How All Students Learn: Supporting Diverse Learners
Summer 2010
http://academic.evergreen.edu/curricular/med/Core.htm
Faculty
Terry Ford
Sherry Walton
Sem II A3102
Sem II E3137
360-867-6713
360-867-6753
fordter@evergreen.edu
waltonsl@evergreen.edu
Time/Place
 Tues/Thurs 9am-3pm
 SEM 2 A1107
Program Description
We will engage in a core coordinated studies curriculum that addresses the needs of diverse
learners in multicultural settings. We will consider the latest research on how the function and
role of the brain, culture, and language development influence learners. Included in the core will
be topics such as culturally responsive teaching, teaching for diversity and social justice and
anti-bias education. Another focus of the program will be on the effects of culture and language
development on academic achievement and effective, research-based classroom practices for
all students, further focusing our attention on those students who have been traditionally
underserved by our educational system. The M.Ed. core curriculum will lay the foundation for
deepening our understanding of the needs of our students. Throughout this program we will
build on this understanding in order to increase our positive impact on all of our students.
Essential Questions guiding the program are: 1) What is learning? 2) How do we learn a
language? 3) What is culture and how does it relate to community, schooling, learning and
academic achievement?
Learning Goals
 Participants will deepen their understanding of the interdependence of the brain, culture
and language development on the academic achievement of all learners.
 Participants will increase their ability to assess and address the learning needs of all
students, thereby increasing the candidates’ positive impact on student learning.
Assignments
 Assigned readings
 Out of class learning papers
 In-class writings
 In-class seminar discussions
 Final summative paper
Required Texts
 Zull, J. E. (2002). The art of changing the brain. VA: Stylus Publishing. ISBN
1579220541 or ISBN 13 978-1-579-22054-9

Hart, B. and Risley, T. R. (1995). Meaningful differences in the everyday experience
of young American children. Baltimore: P.H. Brookes. ISBN1557661979 or ISBN 13
978-1-557-66197-5
M.Ed. Core Syllabus Summer 2010
1

Johnson, A. G. (2005). Privilege, power, and difference. McGraw-Hill. ISBN
0072874899 or ISBN 13 978-0-072-87489-1
Required Readings

Bransford, J., Brown, A. & Cocking, R. (Eds.). (1999). How people learn: Brain, mind,
experience, and school. Washington, D.C.: National Academy Press.
Chapter 4 online at: http://books.nap.edu/openbook.php?record_id=6160&page=67

Dudley-Marling, C. and Lucas, K. (2009). Pathologizing the language and culture of poor
children. Language Arts. 85(5), p. 362-370.

Filmore, W., and Snow, C.E. (2000). What teachers need to know about language.
Paper presented to the Center of Applied Linguistics. (Will be given in class)

McIntosh, P. White Privilege: Unpacking the invisible knapsack (PDF).
Multicultural Education Types

Hanley, M.S. The scope of multicultural education. Retrieved from:
http://www.newhorizons.org/strategies/multicultural/hanley.htm

Four approaches to multicultural curriculum reform (1999-2001). INTIME. Retrieved
from: http://fp.uni.edu/multiculture/curriculum/approachs.htm
Funds of Knowledge

Lopez, Janet Kier. Funds of knowledge. Learn NC. University of North Carolina at
Chapel Hill School of Education. Retrieved from: http://www.learnnc.org/lp/pages/939

Model Strategies in Bilingual Education: Professional Development. (1995). Funds of
knowledge for teaching. University of Arizona. Tucson, Arizona. Retrieved from:
http://www.ed.gov/pubs/ModStrat/pt3i.html

Excerpts From: Gonzalez, N., Moll, L.C. and Amanti, C. (Eds.). (2005). Funds of
knowledge: Theorizing practices in households, communities and classrooms.
Lawrence Earlbaum: New Jersey.
Culturally Responsive Teaching

Culturally responsive teaching. (1999-2001). INTIME. Retrieved from:
http://www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm

Principles for culturally responsive teaching. Teaching Diverse Learners
http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
In addition to these required texts, participants will be researching, reading and discussing
research articles on assigned topics.
M.Ed. Core Syllabus Summer 2010
2
How All Students Learn: Supporting Diverse Learners
*TENTATIVE Weekly Schedule
*Things always emerge and are ADDED—so amendments will be made often!
Day 1
Tu 6/28/10
A.M.
Due: Zull Assignment #1 (sent on email)





Cultural Bingo
Welcome, Introductions, Overview
Broken Circles – Building a Learning Community
Syllabus Review & Program Expectations
Pre-Assessments: Multicultural Competencies and Cultural Identity




Build-a-Brain: Brain structure and functions
Cognitive Psych film: Learning about Learning
Small Group Work: Learning about Learning
Whole Group: Emerging Understandings & Questions
P.M.
Day 2
Th 7/1/10
A.M.
Due:




Zull Assignment #2
Learning Community offers: Invitations to offer resources
Review of brain structure/functions; introduction to neurons
Neurons
Integrate Learning About Learning and roles of neurons
P.M.
 Seminar discussions Zull Chap 4-6
 Whole group discussion Zull Chap 4-6
Day 3
Tu 7/6/10
A.M.
Due:




Zull Assignment #3
Check-in
Application Charts
Private Universe (Video)
Small Group work
P.M.
 Impact on learning: From a brain perspective, what might it mean to
support learning?
Day 4
Th 7/8/10
A.M.
Due: Zull Assignment #4
 Evaluating curriculum
 Reports and feedback
P.M.
 In-class written internalization support
 Reflection and feedback
Day 5
Tu 7/13/10
A.M.
Due: Read Bransford Chapter 4
How does the brain learn?
 Introduction: Overview for next 2 weeks
M.Ed. Core Syllabus Summer 2010
3
P.M.
Day 6
Th 7/15/10
A.M.
 Current Learning Theory: Brain Neuroscience, Piaget and Vygotsky
What do teachers need to know about language?
How do we learn language?
 Oral language acquisition
 Hart and Risley groups
Due: Read Hart and Risley
How does language affect cognition?
What role does language proficiency play in academic achievement?
 Fishbowl Seminar on Hart & Risley
P.M.
 Hart and Risley Application Discussion
 Snow and Filmore Article
Day 7
Tu 7/20/10
A.M.
Due: Read and Respond to Snow and Filmore Article
What are the similarities and differences in L1 and L2 acquisition?
 Stages of L1 Acquisition
 Stages of L2 Acquisition
 Role of Teacher/Instruction
 Language and cognitive development
 Cummins: The threshold hypothesis. BICS/CALPS
 Krashen Affective Filter Hypothesis
P.M.
Due:
 Library Introduction to databases
 Identifying Research vs. Theory
 Finding Language and Cognition applied to content areas
Day 8
Th 7/22/10
A.M.
Due: Dudley-Marling and Lucas Article, Self Selected Article on Language
and Cognition
 Seminar on articles
P.M.
Due: Final Paper Draft
 Peer Review Groups

Due: McIntosh
 Examining Culture and Privilege
 Cultural Encapsulation
Day 9
7/27/10
A.M.
P.M.
Due: Johnson Assignment #1 Intro, Chap 1-4
 Seminar and Workshop
Day 10
7/29/10
A.M.
Due: Multicultural Education Readings
 Cultural Competence
 Approaches to Multicultural Education
P.M.
Due: Johnson Assignment #2 Chap 5-9
 Seminar and Workshop
M.Ed. Core Syllabus Summer 2010
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Day 11
8/3/10
A.M.
P.M.
Due: Culturally Responsive Teaching and Funds of Knowledge Readings
 Seminar and Workshop
Day 12
8/5/10
A.M.
Due: Final Paper
 Program Evaluation
 Post Assessment
 Writing TESC Evaluations
P.M.
Due:

Due: Self Selected Diversity Articles
 Seminar and workshop on specific differences
M.Ed. Core Syllabus Summer 2010
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