UTAH STATE UNIVERSITY
EDUCATIONAL AND MULTICULTURAL FOUNDATIONS
SCED 3210 / Spring 2015
SYLLABUS
Instructor:
Office:
Phone:
E-mail:
Fawn Groves, M.Ed.
EDUC 338
797-2223
[email protected]
Office Hrs: Tues/Thurs 10:30-11:30 or by appt.
Course TA: Shauntae Draper
[email protected]
Course Description
This course provides preservice teachers with the opportunity to critically examine the political,
economic, and educational policies influencing students’ access to equitable educational
experiences. Together we will explore (1) historical and philosophical foundations influencing
the nature of multicultural education in the U.S., (2) how our personal lenses influence our
instructional practices and classroom outcomes, and (3) strategies for developing culturally
relevant pedagogy and multicultural curriculum in the content areas.
Course Objectives
The School of Teacher Education and Leadership (TEAL) uses the objectives of the
International Tuning Project as the framework for all preservice teachers’ coursework and
clinical experiences. This framework provides conceptual guidance and common vocabulary for
developing the understanding, knowledge, and skills for effective teaching. In accordance with
Tuning Project guidelines, objectives for this course are:
1. Through study of historical and theoretical foundations of education, students will gain an
understanding of educational and social issues that face learners from various marginalized
groups and impact educational outcomes for all.
 Tuning Outcome 2: Learning Differences
 Tuning Outcome 8: Reflection and Continuous Growth
2. Through readings, analytical writing, and class discussion, students will examine how one’s
ideas, arguments, and points of view influence his educational perspectives and practices
relevant to diversity issues.
 Tuning Outcome 8: Reflection and Continuous Growth
3. Students will build skills for facilitating collaborative learning and will strengthen their own
teamwork skills by taking part in cooperative group activities and community experiences.
 Tuning Outcome 2: Learning Differences
 Tuning Outcome 3: Learning Environments
 Tuning Outcome 7: Instructional Strategies
 Tuning Outcome 9: Leadership and Collaboration
4. Students will learn the principles of critical theory and develop strategies for bringing it into
their classroom practice to combat educational inequities.
 Tuning Outcome 1: Learner Development
 Tuning Outcome 2: Learning Differences
 Tuning Outcome 6: Instructional Planning
 Tuning Outcome 7: Instructional Strategies
 Tuning Outcome 9: Leadership and Collaboration
5. The most important, and sometimes most challenging, objective for this course is that
students engage in critical examination of their own social position and experience, their
pedagogical approach, and the impact of these on learners’ educational experience.
Textbooks and Readings
 Required: Grant, C., & Sleeter, C. (2009). Turning on learning: Five approaches for multicultural
teaching plans for race, class, gender, and disability (5th ed.). Hoboken, NJ: John Wiley & Sons.
 Required: Readings posted electronically in Canvas
 Recommended: Tozer, S., Senese, G, & Violas P. (2009). School and society: Historical and
contemporary perspectives (6th ed.). New York: McGraw-Hill.
Turning on Learning is available through the USU Campus Store at competitive new and used
prices. Students seeking deeper discounts may be interested in other options below. Visit such
vendor websites as http://campusstore.usu.edu, www.dealoz.com, or www.wiley.com for more
information.
 Textbooks may be rented through the USU Campus Store or other internet outlets.
 Both textbooks are available as e-texts through the USU Campus Store or
CourseSmart (www.coursesmart.com). E-texts offer both online and offline access
to your textbook and include full printing rights.
 One copy of each textbook will be available for free, short-term checkout through
Media Collections at the Merrill-Cazier Library. You will be assigned several PDF
readings from School and Society. The hard-copy text is available for your
convenience as well.
Course Requirements
SCED 3210 is an upper division course and, as such, may require a heavier time commitment
than previous university courses you have taken. USU guidelines calculate that for each hour
spent in class, students should study for a minimum of two hours outside of class (thus, fulltime student status equates to full-time employment status at roughly 40 hours per week). For
this course, this means that you should set aside an average of five hours per week outside of
class for homework. If you are unable to make this time commitment, you are urged to take the
course at another time. Details for in-class and out-of-class course requirements are as follows:
1. Attendance and Participation (20 points)
Because dialogue is vital to understanding multiple perspectives around diversity issues,
your regular attendance and participation will be essential. Students are expected to arrive
to class on time, stay for the entire class session, and be appropriately attentive and
2
involved. Additionally, it is your responsibility to sign the roll each day and keep
track of your ongoing attendance record. Please know that I will not tally students’
absences upon request.
Each student will be allowed two absences without penalty (including University-related
absences). However, the penalty for each absence beyond two will be four (4) points.
Additionally, students will be penalized if late arrivals to class, early departures, or dozing
become repetitive. Please note that after seven absences, a student will have missed roughly
25% of the course. Therefore, after seven absences, a student will lose all Attendance
and Participation points and may be asked to meet with me to discuss whether s/he may
continue in the course. Aside from University-sponsored activities that cause a student to
miss three sessions or more, there will be no exceptions to this policy.

IMPORTANT: Each semester, the School of TEAL requires all SCED 3210 and
ELED 3000 students to take part in a common diversity experience. On Saturday,
February 21, all students will be required to attend the annual conference of
the Utah NAME organization (NAME = National Association for Multicultural
Education). The conference will be held in the Student Center on the Salt Lake
Community College Redwood Campus (4600 S. Redwood Rd., Salt Lake City). You
may use your SCED 3210 course fee toward conference registration costs, provided
you follow the registration instructions that will be announced at a later date. Travel
costs are not covered by your course fee and will not be reimbursed. Please plan
now to attend this mandatory, all-day event. No absence from the conference
will be excused.
The Utah NAME conference will carry the weight of three days’ class attendance. If
you are unable to attend the conference, you may alternatively attend three cultural
events, highlighting a culture with which you are relatively unfamiliar, and write a
two-page reflection on your experience at each event. Eligible events include
political meetings, religious services or celebrations, and fine/performing arts
presentations. Partial credit will not be given for attending fewer than three events.
If you have any questions about whether a particular event will qualify, please speak
with Fawn. Reflection papers are due via hard copy by Thursday, February 26.
2. Course Readings (66 points)
Readings will be assigned for most class sessions and your learning will be assessed in one
of two ways:

Quizzes (7 points each = 28 points total)
Four multiple-choice reading quizzes will be administered via Canvas during the
semester. Quiz time limits vary based on the complexity and amount of reading
covered. All quizzes close 30 minutes before class time on their due dates.

Writing Assignments (7 pts x 5 assns)+(3 pts x 1 assn) = 38 pts
Most writing assignments will be collected via Canvas. Unless this syllabus
instructs otherwise, assignments will not be accepted in other formats (e-mail, hard
copy, etc.)—please plan ahead to avoid unnecessary late penalties. To earn
3
high marks on your writing, it will be important that you respond to all portions of
the prompt, demonstrate thorough understanding of our authors’ key messages, and
engage in critical reflection regarding these ideas. Guidelines for assignment length
are provided with each prompt. While you will not be graded on assignment length
alone, stopping short of the guideline probably means you are not writing in enough
depth and exceeding the guideline probably means that you have not sufficiently
synthesized your ideas. Writing that captures the essence of key ideas, while
remaining concise, will earn the highest marks.
3. Peer Teaching (10 points)
On an assigned date during the semester, you will work with a small peer group to teach a
45-minute lesson on the day’s topic. I will provide each group with teaching material and
guidelines. The group will then plan an interactive lesson to be taught in class on their
assigned date. A rubric is provided in Canvas and should be used to guide lesson planning.
4. Praxis Group Sharing (6 points per day / 24 points total)
March 19 & 24; April 7 & 9
You will be assigned to a small “praxis group” (praxis ≈ theory + practice) that will study
and share practical methods for diversifying the curriculum and fostering success among
diverse populations. Groups will meet on four separate dates during class time. Each group
member will be responsible for studying and sharing particular strategies with her group
and each will be evaluated by her peers. Brief assignment details can be found in the Daily
Schedule in this syllabus and further instructions will be given in class at a later time.
Because students are responsible to both learn from and teach their peers during group
sharing, the quality of the entire group’s learning is diminished when members are absent.
Therefore, students absent on these days for reasons other than University excuse
will lose at least 50% of the day’s points. Please plan your schedule accordingly.
5. Campus Collaboration (27 points)
Due April 23 (early submission is encouraged)
Real understanding of diversity issues cannot be developed in a vacuum. The Campus
Collaboration assignment is designed to give you an opportunity to have meaningful
interaction with diverse student groups. Collaborative projects will be hosted by a variety of
organizations on and off campus. You will be assigned to one of these and you will be
required to engage in at least seven (7) hours of collaborative work with this group.
After completing your collaborative hours, you will be required to submit a time log
(download available in Canvas) and a two-page, double spaced summary/reflection on your
work (remember, 1.75 ≠ 2). Your summary/reflection should: (a) describe the
collaborative work you did, (b) discuss what you learned from the experience, and (c) draw
multiple references from at least one class reading to your experience. As
appropriate, you may also draw connections to our class discussions and other in-class
activities. Additionally, your signed time log should be scanned and submitted via
Canvas (ELC classroom aides will receive a printed time log that will serve as a signature).
Keep in mind that your campus collaboration assignment is a potential artifact to be
included in your Level II Secondary Education portfolio, demonstrating your ability to
collaborate effectively in teaching and learning.
4
Information and instructions regarding your campus collaboration group will soon be
posted in Canvas. Please record details below for later reference. (Helpful hint: Here’s an
excellent opportunity to show that you didn’t neglect your Jan. 27 homework.)
Your assigned campus collaboration group: _________________________________
Initial contact person: __________________________________________________
Contact phone and e-mail: ______________________________________________
Person who should sign your time log: __________________________________
6. Final Project: Teaching for Change (35 points)
Due April 23
Your final project will ask you to use what you have learned throughout the semester to
design classroom strategies addressing key goals of multicultural education. Assignment
details will be provided at a later date. Keep in mind that this assignment is a potential
artifact to be included in your Level II Secondary Education portfolio,
demonstrating your ability to teach diverse populations effectively.
7. Extra Credit (3 points per submission / 6 points maximum)
Due two class sessions following the event
Each student may submit up to two extra credit assignments during the semester.
Opportunities usually entail attendance at designated campus lectures and will be
announced as available. Unless otherwise instructed, you will be asked to attend the event
and submit a one-page, double-spaced response paper about the event and your
personal reflections. Submission links are available in Canvas under the Assignments
link (scroll to Extra Credit).
Grading Scale
182 points are possible during the semester. Final grades will be determined according to the
following scale:
94 – 100%
A
80 – 83.9%
B67 – 69.9%
D+
90 – 93.9%
A77 – 79.9%
C+
64 – 66.9%
D
87 – 89.9%
B+
74 – 76.9%
C
0 – 63.9%
F
84 – 86.9%
B
70 – 73.9%
CAdditional Course Policies and Information
 As you engage in the work of developing your educational philosophy and pedagogy, your
individual process and voice will be respected. Additionally, it is expected that you
will show consideration for the journeys and voices of your peers as we work together
toward increased understanding.

It is important that students with disabilities have equal access in this course. If you will
need accommodations for a disability, please discuss your needs with me during the
first two weeks of class. Reasonable prior notice should also be given to the Disability
5
Resource Center so they can assist you. As needed, the DRC will work with both you and
me to make arrangements for accommodations.

I expect that students will come to class having completed the assigned homework.
Class discussions and activities will build upon, not summarize, course readings. Therefore,
to contribute meaningfully, you will need to have read and understood the material. Your
understanding of all readings will be assessed in some way (quizzes, writing
assignments, etc.). Students who fall behind will find little time for catching up, so
completing assignments on schedule will be important.

All assignments are due by their indicated due dates, even in the event of absence.
Written assignments will be collected via both Canvas and hard copy, so please stay
informed of submission instructions. Late work is not generally accepted; however, each
student will be allowed to submit one late assignment during the semester (this does
not apply to quizzes or presentations, which must be completed on time). Late work
submitted within one week of its due date—including our first assignment—will be
accepted with a 50% penalty. Assignments more than one week late will not be accepted.

Please silence and put away all cell phones and other electronic devices during class
time. Due to abuse of technology privileges in the past, laptops and tablets are permitted
only after instructor approval is given. If you would like to use technology in the
classroom, please speak with Fawn first. I will gladly grant permission, but will also revoke
it if technology use becomes distracting to either myself or your peers. Laptops and
tablets are always approved when our syllabus requires in-class access to course
readings.

Courses that utilize course fees are required to identify the amount of the course fee and
explain the purpose of the course fee on the syllabus given to students. Course fee
information not included on the syllabus will result in the course fee automatically
being deleted (www.usu.edu/provost/faculty/teaching/syllabus_resources.cfm). The
course fee for SCED 3210 is $25. This fee is used for common resources and experiences
benefitting all SCED 3210 students, such as audiovisual resources, consumables, and
workshops.

As you work with K-12 students in various capacities, please be aware that it is unlawful
to post photos of these minors in any public arena without written permission from
a parent or guardian. Please bear this in mind and be prudent when posting on social
media outlets.
6
In-class Praxis Group Sharing
Details for praxis group sharing are found on page 4 and in the Daily Schedule in this syllabus.
Please evaluate each of your group members, including yourself, based on the following criteria:
AA = I absolutely agree
MA = I mostly agree
DS = I disagree somewhat
DA = I disagree altogether
DNP = Group member did not participate in this praxis sharing
Your Praxis Group Number: ______
Your Name and Self Evaluation: ____________________________________
DATE
DATE
DATE
DATE
DATE
DATE
DATE
Was well organized and well-rehearsed for today’s
praxis sharing.
Shared the context and goals of his/her jigsaw
paragraphs both concisely and in a way that was
clear to me.
Highlighted the differences between “before”
and “after” lesson strategies in a detailed way (i.e.,
I can clearly envision the process of both
“before” and “after” lesson plans and I
understand why the “after” strategies are superior
for reaching multicultural objectives).
Peer Name: ______________________________________
DATE
Was well organized and well-rehearsed for today’s
praxis sharing.
Shared the context and goals of his/her jigsaw
paragraphs both concisely and in a way that was
clear to me.
Highlighted the differences between “before”
and “after” lesson strategies in a detailed way (i.e.,
I can clearly envision the process of both
“before” and “after” lesson plans and I
understand why the “after” strategies are superior
for reaching multicultural objectives).
Please include any comments here that you would like Fawn to consider in grading:
(OVER)
7
Peer Name: ______________________________________
DATE
Was well organized and well-rehearsed for today’s
praxis sharing.
Shared the context and goals of his/her jigsaw
paragraphs both concisely and in a way that was
clear to me.
Highlighted the differences between “before” and
“after” lesson strategies in a detailed way (i.e., I
can clearly envision the process of both “before”
and “after” lesson plans and I understand why
the “after” strategies are superior for reaching
multicultural objectives).
Peer Name: ______________________________________
DATE
Was well organized and well-rehearsed for today’s
praxis sharing.
Shared the context and goals of his/her jigsaw
paragraphs both concisely and in a way that was
clear to me.
Highlighted the differences between “before” and
“after” lesson strategies in a detailed way (i.e., I
can clearly envision the process of both “before”
and “after” lesson plans and I understand why
the “after” strategies are superior for reaching
multicultural objectives).
Peer Name: ______________________________________
DATE
Was well organized and well-rehearsed for today’s
praxis sharing.
Shared the context and goals of his/her jigsaw
paragraphs both concisely and in a way that was
clear to me.
Highlighted the differences between “before” and
“after” lesson strategies in a detailed way (i.e., I
can clearly envision the process of both “before”
and “after” lesson plans and I understand why
the “after” strategies are superior for reaching
multicultural objectives).
DATE
DATE
DATE
DATE
DATE
DATE
DATE
DATE
DATE
Please include any comments here that you would like Fawn to consider in grading:
8
Daily Schedule (minor modifications are likely)
SCED 3210 / Spring 2015
Instructor: Fawn Groves
Notes and Reminders
Jan. 13
* Read this syllabus in detail and raise any questions with Fawn right away.
* Complete the Student Information Sheet found in Canvas under Miscellaneous Files . Print
and submit a one-page hard copy in class (do not submit electronically).
* View the Campus Collaboration Intro Video found in Canvas under Campus
Collaboration Assignment . Record your three preferred collaborative groups on your Student
Information Sheet and submit in class.
* Optional: Submit your out-of-class availability via the "Doodle Poll" link that will be
e-mailed to you no later than Fri. Jan. 9.
You will read and discuss a half-page scenario in class
today. If you prefer to pre-read before class, please request
a copy of this in-class reading from Fawn.
Note that including the above notice is a proactive strategy for
equity, which will allow all students to comprehend and and
participate fully in today's classroom activities, no matter their
reading pace. Keep such simple but relevant strategies in mind for
your future practice and/or your final project.
Please take care to proofread your writing assignment. SCED
3210 is a Communications Intensive (CI) course, meaning
that advanced reading and writing skills are required.
Grammar, spelling, punctuation, etc. will be assessed on
most writing assignments. Further writing guidelines are
found on page 4 of this syllabus.
Jan. 15
* Preview the writing prompt below, then read (Canvas): Lake, An Indian Father's Plea.
* Read (Canvas): Wink (1), Intro to Critical Pedagogy . As you read, highlight or make
note of Wink's hints about what critical pedagogy "is" or "does" (these hints may or may not
include the term critical pedagogy ). This will be a helpful reference for you later in the
semester.
► Writing Assignment 1: In your own words, write a letter of advice to Wind-Wolf's
teacher from Joan Wink . Weave into your letter at least three overarching philosophies or
perspectives from Wink’s writing. Link these general assertions to specific advice from
Wink's writing for practicing critical pedagogy. Include advice for the teacher's practice and
for the teacher's learning and growth. Further, include Wink's advice for Wind-Wolf's
benefit. From Wink's perspective, explain why these efforts are important. Make reference
to her writing throughout (reference by page number is sufficient). A scoring rubric for this
assignment can be found in Canvas. (3 substantial paragraphs; Canvas submission only)
* Read (Canvas): Your assigned article(s) addressing the application of critical
pedagogy in your content area
* Bring to class a double-spaced hard copy of your writing assignment below. Come
prepared to share the contents of your article(s) and a summary of your learning. Bringing
your printed articles to class is highly recommended, but not required.
► Writing Assignment 2: (a) In 1-2 substantial paragraphs, give a thorough summary of
each of your article(s). (b) In 2-3 paragraphs, explain how your articles conceptualize critical
pedagogy (most articles explicitly identify tenets and goals central to critical pedagogy). For
example: What are some fundamental goals of this teaching framework, according to the
author(s)? What does critical pedagogy seek to "rethink" about teaching and learning? What
does critical pedagogy lead educators to do? What do critical pedagogues lead students to
do? (c) Finally, in 1-2 paragraphs, brainstorm concrete ideas inspired by part (b) above for
practicing exemplary pedagogy in your field. Think about how you can bring critical
pedagogy to your curriculum planning, classroom management, instruction, assessment,
relationships with students/families/communities/colleagues, etc. Be specific. Thinking
deeply and creatively now will help you to design a high quality final project. (Submit a
double-spaced hard copy)
Today's articles are found in Canvas under
E-Readings > Other Readings > Critical Pedagogy in the Content
Areas . Please read all article(s) posted under your major,
unless indicated as "optional."
Jan. 8
Topic
Course Overview & Investigating
Educational Issues
Introduction to Critical
Pedagogy
●
Assignment Due
Date
All electronic readings are found in Canvas under
E-Readings . For assistance with Canvas technical issues,
visit www.it.usu.edu or call the Information Technology
Service desk at 797-HELP.
Jan. 20
Jan. 22
Practical Applications of Critical
Pedagogy in the Content Areas
9
PowerPoint slides and other electronic files used in class
can be found in Canvas under In-class Resources.
Date
Topic
●
Jan. 27
Rethinking "Business as Usual":
What Great Schools Do
Differently
Group A
Jan. 29
So What Is Critical Pedagogy?
Why Educate?:
From Critical Pedagogy to Critical
Literacy
* Read: Wink (2), Building a Definition of Critical Pedagogy
* Bring to class: (1) this Wink reading and (2) your notes on critical pedagogy from our
first Wink reading (see Jan. 15 assignment). You will actively reference this reading during
class, so be sure to complete this brief assignment now.
You will read and discuss a one-page reading selection in
class today. If you prefer to pre-read before class, please
request a PDF of this in-class reading from Fawn.
* Read: School and Society , pp. 278-290
* Bring a copy of today's reading (pp. 278-286 needed) for active, in-class use.
► Writing Assignment 4: For each of the literacy perspectives, functional, cultural, and
critical: (1) Explain the distinguishing characteristics of this form of literacy, (2) explain
from our authors' perspective which educational and/or societal goals are served by this
form of literacy, and (3) explain our authors' critiques of this form of literacy, if any. What
are your own biases (i.e., opinions) regarding the literacy forms? You need not address
conventional literacy in this writing assignment. (3-5 substantial paragraphs; submit a
double-spaced hard copy)
Feb. 10
Liberty and Literacy:
Reflecting on Jefferson's Ideal
Feb. 12
Why Educate?:
The Mechanics and Power of
Expectation
Feb. 17
No Class Meeting: Attend Monday
Class Schedule
Group B
Feb. 5
Feb. 24
Notes and Reminders
Please read your Campus Collaboration instructions
thoroughly and follow through. Every semester, some
students neglect this task and miss the window for being
included in their group's setup and/or find themselves in a
bind near the end of the semester. Fawn will gladly assist
with problems and concerns, but will not be available to
help with issues related to instructions not followed.
* Read: School and Society , pp. 4-9 (stop at Political Economy )
* Read: School and Society , pp. 266-268 and 274-276 (stop at Thinking Critically about the
Issues )
► Writing Assignment 3: First, pose one essential question for discussion regarding a key
concept from pp. 4-9. Second, use just three to four sentences to capture the overarching
statements and arguments from pp. 266-268 and 274-276. In other words, summarized
concisely and comprehensively, what does your Ch. 9 reading say? (Submit via Canvas)
Feb. 3
Feb. 19
Assignment Due
* Check Canvas for instructions regarding your specific Campus Collaboration
assignment. Instructions are found under Campus Collaboration Assignment > Campus
Collaboration Instructions .
* Make contact with your Campus Collaboration coordinator (Fast Forward group
excepted). With this coordinator, determine a plan for comfortably completing your hours
during the semester. It is recommended that you aim to complete your hours no later than
Mar. 31 so that when obstacles present themselves, you will have time to work around them.
Please notify Fawn of any problems immediately.
● Peer Teaching: Educator Group A
Quiz 1 opens at noon Feb. 5 (covers readings from
Feb. 5-12). See page 3 of this syllabus for information
about quizzes.
* Read: School and Society , pp. 24-26 (stop at Politial Economy of the Jeffersonian Era ) and
pp. 34-37 (stop at page end).
● Peer Teaching: Educator Group B
* Read: School and Society , pp. 92-94 (stop at Schooling in the Black Belt ) and pp. 101-114
► Quiz 1: Open noon Feb. 5 until 30 minutes before class Feb. 12
Second reminder: Please use this time to see that your
Campus Collaboration progress is on schedule. If you
have concerns beyond your control, please see assignment
instructions in Canvas for next steps, then contact Fawn,
if needed. Refer to instructions in Canvas to see who
should sign your time log and be sure to collect required
signatures throughout the semester.
Why Educate?:
The Mechanics and Power of
Expectation, cont.
10
Topic
Feb. 26
Review: Connecting the Pieces
Mar. 5
Mar. 10
Mar. 12
Mar. 17
Mar. 19
Mar. 24
Assignment Due
* Read: Wink (3), Grooming, Socialization and Voice
► Writing Assignment 5: Review the concepts of "training" and "education" from School and Society,
pp. 7-9, and weave these concepts throughout your response to the following: How can the practice of
tracking in schools play a role in grooming and socializing students academically? Socially?
First address this question with regard to both high and low tracks, demonstrating
understanding of your reading on grooming, socialization, training, and education. Then,
reflect personally. Were you part of one or more tracked programs in your K-12 experience
(i.e., honors, remedial, or "regular" classes)? If so, how do you think this has influenced your
academic identity and postsecondary goals? (3-4 substantial paragraphs; submit via Canvas)
* Optional: Bring copies of all School and Society readings to class today.
Notes and Reminders
All PowerPoint resources can be found in Canvas under
In-class Resources . For today's writing assignment, please
refer to the PowerPoint file, "Making Sense of Disparities
in Academic Achievement."
Quiz 2 opens at noon Feb 26 (covers readings from Mar.
3 & 5).
* Read: School and Society , pp. 372-387
Drawing Connections from Past to
Present
* Read: School and Society , pp. 387-402
► Quiz 2: Open noon Feb. 26 until 30 minutes before class Mar. 5
No Class Meeting: Spring Break
Colorblindness or Color
Consciousness?
Multicultural Curriculum Reform
and Equity Pedagogy
Multicultural Curriculum Reform
and Prejudice Reduction
Group C
Mar. 3
●
Date
* Read: Valli, Learning to be Colorblind and Color Conscious
► Writing Assignment 6: Use Valli's student teacher examples to illustrate how
colorblindness and color-consciousness (1) can each aid and hinder teachers in their
interpersonal work with students, and (2) can both aid and undermine efforts to develop
important, relevant curriculum for all students. Finally, (3) discuss how you personally might
use consciousness and/or blindness to respond to a situation in which a student accused you
of discriminating based on her race, gender, sexual orientation, religion, etc. Be clear about
whether your response tends to align with or challenge Valli’s recommendations, and how.
(2-4 substantial paragraphs; submit via Canvas)
● Peer Teaching: Educator Group C
* Read: Turning on Learning , pp. 11-12 (stop at Expectations for High-Level Learning ),
18-22 (Action Research Activities) , and assigned jigsaw paragraphs
► Prepare a well organized, 5-7 minute summary of your jigsaw paragraph(s) and the lesson
plans that pertain to them for presentation in your small group. You should prepare your
"presentation" with notes for your own reference, but your notes will not be turned in. A
grading rubric for this assignment is found on pp. 7-8 of this syllabus (download also
available in Canvas).
* Bring your Turning on Learning text to class
** IMPORTANT **
Students absent for the explanation of this assignment
should read all assignment instructions thoroughly, find
their assigned praxis groups and jigsaw paragraphs in
Canvas, then contact Fawn for any clarification needed. All
students will be expected to play their assigned role
in this in-class group teaching.
* Read: Turning on Learning , pp. 66-67 (stop at "Cooperative Learning" ), 71-78 (Action
Quiz 3 opens at noon Mar. 24 (covers reading for
Research Activities) , and assigned jigsaw paragraphs
Mar. 31).
► Prepare a well organized, 5-7 minute summary of your jigsaw paragraph(s) and the lesson
plans that pertain to them for presentation in your small group.
* Bring your Turning on Learning text to class
11
Topic
●
Date
Assignment Due
Notes and Reminders
Third reminder: As April approaches, coordinating
Campus Collaboration time often becomes more
challenging. If you have concerns beyond your control,
please see assignment instructions in Canvas, then contact
Fawn, if needed. Refer to instructions in Canvas to see
who should sign your time log and be sure to collect
required signatures throughout the semester.
Meeting the Needs of English
Language Learners
Mar. 31
Group D
Mar. 26
Apr. 2
* Read: Haynes, Correlating Instruction with the Stages of Second-Language
Acquisition
► Quiz 3: Open noon Mar. 24 until 30 minutes before class Mar. 31
● Peer Teaching: Educator Group D
* Read: Tan, Mother Tongue
* Read: Anzaldúa, How to Tame a Wild Tongue
Apr. 9
Multicultural Curriculum Reform
and the Social Action Approach
* Read: Banks, Approaches to Multicultural Curriculum Reform, pp. 258-266
* Read: Turning on Learning , pp. 259-261 (stop at Critical Questioning ), 264-266 (Action
Research Activities) , and assigned jigsaw paragraphs
► Prepare a well organized, 5-7 minute summary of your jigsaw paragraph(s) and the lesson
plans that pertain to them for presentation in your small group.
* Bring your Turning on Learning text to class
► All peer evaluation rubrics due by the end of class. Absent students: Please send your
hard-copy rubric with a friend. Alternatively, you may submit your rubric electronically by
summarizing your marks in an e-mail, sending a scan or (clear) photo to Fawn, etc.
Apr. 14
The Social Action Approach: What
Great Schools Do Differently
Apr. 16
Latino Discovery Student
Educators
Apr. 21
LGBTQ Topics and Utah Law
Apr. 23
OutSpoken Student Panel
Apr. 24
Don't Forget!
Apr. 7
Group E
Multicultural Curriculum Reform
and the Transformation Approach
* Read: Banks, Approaches to Multicultural Curriculum Reform, pp. 251-258 (stop at
The Social Action Approach )
* Read: Turning on Learning , pp. 177-178 (stop at "Curriculum Materials" ), 184-193
(Action Research Activities) , and assigned jigsaw paragraphs
► Prepare a well organized, 5-7 minute summary of your jigsaw paragraph(s) and the lesson
plans that pertain to them for presentation in your small group.
* Bring your Turning on Learning text to class
● Peer Teaching: Educator Group E (Lesson date is tentative, pending the confirmation of
our Apr. 16 guests. However, lesson date will not be advanced earlier than Apr. 14.)
Quiz 4 opens at noon Apr. 14 (covers reading for
Apr. 21).
* Read: Friend, Choices, Not Closets
► Quiz 4: Open noon Apr. 14 until 30 minutes before class Apr. 21
► Last day to submit campus collaboration reflection paper and signed time log.
Please see detailed assignment instructions on p. 5 of this syllabus.
► Teaching for Change lesson series due in class (hard copy)
* If you haven't already submitted an online course evaluation, please do so today.
* Congratulations on completing SCED 3210
12
For maximum campus collaboration credit, please see
detailed assignment instructions on p. 4 of this syllabus
before submitting.