1
DLE 600B Foundations of Critical Biliteracy Development
Dual Language/Academic Literacy Certificate Online Program
I. Contacting the Instructor
Instructor: Patricia E. Fernandez
Email: patriciafernandez123@gmail.com
Office Hours: Mondays 6:00-6:30 PM via Blackboard. Instructions to access office hours, open “Tools” then
click on “Blackboard Collaborate”. You may log in as early as 30 minutes before office hours begin. All office
hours will be recorded and accessible by all students enrolled in the course.
Q & A Forum: This is a virtual space in Blackboard where you can ask general course questions such as
clarifications about assignments, instructions or deadline pertaining to everyone in the course. General course
questions will not be answered by individual e-mail.
II. Prerequisites & Requirements
This course is offered online, which offers the advantage of learning anyplace and anytime. Despite the apparent
flexibility of an online course, success in a distance learning course has several requirements. To succeed in the
online learning environment, students should keep in mind the following requirements:
 A computer with stable Internet connection. Higher speed Internet connections (cable modem, DSL) are
strongly recommended.
 The most current version of the browser Firefox. Download Firefox http://www.mozilla.org/enUS/firefox/new/
 Computer skills - email, surf the Internet, create basic word processor files, use track changes feature in
Word, upload and download documents.
 Microsoft Office 2010 or higher (All course assignments must be completed in Word and PowerPoint).
 A reliable email address that will not change from the beginning until the end of the semester.
 A "technology back-up" plan. Students should plan out an alternative location to do assignments and
quizzes in the event their computer or Internet connection is not working!
 Time. Distance learning courses require as much time as traditional (classroom) instruction. The primary
difference is that online instruction allows flexibility.
 Self-motivation. Online students must be "self-starters", and have the ability to work with minimal
supervision. Students who procrastinate are rarely successful in distance learning courses.
Students are also required to:
 Make use of the online course materials available via Blackboard. Access to these materials is available
once you have registered for the course.
 Participate in asynchronous online discussions.
 Complete readings and assignments by the due dates indicated on the syllabus.
 Check email on a daily basis.
 Check the course web site several times a week. Information may be updated or changed due to
developments in the field, or for other academic reasons. The student is responsible for keeping up to date.
 Inform the professor if special needs (as specified in the Americans with Disabilities Act) exist so that
appropriate modifications and accommodations are made.
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
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III. Course Description
Course Description
This course will focus on the principles of critical literacy and democratic schooling for schools with high numbers
of culturally and linguistically diverse students. Participants will examine bilingual, dual language and English-only
program models for language learners and apply policies and practices informed by current research, state and
national standards (e.g. Common Core) to literacy curriculum and pedagogy. The outcome of this course will be for
teachers to develop ideological clarity on what it means to be an effective teacher to develop a plan of enacting
principles of democratic practices and critical pedagogy in their classrooms.
Extended Course Description
The purpose of this course is to introduce Dual Language Certificate students to key authors and basic concepts in
the general areas of critical pedagogy. Critical Pedagogy provides a lens through which educators are to examine
and interact with the hidden power relations that underlie in our world in general and schools in particular. The
course is designed to help students begin to examine the ideologies that inform unequal power relations and social
stratification.
Critical Pedagogy is primarily concerned with helping educators better understand the interconnecting relationships
among ideology, culture, and power. Therefor, it is necessary to focus on these constructs across a variety of topics
including: ethnicity, language, race, class, gender, and sexual orientation.
The first two thirds of this course will consist in constructing (recognizing) and de-constructing (analyzing and
critiquing) discriminatory (and at times, oppressive) schooling conditions. This will be done through online
responses via Blackboard and without falling into a “recipe” or “right answer” approach. The last third of the course
will encourage students to critically reinvent potentially effective methods, strategies, programs, curricula, or
restructuring efforts in a dual language/biliteracy setting.
It is expected that, through course readings, dialogue, class assignments, and honest reflections, students will
recognize, engage, and begin to criticize (so as to transform) any existing undemocratic educational social practices
and institutional structures that produce and sustain inequalities and oppressive social identities and relations in
schools.
IV. Student Outcomes
Goal 1: To examine and understand core concepts in critical pedagogy.
Goal 2: To develop the ability to clearly articulate an evolving ideological orientation regarding critical pedagogy
and its implications for democratic education as it pertains to culturally and linguistically diverse students.
V. Required Readings
Freire, Paulo. Pedagogy of the oppressed. [New York]: Herder and Herder, 1970. However any edition will work for
this course. A free, digital copy of the book is available on slideshare.net:
http://www.slideshare.net/rbgstreetscholar1/pedagogy-of-the-oppressed-paulo-freire
Additional course reading materials in SDSU’s Blackboard.
Blackboard Instructions - If you are new to SDSU, you must enter the SDSU web portal and reset your Web
Portal Password before entering Blackboard. Wait up to 12 hours after you have reset your Web Portal Password
and then log into Blackboard athttp://blackboard.sdsu.edu. If you have questions about this login and Web Portal
Password information visit the SDSU web portal page at https://sunspot.sdsu.edu/pls/webapp/web_menu.login.
Once you log in, you will be taken to the My SDSU page. From here you can enter your Blackboard courses, send
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
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email and check grades. For more information on using Blackboard, check out the Moving Around
Blackboard and Frequently Asked Questions links on the left side of this page. For Blackboard support
http://its.sdsu.edu/blackboard/student/gettingstarted/loggingin.html Phone: (619) 594-3189
Email: scc@rohan.sdsu.edu (use if you have a Blackboard question that doesn't need an immediate response).
VI. Supplemental Materials
California Common Core Standards for English Language Arts Update URL
http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf
Common Core en Español Standards (SDCOE)
http://commoncore-espanol.com/
CA 2012 English Language Development (ELD) Standards
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
VII. Course Calendar – The syllabus is subject to change.
Week/Date
Week 1 Aug. 25-31
Topic
Introductions – Post yours on
Discussion Board
Read
Letters to self:
Developing
consciousness.
Assignment Due
IntroductionsBlackboard
Discussion Board Post
Developing
Ideological Clarity
Find the group the
professor has assigned
you to.
Course Overview
Groups Assigned
Discussion Board Scoring Rubric
Critical
Consciousness PPT
Reflective Journal Entry Rubric
Want to help
someone? Shut up and
listen! TEDtalk Media
Clip
Reflective Journal
Entry 1
Letter to self
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
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Week 2 Sept. 1-7
Our Stories
Developing Ideological Clarity
Freire, Pedagogy of
the Oppressed: Intro
& Chapter 1
Pedagogy of the Oppressed PPT
Group Teambuilding Activity
Navigate the Group Wiki and
other features available to work
online with your group.
How I got here- Our
Stories, Our Mosaic
Media Clip
The Importance of
Telling our Stories
Media Clip
I Am Poem Examples
Reflective Journal
Entry 2
I am Poem &
Transformational
Poster (5 points extra
credit)
Introduce yourself to
group in the Group
Blog: Name and
significant quote that
represents you and
reason you chose it.
Group Teambuilding:
Come up with a group
name.
Week 3 Sept. 8-14
What is critical thinking?
Freire, Pedagogy of
the Oppressed: Intro
& Chapter 2
Reflective Journal
Entry 3
Freire, Pedagogy of
the Oppressed: Intro
and Chapter 2 PPT
Week 4 Sept. 15-21
From Information to
Transformation [Hart] PPT
Navigate Blackboard
Features Available to
the Group
Freire, Pedagogy of
the Oppressed: Intro
& Chapter 2
Reflective Journal
Entry 4
Critical Thinking
Media Clip
Week 5 Sept. 22-28
What is Critical Pedagogy?
[Midterm Requirements]
Critical Pedagogy: A Look at the
Major Concepts [McLaren] PPT
Perseverance and
Problem Solving
Media Clip
Freire, Pedagogy of
the Oppressed: Intro
& Chapter 3
Hart (2001) From
Information to
Transformation:
Education for the
evolution of
consciousness.
Start Mid-Term:
Ideological Statement
Reflective Journal
Entry 5
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
5
McLaren, P. (2009).
Critical Pedagogy: A
look at the major
concepts. In The
Critical Pedagogy
Reader
Paulo Freire – An
incredible
conversation Media
Clip
Week 6 Sept. 29Oct. 5
Closing the Achievement Gap of
Culturally and Linguistically
Diverse Students
Critical Pedagogy, Ideological
Clarity, & Praxis
Freire Letter 1-10 PPT
Critical Pedagogy
Media Clip
Freire, Pedagogy of
the Oppressed: Intro
& Chapter 3 (Cont’d.)
Reflective Journal
Entry 6
Cummins,
Transformative
Multiliteracies
Pedagogy: Schoolbased Strategies for
Closing the
Achievement Gap
Freire, Letters 1 & 2
1st Letter - Reading
the World/Reading
the Word: An
Interview with Paolo
Freire
2nd Letter- Don't Let
the Fear of What Is
Difficult Paralyze
You
Freire, Reading the
World and Reading
the Word PDF
Waite, Teaching as an
act of love: The
Classroom and
Critical Praxis PDF
Karen Thompson
Walker, What Fear
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
6
Can Teach Us
TEDtalk Media Clip
Paulo and Nita Freire
International Project
for Critical Pedagogy
Media Clip
McLaren, Critical
Pedagogy PDF
Week 7 Oct. 6-12
Teachers as Cultural Workers
Your individual journeys
Freire, Letters 3-10
Reflective Journal
3rd letter- I came into Entry 7
the teaching
profession because I
had no other option
4th letter – On the
indispensable qualities
of progressive
teachers for their
better performance
5th letter – The fifth
day of school
6th letter – On the
relationship between
the educator and the
learners
7th letter – From
talking to leaners to
talking to them and
with them, from
listening to learners to
being heard by them
8th letter- Cultural
identity and education
9th letter- Concrete
context/Theoretical
context
10th letter- Once more
the question of
discipline
Macedo, Teachers as
Cultural Workers
Media Clip
Teaching – Best
Career Media Clip
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
7
Week 8 Oct. 13-19
Critical Pedagogy


Week 9 Oct. 20-26
Group Book Presentation
Assignment - Each group will
work as a team to complete ONE
of the following assignments:
(1) Create a group presentation
on one of the articles posted to
the Book Presentation Folder or
(2) Create a group presentation on
the Paolo Freire Symposium. It is
highly recommended all members
of the team attend the Symposium
but it is not a requirement. Each
group's presentation will address
three questions in detail: What?
So What? Now What? The
presentation can be a PowerPoint,
Prezi, etc.
Book Presentation Rubric
Educational Conference – You
are highly encouraged to attend, if
anyone is unable to attend the
Symposium, students are to
prepare a presentation to be
uploaded to Blackboard and
shared with class that integrates
concepts from the course.
Students will also identify
potential solutions to ensure the
essential components of
democratic schooling.
TEDtalk Rubric
Winslow, Is a
Teaching Career
These Days Less
Desirable, Avoided
and a Last Resort
Choice? PDF
Book Presentation
Group Planning
Session
Reflective Journal
Entry 8
Mathematics Teacher
Educators as Cultural
Workers: A Dare to
Those Who Dare to
Teach PDF
Preparing Pre-Service
Teachers to Teach in a
Culturally Responsive
Way PDF
Reflection on Paulo
Freire and Classroom
Relevance PDF
Teaching Critically
and Democratically:
Politics and Pedagogy
in Times of Crisis
(Re-Dedication of the
Paolo Freire Critical
Pedagogy Archives
Symposium at
Chapman University,
Orange, CA - October
25th 8:00AM-5:00PM
Registration:
chapman.edu
Reflective Journal
Entry 9 Topic:
Symposium or
Alternative
Assignment
(TEDtalk)
Attend Symposium/
complete Alternative
Assignment on or
before November 10th
11:59 PM (10 pts)
Create a TEDtalk.
Write your own
TEDtalk to talk about
Freire, critical literacy
and/or democratic
schooling. Connect a
bit of your own story
to the subject. Video
record yourself giving
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
8
Week 10 Oct. 27Nov. 2
Debrief Symposium via Journal
Reflection
Professional Identities
throughTeaching Metaphors
Sample Metaphor Presentation 1
and 2
What’s Your Metaphor Web Site
(has examples of teachers’
metaphors and you can share your
metaphor with the world  )
Week 11 Nov. 3-9
Implications of Critical Pedagogy
in the Classroom
The Mid-Term is a 6 to 8-page
ideological statement. It will
consist of the ‘evidence’ of
continued development of
ideological clarity plus a practical
application component, to include
the student’s active or anticipated
vision demonstrating how his/her
ideology is applied in a real world
context. This assignment was
started in Week 5 of course.
Thomas &
Beauchamp,
Understanding new
teachers’ professional
identities through
metaphor PDF
James Geary,
Metaphorically
Speaking TEDtalk
Media Clip
Jack Mannu, Schools
of the Future: Time to
Develop Your
Metaphor TEDtalk
Media Clip
Teachers are Like
Gardeners Media Clip
Understanding New
Teachers’
Professional
Development
Metaphor
Kaak, Power Filled
Lessons for
Leadership Educators
from Paulo Freire
PDF
the TEDtalk.
Modeling a TEDtalk
will help you with an
important skill set–
brevity, clarity, and
form. A TEDtalk is 18
minutes in length.
Upload your video
recording for credit.
Reflective Journal
Entry 10 Topic:
Reflect on your
Personal Metaphor /
Connection to
Symposium if
attended
Post Teaching
Metaphor (can be a
written paragraph or
presentation) Due to
Discussion Board.
(Discussion Board
counts as 10% of
course grade)
Mid-Term Ideological
Statement Due on or
before Nov. 3 11:59
PM to Group and to
Turn It In (20 pts)
Group Presentation
Book Assignment due
November 3rd 11:59
PM
TEDtalk (only for
those completing
Alternative
Assignment) due
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
9


Week 12 Nov. 10-16
Week 13 Nov. 17-23
November 9th
11:59PM
Group Book Presentation
Assignment - Each group will
work as a team to complete ONE
of the following assignments:
(1) Create a group presentation
on one of the articles posted to
the Book Presentation Folder or
(2) Create a group presentation on
the Paolo Freire Symposium. It is
highly recommended all members
of the team attend the Symposium
but it is not a requirement. Each
group's presentation will address
three questions in detail: What?
So What? Now What? The
presentation can be a PowerPoint,
Prezi, etc. Group Presentation
Book Assignment was started in
Week 8 of course.
Midterm Rubric and Samples
Implications of Critical Pedagogy
in the Classroom
Begin Critical Pedagogy,
Ideological Clarity & Praxis
Conversation with
Radical Educator
Antonia Darder Audio
Clip
Teaching is an Act of
Love: Reflections on
Paulo Freire and his
Contributions to our
Lives and Our Work
PDF
Principles of Critical
Pedagogy (Darder,
Boltodano & Torres)
PDF
Alternative
Assignment to
Symposium Due
November 10th 11:59
PM
Discussion Board Post
Due
Discussion Board Post
Due
Donaldo Macedo
Speaks on Global
Citizenship and Issues
of Power Media Clip
Week 14 Nov. 26-28
Fall Break
Work on Critical Pedagogy,
Ideological Clarity & Praxis
Individual Presentation
Work on Final Ideological
Statement. The final document
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
10
Week 15 Dec.1-7
(started as the 6-8 page Midterm
Ideological Statement) consists of
a 12-15-page paper.
Work on Critical Pedagogy,
Ideological Clarity & Praxis
Individual Presentations
Last day of SDSU
Fall semester classes
Dec. 10
Work on Final Ideological
Statement. The final document
(started as the 6-8 page Midterm
Ideological Statement) will
consist of a 12-15 page paper.
Submit Final Ideological
Statement. The final document
(started as the 6-8 page Midterm
Ideological Statement) consists of
a 12-15-page paper.
SDSU Final Exams
Dec 11-17
Final Ideological Statement
Rubric
Week 16 Dec. 8-14
Week 17 Dec. 15 -17
SDSU Final Exams
Dec 11-17
Submit Critical Pedagogy,
Ideological Clarity & Praxis
Individual Presentation
Critical Pedagogy, Ideological
Clarity & Praxis Individual
Presentations Evaluations due to
students on or by December 15
11:59 PM
Weimer, M., (2009).
Critical pedagogy
brings new teaching
and learning
challenges. Faculty
Focus, 36
(December), 26-33.
Critical Pedagogy,
Ideological Clarity &
Praxis Individual
Presentations Due on
or by December 8
11:59 PM
Final Ideological
Statements Projects
Due on or by Dec. 8
11:59 PM (20 pts)
Critical Pedagogy,
Ideological Clarity &
Praxis Individual
Presentations Due on
or by December 8
11:59 PM (25 pts)
Final Ideological Statement
Evaluations due to students on or
by December 15 11:59 PM
VIII. Assessment/Evaluation
1.
2.
3.
4.
5.
Online Participation in Informal Discussions/Threaded Responses to Posted Questions in Discussion Board.
Responses should go beyond simple agreement, and extend an idea or (respectfully) challenge thinking and
are expected to be 50-100 words.
(15%)
Reflective Journal on Blackboard.
(10%)
Group work on book chapters.
(10%)
Online Presentation.
(20%)
Elements of the Ideological Statement and Application Project.
(45%)
Midterm: Ideology Paper – Work in Progress. (20%)
Final: Ideological Statement and Application. (25%)
Total: 100%
Note: A detailed description of the course assignments and the scoring rubrics are available on the course
Blackboard site under Assignments.
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
11
Task
Total
Discussion
Board Posts
10% of
course
grade
Discussion Board Scoring Rubric
Criteria and Points
Complete (20)
Partially complete (10)
Student contributed
Student contributed one
one post and one
post and one comment to
comment to all
50% of discussions.
discussions.
Incomplete (0)
Student did not
contribute any posts
or comments to
discussion board.
Collaborative Online Presentation Rubric
Rubric Detail You can interact with a rubric to grade in Grid View or List View. More Help
throughout the
presentation
and/or some
written errors on
the slides.
template) is
evident in the
presentation for
the most part to
produce a
cohesive
presentation
and/or little
written errors on
the slides.
template) is
evident
throughout to
produce a highly
cohesive
presentation.
Basically free
from written
errors on the
slides.
0 (0%) -­ 2 (20%)
Name: Collaborative Online Presentation Rubrci
Exit
Grid View
Presentation/
Notes/
Transcript
(Group grade)
1.2 (12%) -­ 1.3
(13%)
1.4 (14%) -­ 1.5
(15%)
1.6 (16%) -­ 1.7
(17%)
Presentation is
completed after
the deadline
and/or
substantially
lacks the
required length.
Group members
prepared
minimal “Notes”
to explain each
slide as a written
transcript. Writing
demonstrated an
average writing
style with some
errors in spelling,
grammar,
punctuation,
and/or usage;;
minimal editing
apparent.
Group members
were effective in
preparing
“Notes” to
explain each
slide as a written
transcript. Writing
demonstrated an
above average
writing style with
little grammar,
punctuation,
spelling, and or
usage errors;;
some editing
apparent.
Group members
were highly
effective in
preparing
thorough “Notes”
to explain each
slide as a written
transcript. Writing
demonstrated a
strong writing
style basically
free from
grammar,
punctuation,
spelling, or
usage errors;;
well-­edited.
Timeliness and
Length of
Presentation
(Group grade)
1.07 (10.67%) -­
1.2 (12%)
1.33 (13.33%) -­
1.47 (14.67%)
1.6 (16%) -­ 1.73
0 (0%) -­ 2 (20%)
(17.33%)
Group member
rarely
participated or
contributed to the
project towards
achieving the
project goals and
meeting the
deadline;; did not
share workload
fairly.
Presentation is
completed by the
deadline, but just
falls short of the
required length.
Presentation is
completed by the
deadline and
meets the
required length.
Presentation is
completed
before the
deadline and
meets or
exceeds the
required length.
Contribution to
Group (Individual
grade) 1.2 (12%) -­ 1.28
1.36 (13.6%) -­
1.52 (15.2%)
1.6 (16%) -­ 1.76
0 (0%) -­ 2 (20%)
(17.6%)
Group member
participated in
the project but
emphasis was in
completing own
work;; allowed
others to assume
leadership
and/or may have
not shared
workload fairly
towards
achieving the
project goals and
meeting the
deadline.
Group member
participated in
the project and
shared the
workload;;
contributed to the
development of
one or more
slides;; worked
towards
achieving the
project goals and
meeting the
deadline.
Group member
participated fully
in the project and
shared the
workload fairly;;
contributed to the
development of
one or more
slides and
assisted in
editing others’
slides to produce
a polished
presentation.
Demonstrated
leadership to
facilitate and
achieve the
project goals and
meet deadline.
List View
Presentation/
Content (Group
grade) Presentation/
Design (Group
grade) Beginning 12-­13
pts
Developing 14-­
15 points
Accomplished
Exemplary
1.2 (12%) -­ 1.3
1.4 (14%) -­ 1.5
1.6 (16%) -­ 1.7
0 (0%) -­ 2 (20%)
(13%)
(15%)
(17%)
Slides generally
lack visual
appeal and are
text-­heavy with
little or no visuals
and/or exhibit an
overuse of color
or animations.
Media, (e.g.,
images), if used,
are rarely cited
on each slide. No
theme is evident
and the
presentation
appears
disjointed rather
than unified
and/or frequent
written errors on
the slides.
Presentation
slides include
general
information to
give an
understanding of
the topic;; content
may contain
some
inaccuracies
and/or
information is not
logically
sequenced in
places.
Presentation
slides include
adequate
information
needed to give
an
understanding of
the topic;; content
is mostly
accurate and
sequenced in a
logical way for
the most part.
Presentation
slides include
information
needed to give a
thorough
understanding of
the topic;; content
is accurate and
sequenced in a
clear, logical
way.
1.2 (12%) -­ 1.3
1.4 (14%) -­ 1.5
1.6 (16%) -­ 1.7
0 (0%) -­ 2 (20%)
(13%)
(15%)
(17%)
Group members
prepared partial
“Notes” to
explain each
slide as a written
transcript;; Below
average/poor
writing style with
frequent errors in
spelling,
grammar,
punctuation,
usage, and/or
formatting errors;;
no editing
apparent.
Slides generally
include a mix of
white space,
visuals, and/or
text but not
consistently
and/or some
overuse of color
or animations.
Media (e/g.,
images), if used,
may not be
consistently cited
to give proper
attribution.
Theme (e.g.,
template) is not
consistently
evident
throughout the
Slides are
effectively
designed with
visual appeal
including white
space, visuals,
and minimal text
for the most part.
Color and
animations are
used
appropriately.
Media (e.g.,
images), if used,
are generally
cited to give
proper
attribution.
Theme (e.g.,
template) is
Slides are
visually well
designed,
aesthetically
pleasing with
appropriate use
of white space,
visuals, and
minimal text, on
each slide. Color
and animations
are used
judiciously.
Media (e.g.
images), if used,
are always cited
on the slide to
give proper
attribution.
Theme (e.g.,
template) is
(12.8%)
Group member
rarely
participated or
contributed to the
project towards
achieving the
project goals and
meeting the
deadline;; did not
share workload
fairly.
Name:Collaborative Online Presentation Rubrci
Reflective Journal Entry Rubric
Name: Individual Reflective Journal
Exit
Grid View
List View
No submission
Competent
Proficient
Content 0 (0%)
8 (80%)
10 (100%)
No attempt made
on the part of the
student.
The journal entry is
approaching
proficiency. Please
refer to proficient
journal description.
Reacts to assigned
reading or
presentation (give
supported reason,
describe responses,
discuss
relevance/application
to your own
experiences both
personally &
professionally) Relates the readings
and/or discussions to
your experiences as
a teacher, student,
researcher, etc. Argues for or against
something you read
and/or discussed
with classmates,
peers, family,
cooperating teacher
Explores
pedagogical
implications of what's
been read or
discussed Questions the
application, uses,
and/or the
significance of what
has been shared or
learned.
Name:Individual Reflective Journal
Exit
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
12
At the end of the course, you will receive a letter of completion. In order to successfully complete the course, you
must complete all assignments. Students may receive an “Incomplete” grade providing the student an extension of
time until the missing assignment is submitted. Please see the table below for the scoring scale:
100-90%
89-80%
79-70%
69-60%
Below 59%
Incomplete
Excellent
Above Average
Average
Marginal
Unsatisfactory
Did not complete
IX. Plagiarism
Plagiarism is the act of using someone else's words, sentences, or ideas, and passing them off as your own without
giving credit by citing the original source. Read SDSU’s policy on Academic Dishonesty:
http://www.sa.sdsu.edu/srr/academics1.html
X. Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your
accommodations, you should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you
have presented your instructor with an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
13
Alternative Assignment to Paulo Freire Symposium Event
Create a TEDtalk. Write your own TEDtalk to talk about Freire, critical literacy and/or democratic schooling. Connect
a bit of your own story to the subject. Video record yourself giving the TEDtalk. Modeling a TEDtalk will help you with
an important skill set–brevity, clarity, and form. A TEDtalk is 18 minutes in length. Upload your video recording for
credit.
Your reflective journal for this week will be about your TEDtalk.

http://twentytwowords.com/write-your-own-incredible-ted-talk-in-just-9-steps-with-the-ted-o-matic/

http://www.forbes.com/sites/nickmorgan/2012/07/09/5-quick-steps-to-a-killer-ted-speech/

http://cain.blogspot.com/2013/01/create-your-own-ted-talk-in-six-steps.html

http://www.labnol.org/tech/ted-talk-18-minutes/12755/
Grade ->
A
B
C
D
Presentation Skills
Students smiles, has
confidence and is
entertaining and
engaging. They keep
eye contact with their
audience and speak
with emotion. Their
voice is projected and
can be heard by the
whole audience. The
presentation is
memorized.
The student may be
visibly shaken or
nervous (stuttering or
fidgeting) but is able to
work past their nerves.
They make some eye
contact with their
audience but looks
down or away a
significant amount.
The presentation is
mostly memorized.
Student is not clearly
spoken and they
stutter/mumble a lot. It
is evident that the
student is not well
prepared. They rely on
notes or often pause
for a long time to
think. The student uses
many filler words such
as “Like” or “Um”.
There is little emotion
in the student’s voice.
Student is visibly
uncomfortable. They
do not attempt to
make eye contact
with the audience
and completely read
their talk off of
slides or notes. It is
clear the student is
not prepared and
they are hard to
hear. The student
seems “bored” or
unenthusiastic.
Visual Aid
Visual aid is useful to
the presentation and
helps illustrate the
point they are trying to
make. There are no or
very few words on the
slides.
Visual aid is useful but
has too many words.
Student relies on the
words on their visual
aid.
Visual aid is minimal
or too extensive. If it is
minimal, it does not
help the audience
understand the
presentation. If it is too
extensive, it contains
most of the student’s
talk and the student
reads their information
directly off the slides.
Student has no
visual aid
Information
Student has made a
clear point and all of
their information is
relevant to their topic.
They use a “hook” or
other way to connect
with their audience. It
is clear that the topic
has been well
researched and the
student can fully
explain the topic.
Student has made a
clear point but it took a
long time to get there.
They may have
included extra or
irrelevant information.
They attempt to use a
“hook” but it is weak.
The topic has been
researched but could
be explained more
extensively.
Student often gets off
track and provides
information that is not
needed in their
presentation. The
student makes no
attempt to connect
with the audience. (no
“hook”) Student has
done minimal research
and only has a basic
understanding of the
topic.
The student has not
done research and
provides mostly
false or irrelevant
information. It is
hard for the
audience to find the
point the student is
trying to make.
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.
14
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Activity: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Activity Location(s): ____________________________________________________________
In consideration for being allowed to participate in this Activity, on behalf of myself and my next of kin, heirs and
representatives, I release from all liability and promise not to sue the State of California, the Trustees of The
California State University, California State University, [campus name] and their employees, officers, directors,
volunteers and agents (collectively “University”) from any and all claims, including claims of the University’s
negligence, resulting in any physical or psychological injury (including paralysis and death), illness, damages, or
economic or emotional loss I may suffer because of my participation in this Activity, including travel to, from and
during the Activity.
I am voluntarily participating in this Activity. I am aware of the risks associated with traveling to/from and
participating in this Activity, which include but are not limited to physical or psychological injury, pain, suffering,
illness, disfigurement, temporary or permanent disability (including paralysis), economic or emotional loss, and/or
death. I understand that these injuries or outcomes may arise from my own or other’s actions, inaction, or
negligence; conditions related to travel; or the condition of the Activity location(s). Nonetheless, I assume all
related risks, both known or unknown to me, of my participation in this Activity, including travel to, from
and during the Activity.
I agree to hold the University harmless from any and all claims, including attorney’s fees or damage to my personal
property, that may occur as a result of my participation in this Activity, including travel to, from and during the
Activity. If the University incurs any of these types of expenses, I agree to reimburse the University. If I need
medical treatment, I agree to be financially responsible for any costs incurred as a result of such treatment. I am
aware and understand that I should carry my own health insurance.
I am 18 years or older. I understand the legal consequences of signing this document, including (a) releasing
the University from all liability, (b) promising not to sue the University, (c) and assuming all risks of
participating in this Activity, including travel to, from and during the Activity.
I understand that this document is written to be as broad and inclusive as legally permitted by the State of California.
I agree that if any portion is held invalid or unenforceable, I will continue to be bound by the remaining terms.
I have read this document, and I am signing it freely. No other representations concerning the legal effect of this
document have been made to me.
Participant Signature: _______________________________________
Participant Name (print):_________________________________ Date: ____________
© 2014 by San Diego State University, College of Extended Studies. All rights reserved. No part of this document may be reproduced or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of San Diego State
University, College of Extended Studies.