Tatiana I. Sildus, PhD©2012
Pittsburg State University
College Of Education
Department of Teaching and Leadership
Spring 2012 Face-to-Face
Room 309
Course Number: EDUC 551
Title: Diversity in the Classroom
Credit Hours: 3
Course Time Schedule: 9:30-10:45 TU and
THUR
Instructor: Tatiana Sildus, Ph.D.
Office Hours: 10:45-12:30; 1:45-3:30 TU and
TH; 10:30-1:30 WED or by appointment
Office: 207 Hughes Hall
Phone: (620)-235-4505 - work
e-mail: tsildus@pittstate.edu
HOW TO ACCESS COURSE INFORMATION ON THE WEBSITE
1. Access your internet service provider.
2. URL address: http//www.pittstate.edu
3. Click on ANGEL
4. Type in the following information:
Username: PSU ID Number (use all 7 digits)
Initial Password: First initial and entire last name (up to 12 characters, all lower
case) **You will be prompted to change this password after your first log in.
5. Click on EDUC 551 Diversity in the Classroom
6. Course Announcements – Watch for updated information
7. Lessons – Syllabus, course information, staff information, course documents,
assignments
8. Resources – Important web-sites for this class
I.
COURSE DESCRIPTION
The course is designed to provide an awareness of and sensitivity to the concepts
and goals of multicultural/equity education with a focus on the special needs
learner. It provides an overview of the diverse, historical tapestry of cultures that
make up the US and the role language plays in the development of cultural
identities.
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Tatiana I. Sildus, PhD©2012
II.
PREREQUISITE
None
III.
PURPOSE OF THE COURSE
Multicultural education is an important part of the educational process: it
permeates the entire school environment and extends throughout all aspects of the
school. It is the responsibility of all teachers to implement practices that
recognize, accept, and affirm human differences and similarities. Such practices
may require modifications in teaching styles, classroom planning, and the use of
alternative teaching strategies.
IV.
COURSE OBJECTIVES
Teaching Standards for Kansas Educators – English for Speakers of Other
Languages (ESOL)
Teaching Standard #1
The teacher of English for speakers of other languages understands the contributions of
general and applied linguistics to second-language education, demonstrates
understanding of the sound system, forms, structures, and lexicon of English.
Knowledge #1
The teacher understands basic phonetics in the second language setting.
Knowledge #2
The teacher understands grammatical concepts applicable to second language instruction.
Knowledge #3
The teacher can relate his or her knowledge of English to another language.
Performance #1
The teacher uses techniques and curricula that encourage students to demonstrate English
pronunciation for meaningful communication.
Performance #2
The teacher engages students in activities that will enhance their grammatical awareness
and performance accuracy within a meaningful context.
Performance #3
The teacher effectively helps students relate knowledge of language to English.
Teaching Standard #8
The teacher of English for speakers of other languages demonstrates a high level of
proficiency in English commensurate with the role of an instructional model.
Knowledge #1
The teacher knows the grammar, usage, and conventions of Standard English.
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Tatiana I. Sildus, PhD©2012
Performance #1
The teacher uses the grammar, usage, and conventions of standard written and oral
English.
Performance #2
The teacher models a high level of English language proficiency in reading, writing,
listening, speaking, viewing, and presenting visually.
Teaching Standard #9
The teacher of English for speakers of other languages understands and uses a variety of
methods and techniques suitable for second-language instruction for English language
learners with special needs, including the ability to adapt existing materials in
collaboration with teachers of students with exceptionalities to meet the needs of all
English language learners.
Knowledge #1
The teacher understands how English language learners with special needs construct
knowledge, acquire skills, and develop proficiency in academic settings.
Knowledge #3
The teacher knows how to collaborate with special needs teachers to adapt existing
learning materials to meet the needs of all English language learners in a school setting.
Knowledge #4
The teacher understands the developmental progression and range of individual variations
that can be expected in English language learners ranging from students with special
needs to students who are gifted and talented.
Knowledge #5
The teacher understands the range of services available to students with exceptional
learning needs.
Knowledge #6
The teacher understands the effect of the learning environment on individual needs.
Performance #1
The teacher identifies and designs instruction appropriate to English language learners’
special needs.
Performance #2
The teacher identifies and designs instruction appropriate to English language learners’
diverse learning styles, cultural background experiences, and performance modes.
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Tatiana I. Sildus, PhD©2012
Performance #3
The teacher collaborates with special needs teachers to effectively adapt learning
materials and instructional techniques to meet the needs of all English language learners
in a second language academic setting.
Performance #4
The teacher can identify when and how to access appropriate services to meet exceptional
learning needs beyond the scope of the regular second-language education program.
Performance #5
The teacher establishes a learning environment respective of individual differences.
PSU Professional Knowledge Base
1. The teacher is dependable and punctual.
2. Maintains a consistently pleasant, positive, and professional demeanor through
tone of the writing.
3. Believes that all students can learn and that, as a teacher, he/she can make a
significant contribution to their learning.
4. Understands and respects a diverse student/ parent population and has a goal to
help all children learn respect for the traditions and cultures of others.
5. Communicates fluently using appropriate and grammatically correct oral and
written language.
6. Set goals and directions which demonstrate the desire for lifelong learning (e.g.
in- service, peer collaboration, professional reading).
7. Demonstrates a desire to continually acquire knowledge and skills in emerging
educational technologies.
8. Participates in self-evaluation and reflection to enhance competence in
instructional effectiveness.
IV.
REQUIRED TEXT AND MATERIALS
1. Gollnick, D. & Chinn, P. (2006). Multicultural education in a pluralistic society
( 7th ed.). Upper Saddle River, NJ: Prentice Hall.
V.
INSTRUCTIONAL RESOURCES
ANGEL
Internet Resources
VI.
TEACHING STRATEGIES
Readings in textbooks and professional journals
Inquiry method
PowerPoint Presentations accompanied by student feedback
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VII.
REQUIREMENTS AND EVALUATION
A. ATTENDANCE
Attendance in class is required of all students. Any student who misses 4 class
sections will be dropped from class. Students are allowed 3 absences per
semester. The instructor must be notified of absences (for any reason) via e-mail
before the beginning of the class session. It is the student’s responsibility to make
sure that the assignments due are submitted by the beginning of the class session,
otherwise, the assignments are considered late.
B. PROFESSIONALISM
Students are expected to maintain a positive, professional attitude at all times by
showing respect for the instructor and classmates, actively listening to them,
taking notes when appropriate, actively participating in class discussions, being
punctual and remaining in class for the entire time. Cellular phones and other
items unrelated to class should be turned off and put away for the duration of the
class.
C. ACADEMIC HONESTY
Teacher candidates are expected to follow the PSU Academic Honesty Policy
which speaks to unethical acts associated with coursework or grades. Full text of
the policy can be found in the university catalog, pp. 36-37 or on the website
http://www.pittstate.edu/audiences/current‐students/policies/rights‐andresponsibili
ties/academic‐misconduct.dot . Examples of academic dishonesty include, but are not
limited to, plagiarism – presenting work by others as your own, such as not quoting or providing
incomplete references; cheating of any kind, including text messaging during class.
For any instance of academic honesty policy violation, the student will receive
zero credit on the entire test/assignment in question and both the student and the
department chair will be notified in writing by the instructor.
Violations of this policy may be presented by course instructors to the University
Academic Honesty Committee for review and action.
ACTIVITIES
There are two types of regular activities in this course:
Weekly reading assignments are required readings for the week. They will
include not only the textbook, but also Internet articles (will be found under
Resources), and handouts provided by the instructor. It is strongly recommended
that the weekly reading assignments are done first.
1. Key items summary (QS) is a written document that includes the outline of 5
key concepts and/or terms with your own examples and explanations that
demonstrate your understanding of material. It is based on the independent
reading from the textbook or other resources done at home. The document is
½ page maximum word processed, 12 Times New Roman, single spaced.
Upon completion of the summary, students are to make up a question for an
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Tatiana I. Sildus, PhD©2012
interactive class review (submitted as part of the same paper, with the
question (and answer) typed right after the summary). All students are
expected to treat this aspect of course work seriously and stay current on the
readings. The quality of class discussions and future performance on the final
largely depends on the quality of regular classroom participation and home
preparation.
2. The discussion (DI) issue is an assignment where students will apply what
they have learned in a real-life situation. A thought provoking topic will be
offered by the instructor, and students are to respond in writing (1/2 page max,
see format above) to prepare for the follow- up discussion in class.
3. Focus on a Culture (Midterm-100 pts). In this assignment, the students will
do preliminary work to research a country/culture and come up with at least
20 unknown facts about this culture. The second part of the assignment will
include an interview with a native representative of the culture. The third part
of the assignment will contain the student’s reflection on the experience.
(More details will follow in the Course Announcements, the Rubric will also
be provided when the assignment is explained).
4. Comprehensive Final (100 pts) will consist of a combination of 50 multiple
choice/matching/true-false items; each item is worth 2 points, with 100 points
total. Please stay current on assignments and participate in all class activities
to ensure that you do well on your final. Procrastination until the day of the
final is not recommended.
D. GRADING
Assignment
Discussion Issues (9@5pts ea)
Question/Summaries (9@5pts ea)
Final Review Questions (2@10 pts ea)
“Focus on a Culture” (Midterm)
Comprehensive Final
Total semester points
points
45
45
20
100
100
310
E. NOTES:
To do well on assignments with rubrics, please make
sure to address ALL rubric categories before
submitting.
Late Assignments
Point equivalent to one letter grade will be deducted for each day the
project/assignment is late. Question/Summaries and Discussion entries are
accepted for the current week on due days only. The coursework ends on April 30.
After this date, no assignments are going to be accepted from students who plan to
finish the session and receive grades for the semester.
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Tatiana I. Sildus, PhD©2012
Incompletes
According to the policy concerning incomplete grades adopted by the Faculty
Senate, the students are granted an extension of time (up to a year) to complete
coursework ONLY if the coursework could not be completed for reasons beyond
the student’s control, due to outstanding circumstances.
Academic Accommodations
If you have any condition, such as a physical or learning disability, which will
make it difficult for you to carry out the work as outlined or which will require
academic accommodations, please notify the instructor during the first week of
the course.
GRADING SCALE:
310 – 279
A
278 – 248
B
247 – 217
C
216 – 186
D
185– 0
F
ADDITIONAL NOTES: 1.The instructor may find it necessary to modify
assignments as the course progresses.
2. PLEASE make and keep copies of your work. It does not happen often, but
papers can be misplaced or lost.
3. Always make sure that your assignments are properly submitted and contain all
identifiable information.
VIII.
COURSE CONTENT AND CLASS SCHEDULE
Week/Dates: Content
Assignment/s due
Week I
January 17
Introduction
Course expectations
January 19
Identities
N/A
I am poem (DI 1)
____________________________________________________________
Week II
January 24
January 26
Awareness
Making Connections
Class discussion
Prepare answers to questions =QS1
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Tatiana I. Sildus, PhD©2012
___________________________________________________________
Week III
January 31
Foundations of Multicultural Education
Book chapter; QS 2
February 2
Class discussion
DI 2
_________________________________________________________________
Week IV
February 7
Exceptionality
Book chapter; QS 3
February 9
Class discussion
DI 3
____________________________________________________________
Week V
February 14 Teaching Strategies
On-line resource; QS 4
for Exceptional Students
February 16
Class discussion
Guest Speaker
___________________________________________________________
Week VI
February 21
Gender
Book chapter
February 23 Traditional Gender roles
DI 4
___________________________________________________________
Week VII
February 28 Gender Issues in Children’s Literature (independent project)
March 1
Reducing Gender Bias presentations
DI 5= (write up)
_____________________________________________________________
Week VIII
March 6
Culture
Field Interviews for midterm project
Culturally and Linguistically
(individual assignment)
Diverse Students
March 8
Cross-Cultural Communication
N/A
Week IX
_______________________________________________________________
March 13
Focus on a Culture (Midterm)
Midterm PowerPoint
March 15
Focus on a Culture (Midterm)
Midterm PowerPoint
Week X
______________________________________________________________________
March 19-23 Spring Break (no classes)
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Tatiana I. Sildus, PhD©2012
_______________________________________________________________
Week XI
March 27
Communication Resources
March 29
Prepare a resource to share= DI 6; QS 5
Class discussion
DI 7
_______________________________________________________________
Week XII
April 3
April 5
Religion and Education
Educational Guidelines
Book chapter; Electronic Resources; QS 6
Class discussion
DI 8
________________________________________________________________
Week XIII
April 10
April 12
Race
Book chapter; QS 7
DI 9 =discussion group
posting
______________________________________________________________
Week XIV
April 17
April 19
On-line class discussion
Class/Socio-Economic Status
Helping Children Deal with Differences
Book chapter; QS 8
Poverty questionnaires
_____________________________________________________________
Week XV
April 24
Education that is Multicultural
Book chapter; QS 9
Final questions
Prepare questions
April 26
Final exam
____________________________________________________________
April 27
Alternative Final exam date
Computer Lab, Basement of Hughes Hall
Hope you have a productive and enjoyable semester!
Sincerely,
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Tatiana I. Sildus, PhD©2012
Tatiana Sildus, Ph.D.
(Last updated 1/12)
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