“Educating Professionals for Changing Context”
Curriculum and Instruction
College of Education, University of Nevada, Las Vegas
ICG 701 Multicultural Education
Summer III, 2003
3 Credit Hours
M-F 8:00 a.m. - 9:30 a.m.
Section 002
INSTRUCTOR NAME: Dr. Porter Lee Troutman, Jr.,
OFFICE PHONE: 702 – 895 - 4407
OFFICE HOURS: By appointments
OFFICE LOCATION: CEB 306
CLASS LOCATION: CEB 205
E-MAIL:
WEBSITE: v.edu/faculty/troutman/
COURSE INTRODUCTION
(Paragraph(s) here tied to the department's (COE) conceptual framework)
This course examines the increasing cultural diversity of the United States and introduces multicultural education as a concept. Students examine their own awareness and attitudes toward diversity, cultural knowledge, multicultural instructional practices, and curricular resources along with diversity issues impacting K--12 schooling. This course models and reinforces effective teaching/learning strategies while developing reflective teachers for diverse urban populations.
This course will also explore the meaning, necessity and benefits of multicultural education for diverse students from all cultural backgrounds through the following:
1. Teacher self awareness and awareness of culture;
2. An investigation of how schooling is influenced by
a. racism and other biases and expectations of students' achievement.
b. school organization and educational policies and practices.
c. Cultural and other differences such as ethnicity, race, gender, language and social class.
3. Case studies about a selected group of students from a variety of backgrounds about home, school and community experiences and how these have influenced the students' school achievement.
4. The relationship and influence of agencies, organizations and groups through anthropological visits.
5. Identification of instructional strategies and resources to implement MCE and social justice in classrooms.
OBJECTIVES (CULTURALLY RESPONSIVE PRACTICES)
Upon completion of the readings and activities of this course, the student (s) should be able to:
1. Acquire the research base knowledge, concepts, strategies and resources needed to integrate content about ethnic students across the curriculum and investigate & report how students' achievement is affected and influenced by school policies racism, practices, students expectations and other biases (INTASC 1).
2. Understand the development of student's racial/cultural awareness and steps in development of prejudices (INTASC 2).
3. Gain insights into the perspectives and experiences of students with an emphasis on learning styles, language, culture, community values and instructional opportunities of diverse learners (INTASC 3)
4. Develop alternative approaches and instructional strategies for working with diverse student populations, their parents, and the school community (INTASC 4).
5. Demonstrate the ability to establish an anti-bias learning environment by providing a positive social interaction environment for all students in the classroom and school by building upon personal and cultural historical experiences (INTASC 5).
6. Demonstrate an appreciation and understanding of different cultural and gender dimensions and communication styles (INTASC 6).
7. Demonstrate the ability to plan culturally inclusive lesson and activities that operate at multiple levels to meet the developmental needs of students (INTASC 7).
8. Assess instructional practices and curricular resources including teacher/student interactions, textbooks, literature, displays, and other educational materials for elements of racism, sexism, stereo-typing and historical inaccuracies (INTASC 8).
9. Explore and reflect on one's own personal awareness, attitude, actions and sensitivity to cultural diversity (INTASC 9).
10. Demonstrate the ability to use the community resources for cultural learnings and understandings (INTASC 10).
SSLC STANDARDS ADDRESSED
INTASC STANDARDS FOR LICENSING BEGINNING TEACHERS
Principle I Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
Principle 2 Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Principle 3 Diversity in Learning
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 4 Variety of instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle 5 Motivation and Management
The teacher uses understanding of individual and group motivation and behavior to create a learning environment that encourages positive and social interaction, active engagement in learning, and self-motivation.
Principle 6 Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle 7 Instructional Planning Skills
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8 Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, and physical development of the learner.
Principle 9 Reflection and Responsibility
The teacher is a reflective practitioner who continually evaluates the effects of her or his choices and actions of others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10 Relationships and Partnerships
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
Source: Model Standards for Beginning Teacher licensing and Development: Resource for State Dialogue developed by the Interstate New Teacher Assessment and Support Consortium (INTASC).
KNOWLEDGE
(Subject matter or disciplines(s), Professional field of study, Pedagogical knowledge, Pedagogical content knowledge, Professional knowledge)
1. Cultural knowledge of self, students, parents, and their communities.
2. MCE approaches / critical thinker
3. Creating affirming classroom / instructional strategies
4. Sociocultural and sociopolitical contexts & learning styles.
5. Ethnic history and immigration / curriculum reform
6. Race, Ethnicity and Language / Research Theory
7. MCE Dimensions
8. Debilitating pedagogy / Academic achievement and Ethnicities.
PERFORMANCE (SKILLS)
(The ability to use content, professional and pedagogical knowledge effectively and readily in diverse teaching settings in a manner that ensures that all students are learning.)
1. Analyze case study presentations for learning and teaching implications.
2. Develop Self- awareness and awareness of other similarities and differences
3. Analyze schools for multicultural inclusion
4. Design social action lesson plans presentations and MCE instructional strategies
5. Identify resources for MCE through Internet assignments and Anthropological Visits
6. Linking the learners' environment and learning styles
DISPOSITION
(Values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice.)
1. Demonstrate caring and welcomes their student’s identities and views them as assets
2. The teacher is aware of s/he culture and understands the influence on
student achievement
3. The teacher appreciates and values similarities, and differences, shows respect for all students regardless of their diversity.
4. The teacher belief that all students can learn.
5. The teacher cares about all students and believe they can reach their full potential.
6. The teacher believe that diverse students are not genetically or culturally inferior and the causes of failures is not the families and culture.
7. The teacher - understands and appreciates the history of their student’s parents and families~
9. The teacher incorporates the histories of ethnic groups into the curriculum.
10. The teacher affirms language and culture of students.
RESULTS
(In what ways do students demonstrate that their patterns of behavior, and what they know and are able to do and make a difference in student learning?)
1. Correlate case study reports with classroom context, group planning
2. Field visits reports, cooperative group discussions meetings for problem solving
3. Exams, social action lesson & model develop presentations, internet assignments.
REQUIRED FOR TEXTBOOKS ALL STUDENTS:
Nieto, S. (2000) Affirming Diversity: The Sociopolitical Context of Multicultural Education (2nd edition.). White Plains, NY: Longman Publishers.
American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.) Washington, D. C: Author
Schultz, F., (ed.) Annual edition Multicultural Education: 00/O1 (7th edition). Sluice Dock, Guilford, C.T: Dushkin Publishing Group, Brown & Benchmark Publisher.
SUPPLEMENTAL TEXTS AND / OR MATERIALS
HIGHLY RECOMMENDED READINGS FOR STUDENTS/GROUPS:
Banks, J., Teaching Strategies for Ethnic Studies 5th Edition Allyn and Bacon, 1997. Banks, J., "Multicultural Education, Development, Dimensions and Challenges", PDK, September 1993, p. 22.
Banks, J., "The Canon Debate, Knowledge Construction and Multicultural Education.
Banks, J., & Banks, C., HANDBOOK OF RESEARCH ON MULTICULTURAL EDUCATION MCMILLLAN, 1995
Billings-Ladson, Gloria, The Dreamkeepers, Jossey-Bass Publishers, San Francisco, 1994. Delpit, Lisa Other People's Children’, New York Press, 1995
Grant, Carl Educating for Diversity. Allyn & Bacon, Boston, 1995
Hacker, A., Two Nations Black and White Separate Hostile, Unequal. New York, Macmillan Publishing Company, 1992.
Howard, G.R, "Whites in Multicultural Education, Rethinking Our Role", PDK, September 1991 p.36.
King, Edith, Chipman, M.,Janzen, M,. Educating Young Children in a Diverse Society. Boston City, Allyn & Bacon, 1994.
Kozol, J., Savage Inequalities. New York, Crown Publishers, Inc. 1991
Powell, Zehm, & Garcia. Field Experience: Strategies for Exploring Diversity, First Edition: Merrill, 1996
Sleeter, Christine, Keepers of The American Dream ' A Study of Staff Development and Multicultural Education. The Farmer Press, 1992
West, C., Race Matters,.Boston: Beacon Press, 1993.
N0TE: Additional suggested readings: will be provided on a separate list throughout the semester.
ASSIGNMENTS Provide directions to students, Standards addressed by this assignment, scoring guide, and examples of varying levels of student performance
ASSIGNMENTS EVALUATION PROCEDURES AND GRADING POLICY:
1. ATTENDANCE POLICY: Attendance, punctuality and active participation in all class sessions, discussions and activities are essential. Each student is expected to read the assigned materials and text prior to class. Each class session equals 10 points. There will be no makeup for missed attendance points. If you miss class I suggest you contact another student in the class to collect notes and materials. LACK OF ACTIVE PARTICIPATION IN CLASS MAY BE CONSIDERED AN ABSENCE FROM CLASS.
2. ARRIVING LATE AND LEAVING EARLY : The time in class is valuable. If you arrive more a than 15 minutes late, or leave more than 15 minutes early three times, you will be penalized the equivalent of one absence.
3. INSTRUCTIONAL METHODS: Students will participate in a variety of teaching/learning strategies including group discussions, self reflection, cooperative learning, simulations, roe playing, primary research, classroom demonstrations, guest presentations, internet demonstrations, field visits, media reviews, and self-assessment to model effective strategies they can use in their own school classrooms.
FINAL EXAM – AUGUST 14/15
The final will consist of essay application questions. You will be asked to write a brief paper (approximately two handwritten pages) responding to one or two questions summarizing your learning experiences during this semester. You will be asked to write independently.
4. GRADING POLICY AND POINTS: All work is expected to be completed and submitted on time. Papers or projects not submitted on the due date will be penalized 10% of the possible points. An additional 10% will be deducted from the grade for each class session the assignment is late. Written assignments are to be typed and double-spaced.
5. ASSIGNMENTS : All papers must be typed or word-processed. Please double-space an use a size lock-style font (no script or italics). Please type your name, date assignment title, course number, and section number in the upper right hand corner of the first sheet. Do not prepare a separate title page. Please staple your paper in the upper left hand corner. Do not use plastic binders or folders.
Example: Your Name
July 18
Reflection Paper
ICG 701, Section 1
TENTATIVE ASSIGNMENTS AND DUE DATES
The student will be required to complete the following activities: (1) Cultural artifacts (2) Personal reflection paper, (3) Movie review (4) Anthropological visits (5) Social action lesson plan (6) Library research paper, (7) Multicultural evaluation (8) Reading points (9) Group activity on models of development (10) Portfolio. A description and instructions for each of the course activities follows:
1. Cultural artifact due – July 15 (20 points)
Bring something that reflects you and your cultural heritage to share aloud in class. Your Cultural Artifact may be an heirloom or something more contemporary. Be prepared to talk about your cultural artifact for at least three minutes.
2. Personal reflection paper due: July 16 (20 points)
Reflect upon your own K- 16 educational background, experiences, and environments from a multicultural and diverse viewpoint. Write a two-to-three page paper recapturing your recollections emphasizing your memories of 1) ethnicity, 2) cultural background, and 3) your experiences with cultural diversity as a child, in elementary, secondary, and university and as an adult. Your reflection paper should focus upon the strengths and weakness of your own K- 16 experiences with respect to the multicultural education curriculum. Add significant personal events or concerns that you consider relevant to issues of diversity. Feel free to include short stories to illustrate your perspectives. You may share from your paper in class on:
3. Movie review due: TBA (20 points)
Each student will review a movie or a computer software program related to the objectives of the course. Students will submit a reaction sheet on the due date. The reaction sheet (to be typed) should focused on the following questions:
1) What is your immediate reaction to the film?
2) If you have seen the film before, how has the second showing helped you understand concepts and issues of multiculturalism?
3) What are the multicultural implications of the film?
4) Would you recommend this film for multicultural education? Why or why not? See page 15 questions for Critical Viewing Skills of Films.
4. Anthropological visits due: 1 st Monday after visit (50 points)
Each student is required to make 4 anthropological field visits. Plan to spend at least an hour visiting this resource. Students must complete the Multicultural Field Visit Form and submit it to instructor on the due date (TBA) each student will share his or her multicultural field experience visit with the class.
5. Social action lesson plan due: August 11 (25 points)
You will work collaboratively with three - four students from this class to design and implement one multicultural lesson plan with a social action outcome. You will be given guidelines on Feb and time in class on Aug 12. Your groups will present on: Aug. 12& 13. Your group will be provided time and resources on July 18 to visit the Clark County School District MCE Library, community agencies and to explore the Internet for MCE resources. Your lesson plan should follow the format distributed and discussed in class. If