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Requirements ; 12 font double space , references In the video "Classroom Demonstration: Diversity Profile Activity," Dr. Talmadge Guy conducts an activity with his adult learners on their "earliest memories of difference." Consider this question for yourself. In what type of environment did you grow up? Was it "diverse"? How do you know? By Day 3: Share the first time you can remember interacting with others who were different from you, or the first time you can remember being different from others. Use concepts from your text to analyze your early experiences, including the "range of reactions" Bucher describes on pages 14–18 and the "diversity myths" he describes on pages 24–25. Resources: Course Text: Bucher, R. D. (2015). Diversity consciousness: Opening our minds to people, cultures, and opportunities (4th ed.). Upper Saddle River, NJ: PearsonEducation. Chapter 1, "Diversity: An Overview" Chapter 5, "Communicating in a Diverse World" (p. 144, "Eight Ground Rules for Difficult Dialogues") .

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In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”

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WEEK 2 Disscussion 1 Some students think that they do not have much of a cultural background because they were not born outside of the United States or because they do not speak another language. The truth is that everyone has a culture! Prepare: As you prepare to write your discussion for this topic, take time to do the following: Read the writing prompt below in its entirety. Note that there are three tasks to complete: Define culture and explain its importance in communication. Describe your own culture. Explain how your culture shapes how you communicate with others, including those from different cultures. Review Chapter 3 of your text and identify at least one point about culture and communication to discuss in your post. Develop a definition of culture and explain its importance in communication. Review the grading rubric and note that 25% of your grade is based on your application of course material (Content/Subject Knowledge) and 25% is based on your ability to demonstrate you are thinking critically and presenting original ideas. Reflect: Based on what you have learned in Chapter 3, think about key elements of your own culture and how it influences both the style and content of your communication. Think about how your culture shapes how you communicate with others, especially those who are from other cultures. Why is culture important in understanding effective communication? How can knowing about your own culture help you build bonds and/or bridge cultural divides? Write: Based on what you have learned in class this week Define culture and explain why it is important to understanding communication. Explain how paying attention to culture can make you a better communicator. Describe your own culture and share with us what makes you who you are. Your culture can be related to your race, ethnicity, gender, age, nationality, religion, sexual orientation, media preferences, hobbies, religion, etc. Try not to focus on just one of these aspects of yourself, but instead utilize as many cultural elements as possible. Think about both style (how you speak) and content (what interests you). How does your culture affect your communication with those in your own culture and those from other cultures? Thoroughly respond to the discussion elements by writing at least one to two sentences on your definition and then two to three sentences on each of the remaining two elements. Use the course readings, with full APA citations, at least once to help you make your points. Consider copying and pasting all three tasks into a word file and addressing each of them separately. WEEK 2 Disscussion 2 Bevan and Sole (2014) present theories that women and men communicate differently based growing up in “different cultures” or that they are similar based on the “gender similarities” hypothesis. For this discussion, you will be required to think through these ideas by relating these arguments to what you learn in a video you will watch on gender and c.

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In Chapter 4 of Diversity in Early Care and Education , Janet Gonzalez-Mena introduces an individualist-collectivist framework as a means of understanding differences. In your own words, define individualism and collectivism . Then, explain why it would be useful to think of attitudes or behaviors related to the care of infants and toddlers in terms of a continuum—with individualism at one end and collectivism at the other—rather than to think of the people involved as either individualists or collectivists. Required Resources Course Text: Diversity in Early Care and Education Chapter 2, "Communicating across Cultures" (pp. 31–32 only) Chapter 4, "A Framework for Understanding Differences" Course Text: How Culture Shapes Social-Emotional Development Read pp. 13–16, "Exploring and Learning From the Environment" Article: Phillips, C. B., & Cooper, R. M. (1992). Cultural dimensions of feeding relationships. In The caregiver's companion: Readings and professional resources - Infants, toddlers, and caregivers (pp. 95–101). Washington, DC: Zero to Three. Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center. Complete the full reading for this week. Article: Gonzalez-Mena, J., & Bhavnagri, N. P. (1992). Cultural differences in sleeping practices. In The caregiver's companion: Readings and professional resources—Infants, toddlers, and caregivers (pp. 103–106). Washington, DC: Zero to Three. Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center. Complete the full reading for this week. ...

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Application: The Child As Role Maker in a Diverse World Very early in life, humans begin the life-long process of exploring different identities and ways to be in this world. In whatever professional role in the early childhood field you will find yourself, it will most likely include direct contact with young children and opportunities to witness, in myriad variations, this process of “role making.” Your responsibility is to be mindful of whether children feel secure or insecure in this world, powerful or powerless, safe or marginalized. This assignment offers you the chance to study and evaluate the extent to which your identities are intertwined with the culture(s) in which you place yourself (or into which you were placed) and with the response of people around you. In preparation, first review Chapter 7, pp. 92–105 of the course text, The Developing Child in the 21st Century: A Global Perspective on Child Development and pp.56–60 of the course text, Anti-Bias Education for Young Children and Ourselves. Then consider the following: What have the readings taught you about the ways in which children try out various identities and explore role-related issues? Focus your analysis especially on issues of power, subjectivity, and responses to diversity. Be sure to reference the resources in your response. From the examples of children’s identities as street workers and/or soldiers, what new insights did you glean with regard to the relationship between diversity and social identities? Think about the specific roles/identities you assumed when you were a child. Why were these identities important to you? In what ways did those around you respond? How were these responses related to power and cultural inclusion/exclusion? Which of these childhood roles/identities have you preserved into your adulthood—and for what reason(s)? In what ways have the readings this week affirmed, extended, and/or modified what you learned so far about culture and diversity? For this assignment, write an essay in which you address all four questions. Assignment length: approximately 2 pages Submit this assignment by Sunday of this week. .

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CHAPTER THREE ANDRAGOGY: THE ART AND SCIENCE OF HELPING ADULTS LEARN 42 Scenario 1: One of the worst adult learning experiences I had was when I signed up for a six-week community education course on “How to Figure Your Own Income Taxes.” The room was too small for the number of people who had signed up and we were forced to sit in rows in small desk chairs. After taking attendance the instructor sat on the teacher’s desk and talked non-stop for three hours about the new tax codes and new regulations. She never asked us why we had signed up, what we wanted to learn, or what questions we had. I decided to give it one more try. The second week she again sat on the desk and talked about tax issues related to retirement (although no one appeared to be of retirement age), and how to deal with operating a business out of your home. I left and never returned. (Sharan) Scenario 2: A memorable worst experience for me was attending a week-long training on diversity staffing sponsored by a nationally prominent human resource management society. Participants sat for the entire week being lectured at by a parade of prominent white males (for example, vice presidents of staffing and diversity at Fortune 500 corporations). It seems the importance of recruiting and retaining a diverse staff was lost on the program planners. Not only was the importance of diverse staffing not modeled by the presenters, but also the issue of diversity was addressed in the most cursory fashion. In addition to poor role modeling, the peda- gogy was instructor-centered. There were no opportunities to compare notes with other human resource managers about their staffing challenges. The instructors never sought feedback on whether the participants’ needs were being met. Participants Merriam, S. B., & Bierema, L. L. (2013). Adult learning : Linking theory and practice. Retrieved from http://ebookcentral.proquest.com Created from csusb on 2019-04-22 20:00:39. C op yr ig ht © 2 01 3. J oh n W ile y & S on s, In co rp or at ed . A ll rig ht s re se rv ed . Andragogy 43 struggled to stay awake and were visibly checking their watches, shifting in their seats, and not paying attention. (Laura) Scenario 3: One of the best adult learning experiences was the time I was invited to accompany a South African friend to her wine-tasting class. This particular session involved some wine-tasting but also a review for an exam the following week. We were seated at long tables and each person was given four food samples (beef jerky, cheese, salty crackers and chocolate) and asked to rate which of the five wines went best with each food sample. By a show of hands she recorded our “answers” into a 4′×5′ chart on the blackboard. While the wines that were best with certain foods clustered in the appropriate boxes, there were some “votes” in every box. She made the point that while there may be a “preferred” coupling, wine preference is i.

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Effective Teaching Thoughts about Teaching from Hiam Ginott “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather…. As a teacher I have a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or and instrument of inspiration. I can humiliate or humor, hurt or heal….. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumized.” How does the state of California describe an effective teacher? Teaching Performance ExpectationsMaking subject matter comprehensibleAssessing student learningEngaging and supporting students in learningPlanning instruction and designing learning experiencesCreating and maintaining effective environmentsDeveloping as a professional How do Ryan and Cooper describe an Effective Teacher? Attitudes That Foster LearningKnowledge of Subject Matter to be TaughtTheoretical Knowledge about Learning and Human BehaviorPersonal Practical KnowledgeSkills of Teaching Compare and ContrastWhat do these views on effective teaching have in common?How are they different? Can You See Me Now? Deaf American By Stefany Anne Golberg 1. Thesis: A- being deaf is not the inability to hear but rather the ability to perceive in different way from hearing B- it is direct C yes I agree, since the author expresses that being a deef person is only handicap of hearing not inability of figure out how to live like ordinary individual or better. 2. Supporting Arguments: A. What are the main arguments or supporting “definitions”? (There may be several: provide minimum 4) i). Being deaf is not the inability to hear but rather the ability to perceive life in a different way from hearing people. ii). …if one accepts the argument that Deaf is an ethnicity, aren’t plans to eradicate it to be seen as an act of genocide? And even if Deafness is a choice, does this make it any less valid than, say, Judaism? Many of the qualities we hold inviolable, as true to our identities, to our “ethnicities,” are mutable, after all. iii). Deaf identity is based not on religion, race, or class, say the authors, but “there is no more authentic expression of an ethnic group than its language.” And language is the core of American Deaf life. iv). Recognizing signals as sound is not a restoration of complete hearing capacity, but cochlear implants do seem to help those who want to better perceive sound, as well as increase their ability to communicate orally. B. Are these arguments or definitions persuasive? Why or why not? Yes. The arguments try to compare because they try to provide exact solutions to a long time problem. Each argument ends in a manner that one can also provide further description or raise questions. For instance, argument number (ii) above, .

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