related to early
childhood, middle grades education and secondary level learners.
7. Explain educational practices and policies from a multicultural and global perspective.
8. Describe how the cultural background and language differences of a learner influence participation in the educational setting.
9. Discuss the impact of race and racism in the educational setting.
10. Describe ethnical and legal issues that impact educational practices as related to the concepts of multicultural education.
B. Apply understanding of race, class, and gender to curricular and instructional planning and implementation. Student will be able to: (all proficiencies)
1.
2.
Describe how the characteristics of multicultural populations in schools affect decisions related to curricular and instructional planning and implementation.
Use technology in multicultural educational planning.
3. Discuss communication and learning styles of diverse learners in early childhood, middle grades and secondary classrooms.
4. Identify the characteristics of special learners with implications for educational practices according to PL 94-142.
5. Identify own learning style and teaching strategies used for diverse
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learning styles.
6. Identity various resources available to meet needs of diverse learners.
C. Examine scholarship in the field of education as related to concepts of multiculturalism and global perspectives (CF: 1.1, 1.2 and 2.4) .
1. Use primary source data.
2. Use technology to locate library and internet resources.
3. Use information to support a conclusion or position in a manner
consistent with established standards of scholarship.
D. Exhibit a commitment to teaching in a multicultural world (all proficiencies).
1. Exhibit an understanding and appreciation for students from multicultural and global backgrounds.
2. Exhibit an understanding of own expectations regarding multicultural and global backgrounds.
3. Exhibit an understanding of current issues and develops related to teaching, learning, and the school environment from various view points.
4. Exhibit skill in oral and written communication.
5. Exhibit appropriate professional behavior in a school setting.
6. Exhibit an ability to engage in critical thinking for decision making.
7. Work cooperatively with colleagues.
VIII. COURSE ASSIGNMENTS
Please complete each assignment according to the guidelines provided. Assignments submitted may be photocopied for accreditation and documentation purposes. Efforts will be made to hide, or remove names of students from photocopied work for confidentiality purposes.
1. Ethnocultural Heritage Paper (Self Disclosure ): Write a three page paper describing your ethnocultural heritage. The paper should discuss your cultural paradigm (world view) and how it impacts your expectations for multicultural learners in an early childhood, middle school, or secondary classroom. Students may be asked to bring cultural dish to class that may represent their cultural heritage. 55points (CF: 1.1,
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2.1and 3.1)
2.
Cultural Immersion Experience - Student will participate in one cultural immersion experience. Student will attend a cultural activity involving individuals of a racial group different from their own. The activity may be on off campus. The experience must take place during the semester that the student is taking the EDUC 3310 course. Students are free to choose the location for the immersion paper with prior approval from the instructor.
Students will write a three-page paper describing the experience, what was learned about the ethnic group observed, and the students reaction to the experience. This experience will be presented orally to the class. 80 points total for paper and 20 points total for presentation
= 100 points (CF: 2.2, 2.5, 3.1, 3.2 and 3.3)
Some Suggested Activities for Immersion
APEX Museum
The King Center
Herndon Home
Marcus Jewish Atlanta Community Center
The Ann Frank Exhibit
The William Breman Jewish Hertiage Museum
3. Student will retrieve four lesson plans from the internet. Write a one page summary for each lesson and discuss how, based upon the information learned in class, you would develop this lesson into one that incorporates multicultural teaching methods.
THE ORIGINAL COPY MUST BE TURNED IN. NO COPIES WILL BE
ACCEPTED . The summaries will be worth 25 points each. 100 points (CF: 2.1,2.2, 2.3
. 2.4 and 2.5)
4.
Reflective Journal : Students will keep a reflective journal throughout the course. Entries in journal WILL relate to the topics discussed in class. The journal will be evaluated on thoroughness, how the topic relates to readings and notes for the class and thoughtfulness that reflects the ideas and feelings of the students. The purpose of the journal is to document growth in understanding of how differences in ethnicity, class, gender, religion, language and exceptionality affect the work of schools and teachers in a multicultural society. Entries will be based on the text, the cultural immersion experience, class lectures, notes, and discussions.
There will be a total of three journal entries. Each journal entry is worth five points: Topics will be provided in class. 15 points ( CF:3.1)
5. Midterm Exam 100points (All proficiencies)
IX. Evaluation and grading:
1. Cultural Heritage Paper 55 points
2. Internet Lesson Plans 100 points
3. Cultural Immersion Project 100 points
4. Reflective Journal 15 points
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5. Midterm Exam 100 points
6. Attendance and Participation 30 points
TOTAL: 400 POINTS
361-400 A
321-360 B
301-320 C
260-300 D
Below 259 F
IV. Course Outline:
This outline is tentative and is subject to change. The student is expected to keep up with any changes made and announced in class. The student is responsible for making up work missed due to absences.
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Session 1
Day Topic___________________Assignment
Course introduction; Review syllabus;
“What in a Name” Activity
Assigned readings
Sessions 2 Celebration and exploration of our culture, learning styles and personal teaching philosophies
Definitions of terms-School and Cultural Diversity
Heritage paper due
Marshall Chapter1
Bring cultural dish to class
Session 3
Session 3
Sessions 4
Session 5
Sessions 6
Definitions Continued-History of Multicultural
Education- “Eyes of the Prize Video”
Teachers, Teaching and Culture
“ Revealing Stereotypes”
Understanding Latino and Asian Cultures
“The Power of Language and Communication”
Marshall Chapter 2
Marshall Chapter 3,4
Understanding Learners/ African American Marshall Chapter4,5
Middle Eastern and Multiracial Groups; Race-Prejudice Journal #1 Due
“Brown Eyed Blued Eyed Video”
Marshall Chapters 6,7
Sessions 7
Session 8
Native American and European American cultures
“Home culture vs. School Culture”
Multicultural Schools; What, Why, How
Learning Environments/Equity Issues
Midterm Exam
Marshall Chapters 8
Journal #2 Due
Review for Midterm
Session 9
Session 10
Preparing and Developing Multicultural Environments
Teaching with a Multicultural Perspective in Activities, Lessons and Lesson Sequences
Session 11 Cultural Differences that May Influence Learning and Behavior in the classroom; Special Education and Cultural Differences; Learning Style Differences
Marshall Chapter 9
Assigned Readings
Marshall Chapter 10
Assigned Readings
Session 12 Poverty; Diversity & SES Assigned Readings
Internet Lesson
Plans Due
Session 13 Creating Multicultural Society Assigned Readings
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Session 14 Review and diversity Concepts
Session 15 Review
Session 16
Presentations
Presentations
Immersion Paper Due
* Dates are tentative. Students are responsible for keeping track of any date changes that may occur.
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