“Educating Professionals for Changing Context”Curriculum and Instruction

College of Education, University of Nevada, Las Vegas ICG 701 Multicultural Education

Summer III, 20033 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: porter@nevada.edu WEBSITE: http://www.unlv.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 bya. 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.

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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).

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SSLC STANDARDS ADDRESSEDINTASC STANDARDS FOR LICENSING BEGINNING TEACHERS

Principle I Knowledge of Subject MatterThe 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 LearningThe teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle 3 Diversity in LearningThe 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 StrategiesThe 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 ManagementThe 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 SkillsThe teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8 AssessmentThe 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 ResponsibilityThe 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 PartnershipsThe 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).

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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 differences3. Analyze schools for multicultural inclusion4. Design social action lesson plans presentations and MCE instructional strategies 5. Identify resources for MCE through Internet assignments and Anthropological Visits6. 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 assets2. The teacher is aware of s/he culture and understands the influence onstudent achievement3. 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 solving3. Exams, social action lesson & model develop presentations, internet assignments.

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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 MATERIALSHIGHLY 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, 1995Hacker, 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. 1991Powell, Zehm, & Garcia. Field Experience: Strategies for Exploring Diversity, First Edition: Merrill, 1996Sleeter, Christine, Keepers of The American Dream ' A Study of Staff

Development and Multicultural Education. The Farmer Press, 1992West, C., Race Matters,.Boston: Beacon Press, 1993.

N0TE: Additional suggested readings: will be provided on a separate list throughout the semester.

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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 14/15The 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

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TENTATIVE ASSIGNMENTS AND DUE DATESThe 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: 1st 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

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you are currently teaching, you should implement this lesson in class and share your students' reactions and samples of work.

6. Library research paper due: August 12 (50 points) OPTIONAL / NAME MEMBERSHIP (See website: http://www.nameorg.org/Select a topic relevant to diversity issues and multicultural education and applicable to your current or anticipated teaching area; please let me know your topic by July 16 Write a 10 to 30 page research paper describing your topic, various issues and multiple perspectives regarding the topic, influences upon instructional and curricular concerns, etc. Synthesize your finds; using APA style paper and references. Please include a selection of sources including professional journals and contemporary literature; you will want to include at lease twenty-five resources. Student will share their progress in class on Aug 1 and finished papers in class on August 11. This assignment will be considered late if turned in after August 11, 2003. You will be given time out of class on TBA to work on this assignment.

7. Multicultural evaluation due: July 29 (20 points)Each student will conduct a Multicultural Program Evaluation of their school site and report the results. The instructor will provide you with a copy of the NCSS (National Council of Social Studies) Guidelines or a optional instrument.

8. Readings pointsEach student is expected to read the Annual edition and select appropriate articles that will enhance and support each case study report.For each reading assignment record your responses to the following statements: Title, author, and page number:Main idea of article & how it related to the case study: Point of with which I agree:Points with which I disagree or question: My own question prompted by the reading:

9. Group Activity on Models of Development due August 11 (20 + points)The class will be organized into teams of four people. Each team will receive a folder, which contains articles on four models of stages of development regarding how individuals grow from narrow-minded ethnocentrism and bigotry to knowledge and awareness. The four models include (1) Milton Bennett's "Stages of Developing Intercultural Sensitivity," (2) James Banks' "Stages of Racial Identity Development," (3) Janet Helms' "Stages of Racial Identity Development," and (4) Trifonovich's "Stages of Cultural Adaptation,” information on surface and deep culture, and information on high context and low context cultures.

Each team should select a team leader whose responsibilities include: (1) distributing, collecting the articles in the folder and returning the folder to the instructor; (2) managing the team's time and overseeing the team's completion of all elements of Activity I; and (3) distributing and collecting evaluation forms on Activity I. Each team member's responsibility is to select one of the models from the team's folder to study and to teach to members of his/her team. Preparation for teaching each model to the team members might include developing summaries of each model, developing teaching aids, transparencies, displays, etc.), and or making copies of articles for each team member. Team members should prepare for teaching each model outside of class time.

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Teaching the model will occur during a regular class Week. Each class member should complete an evaluation form anonymously and submit it to the team leader who will place all of the evaluations in the team folder and return the folder to the instructor.

9.1 Personal Development Paper due August 11Each student is required to write a 5 -10 page, typed paper that describes his/her development regarding cultural sensitivity, racial/ethnic identity, and adaptation to other cultures. Use either Bennett's model of stages of developing intercultural sensitivity, Banks' model of stages of ethnic identity development, or Helms' modelof stages of racial identity development to describe your development. If applicable, you may use parts of all three of these models to describe your development. Be truthful. Do not exaggerate your development. Address the following questions: At what stage(s) do you place yourself? Does your lifestyle away from work reflect a bicultural, multicultural, interracial, integrated, non-racist lifestyle or primarily an ethnocentric?monocultural, racially segregated lifestyle (in your home, neighborhood, church, social activities, etc.)? How do you deal with cultural differences (denial, defensiveness, minimization, acceptance, adaptation, integration)? What influences in your socialization and/or experiences do you believe account for your level of development? Why are you pleased or displeased with the level of development you are/will be modeling foryour own children and the students in our classroom? What plans do you have for advancing your level of development prior to completing your teaching certificate program? / Or this course.

10. Portfolio due: August 11 - Final ( 25 points)All handouts and assignments must be maintained in a NEW three-ring-binder. The binder should be divided into six parts:

1) Journal writings for each class session. (What I see, hear and feel)2) Case Study Presentations (12)3) Assignments (1-9)4) Handouts or documents prescribed by the instructor;5) Textbook and multicultural program essays, interviews, evaluations and movie

reviews, internet materials. 6) Self selected documents that you choose to demonstrate personal growth.

Evaluation will be based on the following: a. Appearanceb. Organization and overall structure.c. Evidence of effort in responding to assignments.d. Quality of responses.

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ON-LINE DISCUSSIONS

Each week you will be asked to participate in one or more on-line discussions with a group of 5-6 students in the class. These discussions are critical in an on-line session because they are the place where you interact with students and the instructor around specific questions and issues raised in our readings and course assignments and particularly about links that you see between our readings and your own teaching context.

Rubric for Discussion entries__ (4) well developed (at least a full paragraph) and introduces new ideas__ (3) well developed__ (2) developing ideas__ (1) poorly developed: does not add to discussion__ (1) did not enter discussion

Discussion includes response to instructor and other students__ (3) interacts at least three times with instructor and/or other students__ (2) interacts at least twice with instructor and/or other students__ (1) interacts at least once with instructor and/or other students__ (1) did not enter discussion

Evidence of critical thinking__ (4) clear evidence of critical thinking, (application, analysis, synthesis and evaluation)__ (3) some critical thinking evident__ (2) beginnings of critical thinking__ (1) poorly developed critical thinking

ROLES and RESPONSIBILITIES for COOPERATIVE GROUP MEMBERSSuccessful cooperative groups depend on each member taking an active role in assuring the group functions efficiently and effectively with each member "pulling their own weight'. Please read the descriptions of three (3) different roles the members of your group will assume. Discuss them among your group and decide who will do what. Each member must agree to take one responsibility and each role may have up to two people assigned.

ROLES1. Summarizer - in some of the assignments the summarizer will be asked to summarize the discussion for the week and place it on the bulletin board for all class members to see.___________________________ _____________________________(name) (name)

2. Technician - when fellow group members run into technical problems, the technician will be available for extra assistance, encouragement and advice. The technician should be a person with the most knowledge about hardware and software questions, problems with Internet, or quick fixes. The technician will also work with the "Technical Assistant' assigned to the class.___________________________ _____________________________(name) (name)

3. Encourager - checks on how well the group is functioning. Encourages group members to participate. Informs the instructor of any problems the group is experiencing and helps those that need extra support with quick e-mail or phone.___________________________ _____________________________(name) (name)

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10. CASE STUDY DISCUSSION GROUP REPORTS 50 POINTS Twelve case study discussion groups (2-3 participants) will be organized and assigned to discuss and give a class report on each of the following chapter case studies:

CASE-STUDY DISCUSSION GROUPS REPORTS 50 POINTS

TEAMS NAMES CASE STUDIES CHAPTERS DATES1. 1. Linda Howard 3 21, July

2. 2. Rich Miller 3 21, July

3. 3. Vanessa Mattison 3 21, July

4. 4. Avi Abramson 4 22, July

5. 5. Fern Sherman 4 22, July

6. 6. Marisol Martinez 5 23, July

7. 7. James Karam 5 23, July

8. 8. Hoang Ving 5 23, July

9. 9. Manual Gomez 6 28, July

10. 10. Yolanda Piedra 6 28, July

11. 11. Paul Chavez 7 29, July.

12. 12. Ron Morris 7 29, July.

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EVALUATION OF CASE STUDY PRESENTATION

CASE STUDY___________________________________________________________

CASE STUDY TEAM____________________________________________________

l. ( 50 Points) Team stated objectives, power point, used lectures, artifacts, books overheads, LCD etc. All members participated in providing information. Chapter was thoroughly explained and reviewed. Concepts and high points from the chapter and Annual edition were linked to the case study. Students provided research and web sites for future references. Implications for teaching and learning were included at the end of report. Team displayed actions that demonstrated sensitivity and seriousness regarding the issue. Showed personal concern and caring for the topic and not just reporting the facts.50=Excellent 44=Good 39=Fair 33=Poor

2. (10 Points) Team used cooperative grouping effectively. Class was involved in the discussion small group and games, questions/answers etc10=Excellent 8=Good 6=Fair 4=Poor

3. (10 Points) Handouts had useful information. They were descriptive and detailed and useful in a classroom.10=Excellent 8=Good 6=Fair 4=Poor

4. (10 Points) References were annotated and websites, annual editions articles were included. 10=Excellent 8=Good 6=Fair 4=Poor

5. (10 Points) Summary and implications for teaching and learning were given at the end of the presentation.10=Excellent 8=Good 6=Fair 4=Poor

6. (10 Points) Team members and class members responded to presentation.10=Excellent 8=Good 6=Fair 4=Poor

______________________________out of 100 points

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RACISM & MEDIA /CURRENT MULTICULTURAL EVENTS/RESOURCES:

All students are expected to read multicultural magazines, newspapers, attend events on some occasions and share with class weekly. Due weekly.

COOPERATIVE GROUP DISCUSSIONS:

Research shows that cooperative team learning improves academic achievement and interpersonal relations in culturally diverse classrooms. This approach will be modeled extensively in class. Class will be divided into grade level groups for the following purposes:

A. Group discussion about each chapter and teaching strategies, concepts, questions, resources.

B. Planning classes presentations.C. Explore and discuss questions, activities, and teaching strategies that can be

implemented in your classroom.D. Cooperative groups will discuss and report on required readings.

PERFORMANCE ASSESSMENTS:Should be based on performance indicators (i.e., what tools you are using to assess learning in the four domains?)

1. The students will attend all class meetings.2. The students will present cultural artifacts to increase their cultural awareness.3. The students will write reflection papers regarding his / her experiences and environment from a multicultural and diverse viewpoint.4. The students will make 5 anthropological visits and write reviews regarding implications for teaching.5. The students will review a movie and analyze it for diverse teaching and learning.6. The student will conduct a MCE evaluation of a school site and report the results.7. The students will design and implement lesson plans with social action outcomes.8. The students will present case studies and cite the implications for teaching and learning in a diverse setting.

Rubrics will be use to evaluate assignments

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EVALUATION: Each student will earn points for each completed course assignment as shown.

GRADING:GRADING POLICY Summary RubricAssignments Points Earned

PointsExcellent

A

EarnedPointsVery Good

B

EarnedPointsFairC

EarnedPointsPoor

D

EarnedPointsFailure

F

MinusPoints

&Percent Grade Scale

Grade My Points

Cultural Artifact

20 20 18 17 15 12 or below

96-100%

0-12pts

A

Reflection Paper

20 20 18 17 15 12 or below

90-95%-15-30

pts

A-

Movie Review / Model of

Development Presentation and Paper

20 20 18 17 15 12 or below

89%36-33

B+

Antro. Visits and Research

PaperMCE

Conference

50 48-50 43-44 37-39 32-33 30 or Below

85-88%45-36

B

Attendance and

Participation

25 25 24 23 18 More than 3

Absences

81-84%57-48

B-

Lesson Plan 25 25 24 23 18 15 or below

78-80%66-60

C+

Portfolio/On-line

Discussions

25 25 24 23 18 15 or below

74-77%78-69

C

Case Studies Reports

50 48-50 43-44 37-39 32-33 30 or Below

70-73%90-81

C-

Journal Writing NCSS/

Textbook Evaluations

20 20 18 17 15 12 or below

67-69%99-93

D+

Current Events

20 20 18 17 15 12 or below

64-66%108-102

D

Final Exam 25 25 24 23 18 15 or below

60-63%120-111

D-

Total Points 300 Below 59%

F Total Points

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CLASS SCHEDULEThis schedule is subject to change based on students and instructor input.

Week Date Lesson Objectives / Activities

Assignments / Readings

1. 14, July Course IntroductionStudent Informational SheetsKWLRights and ResponsibilitiesWhy the Case Study ApproachGroup activity for course requirement

Bring Artifact to share at next class session July 15.

15, July Lesson objective is to understand your culture as a prerequisite for understand your student’s cultures.

Artifact presentationsWhy the Case Study ApproachDiscussion an Sharing

Chapter 1: Why the Case Study Approach

Artifact presentations

16, July Lesson objective is to understand what you should call your students

Dimensions of MCECulturally Responsive PracticesWhat you should call your students discussion

Chapter 2: About Terminology Reflection paper due

*17, July Group planning for presentations

Group planning meetings for case study presentations, group activity on models of development and social action lesson planning

*18, July Anthropological visit #1Lesson objective is to recognize and identify MCE resources to enhance your growth, case study presentation and teaching.

Visit CCSD Curriculum Library at 3650 Pecos -McCleod

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2. 21, July Lesson objective is to recognize the impact of racism, discrimination and how teachers can change their biases and institutional structures.

Discussions Reports

Anthropological #1 reports due (Project MCE)

Chapter 3: Racism Discrimination and Expectations of Student’s AchievementCase Study Reports:

1. Linda Howard2. Rich Miller3. Vanessa Mattson

22, July

Lesson objective is: Analyzed & understand how school structural organizational policies and practices harm students.

DiscussionsSocial action/lesson plan format for class due from instructor

Chapter 4: Structural and Organizational Issues in School

Case Study Reports: 4. Avid Abramson 5. Fern Sherman

23, July Lesson objectives are: to analyze how culture influence learning. to correlate case study report with your teaching context.

Chapter 5: Culture, Identity and Learning

Case Study Reports:6 Marisol Martinez 7 James Karam 8 Hoamg Vinh:

* 24, July Lesson objective is to learn and demonstrate assignment #9 model of development & plan a #5 social action lesson.

Group planning meetings for assignment # 9 group activity on models of development and social action lesson planning

* 25, July Anthropological Visit #2

Lesson objective is to develop an awareness of the homeless children and their families.

Homeless Shelter Virtual Visit

Class will visit Homeless Shelter or Homeless Shelter website and gather information on effective ways of teaching the homeless.

3. 28, July Lesson objective is to develop an awareness of the homeless children, their families and language barriers in the classroom.

DiscussionField visits

Anthropological reports on homeless due Chapter 6: Linguistic Diversity in Multicultural ClassroomCase Study Reports: 9 Manual Gomes 10 Yolanda Piedra

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Reports

29, July Lesson objective is to explore theories regarding conditions that influence school failure and success.

ReportsDiscussions

Chapter 7: Toward and understanding of AchievementCase Study Reports: 11 Paul Chavez 12 Ron Morris

NCSS MCE evaluations due

30, July Lesson objective is to identify and discuss the major themes emerging from the case studies

Class assignmentsReportsDiscussions

Chapter 8: Learning from Students

* 31, July. Lesson objective is to provide planning time to practice teaching the models of development and social action lesson planning.

Group planning meetings for group activity on assignment # 9 models of development and # 5 social action lesson planning

*1, Aug. Anthropological visit #3 Anti-Defamation League/ Jewish Federation

Lesson objective is to develop and awareness of Holocaust resources available for classroom use Field visits

Visit the Anti-Defamation League / Jewish FederationVisit at www.adl.orgADL1050 E Flamingo Road Suite N339

Anthropological ADL reports due the following week

*4, Aug To use the internet as resources for MCE research

To develop an awareness level.

Class will meet with Kay Tuma for an internet orientation at the LIED Library in room _____

Complete assignment # 9 group activity for models of development and #5social action lesson planning

4. *5. Aug. Lesson objectives are:

to develop awareness and knowledge base of MCE information regarding tolerance available on the internet

Students will conduct independent assignments using the internet. Visit the Teaching Tolerance site found at http://www.splcenter.org/and visit the for teacher section site and complete the Test for Hidden Bias found athttp://www.tolerance.org/hidden_bias/index.htmlNote your results. Explore this site and be prepared to report on your findings and how you

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to define MCE as good

pedagogy.Understand the prevailing assumption about teaching and learning regarding the 12 case studies

To develop an awareness levelGroup meetingsDiscussionsReportsPaper

will incorporate or utilized this information in

your classrooms. Prepare a two pages paper outlining your finding and how you will utilize the information in your personal growth and classroom. This paper is due on August 6

Chapter 9: Multicultural Education and School Reform

Complete assignments # 9.1 Personal development paper#5. Social action lesson planning and assignment #9 model of development.

6, Aug. The lesson objective is: to identify what schools and communities can do to strengthen bilingual and MCE.To recognize & demonstrate progress on models of development, social action lesson planning and tolerance assignment

VideosClass discussions and meetingsAssignment reviews and reportsInternet explorations

Chapter 10: Affirming Diversity: Implications for Teachers, Schools and Families

7, Aug. Lesson objective is to identify ways to develop multicultural perspectives.

Discussions

Chapter 11: MCE in Practice

*7, Aug. Group planning Final planning meeting to complete assignment #5 Social action lesson planning and #9 model of development

*8, Aug Anthropological ELL visit #4 Lesson objective is to identify effective CCSD language programs for use in classroom.

Visit CCSD ELL Project and/orInternet Exploration

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Field visitsGroup planning

Social action lesson planning and model of development assignments complete

5. 11, Aug. Lesson objective is to understand how social action lesson plans and models of development can promote and enhance diversity in a classroom.

Class presentations

Models of development & social action lesson presentations

Portfolios due

12, Aug. Lesson objective is to understand how social action lesson plans and models of development can promote and enhance diversity in a classroom.

Class presentations

Social Action Lesson & Models of Development Presentations

13, Aug. Lesson objective is to understand how social action lesson plans and models of development can promote and enhance diversity in a classroom.

Class presentations

Social Action Lesson & Models of Development Presentations

14, Aug. MCE Conferences

15, Aug. MCE Conferences

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UNLV Policies

1. Academic Integrity Statement. UNLV and its College of Education demand a level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting honesty while carrying out academic assignments and procedural steps for dealing with academic integrity are delineated within the Handbook of Regulations Governing Probation and Suspension Within the College of Education. This publication may be found in the CML, the ICS Office (354), or the Office of the Dean of the College of Education (301).

2. In addition to successful academic performance in prescribed coursework, you are to enroll in a professional course of studies, which is governed by a student code of ethics and programmatic expectations. The Handbook of the Committee to Review Initial Licensure Students outlines the UNLV Student Code of Conduct, NEA Code of Ethics for the Teaching Profession, and ICS Student Expectations. The handbook is available in the ICS office.

3. The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for employee or student violations and fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability as well as disciplinary action under University policies. To help familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page at; http//www.unlv.edu/committees/copyright

4. If you have a documented disability that may require assistance, you will need to Contact the Disability Resource Center for coordination in your academic accommodations. The DRC is located in Reynolds Student Services Complex in Room 137. The DRC phone number is 895-0866 (TDD-895-0652)

5. Misdemeanor or felonious conviction(s) may bar teacher licensure in Nevada or other States. If you have any questions, please direct them to the Director of Teacher Education, CEB 301, 895-4851.

6. Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The makeup will apply to the religious holiday absence only.

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