CI 3000 Fitts. Spring 2009
Appalachian State University
Department of Curriculum and Instruction
CI 3000. Section 350. Spring 2009
Caldwell Community College Campus
(3 Units)
Professor: Shanan Fitts Days/Time: Mondays, 9:30 am – 12:00 pmE-mail: Location: H 308
Office: Edwin Duncan Hall, 223D
Office Hours (at ASU & on-line): T & H, 9:30-11:30 am & by appt.
Office Hours at CCCC: 12:30 pm- 2:00 pm
Telephone: 828-262-8083 Course Website: http://asulearn.appstate.edu/
Course Reserves Website: http://www.library.appstate.edu/services/reserve/index.html
Library Resources: http://www.library.appstate.edu/distance_learning/
Toll Free Help Line (Library): 1-877-423-0086
ASU Bookstore: http://www.bookstore.appstate.edu/textbooks/index.html
REQUIRED TEXTS
Au, W., Bigelow, B., & Karp, S. (Eds.). (2007). Rethinking Our Classrooms Volume 1 (2nd ed.). Rethinking Schools. ROC
Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little, Brown, and Company.
Jimenez, F. (1997). The circuit: Stories from the life of an immigrant
REQUIRED READINGS
Our other required course readings are available on electronic reserves through the library. Just go to the Reserve Readings link: http://www.library.appstate.edu/services/reserve/index.html You can search for readings by instructor or by course number. Some of these readings are also available as PDF files in the course files section of our ASULearn site.
American Association of University Women. (1998). Gender gaps: Where our schools still fail our children. Executive summary. Retrieved December 12, 2008 from http://www.aauw.org/research/genderGaps.cfm.
Banks, J. A. (2008). Multicultural education: Characteristics and goals. In J. A. Banks & C. M. Banks (Eds.), Multicultural education: Issues and perspectives (6th ed.) (pp. 3-30). Hoboken, NJ: John Wiley & Sons.
Erickson, F. (2008). Culture in society and in educational practices. In J. A. Banks & C. M. Banks (Eds.), Multicultural education: Issues and perspectives (6th ed.) (pp. 33-61). Hoboken, NJ: John Wiley & Sons.
Linquanti, R. (1999). Fostering success for English language learners: What do we know? San Francisco, CA: Wested. Retrieved from http://www.wested.org/policy/pubs/fostering/ January 10, 2009.
Louie, B. Y. (2006). Guiding principles for teaching multicultural literature. The Reading Teacher, 59(5), 438–448.
Lyman, K. (2000, Spring). Girls, Worms, and Body Image. Rethinking Schools online, 14, 3. Available at http://rethinkingschools.org/archive/14_03/girl143.shtml.
Spring, J. (2004). Native Americans: Deculturalization and Schooling. In J. Spring, Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. Boston: McGraw-Hill.
Sylvester, P. (1997). Elementary School Curricula and Urban Transformation. Harvard Educational Review, 64, 3, 309-331.
Tatum, B.D. (1997). Why Are All The Black Kids Sitting Together in the Cafeteria? NY: Basic Books.
Terry, D. (July 16, 2000). Lives getting under my skin. The New York Times Magazine.
LEARNING GOALS
· To develop knowledge and understanding regarding the social, cultural and political contexts of education
· To apply disciplinary concepts from the social sciences in a variety of settings, such as community-based learning sites and public school classrooms.
· To broaden students’ understanding of how to develop a non-biased, multicultural curriculum
· To prepare for working with diverse children, families, and communities
COURSE DESCRIPTION
An examination of current literature and practices related to issues surrounding diverse learners, especially in the areas of development, exceptionalities, and culture. Emphasis is placed on developing a disposition to understand and empathize with marginalized children through increased exposure to their life circumstances. Strategies and interventions will be observed, modeled, discussed, and analyzed. Coursework is integrated with K-5 field experiences to provide real-world contexts for classroom instruction/discussion. Service learning is also a course component. FIELDWORK REQUIRED
INCLEMENT WEATHER
ASU students, faculty and staff can learn of changes to the university’s operational schedule through a variety of sources. A recorded message will be available at 828-262-SNOW. Students will also be notified through their ASU e-mail accounts. If class is cancelled, you will be notified before 6:30 AM. Information will also be posted on the University webpage.
COURSE OBJECTIVES
CourseObjective / Assignment/
Activity
Articulate how an individual’s experiences, prior learning, linguistic background, gender, religious background, culture, family, and community influence student learning and teaching. / · ABCs of Cross-cultural understanding
· Discrimination Visual & Narrative
· Class Participation
· Reading Responses
· Case Study
Examine school structures and explain how structures, policies and practices affect learners. / · Classroom Observations & Reflections
· Class Participation
· Reading Responses
· Case Study
Begin to articulate the process of second language acquisition at various developmental stages / · Class Participation
· Reading responses
· Case Study
Articulate strategies and resources to support learning for students who are in the process of acquiring English. / · Class Participation
· Reading responses
· Case Study
Develop an understanding of areas of exceptionalities in learning, including talented and gifted and special needs / · Class Participation
· Case Study
Articulate strategies and resources to accommodate individual differences. / · Class Participation
· Case Study
Be able to define and describe anti-bias, multicultural and culturally relevant education. / · Issues in Diversity Report
· Class Participation
Begin to develop the ability to use cultural diversity and individual student experiences to enrich instruction. / · Issues in Diversity Report
· Case Study
Demonstrate observational and interview techniques in diverse cultural settings to further their knowledge about children and their communities / · Classroom Observations & Reflections
· Case Study
Use social theory to analyze data collected through observations, interviews and documents / · ABCs of Cross-cultural Understanding
· Reading responses
· Classroom Observations & reflections
· Case Study
REQUIREMENTS & POLICIES
Attendance and Participation: Class participation is critical to your success in this course. You are expected to be on time for class and prepared to enter into the discussions. We will be addressing difficult and complex issues; understanding these issues requires that we look at them from a variety of perspectives. If you don’t speak up (or worse, don’t show up), how will we understand your perspective? Please read assigned readings before coming to class and bring them, along with any questions or reactions, to class. Attendance is expected at ALL class meetings. Two late arrivals will equal one absence. If you are absent, you are responsible for contacting a peer for notes, handouts, and information. One absence will be allowed without deduction as long as it does not occur during your practicum. For each additional absence, half a letter grade (11 points) will be deducted from your final earned course points. You may lose additional points if your absence results in late work. If you have in excess of three absences you may be need to repeat the course. If you know you are sick and you are going to be absent, I do appreciate an e-mail just so I know that you are okay. Please use your ASU email account and check it before class if in doubt about the weather. If class is cancelled, you will be notified before 6:30 AM.
Practicum: The purpose of this assignment is for you to begin to understand children from diverse backgrounds, as well as resources that are available to them and to you as a future teacher. You will not pass this course unless this assignment is successfully completed, including gaining requisite knowledge, skills, and dispositions.
Each student is responsible for completing 40 practicum hours. Susan Phipps will be assisting us in getting this set up. Any missed day of field experience must be made up at the teacher’s discretion, unless schools are closed for inclement weather. If you leave your practicum site early or arrive late, it will be treated as a half-day absence. In the event that you are not able to attend your practicum site or you are going to be late, you MUST notify both the school and the professor. This class is a major part of your preparation to become a professional, and as such you will be expected to conduct yourself as a professional. You are always expected to be there and on time.
ASSIGNMENTS
ASSIGNMENTS Points
1. Cultural Artifact & Where I’m From poem 10
2. Discrimination Visual & Narrative 10
3. ABCS of Cultural Understanding
a. Autobiography 15
b. Biography & Cross-cultural analysis 25
4. Reading Responses 40
5. Service Learning Project & Reflections 20
6. Issues in Diversity Report 30
7. Modeling & Sharing MC Literature 20
8. Classroom Observations & Reflections 20
9. Case Study Final Report 30
Total Possible Points 220
ASSIGNMENT DESCRIPTIONS
1. Cultural Artifact & Where I’m From Poem: Chose an artifact from your family that tells you (and us) something important about your cultural identity. This could be an object, a book, a song, a game, a recipe, a food item, or something else. Be prepared to share why you chose to share this particular artifact and what it says about your cultural identity. For the poetry aspect of this assignment, please read the selection titled Where I’m from: Inviting students’ lives into the classroom, by Linda Christenson. Using the model presented in her article, construct your own Where I’m From poem. We will be sharing these in small groups.
2. Discrimination Visual & Narrative: Think about a time when you were discriminated against, or a time when you witnessed someone else being discriminated against. What went through your mind or body? How did it make you feel? Create a visual representation showing the feelings you experienced during the event of discrimination. This visual representation may be either abstract or realistic—a painting, collage, paper sculpture, wire sculpture, sculpture from “found” or “junk” materials. Be creative. Please don’t use magazine pictures. Be prepared to tell a brief narrative about the event. Effective teachers are good storytellers!
3. ABC’s of Cultural Understanding and Communication: This project is based on a model developed by Patricia Schmidt (1998) and is designed to help future teachers become aware of the role that their culture and the culture of their students plays in teaching and learning. The goal is to provide you with understandings and insights that will help you to communicate and connect with students and families of diverse backgrounds. The project consists of three parts: your own autobiography (A), a biography of a person who comes from a different social and cultural background from yourself (B) and a cross-cultural analysis (C). We will be completing parts B & C as one paper.
4. Reading Responses: Throughout this semester you will be asked to respond to our readings. I will provide you with prompts and ideas. The purpose of these responses is to prepare for class and to reflect on the readings.
5. Service Learning Project and Reflections: For this assignment you may work with a partner, a small group, or by yourself. You will select, design, and complete a service-learning project including 10 hours of service learning. You should select a project that benefits a group of people impacted by the social issues we are dealing with in this course—poverty, language acquisition, immigration, gender oppression, or special educational needs. This service-learning requirement is an aspect of the Reich COE’s 20/20 Service Learning program. Since ours is a publicly funded university, it is required that students complete these hours with a secular organization or program. Please see the 20/20 website for information on this initiative:
http://www.ced.appstate.edu/departments/ci/programs/2020/
You will need to submit a brief project description after you have set up the project, an initial reflection after your first session with the organization and a final reflection at the end of your service. I will provide you with a format for each reflection. I have due dates in the syllabus for this project but these dates will be flexible to accommodate different people’s projects and schedules.
6. Theory Into Practice Case Study
a. Issues in Diversity Report: Please see assignment description.
b. Modeling & Sharing Multicultural Literature: This is a 10 minute teaching presentation consisting of approximately 1 minute of introduction, 7 minutes of teaching demonstration in “teacher mode” and a 2 minute conclusion/discussion. Please provide an interesting demonstration of one of the activities that you designed for the multicultural children’s literature that you reviewed. Your presentation should be engaging and should involve your students by using hands-on activities, visuals, realia, and/or multiple intelligences. Your audience will provide feedback. Sign up for presentation date/time during class.
c. Classroom observation notes, reflections, and analysis: These classroom observations will be completed as part of your practicum and case study assignments. Please use the focus questions to guide your observations. For this assignment please turn in your observation notes and a 2 paragraph reflection/analysis in which you discuss what you have learned about the classroom, your student, multicultural education, etc. through these observations.
d. Case Study Report: Please see assignment description.
GRADING POLICY FOR THE COURSE
1. Preparation: Come to class prepared to discuss the assigned readings in detail.
2. Written assignments will be assessed for depth of thinking, power of synthesis and analysis, clarity of expression, and adherence to the standard rules of grammar, punctuation and spelling.
3. Paper Format: Written assignments must be word-processed or typed, 12 pt font, double-spaced, with 1” margins. Assignments should be submitted in hard copy format unless otherwise instructed. Please stick to one font per paper and keep it simple and easy to read (e.g. Times, Times New Roman, Arial, or Courier). Please edit your papers closely prior to submitting and follow the citation format of the 5th edition of the use the American Psychological Association Manual (APA).
4. Late assignments: For each late assignment, ten percent of the total point value of the assignment will be deducted from the total earned per week after the due date until it is turned in. An assignment is considered "late" if it is not given to the instructor at the end of the class session in which it is due. Late reading responses will NOT be accepted and will not receive points. In the event that you will miss class on a session when an assignment is due, assignments may be emailed with all appropriate attachments but must be time-stamped by 9:30 am on the date due in order to avoid a deduction of points. Attached is a One-time Late Forgiveness Pass (Appendix A) that can be used for a single assignment during the semester to extend the deadline for that particular assignment by one week. All assignments must be submitted by May 6, 2009 by 9:00 pm to receive credit.