Managing Learning in Diverse Urban 5-12 Classrooms

EDU 415/615

Managing Learning in Diverse Urban 5-12 Classrooms

(3 Credits)

Metropolitan State University

Education Department

Spring 2018

Instructor: / Manuel Barrera, Ph.D. / Location of Class: / M2800, Minneapolis MEC
Office Phone: / 651-999-5923 / Day and Time: / Thursday, 6 pm to 9 pm
Office Hours: / Thursday 4:30 to 6 pm
Friday 1 to 4 pm
All others by Appointment
Email: /
Website: /

Intellectual Property Statements of the Course—All Rights Reserved ©

The redistribution of audio or video recordings from the course to individuals who are not students in the class is prohibited without the express permission of the faculty member and any of the students who are recorded.

All material for this course is restricted to members of this course. Material may not be redistributed without the express permission of the instructor

Course Description:

This course is based on current research on the relationship between classroom management and academic achievement to prepare prospective urban teachers for facilitating student learning in a positive classroom environment. Participants in this course will examine teacher and student classroom behaviors from a cross-cultural perspective to recognize the effects of cultural/linguistic differences in the assessment, interpretation, and planning of the instructional and social environment in a class. A portion of this course will explore management strategies for atypical behaviors stemming from the effects of chemical dependency in adolescents. Teacher candidates will explore multiple methods and strategies for integrating effective classroom management approaches into the urban classroom.

Pre-requisites:Admission to teacher candidacy in the School of Urban Education

Co-requisites: as required by individual UTP licensure programs

Required Texts:

Emdin, C. (2016). For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education. Beacon Press.

Supplemental Readings generated by students on research related to the chapter material: an annotated bibliography of all such works is submitted at the end of the course.

Learning Outcomes:

Knowledge Outcomes—Students will

Identify principles of behavior management and assessment necessary for effective classroom management in urban environments
Examine typologies of cultural/linguistic differences and their relationship to observed student behavior
Learn strategies for integrating parental involvement and developing positive parent-teacher-child relationships in the urban setting
Learn applications of management strategies to address typical classroom behavior problems.
Identify the differences between classroom management, crisis management, and student behavior management
Understand the effects of chemical dependency and discuss management procedures for atypical behaviors from the effects of tobacco, alcohol, drugs, and other chemicals on student life and learning

Skill Outcomes—Students will

Use assessment and instructional principles to address observed culturally/linguistically based student behaviors
Practice research-based communication skills for use with students, parents, and other educators
Plan for organizing the physical, emotional, social and academic components of an effective learning environment in urban settings

Course Assignments:

Curriculum-based assessments of course content (Outcomes 1-6)—100pts
Reflection and Analysis journal of course sessions and field observations(Outcomes 1-6)—100pts
Reciprocal teaching activities of course texts (Outcomes 1-6)—100pts
Parent interview survey of barriers and contributions for communication with classroom teachers (Outcome 8)—100pts
Classroom environment assessment (Outcome 7)—100pts
Management plan for an instructional unit (Outcome 9)—200 pts
Group presentation of management plan and strategies for a classroom event (Outcomes 8 & 9)—100pts
Complete portfolio of all items plus the following—100 pts (Outcomes 1 through 9):
Standards Matrix Assignment (formavailable on course website)
Annotated bibliography of scholarly works generated by individual students in groups or as assigned by the instructor

Reciprocal Teaching Process:

Reciprocal teaching in this course is a process to study the written material of the course. Students will group themselves according to chapters in the text and prepare a joint handout of key material. Students supplement the text with additional materials including other books, journals, websites, interviews, video clips. Every group will be responsible for researching, reviewing, and distributing two (2) supplemental readings of scholarship per group to the rest of the class no later than 3 days before the class that the group is to present. Every member of the class will review the supplemental readings in addition to the chapter readings in preparation for each class session.

In this class, groups assigned to text/research presentations will be responsible for reviewing the topic of the assigned session and preparing presentations on the text readings to address the posted topic supplementing the text material with key articles or other resources that support what the class should learn from that topic.

Graduate Student Expectations

Graduate students in EDU 615 will have the following additional components to the Management Plan assignment and Reciprocal Teaching activities in the presentations they will conduct in their reciprocal teaching team:

Management Instruction Unit Plan: Graduate students will research a topic of interest on one component of their plan and write a 5-7-page professional paper examining and justifying their choices in the management plan. (100 pts)

Reciprocal Teaching Focus: In addition to preparing their presentation of the chapter and reading material, graduate students will prepare a short summary to the class about the Effects of chemical dependency or related factors on Adolescent Learning. Student will examine research to understand the influence of use and misuse of tobacco, alcohol, drugs (licit and illicit), and other chemicals on student life and learning, and make a presentation to class summarizing what you’ve learned and what you think all teachers should know.

Assignment Due Dates

Curriculum-based assessments of course content—at the beginning of each session: ongoing through the course
Reflection and Analysis journal of course sessions—reviewed three times: week four, week 8, and at the end of the course—due midnight pm on Sundays following the due week.See syllabus.
Reciprocal teaching activities of course texts—conducted starting week 2
Parent survey of barriers and contributions for communication with classroom teachers—Due week 7
Classroom environment assessment—Due week Thursday, March 15thforIn-Class Sharing (100 pts)
Management plan for an instructional unit—due at the end of the course (200 pts)
Group presentation of management plan and strategies for a classroom event—due last class session
Portfolio with all contents due at the end of the course

Total—900 points

Grades

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. Grades are based on the following levels of competence:

A = work considered “distinguished”, that is, work exemplifying honors level effort in writing, presentation, and overall class expectations. In addition to full credit on assignments, the student must attend regularly and make exemplary contributions to the class.

B = superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation will be among the criteria. Acceptable for meeting teacher candidacy standards.

C = work considered acceptable in meeting specified criteria. Satisfactory for college credit but not acceptable for meeting teacher candidacy standards.

D = work that is minimally acceptable for college credit.

F = unsatisfactory work considered unacceptable.

Course Requirements:

Attendance

Because of the interactive nature of this course, regular attendance is important—a prerequisite for good teaching is showing up each day prepared. Measurement of attendance will be based on documentation embedded in the weekly curriculum-based measurements conducted every session at the beginning of class. It is imperative that you be on time so that you can complete the CBMs and have your attendance documented. If you are late for class, you will receive a measure of “0” for that CBM. However, I will count you present if you are late only if you complete the “late procedures for CBMS” documentation (below) and send me the documentation via email before the following session.

Pre-Assessment Measures of Knowledge Acquisition

To facilitate your comprehension of basic knowledge contained within the course and document your prepared attendance, each course session will begin with the completion of a 10-12-minute curriculum-based measure (CBM) on previous course content and content about to be discussed in class. Each CBM will consist of 10 or 12 questions, exactly half of which will consist of knowledge, skill, or activities from the previous class session and half which consist of knowledge, skills, or activities from that day’s session. All CBMs will be graded in class at a criterion of 50%—that is, a score of 50% correct will result in a full 100 pts for the CBM. Semester grading of the CBM will pro-rated at 100% for maintaining an average of 50% on the total CBM scoring and subsequent reductions in points for maintaining averages lower than 50%. Missing CBMs due to absence or tardiness will be included in the grading. However, tardiness will not count toward reduction of course grade as determined under “Class expectations”.

Late Procedures for CBMs

Because the CBMs are intended to gauge student preparation and attendance, it is not possible to “make up” a CBM if a student is tardy and misses the CBM session. The CBM is graded in class immediately after the probe where answers to the questions are used as an “anticipatory set” for the class. Hence, individuals who are tardy and miss the CBM will receive a grade of “0” and will be counted as absent for that class unless the following are completed:

1)Summarize the material covered in the CBM (not the entire session as that is part of your R&A journal). You can accomplish this by asking me for a copy of the CBM and either using it to summarize by yourself or meet with a partner in the class who can help you.

2)Submit your summary to me via an email message (as an attachment not in the body of the message) before the next class session or as arranged with me.

By doing so, I will not count your tardiness as an absence and will take your effort into consideration at the end of grading.

Class Discussions and Activities

Students will participate in small and large group discussions, activities and projects designed for learning and application of knowledge. Curriculum-based measures of previous and new content will be employed to monitor course attendance and provide student a focus on learning objectives of each class.

Statement Regarding Students with Disabilities:

It is the policy of Metropolitan State University to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact the instructor regarding these accommodations. For further information, please Metropolitan State Center of Accessibility Resourcesat 651-793-1549 or at egarding accommodations and supports for people with disabilities.

Class Expectations:

3)Students are expected to attend all scheduled classes and are responsible for all material covered in class and in the required text.

a)Absences for scheduled classes:

i)Excused absences include immediate family emergencies, illness, and university or school business activities (see university/school event criteria below).

ii)Any absences, excused or unexcused, must be made up through documented evidence of individual efforts to acquire material covered during class.

iii)Individuals needing to attend district or university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Phone messages by the student or administrators are unacceptable as sole evidence for excused absences.

iv)2 excused absences, or 1 unexcused absence will result in a lowering of the student’s course grade by one grade point (from A = 4.0 to B=3.0, for example).

v)3 absences, excused or unexcused, will result in a grade no better than C for the course.

vi)More than 3 absences, excused or unexcused, will require the student to withdraw (failing or passing depending on circumstances) or result in a failing grade of “F”.

vii)This attendance policy also applies to military personnel on “active duty”. Please see MnSCU Procedure 5.12.1 Military Service and Veterans with Disabilities ( Military personnel are advised to arrange to enroll in this class when they can successfully meet these attendance policies; there will be no additional special conditions for participation. Veterans with disabilities, however, do have additional protections and supports under the Americans with Disabilities Act (ADA) and Section 504 of the 1973 Vocational Rehabilitation Act and all revisions thereof. Vets with disabilities are encouraged to consult the Metropolitan State Center of Accessibility Resources regarding accommodations and supports for people with disabilities (See also “Statement Regarding Students with Disabilities in this syllabus above)

4)Students should be prepared for each class

a)Read all assigned material before each scheduled class.

b)Classes will be based on concepts presented in the text and other assigned reading materials. Students must, therefore, be familiar with the reading in order to maximize acquisition of new skills.

c)Knowledge of terminology and basic concepts from assigned readings will be evaluated as evidence of appropriate participation during classroom instruction.

5)Assignments are due at assigned dates and times

a)Due dates are on the syllabus. Assignments are due at the beginning of class unless otherwise specified.

b)Late assignments will be dropped one letter grade per day.

c)Assignments later than 3 days will not be accepted and result in a failing grade for the assignment.

6)Unless otherwise specified, all assignments must be submitted electronically (attached document to an e-mail message or on accessible storage media).

a)Assignments will be graded for appropriate writing and formatting conventions as specified.

b)Please consult the accompanying “Written Assignments Criteria” guidelines for further details.

Professional Conduct and Academic Dishonesty

Your conduct in this class will be observed and evaluated (please see grading criteria)

Professional Conduct:

Professional conduct is here defined as skills required for successful future teaching and appropriate interpersonal interactions in urban educational settings. In addition to fulfilling class assignments, the student is expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward all course participants and course activities. Up to one full letter grade can be added or deducted to your final score at the instructor’s discretion based on documented evidence. Extreme acts demonstrating lack of appropriate professional conduct, such as sustained class disruption or academic dishonesty will warrant a grade of “F” for the course.

ACADEMIC DISHONESTY:

Dishonesty in any forms such as (but not limited to) plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course and will be recommended for removal from or non-admittance to teacher education. Such acts of dishonesty will also be brought to the attention of University academic standards governing bodies with a recommendation for expulsion.

Plagiarism

Plagiarism means submitting or publishing work as your own that is someone else’s. For example, copying material from a book or other source without acknowledging that the words or ideas are someone else’s ideas, even if you paraphrase the wording, appropriate credit should be given. You have committed plagiarism if you purchase a term paper or submit a paper as your own that you did not write (Barbara Gross Davis in Tools for Teaching 1994, page 300). See the Publication Manual of the American Psychological Association, Sixth Edition (2010) for methods of attributing published work from other authors. This manual is available in multiple copies at the Metropolitan State University Library in St. Paul.

Participation

Students are expected to participate actively in class activities. The course is taught from the philosophy that knowledge is socially constructed; therefore, each class member’s participation is required. Active participation includes: active listening, prepared to discuss readings, contributions to discussions.

Learning Environment

The course will be taught in an interactive format relying on all students to be well prepared and provide thoughtful commentary. Each class will consist of lecture/discussion, presentations, and exercises. Prepare for class by reading the assigned material. It is critically important that the class be a safe, inclusive learning environment for everyone. To consider multiple perspectives, use appropriate language, and treat others with respect is expected. Electronic devices such as cell phones must be turned off before entering the classroom. The instructor reserves the right to suspend any student from the course who violates the Metropolitan State University code of conduct. Students are recommended to refer to the University Community Conduct Code in the Metropolitan State University Student Handbook.

Course Schedule:

Session / Date / Topic / Assignments
Session 1 / 1/11/2018 / Introductions & Syllabus
Organize Reciprocal Teaching
Field Experiences/Assignments
R&A Journal
Research annotations
Characteristics of urban schools and effects on classroom environments
Community issues
Cultural/linguistic diversity
School staff and resources
Academic expectations / Read and discuss 1st chapters in R&A journal
Find one (1) research article on your choice of diverse learner and CM issues in urban education; annotate the citation in your journal (see APA for further guidance beyond class session).
Session 2 / 1/18/2018 / Reciprocal Teaching Group 1, Chapter 2: Teach Without Fear
Organizing the environment for effective learning:
Physical
Emotional
Social
Academic
Effects of chemical dependency on adolescents and management issues for learning environments / Reciprocal Teaching Group prepares chapter readings for next session