KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 8370 Planning, Implementing & Assessing Instruction for
Diverse Students
Department Special Education/ESOL
Degree Title (if applicable) Ed.D.
Proposed Effective Date 2006
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a
new program. Current catalog information (Section I) is required for each existing course incorporated into
the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EXC 8370______
Course Title __ Planning, Implementing, and Assessing Instruction for Diverse Students
Credit Hours 3 Credit Hours
Prerequisites Admission into the Special Education/ESOL Ed.D. program
I.
Description (or Proposed Degree Requirements)
This course focuses on providing opportunities for candidates to plan, implement, and
assess instructional activities in diverse settings. Examination of the foundations of
special education and diversity of special pupil populations with an emphasis on the value
and structure of the integrated regular classroom as it relates to the identification of
learning needs of students with emotional, cognitive, physical, sensory and multiple
disabilities. A case study, problem-solving approach will be incorporated. Distributed
School Leadership (DSL) roles will be embedded in the course to give candidates an
opportunity to recognize their potential for leadership.
III.
Justification
Educators in the United States face a tremendous challenge: meeting the needs of all
learners in increasingly diverse classrooms. At a time of rapid demographic changes in
Georgia’s student population, 20 % of teachers report that they do not feel “prepared” to
meet the needs of diverse students (The 2002 Interim Report of the President’s Advisory
Commission on Educational Excellence). Teachers who are not prepared to work with
diverse student populations often “teach to the middle,” leaving the special needs of
students on both the low and high ends of the readiness spectrum unaddressed. The old
traditional one-size-fits-all does not serve the growing diverse student populations. In
addition, the lack of teacher preparation translates into the use of inappropriate curricula,
assessments, and instructional materials, all of which have contributed to the poor
academic performance of diverse students. For example, African American, Hispanic, and
Special Education students consistently perform below average in Georgia schools. Many
of these students have disrupted schooling, lower attendance rates, and are underrepresented in higher level courses. It is clear that simply "teaching to the middle" by
providing a single avenue for learning for all students in a class is not effective, ethical, or
legal. Teachers must learn to use differentiated instruction to match tasks, activities, and
2
assessments with their students' interests, abilities, and learning preferences. The course
will specifically address DSL roles in the areas of (a) change leader; (b) curriculum,
instruction, and assessment leader; (c) learning and development leader, (d) performance
leader, and (e) operations leader.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Karen Harris and Dr. Karen Kuhel
Texts:
Woolfolk-Hoy, A. (2005). Educational psychology, 9th ed. Active Learning Edition, My
Lab School Edition. Allyn & Bacon
Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives,
current trends, and future directions. In L. Darling-Hammond & G. Sykes (Eds.),
Teaching as the learning profession: Handbook of policy and practice (1st ed.). San
Francisco, CA: Jossey Bass Publishers.
Prerequisites: Admission into the Special Education/ESOL Ed.D. program
Course Standards, Outcomes, Performance Indicators & Objectives
NCATE/KSD
Course Objectives
Standards/
*DSL Roles
1.b.9. Use understanding of
NCATE Standard II
Analyze and synthesize
learner variables to
KSD 1a & 1c
research on the multiple
consistently provide
DSL CIAL, LDL, & CL
intelligences and learning
individualized language- and
styles of children so that
content-learning goals and
multiple pathways for
appropriate instructional
learning and demonstrating
environments for students who
achievement are available
are ESOL learners
2.b.4. Understand and apply
knowledge about the impact of
students’ SES, race, religion,
class, national origin,
disability, and gender on
learning and teaching ESL
1.b.5. Understand and apply
NCATE Standard IV
Develop, articulate, and
current theories and research
KSD 4c, 4d, & 4e
implement theories and
in language and literacy
DSL LDL, CIAL,& OL
practices pertinent to
development
instructional strategies for
1.b.8. Understand and apply
diverse student learners
knowledge of sociocultural
and political variables to
facilitate the process of
learning English
1.b.9. Use understanding of
learner variables to
consistently provide
individualized language- and
content-learning goals and
appropriate instructional
TESOL
Standards
3
Evidence of
Mastery
Major area paper
Case studies
Instructional design
project
environments for students who
are ESOL learners
1.b.5. Understand and apply
current theories and research
in language and literacy
development
NCATE Standard I
KSD Standard 1b, 2c, &4a
DSL LDL, CL, RDL, PL, & OL
Link research, theory, and
philosophy to practice
Use of Sheltered
Instruction
Observation
Protocol (SIOP) and
Differentiated
Instruction
principles to develop
curriculum map
*DSL = Distributed School Leadership
Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
Instructional Method
The following instructional strategies will be used to collaboratively and interactively
present course material and engage students in critical thinking and discourse at the
doctoral level:
 Lecture
 Discussion
 Collaborative Group Work
 Case Study Analysis
 Simulation Activities
 Role Play
Method of Evaluation
Assessment of student learning in this course will be done through the following
assignments and performance-based projects meeting specific course objectives
and relating to identified knowledge, skills, and dispositions.
Course Requirements & Assignments
Major area paper
Case studies
Instructional design project
Curriculum mapping
Class Participation/Professionalism
4
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Education/Special Education_____________
EXC 8370
Implementing Instruction for Diverse Learners
3 Credit Hours
Fall 2006
Regular
NA
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee _
5
II.
EXC 8370 Planning, Implementing, and Assessing Instruction for Diverse Students
III.
DEPARTMENT OF SPECIAL EDUCATION AND TESOL
Kennesaw State University
Fall, 2006
III.
INSTRUCTOR :
Name
Location: Kennesaw State University
Office:
Phone:
e-mail:
IV.
ClASS SESSIONS:
Day/time
Location: Kennesaw Hall 1107
IV.
TEXTS:
Woolfolk-Hoy, A. (2005). Educational psychology, 9th ed. Active Learning Edition, My Lab School
Edition. Allyn & Bacon
Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and
future directions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession:
Handbook of policy and practice (1st ed.). San Francisco, CA: Jossey Bass Publishers.
V.
CATALOG DESCRIPTION This course focuses on providing opportunities for candidates to
plan, implement, and assess instructional activities in diverse settings. Examination of the foundations of
special education and diversity of special pupil populations with an emphasis on the value and structure of
the integrated regular classroom as it relates to the identification of learning needs of students with
emotional, cognitive, physical, sensory and multiple disabilities. A case study, problem-solving approach
will be incorporated. Distributed School Leadership (DSL) roles will be embedded in the course to give
candidates an opportunity to recognize their potential for leadership.
VI.
Purpose/Rationale: Educators in the United States face a tremendous challenge: meeting the needs of all
learners in increasingly diverse classrooms. At a time of rapid demographic changes in Georgia’s student
population, 20 % of teachers report that they do not feel “prepared” to meet the needs of diverse students
(The 2002 Interim Report of the President’s Advisory Commission on Educational Excellence). Teachers
who are not prepared to work with diverse student populations often “teach to the middle,” leaving the
special needs of students on both the low and high ends of the readiness spectrum unaddressed. The old
traditional one-size-fits-all does not serve the growing diverse student populations. In addition, the lack of
teacher preparation translates into the use of inappropriate curricula, assessments, and instructional
materials, all of which have contributed to the poor academic performance of diverse students. For
6
example, African American, Hispanic, and Special Education students consistently perform below average
in Georgia schools. Many of these students have disrupted schooling, lower attendance rates, and are
under-represented in higher level courses. It is clear that simply "teaching to the middle" by providing a
single avenue for learning for all students in a class is not effective, ethical, or legal. Teachers must learn to
use differentiated instruction to match tasks, activities, and assessments with their students' interests,
abilities, and learning preferences. The course will specifically address DSL roles in the areas of (a) change
leader; (b) curriculum, instruction, and assessment leader; (c) learning and development leader, (d)
performance leader, and (e) operations leader.
VII. Conceptual Framework Summary & Related Standards & Requirements
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly
upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the
university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which
includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong
research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing,
facilitating, assessing, and evaluating student learning. While completing the graduate program at Kennesaw State
University, you are required to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees, attending
PTA/school board meetings, leading or presenting professional development activities at the school or district level,
and participating in education-related community events. As you continue your educational experiences, you are
encouraged to explore every opportunity to learn by doing.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in classrooms toward
becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, create WWW resources, and develop an electronic learning portfolio. Candidates in this course will be
expected to apply the use of educational technology in classrooms for students in their classrooms. Specifically,
candidates will use spreadsheet software to develop graphs, charts, and tables, word processing to write papers, and
e-mail to communicate with the instructors and their peers.
Diversity Standards
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,
7
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.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate
activities may include, but are not limited to, attending and presenting at professional conferences, actively serving
on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related community events. As
you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
VIII.
Goals and Objectives
Candidates will:
The knowledge, skills, and dispositions (KSDs) of the graduates of the Kennesaw State
University Doctorate of Education program of the Bagwell College of Education reflect the
unique aspects of this degree. Collaboratively developed by faculty from across the university
and in consultation with community/school partners, these outcomes and proficiencies delineate
the high expectations we have for graduates who will be Leaders for Learning. Clearly, the
proficiencies reflect the complex nature of student learning in advanced degree programs leading
to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects of
knowledge, skills, and dispositions within a single proficiency. These proficiencies are clearly
linked to our conceptual framework, The Collaborative Development of Expertise in Teaching,
Learning, and Leadership.
Course Standards, Outcomes, Performance Indicators & Objectives
TESOL
Standards
1.b.9. Use understanding of
learner variables to
consistently provide
individualized language- and
content-learning goals and
appropriate instructional
environments for students who
are ESOL learners.
1.b.1. Understand and apply
current theories and research
in language and literacy
development
NCATE/KSD
Standards/
*DSL Roles
NCATE Standard II
KSD 1a & 1c
DSL CIAL, LDL, & CL
Course Objectives
NCATE Standard IV
KSD 4c, 4d, & 4e
DSL LDL, CIAL,& OL
8
Evidence of
Mastery
Analyze and synthesize
research on the multiple
intelligences and learning
styles of children so that
multiple pathways for
learning and demonstrating
achievement are available
Major area paper
Case studies
Develop, articulate, and
implement theories and
practices pertinent to
instructional strategies for
diverse student learners
Instructional design
project
1.b.1. Understand and apply
current theories and research
in language and literacy
development
NCATE Standard I
KSD Standard 1b, 2c, &4a
DSL LDL, CL, RDL, PL, & OL
Link research, theory, and
philosophy to practice
Use of Sheltered
Instruction
Observation
Protocol (SIOP) and
Differentiated
Instruction
principles to develop
curriculum map
*DSL = Distributed School Leadership
Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
Grades will be assigned as follows:
540 -600 points = A
479 -539 points = B
418 -478 points = C
<435 points = D
XII.
Academic Integrity
Every KSU candidate 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 candidate to
the Code of Conduct's minimum one semester suspension requirement.
The candidate is reminded to consult pp 142-143 of the 2001-2002 KSU Graduate Catalog for the University's
policy. Any strategy, which has the appearance of improving grades without increasing knowledge, will be dealt
with in accordance with the University's policy on academic honesty. In addition, candidates in the graduate
program in special education are held accountable by the Georgia Professional Code of Ethics for Educator.
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional Children's (CEC)
Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
XIII. Course Outline
This is a tentative outline. The syllabus schedule reflects a proposed general sequence of topics. Any topic may be
covered in greater or lesser detail depending on the needs of the class. Topics may overlap in dates. Additional topics
may be added as requested by the candidates. However, any changes in due dates or written products that are part of a
“grade” will be changed only after class discussion and written notification by the professor. Candidates will be
expected to initial that they have read the written notification by the instructor. The assigned readings are to be
completed before coming to class.
9
First Class
Course
introduction/Policies/Course
Overview Orientation
Second Class
Qualities of effective teachers of
diverse students: What does the
research say about the qualities of
those teachers who are successful
at teaching diverse student
populations?
Third Class
Theories of Instruction
Forth Class(virtual class)
Fifth Class
Sixth Class(virtual)
Seventh Class
Eighth Class
Ninth Class
What are some historical
landmarks in the study of
preparing teachers for diversity?
What do current statistics tell us
about the teaching and learning of
diverse student populations?
Examine a range of important
terms used in discussions on
preparing teachers to teach
students from diverse
backgrounds. What are the
implications of these different
terms for how people relate to the
teaching of diverse students?
The Zone of Proximal
Development: Applying
Sociocultural Theory to the
Practices of Teachers Who Teach
Diverse Students
Sociocultural theory that has been
used to undergird sound teaching
practices when working with
diverse student populations.
Ninth Class
Role of internalization in teacher
preparation and the pedagogical
considerations?
Tenth Class
Eleventh Class
Field experience
Pedagogical challenges and
possibilities when teaching in
10
12th Class
13th Class
14th class
diverse settings.
Practitioners’ Perspectives on
Teacher Research and Their
Teaching in Diverse Settings.
A panel of experienced teachers
who have taught in various
contexts will be invited to share
their insights with the class.
They will discuss issues affecting
their classrooms, how to motivate
marginalized or underachieving
students to do homework, how to
get parents and communities
involved in education, and do
things like race, class, social
economic status really make a
differences? They will respond to
students’ questions.
Applying Our Knowledge of
Teaching to Practice
We will analyze a video of urban
classroom teachers. Are any of
the theories we’ve discussed in
class enacted? What pedagogical
strategies/approaches are
observed? Respond in light of
what we’ve read or covered in
class plus the reading below.
Presentations of Final Projects
XIV.
References/Bibliography
Blackwell, J. E. "Faculty Issues Affecting Minorities in Education." In R. C. Richardson and A. G. de los Santos
(Eds.), From Access to Achievement: Strategies for Urban Institutions. Tempe: National Center for
Postsecondary Governance and Finance, Arizona State University, 1987.
Broder, L. L. B. and Chism, N. V. N. "The Future is Now: A Call For Action and List of Resources." In L. L. B.
Broder and N. V. N. Chism (Eds.), Teaching for Diversity. New Directions for Teaching and Learning, no.
49. San Francisco: Jossey-Bass, 1992.
Chism, N. V., Cano, J., and Pruitt, A. S. "Teaching in a Diverse Environment: Knowledge and Skills Needed by
TAs." In J. D. Nyquist, R. D. Abbott, and D. H. Wulff (Eds.), Teaching Assistant Training in the 1990s.
New Directions for Teaching and Learning, no. 39. San Francisco: Jossey-Bass, 1989.
11
Coleman, L. The Influence of Attitudes, Feeling and Behavior Toward Diversity on Teaching and Learning.
Boulder: University of Colorado, Faculty Teaching Excellence Program, n.d.
Collett, J. "Reaching African-American Students in the Classroom." In L. Hilsen (Ed.), To Improve the Academy.
Vol. 9. Stillwater, Okla.: New Forums Press, 1990.
Cones, J. H., Janha, D., Noonan, J. F. "Exploring Racial Assumptions With Faculty." In J. H. Cones, J. F. Noonan,
and D. Janha (Eds.), Teaching Minority Students. New Directions for Teaching and Learning, no. 16. San
Francisco: Jossey-Bass, 1983.
Fleming, J. Blacks in College. San Francisco: Jossey-Bass, 1988.
Flick, D. Developing and Teaching an Inclusive Curriculum. Boulder: University of Colorado, Faculty Teaching
Excellence Program, n.d.
Green, M.F. (ed.). Minorities on Campus: A Handbook for Enriching Diversity. Washington, D. C.: American
Council on Education, 1989.
Hall, R. M., and Sandler, B. R. The Classroom Climate: A Chilly One for Women? Washington, D. C.: Association
of American Colleges, 1982.
Institute for the Study of Social Change. The Diversity Project: Final Report. Berkeley: University of California,
1991.
Jenkins, M. L., Gappa, J. M., and Pearce, J. Removing Bias: Guidelines for Student- Faculty Communication.
Annandale, Virg.: Speech Communication Association, 1983.
Levine, A. and Associates. Shaping Higher Education's Future. San Francisco: Jossey-Bass, 1990.
Pascarella, E. T. "A Program for Research and Policy Development on Student Persistence at the Institutional
Level." Journal of College Student Personnel, March 1986, pp. 100-107.
Pemberton, G. On Teaching Minority Students: Problems and Strategies. Brunswick, Maine: Bowdoin College,
1988.
Sadker, M. and Sadker, D. "Confronting Sexism in the College Classroom." In S. L. Gabriel and I. Smithson (Eds.),
Gender in the Classroom: Power and Pedagogy. Urbana: University of Illinois Press, 1990.
Sadker, M. and Sadker, D. "Ensuring Equitable Participation in College Classes." In L. L. B. Border and N. V. N.
Chism (Eds.), Teaching for Diversity. New Directions for Teaching and Learning, no. 49. San Francisco:
Jossey-Bass, 1992.
Simpson, J. C. "Black College Students Are Viewed as Victims of a Subtle Racism." Wall Street Journal, April 3,
1987, p. 1.
Smith, D. G. The Challenge of Diversity: Involvement or Alienation in the Academy? Report No. 5. Washington, D.
C.: School of Education and Human Development, The George Washington University, 1989.
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Solomon, B. B. "Impediments to Teaching a Culturally Diverse Undergraduate Population." In J. D. Nyquist, R. D.
Abbott, D. H. Wulff, and J. Sprague (Eds.), Preparing the Professoriate of Tomorrow to Teach: Selected
Readings for TA Training. Dubuque, Iowa: Kendall/Hunt Publishing, 1991.
Tinto, V. "Principles of Effective Retention." Paper presented at the University of California Student Research
Conference, Asilomar, Calif., April 23-24, 1989.
Woolbright, C. (Ed.). Valuing Diversity on Campus: A Multicultural Approach. Bloomington, Ind.: Association of
College Unions-International, 1989.
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