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ED 519 Diversity in the Classroom
Ebright, Ladonna E.


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 519 Diversity in the Classroom

Semester

S2P 2006 EDI

Faculty

Ebright, Ladonna E.

Title

Assistant Professor of Education

Degrees/Certificates

Masters/Certification: Elementary Education (K-8), Learning Disabilities, Behavior Disorders, Mental Retardation, School Psychological Examiner, School Psychologist

Office Location

Copley Room 320

Office Hours

by appointment

Daytime Phone

Cell phone 816-210-4958

Other Phone

Office: 816-584-6233

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

March 14, 2006 - May 2, 2006

Class Days

--T----

Class Time

5:00 - 9:30 PM

Prerequisites

Undergraduate Degree

Credit Hours

3


Textbook:
Lawrence-Lightfoot, Sara (2003) THE ESSENTIAL CONVERSATON WHAT PARENTS AND TEACHERS CAN LEARN FROM EACH OTHER, Balentine Books, New Yourk. (ISBN 0-345-47580-1)

Rothenberg, Paula S. (2002) WHITE PRIVILEGE, ESSENTIAL READING ON THE OTHER SIDE OF RACISM. Worth Publishers, New York. (ISBN 0-7167-5295-6)

Taylor L & Whittaker, C. (2003) BRIDGING MULTIPLE WORLDS CASE STUDIES OF DIVERSE EDUCATIONAL COMMUNITIES, Pearson Education, Boston, MA (ISBN 0321-08669-4)

Textbooks can be purchased though the Parkville Bookstore


Course Description:
An attempt to look at changing  classroom demographics and the implications for the classroom teacher. A wide variety of readings and activities will be used to introduce the teacher to the needs and culture of various groups.

Educational Philosophy:
I am passionate about education in general and multicultural education in particular.  All children/students can learn given the right support and instruction.  It is the teacher's responsibility to build in the respect and dignity that enable each student to feel empowered about their learning.  Teachers must be learners and learners are often teachers.  We must respect each other and learn together.  The diversity of the human family is what makes us complex and strong.

Learning Outcomes:
  Core Learning Outcomes

  1. Students will become sensitive to the diversity among their students related to background and learning preferences. (MOSTEP 1.2.3)
  2. Students will learn to critical interrogate readings to help them formulate ideas and understandings and to assess information and situations. (MOSTEP 1.2.1)
  3. Students will develop understanding and appreciation for a non-majority group and will share information with the class.(MOSTEP 1.2.2, 1.1, 1.2.7)
  4. Students will develop a comfort level in discussing differences.(MOSTEP 1.2.7)
  5. Students will explore ways education can impact issues of equity and justice.(MOSTEP 1.2.9)
  6. Students will explore ways schools can be more inviting to all students.(MOSTEP 1.2.9, 1.2.10)
  7. Students will develop/revise a curriculum they use in class to make it multicultural.(MOSTEP 1.2.4)


  Instructor Learning Outcomes
  1. 7. Students will formulate a list of implication for classroom environment and curriculum to address diversity in the classroom. MoSTEP 1.2.4; NBPYS 1
Core Assessment:


Class Assessment:
Discussion, Journal entries, Reflections, Questions, Research and presentation on a culturally diverse group in American education, Formulation of educational implications for a culturally diverse classroom.

Grading:
Strategies and Evaluation
1.  This course will be conducted in seminar fashion with participation expected from everyone.  You are expected to be current on readings, willing to discuss and to take small group responsibility if requested. (10 points)
2.  Each student will selece a culturally diverse group in American education to research and write an 8-10 page paper (APA format).  You will share the information with the class in an informal report. (30 points)
3.  As a group, you will formulate a list of implications for classroom environment and curriculum to address diversity in the classroom (30 points)
4.  You will keep a journal making an entry for each chapter you read, in which you will identify new things you have learned, questions that have grown out of the reading, differences you have with the reading, and discussion of possible uses of the information (20 points)
5.  There will be a final reflection piece written for the last class in which you will defing multicultural education and discuss what you learned, how you will use it, and what you still want to learn about this topic. (10 points)

"A" = 90-100 points
"B" = 80-89 points
"C" = 70-79 points

Expectations:
1.  You are expected to be present each day, prepared to discuss.  If you must miss class, please notify me ahead of time.
2.  No pagers, cell phone or other disruptive devices should be on during class.

Late Submission of Course Materials:
The instructor will not accept assignments late.  Assignments not submitted on the due date will NOT receive full credit.

Classroom Rules of Conduct:
Computers make writing and revising much easier and more productive.  Students must recognize through that technology can also cause problems.  Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

 

Class Activities

Assignments

Meeting - 1

Course introduction, complete The Kaleidoscope Profile

Read The Essential Conversation.
Score and interpret results of the Kalidescope Profile,Discuss class results

Meeting - 2

Discussion and reflections of The Essential Conversation

Next class- Read Chapter 1-5 of Taylor & Whittaker and Part One of Rothenberg Reflections of March 14th

Meeting - 3

Discuss readings,reflections and Complete Questions for Rothenberg

For Next class, read Chapters 6 & 7 of Taylor and Whittaker and Part 2 of Rothenberg Reflections of March 28th

Meeting - 4

Questions for Rothenberg, Discussion, reflection

Read Chapters 8 & 9 of Taylor and Whittaker, Reac Part 3 of Rothenberg- Write reflectionsreflections

Meeting - 5

Questions for Rothenberg, Discussion, Reflections

Read Chapter 10 & 11 of Taylor and whittaker, Read Part 4 of Rothenberg- Write reflections of readings

Meeting - 6

Questions for Rothenberg, discussion, reflections

Prepare for presentations

Meeting - 7

Class presentations of cultural diversity

Write final reflections

Meeting - 8

Clelbration of Diversity
Share final reflections

In class generate list of implications for classroom environment and curriculum to address diversity in the classroom.


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Graduate Catalog Page 20-22

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Graduate Catalog Page 23-24

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

COURSE ASSESSMENT:


 




























Learning Outcomes

Measures of Assessment

1. Students will become sensitive to the diversity among their students related to background and learning preferences (MoSTEP 1.2.3; NBPTS 1)


 


Discussion, Journal entries,  Reflections


2. Students will critically interrogate readings to help them formulate ideas and understandings and to assess information and situations.  (MoSTEP 1.2.1; NBPTS 4)


 


Discussion, Journal entries,  Reflections


3. Students will develop understanding and appreciation for a culturally diverse group and will share information with the class. (MoSTEP 1.2.2., 1.2.7; NBPTS 1, 4)


 


Research and presentation on a culturally diverse group in American education.


4. Students will develop a comfort level in discussing differences (MoSTEP 1.2.7, NBPTS 1, 2)


 


Discussion, Dialogues with various cultures, reflection


5.Students will explore ways education can impact issues of equity and justice. (MoSTEP 1.2.9; NBPTS 3, 4)


 


Discussion of possible uses of the information you have learned.


6. Students will explore ways schools can be more inviting to all students. (MoSTEP 1.2.9, 1.2.10; NBPTS 2, 4)


 


Design an environment for your classroom


7. Students will formulate a list of implications for classroom environment and curriculum to address cultural diversity in the classroom. (MoSTEP 1.2.4; NBPTS 1)


 


As a group, formulate a list of implications for a culturally diverse classroom.


 


 


COURSE TOPICS/DATES/ASSIGNMENTS:









































Week


Date


Topics/Assignments


1


March 14, 2006


Prior to class, you should begin reading The Essential Conversation, What Parents and Teachers Can Learn From each other.  We will begin discussion of this book in this session.  You will also complete a Educator's Kaleidoscope Profile.  These will be scored and interpreted and differences discussed in class.


2


March 21, 2006


Reflection of the Kaleidoscore Profile is due.


Prior to class, you should finish reading The Essential Conversation We will complete our discussion of this book.


3


March 28, 2006


Reflection of The Essential Conversation


Read Chapters 1-5 of Taylor and Whittaker and Part 1 of Rothenberg  We will discuss readings and answer questions for Part 1 of Rothenberg.


4


April 4, 2006


Reflections for March 28th due, Read Chapters 6 & 7 of Taylor and Whittaker and Part 2 of Rothenberg.  Class discussion of readings and answer questions for Part 2 of Rothenberg


5


April 11, 2006


Reflections for April 4th due.  Read Chapters 8 & 9 or Taylor and Whittaker and Part 3 of Rothenberg.  Class discussion of readings and answer questions for Part 3 of Rothenberg.


6


April 18, 2006


Reflections for April 11th due.  Read Chapters 10 & 11 of Taylor and Whittaker and Part 4 of Rothenberg.  Class discussion of readings and answer questions for Part 4 of Rothenberg.


7


April 25, 2006


Prepare for Cultural Diversity reports


Presentations of reports in class


8


May 2, 2006


Celebration of Diversity – Final reflections


 


NOTE: As available, there will be international guests sharing with our class.   We will discuss the types of questions you might want to ask our guests.  This information should be reflected in your reflections.


 


CORE ASSESSMENT RUBRIC FOR:  ED 519 Diversity in the Classroom


































Competency/Skills

Definition

Criteria & Definitions

Score

Synthesis

Course Learning Outcome


3


3. Exceeds expectations


The contents of report/presentation demonstrate the student's ability to synthesize information from 4-5 sources to cover topic in depth with details and examples.  Subject knowledge is excellent.


2. Meets expectations


The contents of the report/presentation demonstrate the student's ability to synthesize information from 2-3 sources to cover topic.  Includes essential knowledge about the topic.  Subject knowledge appears to be good


1. Does not meet expectations


The contents of the report/presentation demonstrate the student's ability to synthesize information from 1 source.  Includes essential information about the topic but there are 1-2 factual errors.


0. Shows no evidence of meeting expectations


The contents of the report/presentation provided no evidence of  the student's ability to synthesize information.  Content is minimal.


 


Analysis

Course Learning Outcome


3


3. Exceeds expectations


The contents of the report/presentation  demonstrate the student's ability to analyze information from 4 or 5 contexts relevant to the relationships of cultural diversity.


2. Meets expectations


The  contents of the report/presentation demonstrate the student's ability to analyze information from 2 or 3 contexts relevant to the relationships of cultural diversity


1. Does not meet expectations


The contents of the report/presentation demonstrate the student's ability to analyze information from 1 context relevant to the relationships of cultural diversity


0.Shows no evidence of meeting expectations


The contents of the report/presentation provided no evidence of the student's ability to analyze information from any context relevant to the relationships of cultural diversity.


 


Application

Course Learning Outcome


3,


3. Exceeds expectations


The contents of the report/presentation demonstrate the student's ability to identify 3 appropriate classroom implications for cultural diversity.


2. Meets expectations


The contents of the report/presentation demonstrate the student's ability to identify 2 appropriate classroom implications for cultural diversity


1.Does not meet expectations


The contents of the report/presentation demonstrate the student's ability to identify 1 appropriate implication for cultural diversity.


0.Shows no evidence of meeting expectations


The contents of the report/presentation demonstrated no evidence of the student's ability to identify any implication for cultural diversity in the classroom.


 


Comprehension

Course Learning Outcome


3


3.Exceeds expectations


The contents of the report/presentation demonstrate the student's ability to accurately interpret the key concepts of the course by including 4-5 specific implications for the culturally diverse classroom.



2. Meets expectations


The contents of the report/presentation demonstrate the student's ability to accurately interpret the key concepts of the course by including 2-3 specific implications for the culturally diverse classroom.


1.Does not meet expectations


The contents of the report/presentation demonstrate the student's ability to accurately interpret the key concepts of the course by including 1 specific implication for the culturally diverse classroom.


0. Shows no evidence of meeting expectations


The contents of the unit does not demonstrate the student's ability to accurately interpret the key concepts of the course.


 


Total Score

 


 


 


 


 


 


Copyright:

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