Sociocultural Contexts of Teaching and Learning
Emory University, Division of Educational Studies
Masters of Arts in Teaching Program
Instructor Information
Professor: Alyssa Hadley Dunn, Ph.D.
Email: athadle@emory.edu
Office: NDB 255
Course Information
Course Number: EDS 500
Meeting Times: M-F, 1:00-3:45pm
Room: NDB 232
Teaching Assistant: Miyoshi Juergensen
TA Email: mbjuergensen@gmail.com
In person Office Hours: By appointment
Online Office Hours: See schedule for times
One voice can change a room, and if one voice can change a room, then it can change a city,
and if it can change a city, it can change a state, and if it can change a state, it can change a
nation, and if it can change a nation, it can change the world. – President Barack Obama
The great aim of education is not knowledge, but action. – Herbert Spencer
Overview of Course
The theme of this course is “voices.” Through our examination of the historical, political, social,
economic, and global forces that affect schools, students, teachers, and communities, we will
consider whose voices are heard and whose are silenced, and to what ends, within the structure
of schooling. While exploring the unique voices of a variety of groups, we will discuss
overarching issues of identity, privilege, power, oppression, advocacy, and social justice.
Readings, writings, small and large group activities, and independent work will inform our class
discussions.
Course Objectives
Preservice teachers in this course will…
• Engage in analysis, reflection, and praxis regarding the sociocultural influences on schools
and students;
• Establish a teaching identity in relationship to advancing educational equity;
• Demonstrate knowledge on a range of issues related to education policies and practices;
• Participate in various pedagogical approaches to teaching and learning;
• Plan curriculum and instruction with an adept understanding of the politics of curriculum and
the multiple contexts of teaching and learning.
Readings
Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Harper
Perennial.
Ladson-Billings, G. (2009, 2nd edition). The dreamkeepers: Successful teachers of African
American children. New York: Teachers College Press.
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Michie, G. (2009, 10th anniversary edition.) Holler if you hear me: The education of a teacher
and his students. New York: Teachers College Press.
Selected readings in course packet, provided on first day of class
Assignments
“IQ” Journals: You will be given small notebooks to use for in-class reflection. In here, you will
write Ideas and Questions (“IQ” used ironically) related to readings, discussions, or activities.
Each day, you will write at least one idea or question about which you are thinking and turn in
the journals at the end of the class period. Your entries can relate to things you want to explore
further, things you don’t understand, lesson or unit ideas, or other topics. They will be returned
to you the following afternoon after being read by the professor and TA. We will always read
each one, but we will only comment on selected entries. This is a modified assignment for this
shortened course, as typically a course on such important and intense topics would require you to
write weekly journal reflections. Given our compressed timeframe, the “IQ” journal will enable
daily feedback and reflection between you and the instructors.
Discussion Facilitation: You will be assigned a group and a day to lead discussion for 20-25
minutes. This is a very informal facilitation, meaning that you do not have to plan a presentation
or major activity. Instead, think of it as practice for leading a dialogue in your future classroom.
Take the opportunity to write at least five stimulating questions and practice your discussion
management. Your questions can be about the broad topic covered for that day or about one or
two readings in particular. If conversation lags, you will be in charge of asking a new question; if
people get off topic, you are in charge of redirecting the group. For the 20-25 minutes that your
group is facilitating, the instructors will not ask our own questions—but we will use the dialogue
that you have started to lead into that day’s activities and further discussion.
Assigned Facilitation Day: ______________
Topic: __________________
Discussion Partners: _________________________________________________
Culture Quilt: This is a visual representation of several aspects of your personal history and
culture that, when “quilted” together, make up your identity. Used as an introduction to each
other’s backgrounds, this assignment can be adapted for use with your future students. A full
description is included on page 9.
Autobiographical Narratives: You will write two autobiographical narratives that challenge you
to examine course readings in relation your own identity, family, schooling, community, life
experience, history, and desire to teach. The purpose of the narratives is not merely to summarize
your experiences but to analyze and reflect upon them in light of course readings and
discussions. Each paper should be approximately three double-spaced pages. More detailed
requirements are included on pages 10-11.
1) Sociocultural History
2) Educational Resources Analysis
2
Final Project: You will create a final unit plan that incorporates some aspect(s) of course
content. It should be designed for the subject area and grade level that you would most like to
teach and should effectively combine the theory, research, and practice of multicultural
pedagogy. You will also create a digital story to be used as an introduction to your unit, in which
you describe the impetus for your unit and overlay your recorded voice with photographs,
artwork, or other digital media. There will be three portions of the final project:
1) Sketch of final unit plan (due 6/8): A draft of your unit will be due one week in
advance of the final project.
2) Final unit plan (due 6/13): Your final unit will be primarily a summary of proposed
lessons and activities related to your overarching topic. Only ONE lesson needs to be
written out in detail (including lesson objectives, goals, procedures, evaluation, and
relevant materials), and the rest of the lessons can be explained briefly to show how they
are connected.
3) Digital story (due 6/13): Your digital story should act as an introduction to your final
unit. It should answer the questions: Why did I pick this topic? Why do I think it is
important for students to know? What do I want students to learn? Ideally, you could
show this video to your future students on Day 1 of the unit. Your digital story should be
1-3 minutes in length. We will visit the library so you can learn more about the
technology needed to complete this portion of your final project.
Grading
1. Autobiographical Narratives:
Sociocultural History: 10%
Educational Resources Analysis: 15%
2. Culture Quilt: 5%
3. Final Project:
Final Unit Plan: 15%
Digital Story: 10%
5. Class Participation: 45% (includes discussion, “IQ” journals, attendance)
94-100 = A
90-93 = A-
87-89 = B+
83-86 = B
80-82 = B77-79 = C+
73-76 = C
70-72 = C-
66-69= D
0-65 = F
Policies and Procedures
Standards for Written Work: All papers should be typed, double-spaced, in 12-point font,
with one-inch margins on all sides. Carefully adhere to APA guidelines for formatting. This
formatting includes in-text citations, a complete reference list when appropriate, and headings.
Your work should be carefully written, edited, and free of errors. Points will be deducted from
work plagued by typos, missing words, and errors in spelling and/or grammar. If you struggle
with writing or would like additional assistance, please make individual appointments with the
professor and/or TA. An APA tutorial can be found at http://owl.english.purdue.edu.
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Attendance and Active Participation: You are required to attend all class meetings. More
than one unexcused absence will result in the lowering of your final grade. Emergencies will be
dealt with on a case-by-case basis at the discretion of the instructor. Active participation means
contributing to class discussions and maintaining focus without distractions from electronic
devices. Cell phones must always be turned off and should not distract you in class. If you
choose to type your notes, you should use your laptop for notes only, not for checking email or
Facebook. Significant distractions can lead to your removal from the discussion.
Make-up Work/ Incompletes: Please make every effort to avoid a scenario where you are
submitting a late assignment. Unless there are extenuating circumstances and/or you received
approval ahead of time, points will be deducted for each calendar day an assignment is late. Late
final projects (digital story and unit plan) will not be accepted. No incompletes will be given
unless the matter is discussed with and approved by Dr. Cadray.
Grade Disputes: I will be happy to discuss your work in an effort to improve future
assignments, but unless there were computational errors, no grade will be reversed. If you have a
grade dispute, it must be submitted in writing prior to scheduling an in-person meeting to discuss
the issue.
Honor Code/ Plagiarism: The University Honor Code will be in effect for the entire
course. This includes writing assignments and your final project. Remember that plagiarism is a
violation of the honor code; if at any point you are unsure how to correctly cite another
individual’s work, please see me. A copy of the honor code may be found at
www.emory.edu/COLLEGE/students/honor.htm.
Course Accommodations: I wish to make any accommodations deemed necessary for
your success in this course. It is university policy to make reasonable accommodations for
qualified students with disabilities. See your Academic Dean for particular regulations. A copy
of these policies may be found at www.ods.emory.edu.
Professional Demeanor: We will be discussing many emotional and controversial topics,
and it is my intent to make the class environment a comfortable and open one for all students and
their opinions. Anyone behaving disrespectfully, immaturely, or questionably will be asked to
leave the discussion.
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Schedule of Classes
* Reading and writing assignments are listed on the day they are due.
Date
W 5/25
Th 5/26
F 5/27
Topic
Race and Class Dynamics in
Education: From Past to
Present
African American Educational
Histories
Group 1
M 5/30
NO CLASS- HOLIDAY
T 5/31
Latino American Educational
Histories
Group 2
W 6/1
Asian American Educational
Histories
Group 3
Th 6/2
Middle Eastern &
Immigrant/Refugee Students
Readings Due
Writing Due
- Kozol, Chapters 13
- Ladson-Billings,
“From Achievement
Gap to Education
Debt”
After-Hours Film
Screening: Race:
The Power of an
Illusion (Episodes 1
& 2): 4:30-6:00pm
*Food and drinks
will be provided for
dinner.*
- Overview of
Brown and
desegregation
- Confronting myths
in film—“Why do
we have to go to the
movies to see Black
kids succeed?”
- Woodson, “Miseducation”
- DuBois, “Separate
schools”
- Race: The Power
of an Illusion
(Episodes 1 and 2)
- Michie, Chapters
1-4
- Salas, “Defending
bilingual education”
- Krashen,
“Bilingual education
works”
-Tateishi, “Taking a
chance with Words”
- Chang & Au,
“You’re Asian. How
could you fail
math?”
-Chung, “Finding
my Eye-dentity”
- Fayad, “Arab
Woman and I”
- Ahmad & Zawam,
“Oral History”
In-class Activities
- Intro to
course/expectations
- Class introductions
- Culture Poems
- Definition of terms
- Think/Pair/Share
- Brown at 50
Statistics
- Film: “The
Problem We All
Live With”
ONLINE OFFICE
HOURS: 8-10pm
Culture quilt and
educational
autobiography due
ONLINE OFFICE
HOURS: 8-10pm
- Jigsaw activity
- Discuss final
projects (unit plan
and digital story
intro)—Trip to ECIT
- Begin presenting
culture quilts
- Myth of the model
minority
- Finish presenting
culture quilts
FULL DAY FIELD
TRIP TO REFUGEE
FAMILY
SERVICES AND
5
- St. John, “Refugees
find hope and
hostility on soccer
field”
- Stories of Middle
Eastern students:
PPT file
F 6/3
Religious and Sexual Diversity
in Schools
Group 4
M 6/6
White Privilege
Group 5
T 6/7
Culturally Relevant Pedagogy
Group 6
W 6/8
Group 7
Multicultural Education versus
Core Knowledge
- Karp, “Arranged
marriages”
- Eck, “Afraid of
Ourselves”
- Joshi, “Religious
Oppression”
- Echo-Hawk,
“Native American
Religious Liberty”
- Grinde, “Taking
the Indian Out”
- Blumenfeld, “How
Homophobia Hurts
Everyone”
- Carbado,
“Privilege”
- Meyerowitz, “How
Sex Changed”
- Broadus,
“Employment
Discrimination”
- McIntosh,
“Invisible
Knapsack”
- Tatum, “Why are
all the black kids
sitting together in
the cafeteria?”
Chapters 4 & 6
- PBS Film: Race:
The Power of an
Illusion- Episode 3
- Tim Wise online
clips
- Ladson-Billings,
Chapters 1-3
- Chapter 3 from
Stairs, Donnell, &
Dunn
- Sleeter &
McLaren, “Origins
of Multiculturalism”
- Au, “Decolonizing
the classroom”
- Schlessinger,
“Disuniting of
America”
- Hirsch, “Centrist
CLARKSTON
COMMUNITY
CENTER
- Building Bridges
Simulation
Educational
Resources analysis
paper due
- Four Corners
Activity
- Overview of
Supreme Court cases
re. religion in
schools
After-Hours Film
Screening: Race:
The Power of an
Illusion (Episode 3)4:30-5:30pm
*Note: If you can’t
stay after class to
watch the film, you
will need to watch it
over the weekend in
the library, where it
will be placed on
reserve.*
- Race to the Wall
activity
- Tim Wise, Part 2
- Write your own
privilege list
ONLINE OFFICE
HOURS: 8-10pm
- “Turning on
Learning” lesson
planning
- Teacher panel
- Draft of final unit
plan due BEFORE
morning class—to
be returned and
discussed by end of
our afternoon class
- Mock School
Board Meeting
- Are you Culturally
Literate? Activity
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Th 6/9
Curriculum, Testing, and
Tracking
Group 8
F 6/10
Preventing Dropouts and the
School-to-Prison Pipeline
Group 9
M 6/13
FINAL PROJECTS DUE
T 6/14
From a pedagogy of the
oppressed to a pedagogy of
possibility—stories of success
in urban schools
LAST
CLASS
Curriculum”
- Smitherman,
“Black
English/Ebonics”
- Delpit, “Ebonics
and culturally
responsive
instruction”
- Klingner et. al,
“OverIdentification”
- Stoskopf,
“Forgotten history of
eugenics”
- Bigelow,
“Standards and
tests”
- Drop out readings
- NAACP, “School
to Prison Pipeline”
- Yang, “Discipline
and Punish”
- Take a Stand
activity
- Sample SAT
questions
- STUDENT
PANEL
Sunday, June 12:
ONLINE OFFICE
HOURS: 8-10pm
Reading TBD:
- Freire
- Anyon
- Michie
- Chenoweth
- Miyoshi’s research
presentation
- Incarcerated
students’ writings
- Final discussion on
final projects
PROJECT
PRESENTATIONS
- Creating Freirian
Schools
- Factors that make a
difference in “school
success”—writing
our new teaching
autobiographies
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The Culture Quilt*
A quilt is a large covering stitched together from many smaller pieces of cloth. Similarly, a
number of different characteristics define an individual’s culture. Construct your own culture
quilt. Each of the sixteen boxes below contains a short statement related to a specific aspect of
culture. As a PowerPoint presentation, or in some other creative fashion, replicate the grid and
fill in each square with a symbol (sentence, picture, drawing, poem, etc.) that relates the
statement to your own life experience. BE CREATIVE! You will share this visual
representation through a brief class presentation.
What word or concept
best describes your
family?
What words of wisdom
have been passed down to
you from your family?
What do you and/or your
family see as the value of
education or teaching?
What word or concept best
describes your experience
in school?
With what culture, other
than your own, are you
familiar?
What has been your most
challenging cultural
experience?
Whom do you respect
and how do you show
respect?
What is your concept of
beauty?
What are the beliefs about
child rearing in your family?
How do you learn best?
What country, other than the
United States, do you
identify as a place of origin
for you and your family?
Who was your most
influential teacher?
What is the one question you
would like to ask a member
of another cultural, racial, or
ethnic group?
What culture, other than your
own, would you like to know
more about?
How do you like to spend
your spare time?
What negative comment or
stereotype have you heard
people make about the
members of your cultural,
racial, or ethnic group and
how did it make you feel?
*Adapted by J. J. Irvine from Bennett, C. (1999). Multicultural Education. Boston: Allyn & Bacon.
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Autobiographical Narrative 1: Sociocultural History
This narrative sketch should describe your sociocultural heritage, which includes your
identities related to race, ethnicity, family structure, class, religion, etc. This is an opportunity for
you to explore how the various parts of your identity shape your opinions and beliefs about
education. It also provides a chance for you to connect your personal history to the readings and
discussions had in class. Topics you should address in the paper include:
•
•
•
•
•
•
•
•
Ethnic Roots – country of origin, immigrant ancestors, racial identification
Family structure – parents, caregivers, relatives, professions, models of academic
achievement or educational goals
Socioeconomic status – neighborhood, class status as related to classmates, neighborhood
playmates, and friends
Traditions and customs - cuisine, dress, habits, living, sayings, modes of thinking,
divergence or convergence with school
Religion or spiritual practices – place of worship, spiritual activity, observances,
religious tolerance/practices in school
Family values – work ethic, educational expectations, support mechanisms, relatives who
could/could not assist with schoolwork
Encounters with those who are culturally different – travel, volunteering, relationships,
intercultural encounters in school
Special events or rituals – holidays, celebrations, parties, gift traditions, conflict or
confluence with school
Your narrative is not limited to the listed topics, but you should consider the majority of these
suggestions and how they inform your identity and understanding of schooling. Please be sure to
focus your paper on how the elements of your heritage influence your thoughts on education,
multiculturalism, and diversity. Your paper should be approximately three double-spaced
pages. References should be included in APA format.
This narrative will be turned in the same day as your culture quilt. Some aspects may overlap and
be informed by your work on the related assignment.
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Autobiographical Narrative 2: Educational Resources Analysis
This narrative should challenge you to think critically about your own educational resources in
relation to some of the issues that we have been reading about and discussing in class. As we
have learned, meritocracy is a myth—so what resources were or were not part of your
educational history that either enabled or prevented you from achieving? Resources include, for
instance, family, school structure, curriculum, materials, school funding, and community
support. You should consider the following elements of educational resources in relation to your
personal experience and course readings:
•
•
•
•
•
•
•
Your own schooling experiences as a student – memories, teachers, cultural conflicts in
school
School “quality” – country, region, state, city, quality of your school and school system
School structure—organization of faculty, students, classes; tracking
Curriculum—types of classes, electives, common pedagogical processes
Culture in the classroom—whose culture was addressed, whose voices were silenced
literally and figuratively
Materials—physical aspects of school, books, labs, computers, after-school opportunities
Community—educational opportunities outside of school
Your narrative is not limited to the listed topics, but you should consider the majority of these
suggestions. The key to this autobiographical narrative is not simply to describe your school
experiences but to critically analyze the resources that made your schooling either effective or
ineffective, broadly defined. I ask that you challenge yourself to think deeply and in ways that
may sometimes be new and even uncomfortable. Your narrative should be three double-spaced
pages. References should be included in APA format.
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Final Project: Digital Story and Unit Plan
“Words mean more than what is set down on paper. It takes the human voice to infuse them with
shades of deeper meaning.” – Maya Angelou
Overview: Digital storytelling is a way to share a first-person narrative through audio, images, or
video in a digital format. The most important part of a digital story is the narrator’s (your) voice,
both literally and figuratively. Your final project will include 2 components:
 Digital Story: You will create a 1-3 minute digital video that shares your perspective
on why you selected your topic for your unit plan and how it relates to the themes
covered in this course. It should be written in first person, include your own voice,
and incorporate music, photographs, images, or materials. You will present your
digital story to the class on June 13. There will be structured assignments throughout
the course to help you prepare for the final presentation.
 Unit Plan: You will also write a final unit plan on a self-selected topic in your content
area and desired grade level. The unit plan will include (1) overarching objectives, (2)
essential questions, (3) brief descriptions of lessons and activities, (4) a detailed
lesson plan for ONE class day, and (5) a written explanation of why you selected the
topic, how it is related to the course themes, and any other reflections on the process.
Deadlines: There will be scaffolded deadlines throughout the course so that you are fully
prepared. Please note that these progressive steps are an attempt to get to you plan ahead—a
digital story takes time to produce and cannot be developed the night before it is due. (Typically,
it takes 1 hr. of production time for every minute of story, meaning that a 3-minute video takes at
least 3 hrs. of production time.)
5/31: Digital Storytelling workshop in ECIT
This 1-hour workshop, which will take place during class time and is, thus, mandatory,
will share samples of digital stories and teach you how to develop your own using the
media that ECIT has available for student use. Before the workshop, please review these
guidelines and come prepared with any technological questions.
6/8 (AM): Draft of final project due BEFORE morning session
What is the overarching topic of your unit? How does it relate to this course’s content?
Why did you select this topic for this grade level? What resources will you use? Write a
1-2 page double-spaced sketch that summarizes your ideas. It will then be returned with
questions and suggestions. If you have a more detailed draft that includes a draft of your
one full lesson plan, please include that as well. I would strongly recommend this option
so you can get more complete feedback on your lesson, but it is not required.
6/8 (PM): Draft returned during class, with comments and suggestions
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6/13: Final project due
Your final story will be shared with the class and other faculty during our viewing party.
Your digital story should be between 1-3 minutes in length and include at least 15 images
(art, photographs, or documents), music, and your narrative voice. It should tell a
cohesive story (not be merely a PowerPoint presentation with narration) and should make
explicit reference to course topics and readings. Suggestions from ECIT are attached, and
more instruction will be given in the workshop. After the digital stories have been
viewed, we will circulate through the classroom to share your final unit plans.
Online Office Hours: On the night before an assignment is due, I will have online office hours
on Learnlink, where you can sign on individually or as a group to ask questions. The related
online office hours for this assignment will be on June 7th and June 12th, 8-10pm.
ECIT’s Keys to Developing a Successful Digital Story
Script: Create a script to keep yourself on track when recoding the audio for your story. You should not
read directly from your script as you would a book but more less as a guide when recording. Your voice is
key to telling your digital story.
Assemble: Collect any images, video and audio you will use in your project. Your own content is often the
best to help tell your story. You should always take copyright laws and guidelines into consideration when
assembling content for your digital story. When, where and how you are going to deliver your digital story
may impact the types of content you use.
Storyboards: Storyboarding is one of the essential components of developing a successful digital story. A
storyboard is a visual illustration of your story, complete with your images, video and audio. Your
storyboard should contain an organized workflow of aspects and events associated with your digital story.
Length: In our experience, successful digital stories should range between 3 – 5 minutes in duration.
Remember your audience and most importantly, your message.
Record/ Remember it is a story: When recording your story remember that it’s a story and it’s ok to give
some personal insight. Your tone and emphasis on points in your script should be natural. Use inflection
and emotion; remember, it’s “your” story. Your voice and tone bring out the personality in your digital
story.
Technology: ECIT supports and recommends Camtasia or Windows Movie Maker on a Windows machine
for building digital stories and iMovie 09 or GarageBand on a Macintosh. We recommend Audacity for
recording your script, which is available on a PC and Mac platform.
Review/share: As you develop your story, we recommend you share it with a friend or colleague before
finalizing the storyboard and then finally presenting to your intended audience. This will allow you to gain
feedback, generate more ideas, find out if your story is engaging and if it is achieving your instructional
goal(s).
From http://cet.emory.edu/ecit/digitalstorytelling.cfm
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SUGGESTED RESOURCES
Georgia Department of Education: http://www.doe.k12.ga.us/
Georgia Learning Center (Georgia Standards): http://www.georgiastandards.org/
U.S. Department of Education: http://www.ed.gov/index.jhtml
The following Website resources provide practical, theoretical, and ideological information
regarding teaching and learning across content areas and grade levels. Sites also reflect
content germane to the frameworks, approaches, and critiques of education explored in
this course. Always bring a critical view to the assessment of these resources. They should
prove helpful as a starting place for resources, research, and teaching for all our courses.
EDchange
http://www.edchange.org/
If you go to no other site, check this one out. It covers a broad scope of research, curricular, and
organizational resources regarding Multicultural Education for educators on all levels of
schooling and disciplines. In particular, “Multicultural Links” will take viewers to subject matter
resources.
Multicultural Pavilion:
http://www.edchange.org/multicultural/
Related site to EdChange.
Rethinking Schools
www.rethinkingschools.org
A resource that seeks to be visionary and practical for teachers. Content features examination of
academic, political, social, historical, and economic issues in schools and how teachers address
Includes discussions on timely relevant topics germane to students and schooling.
Rethinking Schools Bilingual Education Resources
www.rethinkingschools.org/special_reports/bilingual/resources.shtml
Information on Bilingual and Multicultural Education politics, practices, and policies.
Teaching for Change
http://www.teachingforchange.org
“… provides teachers and parents with the tools to transform schools into centers of justice
where students learn to read, write and change the world.”
Teaching Tolerance
http://www.teachingtolerance.org
A site all teachers should know about for their work, sponsored by the Southern Poverty Law
Center. As with the other websites, this is also an important source for curriculum materials and
lesson plans. Resources include a magazine, tool kits, and lesson activities. SPLC provides
teachers with FREE materials!
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Working to Improve Schools and Education (WISE)
http://www.ithaca.edu/wise/topics/multicultural.htm
Provides links organized by a subject index that covers specific content areas and information on
schooling and education.
Center for Research on Education, Research, and Diversity
http://crede.berkeley.edu/research/research.html
Includes links to research and resources in particular about math and diversity and science and
diversity. Also has research that address language, school, families, and communities.
Education World
http://www.education-world.com/
A plethora of various grade and content area lessons.
Highlander Education and Resource Center
http://www.highlandercenter.org/
A Center that supports and advances grassroots organizing in Appalachia and the South.
Subscribes to the philosophy that ordinary people are instrumental to extraordinary movements
for change.
* Compiled by Vera Stenhouse, Fall 2010
PEDAGOGIC ACTIVITIES DEMONSTRATED IN THIS COURSE
Activity
Culture Poems
Description
How I Can Use/Adapt It
Think/Pair/Share
Culture Quilt
Socratic Seminar
Jigsaw
Building Bridges Simulation
Four Corners
Race to the Wall
Mock Meeting
Take a Stand
14
COURSE ALIGNMENT WITH INTASC STANDARDS
The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards reflect the
knowledge base, current research, and best practices in teacher education, and serve as the desired
outcomes for candidates in our Master of Arts in Teaching (MAT) Programs.
Standard #1: Subject Matter: Understands the central concepts,
tools of inquiry, and structure of the discipline(s) he or she teaches,
and creates learning experiences that make these aspects of subject
matter meaningful for students.
Standard #2: Learning and Development: Understands how
children and youth learn and develop, and provides learning
opportunities that support their intellectual, social and personal
development.
Standard #3: Diverse Learners: Understands how students differ
in their approaches to learning, and creates instructional
opportunities that are adapted to learners from diverse cultural
backgrounds and with exceptionalities.
Standard #4: Instructional Strategies: Understands and uses a
variety of instructional strategies to encourage students'
development of critical thinking, problem solving, and performance
skills.
Standard #5: Learning Environment: Uses an understanding of
individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Standard #6: Communication: Uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the
classroom.
Standard #7: Planning Instruction: Plans and manages
instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
Standard #8: Assessment: Understands and uses formal and
informal assessment strategies to evaluate and ensure the
continuous intellectual, social and physical development of
learners.
Standard #9: Reflection and Professional Development:
Evaluates the effects of her/his choices and actions on others
(students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow
professionally.
Standard #10: Collaboration, Ethics and Relationships:
Communicates and interacts with parents/guardians, families,
school colleagues, and the community to support students' learning.
Course readings
Culture Quilt
IQ Journals
Digital Story
Daily activities and discussions
Course readings
Final unit plan
Autobiographical Narratives
Daily activities and discussions
Course readings
Culture Quilt
IQ Journals
Final unit plan
Autobiographical Narratives
Course readings
Final unit plan
Digital Story
Daily activities and discussions
Course readings
Culture Quilt
IQ Journals
Final unit plan
Autobiographical Narratives
Daily activities and discussions
IQ Journals
Final unit plan
Digital Story
Daily activities and discussions
Course readings
Final unit plan
Digital Story
Daily activities and discussions
Final unit plan
Daily activities and discussions
Course readings
IQ Journals
Autobiographical Narratives
Final unit plan
Daily activities and discussions
Course readings
Final unit plan
Daily activities and discussions
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