Presentation Overview
• The purpose and rationale for the course
• The development of the course
• Elements of the course
– Readings
– Key assignments
– Assessments
Purpose
• Is a survey course for candidates in the
graduate programs
• Taught in a co-teaching format
• Provide a theoretical overview of the diversity of
learners
• Engage teacher candidates in practical
strategies and solutions to meeting the needs of
the diversity of all learners
Development of the Course
• Three faculty in their own areas of
expertise
• Link course objectives to conceptual
framework, dispositions, and assessments
Elements of the Course
•
•
•
•
Diversity/Multicultural Education
English Language Learners
Special Education
Work of renown scholars in each section address –
scholars in the field
– Course materials and texts
– Key assignments
• Content area exams, Theory to Practice- Show and
NOT Tell , Book club
Diversity/Multicultural Education
• Influence/history Race in the Educational settings
• Identity development – early years, adolescence
and adulthood
• Culture and its impact in the learning environment
– Culturally responsive teaching and proficiency
• Impact of poverty in education
• Role of Equity
English Language Learners
•
•
•
•
The linguistic, cultural, and cognitive demands
Who are they
Descriptors of ELLs
Students with Interrupted Formal Education
(SIFE)
• Parents’ rights
• Guidelines for educating limited English proficient
students (LEP/ELL)
Special Education
•
•
•
•
•
History and legislation
Special Education in 21st Century
Mild/Moderate/Severe needs
Autism spectrum disorders
Readings: D. Fuchs & L. Fuchs; B. Harry;
Skiba; Yell; J. Klingner etc.
BOOK CLUB
ELL Connection
•
Ballenger, C. (1998). Teaching other people’s children:
Literacy and learning in a bilingual classroom. New York:
NY, Teachers College Press
• A teacher describes her three years
teaching Haitian children in an inner-city
preschool. Using her own classroom
research, the book explores how teachers
find ways to listen closely to children from
other backgrounds and the approaches to
literature that these children bring with
them to school.
SPED Connection
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Cultural Reciprocity in Special Education:
Building Family-Professional Relationships
Kalyanpur & Harry (2012)
Examining their own cultural identities and
roles
Considering how their values might affect
interactions with families
Recognizing and rejecting stereotypes and
treating each family and situation as unique
Avoiding judgments about “right” and “wrong”
in regards to parenting styles and practices
Integrating ideas from different values
systems in developing solutions that work for
all parties
Diversity Connection
• What happens when race and
culture is ignored?
• Cross cultural experiences
• The influence of race and
culture in the learning
environments
• Addressing prejudice and
stereotypes
• Teacher education and student
diversity
Harry, B. (2010). Melanie, Bird with a Broken Wing: A Mother’s Story
•
The book illuminates the full spectrum of parenting
experiences and provides a deep understanding of:
– the complex emotions that parents experience as they
adjust to life with a child who has special needs
– the practical and emotional aspects of supporting a child
with feeding difficulties, vision impairment, and limited
motor skills
– the joy parents experience when their child begins to
communicate and make personal connections
– the lasting impact a professional’s words can have on a
parent, and the need to provide positive support
– the services, therapies, and interventions that improved
Melanie’s quality of life-and how they’ve changed since
her story began in the 1970s
Paley, V. (2000, 1979). White Teacher.
• The reality of race and culture
• Classroom teacher’s
experience with race with
young children
• The influence of race and
culture in the learning
environments
• Addressing prejudice and
stereotypes
Show and Not Tell
• The purpose of this assignment is solidifying some of the
conceptual frameworks and theoretical ideas that you are
learning in class by putting them into practice.
• Rather than talking about how you would do this, we ask that
you create a classroom scenario in the form of a YouTube
video in which you enact what this concept would look like.
As you can tell from the title of this assignment, the challenge
is to show, rather than tell, how the ideas have been reappropriated to fit the context of your lesson.
• You will be asked to videotape the scenario to share with the
class.
• Three components:
– Video (not to exceed 3 minutes)
– Lesson Plan (conceptual application in action)
– Analysis
Show and Not Tell
• Class divided into 7 groups
– You will get to chose your partners
– Instructors will assign the section for which you will
present
– Topics will be given
• Section 1 (Multicultural Section)
– Groups 1, 2, 3 (2 groups of 2, 1 group of 3)
– Presentation on 10/20
• Section 2 (SPED/Language)
– Groups 4, 5, 6 (2 groups of 2, 1 group of 3)
– Presentation on 12/1
Theory to Practice:
Show and Not Tell
•
https://www.youtube.com/watch?v=5colHqct730
•
https://www.youtube.com/watch?v=ju0MBg3Nx_8
Outcomes
• Improved academic language
• Passing the EAS exam
• Relating better to their students
Thank You….
Questions
Tiffany Powell
[email protected]
Tracy McLeod
[email protected]