Session1 Educ364 Fall08


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Session1 Educ364 Fall08

  1. 1. CALIFORNIA STATE UNIVERSITY, SAN MARCOS COLLEGE OF EDUCATION EDUC 364 Cultural Diversity & Schooling Fall 2008 T : 6:30 – 8:45 pm University Hall 272 Professor: Jeffery A. Heil Phone: (619) 944-7599 E-Mail: [email_address] Office Hours: By appointment, before & after class
  2. 2. Introductions <ul><li>Where did you attend school (K-12)? </li></ul><ul><li>What was the racial makeup of your school? </li></ul><ul><li>What is your racial makeup? </li></ul><ul><li>Do most of your friends share your ethnicity? </li></ul><ul><li>What grade do you want to teach & why? </li></ul><ul><li>What was the last movie you saw relating to issues of diversity? </li></ul>
  3. 3. COLLEGE OF EDUCATION Mission Statement <ul><li>The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices. We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research and on-going service. Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism, and shared governance. </li></ul><ul><li>(Adopted by COE Governance Community, October, 1997). </li></ul>
  4. 4. Course Description <ul><li>This course explores cultural and linguistic diversity as critical valuables in achieving educational equity for all students. Major units include intensive theoretical and practical articulation of culture and cultural pluralism; educational issues of race, class, gender, language, ethnicity, and exceptionality; social, structural, programmatic and curricular issues; and effective teaching for diverse populations. </li></ul><ul><li>This course is a pre-requisite for all teacher credential candidates in the College of Education. </li></ul>
  5. 5. Course Objectives <ul><li>Students completing ED 364 will be able to demonstrate: </li></ul><ul><li>developing competencies in TPE 15: Social Justice and Equity; </li></ul><ul><li>understanding of various concepts of culture and cultural contact, and their applicability to learning and teaching; </li></ul><ul><li>understanding of cultural diversity in the United States and California; </li></ul><ul><li>general familiarity with cultural responsive pedagogy; </li></ul><ul><li>understanding of gay, lesbian, bisexual and transgender students, teachers and families. </li></ul>
  6. 6. College of Education Attendance Policy <ul><li>Due to the dynamic and interactive nature of courses in the College of Education, all students are expected to attend all classes and participate actively. At a minimum, students must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. Individual instructors may adopt more stringent attendance requirements . Should the student have extenuating circumstances, s/he should contact the instructor as soon as possible. </li></ul><ul><li>( Adopted by the COE Governance Community, December, 1997 ). </li></ul><ul><li>If you miss three (3) classes you cannot receive a passing grade (the C+ needed to count this course for admission to the credential program)! </li></ul><ul><li>Four (4) points will be deducted for each missed class session. </li></ul><ul><ul><li>Excessive tardiness will also cause a loss of points. Any tardy greater than 20 min will count as 1/2 absence. </li></ul></ul>
  7. 7. Course Requirements <ul><li>REQUIRED TEXTS : </li></ul><ul><li>Nieto, S., Bode, P. (2008). Affirming Diversity: The Sociopolitical Context of Multicultural Education . 5 th Edition </li></ul><ul><li>Spring, J.( 2007). Deculturalization and the Struggle for Equality . 5th edition. </li></ul><ul><li>Recommended Text: </li></ul><ul><ul><li>Tatum, B.D. (1997) “Why are all the Black Kids Sitting Together in the Cafeteria?” and other Conversations about Race. 1st Edition. </li></ul></ul><ul><li>Course Reading - available on webCT </li></ul><ul><li>Required Material : Spiral-bound notebook of at least 50 pages for a reading journal (this could also be completed on a blog) </li></ul>
  8. 8. Course Requirements <ul><li>GRADING POLICY: </li></ul><ul><li>93-100 A 83-87 B </li></ul><ul><li>90-92 A- 80-82 B- </li></ul><ul><li>88-89 B+ 75-79 C+ </li></ul><ul><li>Assignments turned in late will not receive full credit. Assignments must be type-written, double-spaced and with standard margins unless completed in class. It is expected that assignments will reflect university level composition. </li></ul><ul><li>The Writing Center at CSUSM </li></ul>
  9. 9. Course Assignments <ul><li>Attendance / Participation/Reading Journal 20 points </li></ul><ul><li>Personal History of Otherness 20 points </li></ul><ul><li>Working Draft DUE: Sept 16 (bring to class) </li></ul><ul><li>Class Discussion Board 20 points </li></ul><ul><li>DUE: Throughout the semester </li></ul><ul><li>School Diversity Assessment 15 points Due: Nov 18 </li></ul><ul><li>Group Reading Facilitation(Spring) 10 points </li></ul><ul><li>Due: TBD (either one day or throughout semester) </li></ul><ul><li>School Improvement Plan 15 points </li></ul><ul><li>Due: Last Day of Class </li></ul>
  10. 10. Course Assignments <ul><li>Participation/Attendance/Reflection Journal 20 points </li></ul><ul><li>In order to have the type of class discussions that this course requires, it is crucial that students read the material before class. In order to receive participation points for the week, students must bring their reading journals ( Blog option ) with a synthesis of key points of the week’s reading with the following criteria: </li></ul><ul><ul><li>a) personal thoughts with references to the chapter, </li></ul></ul><ul><ul><li>b) connect your experiences/perspectives/observations to the reading, and </li></ul></ul><ul><ul><li>c) write one or two questions that the week’s readings prompt you to ask after reflecting on the material. </li></ul></ul><ul><ul><li>d) a hard copy of any assigned reading is required [e.g., text, or printed article(s)] </li></ul></ul><ul><li>Be prepared to discuss your journal at the beginning of the class in which the reading is due . The journals will be used to allow you to reflect on your learning at the end of the course . Five (4) points will be deducted for each missed class session. </li></ul>
  11. 11. Course Assignments <ul><li>Personal History of Otherness (20 points: 10 Draft/10 Revision) </li></ul><ul><li>By researching and studying one’s relationship to the eight categories of typical “otherness” in U.S. society, it is possible for us to gain an appreciation about ourselves as individuals and our many similarities and differences. In this assignment you are to write one page for each category about your relationship to “otherness” in terms of race, gender, religion, sexual orientation, socioeconomic status, age, physical or mental ability, and language. Reflect on your own experiences in terms of your social context, your family background, and other factors determined by your own circumstances and upbringing. Rank the eight categories from most important to least important in regards to who you are as an individual. Be prepared to discuss your assignment within a larger class dialogue. </li></ul><ul><li>Draft Due: Sept 16 </li></ul>
  12. 12. Course Assignments <ul><li>Weekly Discussion Board 20 points </li></ul><ul><li>After each course session, you will be asked to write a reflection and post on the discussion board in webCT. Each entry will be at least 150 words in length and will cover a variety of topics including; a reflection of your learning experiences, a response to a class discussion, and / or critique of a class reading or film. </li></ul><ul><li>You will also thoughtfully respond to at least 2 peer entries. </li></ul><ul><li>Discussion boards must be completed by Fri for full credit. </li></ul>
  13. 13. Course Assignments <ul><li>School Diversity Assessment (15 pts) </li></ul><ul><li>In small groups, students will provide a research-based assessment of three or more schools from the same district and the same grade levels. The final project could be a PowerPoint, movie, or some other type of creative way to present the information. </li></ul><ul><li>Due: Nov 18 </li></ul>
  14. 14. Course Assignments <ul><li>Group Reading Facilitation (10 pts) </li></ul><ul><li>In small groups, students will lead a 15/20 minute discussion of a chapter from the Spring book. This discussion should promote critical thinking, varied perspectives and an attempt to connect the past to the present in our schools. </li></ul><ul><li>Due: TBD </li></ul>
  15. 15. Course Assignments <ul><li>School Improvement Plan (15 pts) </li></ul><ul><li>Using the research from the School Diversity Project, student will, alone or in groups, propose and carry out an action that will either deepen personal awareness of the inequity in our schools or benefit the lowest performing school from student research. </li></ul><ul><li>Due on the Last day of class </li></ul>
  16. 16. Reading Activity E xpert G roup J igsaw <ul><li>Get into small groups of 4. I will distribute 4 readings from different authors </li></ul><ul><li>In expert groups (same author), read the stories and then discuss and fill out the Reading Matrix for your author. </li></ul><ul><li>Then, you will return to your home groups where you will report out on your author and help your group members complete their matrices. </li></ul>
  17. 17. Assignments for Tuesday, Sep 2 <ul><li>Download the syllabus from the COE website (College of Education / Spring Course Syllabi) or from webCT </li></ul><ul><li>Buy the books </li></ul><ul><li>Read: </li></ul><ul><ul><li>Nieto: Introduction, Chapters 1 and 2 </li></ul></ul><ul><ul><li>Jensen: “Black and White” (course reader, webCT) </li></ul></ul>