EDUC 460
Justin Saldana jsaldana@laverne.edu
Office (909) 593-3511 x4656. 760-310-2693 cel. Fall 2014
COURSE PURPOSE: To provide the teacher credential candidate with an overview of psychosocial developmental tasks, contemporary schooling practices, essential communication skills, preparation for multi-cultural education, and an appreciation for linguistic, cultural, racial, ethnic, and socio-economic diversity. The primary emphasis is on social and emotional interaction, the development of motivation and self-esteem, mastering practical interpersonal skills, a critical analysis of education in society, development of critical thinking skills, and evaluating attitudes toward diverse cultural and socio-economic groups.
COURSE OUTLINE/GOALS. The teacher candidate will examine, evaluate, and understand:
1.1 the human social and developmental processes.
1.2 the relationship between communication skills, self-esteem, motivation, and learning.
1.3 the importance of community, parents, and the home language in the development of students’ self-esteem.
1.4 a variety of communication skills, and be able to apply them appropriately in various situations.
1.5 attribution theory, attitudes (perceptual biases), and communication styles.
1.6 practices that promotes sensitivity and educational equity among diverse cultural, socioeconomic, and linguistic groups.
1.7 the historical and contemporary status of linguistic and cultural groups, emphasizing contributions to subject taught in the classroom
1.8 the effective use of critical thinking skills in the classroom.
1.9 the State of California and University of La Verne teacher education certification requirements.
1.10 diversity, and the historical, legal, social, political, and economic perspectives on the role of education in schools in the international community.
1.11 instructional strategies to meet the needs of the student's diverse cultural, linguistic, racial, ethnic, and socio-economic backgrounds.
1.12 the status of reform in the State of California and throughout the United States.
1.13 the impact of social, political, and economic issues (such as immigration, urbanization, and discrimination) on linguistically and culturally diverse groups, and their educational status and attainments.
1.14 familiarity with educational research tools and resources.
1.15 familiarity with, and ability to use, the California Standards for the Teaching Profession , the
Frameworks , and Content Standards for the California Public Schools , and Common Core.

Session
1 Welcome! Course Overview & Requirements
Making a difference, expectations, introductions, and course overview.
Dispositions.
2 Direct Instruction Lesson Plan – Introduction
DILP sample/model.
Writing Objectives.
Bloom’s & Depths of Knowledge.
Common Core Standards.
3 Direct Instruction Lesson Plan group work.
Classroom management – Introduction.
Success Lifeline presentations.
4 Direct Instruction Lesson Plan presentations.
Classroom management-Transitions/sponge activities/opening assignments/bell ringers & getting students’ attention.
Acronyms in Public Education – activity.
5 Classroom management – creating a management plan.
Culturally Responsive Pedagogy (CRP).
6 Culturally Responsive Teaching. Plan &
Resources.
Teaching Students with Special Needs
Learning Disability Video: Frustration, Tension, and Anxiety
Learning Adaptations
Response to Intervention (RTI)
Readings/Materials Due
Session/Module 1 on Log-in and navigate
Blackboard. Blackboard - https://bb.laverne.ed
u/
Session/Module 2 on
Blackboard.
Wong: Prologue (pgs.
2-14).
Session/Module 3on
Blackboard.
Wong: Preparation
(pgs. 16-57).
Session/Module 4 on
Blackboard.
Wong: Procedures for the First Day of
School (pgs. 60-86).
Wong: Procedures for the Classroom (pgs.
112-170).
Session/Module 5 on
Blackboard.
Wong: Procedures for
Instruction (pgs. 174-
207).
Session/Module 6 on
Blackboard.
Wong: Procedures for the Special Needs
Classroom (pgs. 208-
227).
Success Lifeline
Presentation.
Direct Instruction
Lesson Plan
Sharing.
-Creating a
Management Plan.
-CRP Article
Presentation.
Developing a CRP
Plan based on research.

Taxonomies: How do we learn?
Multiple Intelligences
7 Diversity Interview/Write-Up Discussion
8 Case Scenarios Multicultural Presentations
James Banks- Levels
Levels of Culture
Session/Module 7 on
Blackboard.
Session/Module 8 on
Blackboard
Diversity Education
Interview presentation.
Case Scenarios
Multicultural
Presentations
9 Developmental and Learning Theories.
Multiple Intelligences, Taxonomies, Piaget, (L.
Vygotsky), and others. http://tip.psychology.org/theories.html
10 Teaching Children of Poverty.
Teacher Expectations (TPEs)/ CSTP &
Standards
11 Bilingual Research.
12 Guidelines for evaluating children's books for imbedded racist and sexist attitudes
13 Discussion & Reflection
Becoming a multicultural/culturally responsive educator.
Debrief course key learnings
Teaching Pledge
14 Current Topics in Education
Final Projects - Portfolios
15 Final
Session/Module 9 on
Blackboard.
Session/Module 10 on
Blackboard.
Session/Module 11 on
Blackboard.
Session/Module 12 on
Blackboard.
Session/Module 13 on
Blackboard.
Bilingual Research
Article Presentation.
Session/Module 14 on
Blackboard.
Electronic Portfolio
Submit Final
REQUIRED TEXTS AND MATERIALS:
1. “The Classroom Management Book", by Harry K. Wong and Rosemary Wong (Wong
Publishing, 2014). [ISBN: 978-0-9764233-3-1]. www.HarryWong.com
2. “California Standards for the Teaching Profession”, Calif. Dept. of Educ. (supplied by ULV).
3. Embedded websites within syllabus.

Assignment
Success Lifeline
Due date How to submit
Session 3 No submission needed, but preparation is required.
Direct Instruction
Lesson Plan
Session 4 Submit on Blackboard.
Classroom
Management/Discipline
Project-------------A
Management Plan
Classroom
Management/Discipline
Project-------------B
Transitions/sponge activities/opening assignments/bell ringers,
& getting students attention.
Culturally Responsive
Pedagogy Article Analysis
Session 5 Submit on Blackboard.
Various Submit on Blackboard.
Session 5 Submit on Blackboard.
In-class component
Individual project.
Sharing in small group.
Bring artifacts to enhance sharing.
Small group project.
Whole class presentation
& Strategy.
Small group project.
Present a PowerPoint presentation to entire class.
Partner work.
Demonstrate strategy to entire class/respond to case scenarios.
Individual project.
Sharing in small group.
Culturally Responsive
Pedagogy Plan &
Resources
Diversity Education
Interview
Multicultural
Scenarios/Key Learnings
Bilingual Research Article
Analysis
Electronic Portfolio
Classroom Management
Seminar I
Session 6 Submit on Blackboard.
Session 7 Submit on Blackboard.
Session 8 Submit on Blackboard.
Session 11 Submit on Blackboard.
Session 14
Attend seminar.
Final Session 15 Submit on Blackboard.
Please Note:

5 points will be deducted for each late assignment

Participation points are deducted for lateness & absences

All assignments must be submitted
Individual project. Sharing in small group.
Individual project. Sharing in small group.
Small group project.
Present to entire class.
Individual Project.
Sharing in small group.
Individual project. Send link to professor.
Attend seminar presented by Field Work Placement
Office.
Individual project. Submit on Blackboard

CELL PHONE USE POLICY:
Please limit your electronic communication (phone calls, messaging, etc) to emergency cases only. Be courteous and prompt. Please respect the setting.
Links
CREDE. Center for Research on Education, Diverse & Excellence. http://crede.berkeley.edu/index.html
National Association of University Women. http://www.nauw1910.org/index.asp
NAME. National Association for Multicultural Education. http://www.nameorg.org/
James Crawford’s Language Policy. http://www.languagepolicy.net/
English Only Movement. http://onenation.org/
Minuteman Project. http://www.minutemanproject.com/
Sojourners. Faith, Politics, & Culture. http://sojo.net/
Religion Online. http://www.religion-online.org/
National Center for Children in Poverty. http://www.nccp.org/
Paulo Freire Institute UCLA. http://www.paulofreireinstitute.org/index.html
A Handbook for Non-Native American Adult Educators, “Teaching and Learning with Native
Americans”, http://literacynet.org/lp/namericans/contents.html
)
CA Education Data. http://www.ed-data.k12.ca.us/welcome.asp
EDSOURCE. CA education policy data. http://edsource.org/
Gay & Lesbian Issues. http://www.rslevinson.com/gaylesissues/
National Association for the Advancement of Colored People. http://www.naacp.org/
American Civil Liberties Union. http://www.aclu.org/
Office of Civil Rights, U.S. Dep’t of Education. http://www.ed.gov/about/offices/list/ocr/index.html
Individual with Disabilities Education Improvement Act of 2004. http://www.ed.gov/policy/speced/guid/idea/idea2004.html
Walkouts. National Lawyers’ Guild info on walkouts. http://schoolwalkouts.info/
California Standards and Frameworks. http://www.cde.ca.gov/be/st/
Understanding Prejudice. http://www.understandingprejudice.org/
The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. Lisa Delpit. http://ed-share.educ.msu.edu/scan/ead/dunbarc/doc000e.pdf
White Privilege. Peggy Mcintosh http://mmcisaac.faculty.asu.edu/emc598ge/Unpacking.html
American Ethnic Geography http://www.valpo.edu/geomet/geo/courses/geo200/HomePage.html
Hartford Institute for Religión Research. http://hirr.hartsem.edu/index.html
Barna group research on religión. http://www.barna.org/
Mendez v. Westminister. 1946 (This court case made California the first state in the country to end school segregation) http://www.learncalifornia.org/doc.asp?id=979
The Lemon Grove Incident. 1931 (The nation’s first successful legal challenge to school segregation) http://www.jrank.org/cultures/pages/4086/Lemon-Grove-Incident.html

Brown v. Board of Education. 1954. http://brownvboard.org/summary/
Bullied to Death http://www.youtube.com/watch?v=gE5yINOn4N4&feature=PlayList&p=3DB9C6F40147DD8C
&index=0&playnext=1