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Students in grades K-2 can illustrate and communicate original ideas using digital tools by taking digital pictures of their families to create a slideshow in iMovie about their families that they can narrate. They can also act out a story, take pictures of each scene, and put together a digital storybook.
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![1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2) ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document discusses five approaches to multicultural education:
1. Teaching the Exceptionally and Culturally Different
2. Human Relations Approach
3. Single-Group Studies Approach
4. Multicultural Education Approach
5. Education That is Multicultural and Social Reconstructionist
Students are asked to research one of the approaches, define its assumptions and instructional goals, and provide examples from a teaching case study. They will then discuss the key ideas of their assigned section in small groups.
Educ364 Class4
This document outlines assignments for an education course on multicultural education. Students are asked to define dominant groups, list advantages of being dominant, and reflect on their own identities and experiences of dominance or otherness. They are also assigned to lead a group discussion on a chapter from a textbook about decolonization and equality. Guidelines are provided for facilitating the discussion, including using varied teaching strategies to actively engage classmates and create a respectful learning environment.
Educ364 Class3 Fall08
The document provides instructions for an assignment where students will write a personal history of otherness. They are asked to examine their identity through 8 categories of otherness - race/ethnicity, gender, religion, sexual orientation, socioeconomic status, age, physical/mental ability, and language.
For each category, students will define if they are a dominant or subordinate member, discuss the advantages of dominance and challenges of subordination, and reflect on how these impact their identity development and experience in the classroom. A rough draft is due next class, bringing the completed first page, with bullet points summarizing the 8 categories.
Session2 Ed364 Fall08
This document provides discussion prompts and questions about multicultural education and racial issues based on assigned readings. It prompts students to discuss their own racial/cultural identity and experiences, key points from readings on how institutions replicate racial inequities, and how cities can be physically divided along racial lines through infrastructure like highways. Students are asked to have conversations with partners and share thoughts with the class.
Session1 Educ364 Fall08
This document provides an overview of the course EDUC 364 Cultural Diversity & Schooling at California State University, San Marcos. The course explores issues related to cultural and linguistic diversity in education. It will focus on topics like race, class, gender, language, and exceptionality. Students will learn about concepts like cultural responsiveness and develop understanding of diverse populations. Assignments include reflections on personal experiences with diversity, analyses of school diversity, and a proposed school improvement plan. The course aims to help students meet social justice standards and consider issues of equity in education.
Sir Isaac Newton
Isaac Newton was born in 1642 in Woolsthorpe, England. He developed calculus independently from Leibniz in the late 1600s, but did not publish fully on it until 1704. Newton and Leibniz had a bitter dispute over credit for inventing calculus. Newton served as President of the Royal Society and made contributions to physics and mathematics before his death in 1727.
NETS PowerPoint Assignment
The document provides instructions for creating a PowerPoint presentation about using technology to enhance learning based on the ISTE NETS-S performance indicators. Students should choose a grade level, select 4 performance indicators to discuss with relevant graphics and activities, and present their ideas in small groups. They are encouraged to be creative and use resources like the NETS-S wiki for lesson examples.
Ctel Review Mod3 June08
This document outlines the content covered in the CTEL Review Module 3 on culture and inclusion. It is divided into two domains: 1) culture and cultural diversity and their relationship to academic achievement, and 2) culturally inclusive instruction. Domain 1 covers cultural concepts and perspectives, cultural contact, cultural diversity in California and the US, and crosscultural interactions. Domain 2 examines the role of culture in the classroom, culturally inclusive learning environments, family and community involvement, and culturally inclusive curriculum and instruction. References are provided for further reading in the CTEL handbook and participant's manual.
Ctel Mod1 Review June08
This document outlines the modules and content covered in the CTEL exam. It includes two domains: 1) language structure and use, covering phonology, morphology, syntax, semantics, language function, variation, discourse and pragmatics; and 2) first and second language development and their relationship to academic achievement, addressing theories of language acquisition, second language acquisition, and cognitive, linguistic, physical, affective, sociocultural and political factors affecting development. Each section provides references to pages in the CTEL handbook and participant manual for further reading.
Ctel Mod1 Review June08
This document outlines the modules and content covered in the CTEL exam. It includes two domains: 1) language structure and use, covering phonology, morphology, syntax, semantics, language function, variation, discourse and pragmatics; and 2) first and second language development and their relationship to academic achievement, addressing theories of language acquisition, second language acquisition, and cognitive, linguistic, physical, affective, sociocultural and political factors affecting development. Each section provides references to pages in the CTEL handbook and participant manual for further reading.
Ctel Module1 Domain2 Fall07
This document discusses theories of first and second language acquisition, including Constructivism and Cognitivism. It also discusses Krashen's Monitor Model, which includes the Acquisition-Learning Hypothesis and the Affective Filter Hypothesis. Additionally, it covers Cummins' distinction between BICS and CALP as well as sociocultural factors that can influence language development.
Ctel Module1 Domain 1 Fall07
This document provides an overview of topics covered in Module 1 of the California Teachers of English Learners exam, including language structure and development. It discusses the subsystems of language such as phonology, morphology, syntax, semantics and pragmatics. It also addresses factors that affect an English learner's language development like sociopolitical influences and the relationship between first and second language acquisition. Strategies are presented to help teachers address English learners' needs based on these linguistic concepts.
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