Pittsburg State University
College Of Education
Department of Curriculum and Instruction
Spring 2010
Course Number: CURIN 551- 98/99- online
Title: Diversity in the Classroom
Credit Hours: 3
Course Time Schedule: All Assignments are due at 5:00 PM on the Due Date
Instructor: Alice C. Sagehorn, PhD
Office: 106 Hughes Hall
Phone: 620-235-4499 (office)
e-mail: asagehor@pittstate.edu
HOW TO ACCESS THE COURSE ON THE INTERNET
1. Access your internet service provider.
2. URL Address: http://www.pittstate.edu
3. Click on Angel
4. Type in the following information.
User name: PSU ID Number (use all 7 characters)
Password: Your private password OR if this is your first access to Angel:
First initial and entire last name (up to 12 characters. All lower case.)
You will be prompted to change this password after your first login.
5. Click on CURIN 551-99 Diversity in the Classroom
6. Course Announcements – Watch for updated information
7. Lessons Tab – Course information, Course Documents, Assignments, Drop Boxes and
Discussion Boards
8. Resources – Important web-sites for this class.
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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.
II.
PREREQUISITE
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.
IV.
COURSE OBJECTIVES
Teaching Standards for Kansas Educators – English for Speakers of Other
Languages (ESOL)
Standard #3
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.
Knowledge
1. The teacher understands cultural pluralism in the United States and how
cultures interrelate.
2. The teacher is knowledgeable about the cultures of the United States and how
these cultures relate to other cultures represented in the international context.
3. The teacher understands the role language plays in the development of
cultural identities.
Performance
1. The teacher engages students in activities that demonstrate an appreciation of
the cultural diversity of the United States.
2. The teacher promotes awareness of the diversity of cultures in the
international context.
3. The teacher creates an instructional environment, which enables students to
understands the role language and culture play in cross-cultural understanding.
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.
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Knowledge
1. The teacher knows the grammar, usage, and conventions of standard English.
Performance
1. The teacher uses the grammar, usage, and conventions of standard written and
oral English.
2. The teacher models a high level of English language proficiency in reading,
writing, and listening, speaking, viewing and presenting visually.
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.
2. 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.
3. 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.
4. The teacher understands the range of services available to students with
exceptional learning needs.
5. 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.
2. The teacher identifies and designs instruction appropriate to English language
learners’ diverse learning styles, cultural background experiences, and
performance modes,
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.
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.
5. The teacher establishes a learning environment respective of individual
differences.
Teacher Education Professional Knowledge Base
Individual Behavior Evaluation
#1
Is dependable and punctual.
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#2
#3
Maintains a consistently pleasant, positive, and professional demeanor.
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
Promotes a classroom environment which is characterized as caring,
responsive, and supportive to all students.
#6
Complies with written laws and policies regarding confidentiality in
handling personal information about students, parents, and personnel.
#9
Communicates fluently using appropriate and grammatically correct oral
and written language.
#11
Seeks to implement the recommendations from evaluations of his/her
personal performance.
#12
Participates in self-evaluation and reflection to enhance competence in
instructional effectiveness.
Relationships with Students
#14
Conveys high expectations that all students will succeed and learn,
#15
Models cheerful, supportive, enthusiastic behaviors which convey a
caring, equitable attitude towards all students.
Instructional Planning
#19
Develops clear short and long term instruction plans (e.g., lesson plans,
units, and/or modules) which include objectives, materials, activities, and
evaluation techniques based on the curriculum objectives.
#20
Has an up-to-date knowledge of the subject matter and attempts to
incorporate diverse and practical illustrations, examples and applications
in lesson material and activities.
#21
Selects materials and activities consistent with the objectives of the lesson
and students' diverse abilities resulting in appropriate adaptations and
modifications.
#24
Structures lesson planning to allow for interventions, such as
individualization, re-teaching, and alternative assessment, so all students
can meet the objectives.
IV.
REQUIRED TEXT AND MATERIALS:
Gollnick, Donna & Chinn, Phillip. (2006). Multicultural Education in a
Pluralistic Society. Seventh Edition. Upper Saddle River, NJ: Prentice Hall.
Payne, R.K. (2005). A Framework for Understanding Poverty. RFT Publishing:
Baytown, TX.
V.
INSTRUCTIONAL RESOURCES
ANGEL Management System
Internet Resources
PowerPoints
TEGRITY Podcasts
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VI.
TEACHING STRATEGIES
Readings in text and other sources
Inquiry Method
Powerpoints
DVDs and CDs
Discussion Board
Reflections
VII.
REQUIREMENTS AND EVALUATION
A.
ATTENDANCE
Because this is an on-line class and we will not be meeting as a class, attendance
will be defined differently than for site-based courses. Attendance for this online
course is defined as completion of assignments. If one assignment period goes by
without turning in any assignments, participation in group activities, or there is no
contact with the instructor of this course, then the student will be dropped from
the course. Active participation in the course is expected of all students.
B. ASSIGNMENTS
You have required readings in two different textbooks. You are
also required to watch the videos on the DVD from the Gollnick
and Chinn book. (If you purchased a book without the DVD,
please return to the place of purchase and get a book with the
DVD.)
There are also Power Points for most chapter content. You are
expected to complete all of the readings, watch the videos, and
read the Power Points as part of the Reading Assignments for
each topic.
It is your responsibility to make sure that all assignments have been posted and/or
submitted. There are times when submissions get lost in the internet. PLEASE
make and keep copies of your submissions.
Detailed descriptions and rubrics for each assignment can be reviewed in the
ANGEL Management System. Students are highly encouraged to review the
rubric before you proceed with the assignment, while you are working on the
assignment, and before you submit the assignment. Criteria and point values are
explained in each assignment guideline.
RESPONSES TO QUESTIONS ON THE DISCUSSION FORUM: 5
responses for 8 sets of questions (40 responses) @ 1 point each = 40 points
Each student must respond to a minimum of 5 questions on each of the
5
Discussion Forum threads.
ALL SUBMISSIONS MUST BE MADE BY 5:00 PM ON THE DUE DATE.
REFLECTIONS ON THE READINGS: 8 Personal Reflections @ 5 points
each = 40 points
After reading all of the components of each assignment, read the questions from
the Reflections on the Readings document. Each student will answer one question
for each chapter. As these are designed to be personal reflections, they will not be
shared with the rest of the class or group, but will be read only by the instructor.
Because these reflections involve personal feelings and opinions, they will be
given full credit when completed if they meet the minimum page number
requirement.
Your Reflection on the Readings should be a minimum of two full pages, doublespaced and typed using a 12-point font. Only those reflections that meet or
exceed the page minimums will earn full points. (See Reflections on the
Readings Questions and Guidelines) Submit your Reflection on the Readings to
the instructor via the Digital Drop Box on ANGEL. These are NOT to be posted
to the Discussion Forum for everyone to read. ALL SUBMISSIONS MUST BE
MADE BY 5:00 PM ON THE DUE DATE.
CULTURAL ARTIFACT: 75 points
Each student will create a PowerPoint 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.
See the Cultural Artifact Guidelines in the Assignment Folder on ANGEL.
CULTURAL ARTIFACT DISCUSSION: 5 postings @ 5 points each = 25
points
Each student will review the Cultural Artifact PowerPoint presentations of five
other people in the class, which are posted on the Discussion Forum on ANGEL.
You may review and respond to any 5 Cultural Artifact presentations from the
class. Each student will respond to five presentations concerning the cultural
artifact. The correspondence should focus on similarities between and among
cultures.
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 Modification/Differentiated Instruction assignment are
found in the Assignment and Guidelines Folder in the Lessons Tab on ANGEL.
Submit the Assignment to the Lesson Modification/Differentiated Instruction
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Drop Box.
ESOL QUESTIONS – 50 points
After reading Chapter 6 in Gollnick and Chinn, all of the Power Points, and other
documents in the Chapter 6 folder, answer the questions in the ESOL Questions
document as completely as you can. The ESOL Questions can be found in the
Assignment and Guidelines Folder in the Lessons Tab on ANGEL. Submit the
assignment to the ESOL Question Drop Box.
FINAL EXAMINATION
CULTURAL CONTEXT OF A PUBLIC SCHOOL
Individually, each student will research an elementary, middle or high school and
will identify the cultural context of the school population. The paper will include
a summary statement about the school.
Each teacher candidate must submit 5-pages (minimum), double-spaced and
typed using a 12-point Times New Roman or Times font. (See Cultural Context of
the Public School Paper Guidelines in the Assignment Folder of Angel.)
GRADING
SCALE:
A
B
C
D
F
= 100 – 90%
= 89 – 80%
= 79 - 70%
= 69 - 60%
= 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.
Late Projects
Points equivalent to one letter grade will be deducted for each day the
project/assignment/test is late. 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.
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VII.
COURSE CONTENT
January 14- 22
Chapter 1 Foundations of Multicultural Education
(Gollnick and Chinn)
January 23-February 5
Chapter 2 Ethnicity and Race
(Gollnick and Chinn)
February 5-19
A Framework for Understanding Poverty
(Payne Textbook)
February 20 – March 5
Chapter 4 Gender and Sexual Orientation
(Gollnick and Chinn)
March 6 – 26
Chapter 5 Exceptionality
(Gollnick and Chinn)
March 27 – April 9
Chapter 6 Language
(Gollnick and Chinn)
April 9-23
Chapter 7 Religion
(Gollnick and Chinn)
Chapter 10 Education that is Multicultural
(Gollnick and Chinn)
April 24 – May 7
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