DEPARTMENT OF TEACHER EDUCATION AND ADMINSTRATION UNIVERSITY OF NORTH TEXAS
COURSE SYLLABUS, SPRING 2016
EDSE 4070 – TEACHING DIVERSE POPULATIONS
Prerequisite: Junior standing and admission to teacher education.
Instructor: Dr. Jemimah Young
Office Location: 218D Matthews Hall Office Telephone: (940) 565-4421 Office Fax: (940) 565-4952
Cellphone: (940) 220–4050
Email: Via Blackboard Messages
Office Hours: Tuesday and Thursday, 10:00AM-1:00PM
Course Catalog Description
3 hours. Provides knowledge and skills required for developing and implementing challenging instruction for students who are culturally different, students who receive special education services, and students who are identified as gifted and talented. Instruction, assignments, directed field experience and other class activities may take place on site in a school setting.
Required Materials
This course includes key program assessments and requires internet access, Blackboard Learn, Microsoft office, TK20, and Adobe Reader, in addition to the required text.
Gollnick, D. M. Chinn, C. C. (2013). Multicultural education in a pluralistic society (9th Ed). New York: Allyn Bacon.
Course Goals
A major outcome of this course is for the student to demonstrate competency in developing a reflective model to effectively teach diverse populations in today’s schools. Students will be able to demonstrate an understanding of the following constructs.
I. Multicultural Group Outcomes:
a. The broad issues of racism, sexism, classism, assimilation, and pluralism in American society. b. The effects of poverty and discrimination on children and youth.
c. The manner by which institutions perpetuate discrimination and prejudice.
d. The process for evaluating educational programs and curricula according to multicultural proficiencies for teachers from the Interstate New Teacher Assessment and Support Consortium.
e. The learning styles and other key individual differences that affect teaching and learning as well as how to apply the theory of Multiple Intelligences.
f. The process for modifying curricula to support a culturally responsive pedagogy.
g. The construct of self-esteem and ways of integrating esteem building activities in the curricula.
h. The processes and issues related to the assessment of students in the culturally diverse settings. i. The primary characteristics needed by teachers of multicultural groups.
II. Beliefs about Learning
j. Learning is an active, personal process and endeavor.
k. Learning is a social process of collaboration and interaction with others. We will share our responses and understanding as well as serve as a support system for each other during small and large group activities and discussions.
l. Learning occurs when we make connections to our experiences.
m. Choice allows learners to connect to their own experiences and feel ownership of the learning process. n. Reflection is a vital part of the learning process.
o. An appreciation of cultural diversity enhances learning.
Standards Addressed
A major outcome of this course is for the student to demonstrate competency in developing a reflective model to effectively teach diverse populations in today’s schools. Many of the Texas PPR Standards are addressed by this course at the knowledge level and some at the skill development level. This course specifically addresses the following standards:
· Standard I: Domain I: Competency 001-004 Domain III: Competency 007-010: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.
o Competency 2 (A) (D) (F) (G): The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.
o Competency 3 (E) (G): The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.
o Competency 4 (K): The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.
· Standard II: Domain II: Competency 005-006: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence.
o Competency 5 (A): The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.
· Standard IV: Domain IV: Competency 011-013: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.
o Competency 12 (C) (E) (G) (H): The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.
o Competency 13 (A) (G): The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.
Assessment of Learning Outcomes
Learning outcomes of this course will be assessed through a variety of traditional and alternative assessments, including the following:
· Learning Assessments (LA) - Quizzes over assigned readings and presentations/demonstrations/activities.
· Brief essay(s) on topics that require reflection on personal experiences or studies in light of professional learning.
· Presentation/Discussion of information as presented in chapter and in class discussions.
· Other projects such as notes, posters, graphic organizers, content, exams, or visual representations developed in modules or as homework.
Expectations for Students and Assignments
1. Read all assigned readings.
2. Participate in all class activities and regularly participate in class discussions. Only registered students are permitted to participate/complete in course materials (i.e. No children, friends, relatives, partners, etc.)
3. Complete all assignments, quizzes, and exams on their assigned days.
4. Late assignments, in whole or in part, ARE NOT accepted.
5. Although many sections of this course are offered, each section is presented, implemented, and evaluated as an individual and separate course.
6. Professional dispositions are important to be a professional educator. As such, students are expected to conduct themselves in a manner becoming of a professional in your work and in online communication (emails, blackboard, etc).
Grading Distribution
15 Modules (50pts each) 690pts TK20 Key Assessment 80pts Interview Assignment 90pts
Differentiation Design
Final Exam
TOTAL POSSIBLE POINTS
90pts
150pts
1100pts
Assignments and Grading
The instructor reserves the right to change course assignments, projects, and examinations throughout the semester. Each assignment/project must be completed and turned in by the due date given. It is expected that all course assignments/projects will be completed at mastery level (as designated by the instructor). Late assignments/projects will be will NOT accepted after the close of the due date. If you believe that a grade that is assigned is in error, you have one week (7 calendar days) from the date the assignment grade is released to contact the instructor in regards to disputing the grade. Descriptions of major assignments, can be found in the “Major Assignments” folder in Blackboard. Failure to complete two modules, may result in being academically withdrawn from the course.
Final Grade Scale
A = 990‐1100
B = 880-989.999 C = 770-879.999
D =
F =
660-769.999
660
Communication
Email within the Blackboard course is the preferred mode of communication in this class. The instructor will respond within two working days (48 hours). It is very important that students who have questions or concerns take the initiative to communicate with instructors. If you are confused or are falling behind, it is important to seek help, preferably using the email feature of Blackboard, as soon as possible. With more urgent matters, please call
my office/cellphone. I will meet with you face-to-face or by phone, but email is the place to start communication.
Submitting Assignments
Every major assignment is documented using the blackboard. Please put your name on every assignment (both in the title of the saved document and within the document itself). Keep your assignments in a safe place, and give them clear and distinguishable titles such as “Johnson 4070 Interview Assignment,” Clear titles will help you to find your materials as they accumulate, and they will help your instructors to properly credit your work. You are responsible for submitting the correct assignment. Please check each assignment, after submitting your work to ensure the correct assignment is uploaded to avoid a 30 point deduction for the assignment.
Hardcopies of assignments will not be accepted, unless (or until) a digital copy has been received using
blackboard/TK20. Additionally, assignment will only be accepted as Microsoft office files (Word, Excel, PowerPoint) unless otherwise stated. For any given assignment, you are permitted to upload a maximum of two (2) documents within your submission.
ACADEMIC DISHONESY IN ANY CAPACITY, TO INCLUDE PLAGIARISM OF ANY SORT, WILL RESULT IN A FAILING GRADE IN THIS COURSE (LETTER GRADE OF “F”) IN ADDITION TO DISCIPLINARY ACTION. THE PLAGIARISM CERTIFICATE WILL HELP YOU LEARN MORE ABOUT ACADEMIC DISHONESTY.
Technology and Digital Learning
Technology Requirements
Students taking this course must meet the system requirements of Blackboard. Any issues about system features must
be addressed within the first two days of class with the Blackboard helpdesk (email: , Phone: 940-565-
2324, In Person: Sage Hall, Rm130). Blackboard provides a student helpdesk, and they are glad to work with you individually, but there is no way you can complete this class without compatible hardware and software. Each student is responsible for your own technology and issues related to your own personal technology will not excuse your work in this course (ex. hard drive crash, screen freeze during quiz, etc). The recommendation of the professor is to use a university-authorized computer (i.e. computer lab) to insure your assignments/quizzes are saved/function properly.
Frequently used Digital Requirements:
Some of the assignments may require individual selection and reading of articles and documents. You will also collect first-‐-‐-‐hand information from videotapes and interviews. “The following information has been provided to assist you in preparation for the technological aspect of the course.
· UIT Help Desk: http://www.unt.edu/helpdesk/index.htm
· Hardware and software necessary to use Bb Learn: http://www.unt.edu/helpdesk/bblearn/
· Browser requirements: http://kb.blackboard.com/pages/viewpage.action?pageId=84639794
· Computer and Internet Literacy: http://clt.odu.edu/oso/index.php?src=pe_comp_lit
· Necessary plug-ins: http://goo.gl/1lsVF
· Internet Access with compatible web browser
· Headset/Microphone (if required for synchronous chats)”
Additionally, the following resources are required for successful completion of this course
· Blackboard Learn: http://learn.unt.edu
· TK20: http://coe.unt.edu/TK20
· Adobe Reader: http://www.adobe.com
Examples of minimum technical skills required include:
· Effectively using blackboard learn
· Understanding how to attach a file to an email
· Uploading and Downloading
· Copying and pasting
· Scanning a hard copy an uploading to digital form
Access and Navigation
“Access and Log in Information
· This course was developed and will be facilitated utilizing the University of North Texas’ Learning Management
o System, Blackboard Learn. To get started with the course, please go to: https://learn.unt.edu
· You will need your EUID and password to log in to the course. If you do not know your EUID or have forgotten your password, please go to: http://ams.unt.edu.
Student Resources ‐ As a student, you will have access to:
· Student Orientation via Blackboard Learn. It is recommended that you become familiar with the tools and tutorials within the Orientation to better equip you in navigating the course.
· Blackboard’s On Demand Learning Center for Students. It is recommended that you become familiar with the tools and tutorials to better equip you to navigate the course.
· From within Blackboard, you will have access to the “UNT Helpdesk “ tab which provides student resources and
o Help Desk Information
Netiquette
Online communication, and moreover online learning, is becoming increasingly more common. Although there is not a standard/universal expectation or rules for online etiquette at this time, this course has expectations for appropriate netiquette. The following link outlines these expectations - http://online.uwc.edu/technology/etiquette
About Dr. Young
My name is Dr. Jemimah Young and I have been at UNT for several years. I am a graduate of Texas A&M University, where I earn my Doctorate with an emphasis in Multicultural and Urban Education. My husband is also a professor here at UNT. Having previously taught face-to-face, blended, hybrid, and online courses, I know that each arrangement accommodates different types of learners.
Beliefs about Teaching and Learning
As a former public school teacher, I can attest to the need for differentiated instruction to meet the needs of diverse learners. While multicultural education as a focus is still in it’s infancy, effective strategies for accommodating learners has be widely research. The department of Teacher Education & Administration at UNT is committed to excellence in teaching and learning using constructivist-learning theory as the primary modality. Keeping this theory in mind, this course has modeled after constructivist tenents, allowing for openness, in part, to choose/influence 1) the depth of your learning for various topics, as well as 2) utilizing a variety of learning activities to reach each learning style.
Scholarly Biography
Jemimah Young, PhD is an Assistant Professor in the Department of Teacher Education and Administration. She actively engages in the preparation of pre-service teachers to meet the needs of all their students. Particular research interests include the investigation of alternative cultures and multicultural education. Her
specialization includes culturally responsive teaching, achievement of children of color, urban learning environments, educational technology, as well as the sociology of education. Click the following link to learn more about Dr. Young’s research interests. https://www.coe.unt.edu/facultystaff-department/jemimah‐young.