Course Number: CURIN 851-03 Title: Multicultural Approaches to Diversity in
Credit Hours: 3 the Classroom
Course Time Schedule: Wednesday, 5:00-7:50
Instructor: Alice C. Sagehorn, PhD Office Hours: 10:00-1:00 MW, 4:00 -5:00 W,
8:00-9:00 F, 10:00-12:00 F
Office: 106 Hughes Hall e-mail: email@example.com
Phone: 620-235-4499 (office)
Access your internet service provider.
URL address: http//www.pittstate.edu
Click on Login (upper right hand corner)
Click on ANGEL
Type in the following information:
Name: PSU ID Number (use all 7 digits)
Password: Last 4 digits of your social security number
Click on CURIN 851-03 Multicultural Approaches to Diversity in the Classroom
Course Tab (Top of the page) Watch for Announcements and Syllabus
Lessons – Assignment Guidelines, Course Documents, Discussion Board, Drop
Resources - Internet Resources
Communicate – Send emails to course instructor
Report – View grades
I. COURSE DESCRIPTION
Designed for the practitioner or teacher candidate to provide an in-depth awareness of and sensitivity to the concepts and goals of multicultural education and cultural diversity with a focus on the special needs learner. Includes the development of instructional settings that enables the practitioner to use the role language plays in cultural identity. Explores the diverse historical tapestry of cultures that make up the US.
Ability to navigate and use ANGEL Management System
Ability to create a Power Point Presentation
III. PURPOSE OF THE COURSE
Multicultural education should permeate the entire school environment. It should extend throughout all aspects of the school. It is the responsibility of teachers to implement appropriate multicultural education programs that contribute to better understanding of cultural differences, show the dangers of stereotyping and reduce racism, sexism, and classism. This may require modifications in teaching styles, classroom planning, and the use of alternative teaching strategies. (Sleeter and Grant, 1988) This is a required course in the ESOL endorsement program.
Teaching Standards for Kansas Educators – English for Speakers of Other
The teacher of English for speakers of other languages acknowledges the diverse, historical tapestry of cultures that make up the United States and the role language plays in the development of cultural identities.
The teacher understands cultural pluralism in the United States and how cultures interrelate.
The teacher is knowledgeable about the cultures of the United States and how these cultures relate to other cultures represented in the international context.
The teacher understands the role language plays in the development of cultural identities.
The teacher engages students in activities that demonstrate an appreciation of the cultural diversity of the United States.
The teacher promotes awareness of the diversity of cultures in the international context.
The teacher creates an instructional environment, which enables students to understands the role language and culture play in cross-cultural understanding.
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.
The teacher knows the grammar, usage, and conventions of standard English.
The teacher uses the grammar, usage, and conventions of standard written and oral English.
The teacher models a high level of English language proficiency in reading, writing, and listening, speaking, viewing and presenting visually.
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.
The teacher understands how English language learners with special needs construct knowledge, acquire skills, and develop proficiency in academic settings.
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.
The teacher understands the developmental progression and range of individual variations that can be expecting English language learners ranging from students with special needs to students who are gifted and talented.
The teacher understands the range of services available to students with exceptional learning needs.
The teacher understands the effect of the learning environment on individual needs.
The teacher identifies and designs instruction appropriate to English language learners’ special needs.
The teacher identifies and designs instruction appropriate to English language learners’ diverse learning styles, cultural background experiences, and performance modes,
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.
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.
The teacher establishes a learning environment respective of individual differences.
Pittsburg State University Graduate Knowledge Base:
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which reflect a commitment to a dependable and professional demeanor.
1. Acts with integrity and fairness in an ethical manner.
2. Demonstrates commitment to life-long learning.
3. Participates in ongoing professional development.
4. Demonstrates professional behavior.
5. Sets priorities through self-motivation and self-direction.
6. Maintains confidentiality at all levels.
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which promote effective communication.
1. Utilizes multiple collaborative strategies necessary in developing
effective learning opportunities for all.
2. Demonstrates a high level of proficiency in oral and written
3. Adapts to a variety of unique cultural and ethnic communication styles.
4. Practices effective interpersonal skills that enhance communication.
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which exhibit leadership.
2. Adheres to ethical and professional standards.
D. Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which reflect advocating, nurturing and sustaining best practices and multiple assessments.
3. Establishes goals and expectations that lead to effective learning,
4. Inspires all learners to develop self confidence and competence.
6. Differentiates instruction appropriately for specific needs of learners.
7. Expects all students will achieve full potential and attain individual
10. Adheres to ethical and unbiased assessment practices.
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which provide equitable learning opportunities for all.
1. Demonstrates sensitivity to community and cultural norms.
2. Values students and encourages them to value self and others.
3. Promotes a bias free learning environment.
4. Believes in and encourages the success of all learners.
5. Appreciates individual variation and shows respect for the diverse
talents of all learners.
6. Responds appropriately to larger political, social, economic and
cultural issues through global awareness.
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which enhance the integration of technology within the educational environment.
1. Maximizes learning by using technology.
2. Enhances the educational environment through technology.
3. Implements various instructional technology strategies.
4. Tailors appropriate technology strategies to a specific content area.
The educator will demonstrate specific attitudes, values, beliefs, and behaviors, which implements effective research with the educational environment.
1. Uses existing educational research to inform and guide practice.
2. Maintains ethical standards in both conducting and applying
3. Identifies and solves problems by making decisions based upon
accepted theory and practice.
IV. REQUIRED TEXT AND MATERIALS:
Human Diversity in Education: An Integrative Approach
Kenneth Cushner, Averil McClelland, Philip Safford
McGraw Hill Higher Education
A Framework for Understanding Poverty
Ruby K. Payne
V. INSTRUCTIONAL RESOURCES www.mhhe.com/cushner6e
ANGEL Management Learning System
VI. TEACHING STRATEGIES
Readings in text and other sources
Internet and computer/Angel Management System
VII. REQUIREMENTS AND EVALUATION
Attendance in class is expected of all students. Ten points will be added for perfect attendance. After students miss 2 class sessions they will be dropped from class or a letter grade will be deducted for each absence.
Ten points will be deducted for each absence. Ten points will be deducted for each tardy. (Up to fifteen minutes after the hour are considered tardy, more than
fifteen minutes is considered an absence.) Active participation is encouraged and expected of all students.
You have required readings in the Human Diversity in Education textbook. You are expected to complete all of the readings and read the Power Points and other documents in the Chapter Document folders as part of the Reading Assignments for each topic.
Detailed descriptions and rubrics for each assignment can be reviewed in the
ANGEL Management System. Students are highly encouraged read the descriptions before you proceed with the assignment, while you are working on the assignment, and before you submit the assignment.
PLEASE READ AND REMEMBER!!
All documents you submit to the digital drop box, MUST be in a Word document that ends in .doc or .docx.
ACTIVITIES 7 @15 points each = 105
Each student will complete the Activity for the Assigned Chapter and SUBMIT it to the Digital Drop Box for the appropriate chapter. Not every chapter will have an Activity assigned to it. Activities and Due Dates are found in the Assignment
Folder in the Lesson Tab on ANGEL.
Submit = Submit to the Chapter Digital Drop Box on ANGEL where only the instructor will read the submission. (Do NOT use the instructor’s email address.)
CULTURAL ARTIFACT 75 points
Each student will create a Power Point which provides a detailed description of a cultural artifact that best depicts the student or student’s family or family traditions, etc. It is very important to include the reason why you consider this object a cultural artifact. Post on the Discussion Forum Section on ANGEL.
DUE DATE : September 30
LESSON MODIFICATION/DIFFERENTIATED INSTRUCTION
– 50 points
Each student will find a lesson plan and adapt it for a special needs student.
Guidelines for the Lesson Adaptation assignment are found in the Assignment and
Guidelines Folder in the Lessons Tab on ANGEL.
Submit the Assignment to the Lesson Adaptation Drop Box.
DUE DATE : November 6
Final Examination 100 points
CULTURAL CONTEXT OF THE PUBLIC SCHOOL PAPER
Individually, each student will research one elementary, middle or high school of your choice. Choose the one that matches your teaching license – K-6, Birth –
Grade 3, Grades 7-12, or K-12. If your future license overlaps two school sites, choose one. Each teacher candidate must submit 5-pages (minimum) , doublespaced and typed using a 12-point Times New Roman font.
DUE DATE: Wednesday, December 16
Place in Drop Box by 5:00 PM
A = 100 – 90%
B = 89 – 80%
C = 79 - 70%
D = 69 - 60%
F = 59 – 0%
Academic Honesty :
Students are expected to follow the PSU Academic Honesty Policy that speaks to unethical acts associated with coursework or grades. Full text of this policy can be found in the catalog. Violations of this policy will be presented by course instructors to the University Academic Honest Committee for review and actions.
Because this is a short course no late assignments will be accepted.
An assignment is late if it is submitted past the time deadline on the due date of the assignment.
If you know ahead of time that you need an extension to complete the assignment, please contact the instructor to discuss the need for an extension. Time extensions are at the discrepancy of the instructor.
NOTE: The instructor may find it necessary to modify assignments as the course progresses.
D. SCHEDULE OF READINGS
You are responsible for reading the following chapters AND any documents in the
Chapter files found in the Lessons Tab on ANGEL.
August 24-28 Chapter 1
August 31-September 4 Chapter 2
September 28 –October 2
Chapters 5 and 6
Cultural Artifact Power Points
November 23-27 Thanksgiving Break
November 30 – December 4 Chapter 9
December 7-11 Chapter 7