TEACHING
DIVERSE POPULATIONS AND FIELDWORK
EDG
2701 Section 10194
TELEPHONE
808.7438
E-MAIL
AnnMasters@sjrcc.edu
OFFICE
HOURS
Monday
Thursday
Other times available by appointment
TEXTS
Koppelman, K., and Goodhart, R. (2005) Human Differences,
Multicultural
Education
for a Diverse
Takaki,
R. (1993). A Different
Mirror.
Reserved
Farrington,
K., (2001). See reading syllabus
for assigned readings from The
History of
Religion.
Fox, S.
(1997). The
Controversy over Ebonics. Phi Delta Kappan,
November
1997.
Freibert,
J. (1996). A Mountain Legacy. Teaching Tolerance. Spring
1996.
Sweet,
S. (1998). A Lesson Learned About
Multiple Intelligences. Educational
Leadership, v. 51,
no. 3, pp. 50-51.
See
professor’s information page at sjrcc.edu for a copy of this syllabus and
reading syllabus.
EDG
2701
Teaching Diverse Populations and Fieldwork (3 credits-3 hours)
PREREQUISITE: EDF 2005, Introduction to Education,
with a grade of C or higher
A course designed to
study multicultural education.
Emphasis is on such dimensions of diversity as culture, ethnicity, race,
language, social class, exceptionality, gender, age, religion, and sexual
orientation and their implications for educational policy, curriculum, and
methodology. The course will also
provide a foundation for strengthening the understanding and skills needed to
teach in a multicultural classroom.
THIS
COURSE REQUIRES TWENTY (20) HOURS OF FIELD EXPERIENCE IN COMMUNITY AGENCIES AND
TEN (10) HOURS OF PARTICIPATION/ OBSERVATION/ATTENDANCE AT VARIED CULTURAL
EVENTS AND CLASSROOM EXPERIENCES.
Upon
successful completion of this course, students will be able to demonstrate an
understanding of the following:
1.
The changing
religion,
language and socioeconomic status;
2.
introductory level knowledge of the foundations
of multicultural education,
including key
terms, goals, principles, philosophical tenets, models of
curriculum
infusion, models of development stages, theory and
research;
3.
the cultural, ethnic, social class, gender,
sexual orientation, emotional, religious,
intellectual and
physical aspects of human differences;
4.
their (teacher education candidates’) personal
stage or level of development
regarding
assumptions and attitudes about diversity;
5.
a schema for learning about any
culture;
6.
the use of a schema for learning about one or
two local ethnic/cultural groups;
7.
the dynamics of bigotry based on race, culture, exceptionality, gender,
and
sexual
orientation;
8.
their (teacher education candidates’) personal and cultural assumptions
and
attitudes
regarding persons of other races, cultures, religions, gender,
sexual
orientation,
and physical/emotional/learning capacities;
9.
the distribution of power in the
ability
grouping, curriculum tracking, segregated schools, inequitable school funding,
school choice, vouchers, teacher expectations, and teacher-student
interactions.
A.
Diversity in the
1. Changing American
demographics
2. Cultural diversity in the
3. Democracy and
meritocracy
4. The role of legislation and courts
regarding diversity
5. Conflicting themes of assimilation
and pluralism among ethnic minorities in
the
6. Prejudice and
discrimination
B.
Multicultural Education
1. Key concepts of multicultural
education
2. Multicultural
schools
C.
Individual Differences that Affect Teaching and
Learning
1. Learning styles: interaction between culture and the
individual
2. Beyond learning style: an overview of other key individual
differences in the
classroom
3. Educational concepts and teaching
strategies for multicultural classrooms
D.
Strengthening Multicultural and Global Perspectives in
Teaching
1. Global and multicultural
perspectives in the classroom
2. Implementing the curriculum model
guidelines and lesson plans
E.
Aspects of Diversity
1. Human
differences
2. Schemas for learning about
ethnicity/culture
3. Developing understanding and
skills for a multicultural society
1. A volunteer practicum will be
completed two hours per week for ten weeks.
2. Students will
observe/attend/participate in one cultural experience.
3. A #2 pencil and a black pen will
be used for all tests.
4. Black ink on white 3 X 5 note cards will be used for
chapter and reserve reading
discussion
notes.
Academic
Integrity (from SJRCC policy on Academic Integrity)
Students
in this class must know, observe, and not compromise the principles of academic
integrity. It is not permissible to
cheat, to fabricate or falsify information, to submit the same academic work in
more than one course without prior permission, to plagiarize, to receive unfair
advantage, or to otherwise abuse accepted practices for handling and documenting
information. The grade for this
course includes the judgment that the student’s work is free from academic
dishonesty of any type. Violations
or infractions will be reported to the Vice President of Student Affairs and may
lead to failure of the course and other sanctions imposed by the
college.
Grading
System:
A.
Exams
50%
Grade Scale: 90-100
A
B.
Practicum performance
20%
80-89
B
C.
Practicum reaction papers and 10%
70-79
C
Integrative
paper
60-69
D
D.
Participation
10%
below 60
F
E.
Cross-cultural experience
10%
Tardiness,
Absences, Timeliness of Assignments:
There
will be no make-up tests or assignments due to unexcused absences/lateness. Late assignments will not be
graded.
Excused
absences will be discussed in the first week of class. Students who request an excused absence
due to illness must present a doctor’s note for the missed class no later that
one week after the absence in order for this request to be considered. Notification to the professor should not
be misinterpreted as an automatic excused absence.
Repeated
tardy arrivals and/or absences may result in the student being withdrawn from
class (see catalog) or final grade reduction. Any student who is absent four or more
hours (from class and/or practicum site) before or after the final drop date
will have his/her final grade reduced by one letter grade. The final grade will continue to be
reduced by one letter grade for each additional three hours missed. Chronic tardy arrival will be counted as
partial absences and upon accrual will result in final grade reduction or
contribute to withdrawal from the course.
Please
use good time management skills concerning written assignments. Everyone knows that computers have
glitches and printers run out of ink.
However, last minute preparation problems will cause your work to be
late, and, therefore, not graded.
Start early and be sure to save your work. Currently enrolled SJRCC students may
use the computer labs to complete assignments, but do not wait until the last
minute to find an available lab computer.
A
mid-term and final exam will be given.
To insure the highest possible success, students should begin to study
for exams with reference to the chapters and reserved readings assigned in the
There
will be no make up tests due to tardiness or unexcused absences. Excused make-up testing will use a
different test format, usually an essay format. Notification to the professor should not
be misinterpreted as an automatic excused absence.
A #2 pencil will be used for scantron exam answers and a black pen will
be used for
written
exam answers.
EDG 2701
is a pre-professional education course.
It requires more work and study than other three credit hour
classes. Students who enroll in EDG
2701 are called pre-service teachers.
Pre-service teachers are expected to demonstrate professional behavior in
order to obtain placement in fieldwork, to continue placement in fieldwork, and
to be successful in this course.
The
field experience will consist of a 20-hour volunteer practicum in a
community agency. All field experiences must be approved in advance by the
professor. Students will complete a
weekly one-page typewritten reaction
paper for each site visit.
Students will also keep a log of
practicum dates and hours to be attached to the integrative paper. See reading syllabus for due date of
integrative paper required at the end of the practicum.
The
practicum will be
completed in weekly two-hour
sessions. Students are required
to complete an in-class practicum orientation before beginning the
practicum. It is the responsibility
of the student to comply in a timely manner with agency screening procedures to
secure a practicum placement.
See reading syllabus for approved practicum beginning and ending
times. No practicum may begin
until the professor has received a signed student syllabus form, signed student
field work form, and signed practicum sponsor form.
More
information concerning the practicum is found in the Field Observation/Practicum
information packet. Students should
review this information and consult with the professor if there are any
questions.
Students
will complete:
·
a weekly one-page typewritten reaction
paper for the prior week’s practicum work
·
a
legibly handwritten or typewritten weekly reading discussion note card with a question or point for
discussion for each assigned reading (see D.)
·
a typewritten three-five page integrative paper
·
a typewritten two-page cultural experience review
paper (see
E.)
Reaction
papers are due at the beginning of the first class of each week. Note cards are due at the beginning of
class the day of the assigned reading(s).
See
The
reading discussion note card must contain a question or point for discussion for
each reading assignment. It must be
completed using black ink on a white 3 X 5 note card. The reading discussion note card must be
legible for grading. If a student
is aware that his/her cursive writing is difficult to read, the note should be
printed or typed. Illegible note
cards will not be graded.
Practicum
reaction papers, the cross-cultural event review, and the integrative paper must
contain correct grammar, spelling, punctuation, and capitalization. The practicum reaction paper grade and
the cross-cultural event review grade will be reduced by ten points for every
two errors. The integrative paper
grade will be reduced proportionately.
The integrative paper will be weighted as two reaction papers. Please proofread
carefully.
Please
use good time management skills concerning written assignments. Everyone knows that computers have
glitches and printers run out of ink.
However, last minute preparation problems will cause your work to be
late, and, therefore, not to be graded.
Start early and be sure to save your work. Currently enrolled SJRCC students may
use the computer lab to complete assignments, but do not wait until the last
minute to find an available lab computer.
Practicum
Reaction Paper/Cultural Event Review Paper/ Integrative Paper
formats:
·
White
paper only
·
Your
name and practicum week must appear at the top right of the reaction
paper
·
Your
name and cultural event/book/video name must appear at the top right of the
cultural event review paper
·
Your
name must appear at the top right of the integrative paper. Do not use a cover page or place paper
in any form of binder.
·
Double-spaced
·
Standard
sized (10-12) print
·
One-inch
margins
·
Reaction
papers and cultural event review papers at least one page in length, but no
longer
·
Integrative
paper stapled in upper left corner
·
Illegible
papers and papers not meeting the requirements above will not be
graded.
Reaction
papers must contain the following information:
Paragraph
one: Set the scene. Identify the
site, time, clients, activities or tasks performed.
Paragraph
two: What did you learn? Integrate (connect) your activities and
observations with assigned readings, class discussion, assigned activities,
related current events, prior education course learning. Identify what you found to reinforce or
found to contradict prior learning.
Paragraph
three: What is your reaction? Record your reactions to your
activities, tasks, clients, peers, supervisors, practicum site
climate/organization, or your personal/professional
insights.
The
purpose of the integrative paper is to allow the student the opportunity to
reflect on his/her practicum and course work learning experience in relation to
his/her future career as a teacher.
The integrative paper will be 3-5 typewritten pages and should follow
written assignment format requirements above. Grammar, spelling, and punctuation
errors will reduce the paper grade as described above. Lack of clarity and accuracy will also
reduce the paper grade. The
integrative paper will be weighted as two reaction papers.
All
students will be required to address the following 9 points in their integrative
paper:
Identify
the most valued learning experience from:
1. class
discussions
2. class
activities
3.
text/readings
4. videos
5. practicum
6. cross-cultural
experience
Describe
how you think this class will affect you
7. personally
8.
professionally
9. Attach practicum log at end of the
paper.
Learning in this
class is experiential and cumulative.
Experiential learning is derived from in-class assignments, discussion,
and practicum oral reports.
Therefore, attendance for the entire class period and active
participation are required. Missed
sessions, regardless of cause, reduce the opportunity for learning and will
adversely affect performance in this class. Any student who does not remain for the
entire class period will be marked absent.
The participation
grade is composed of:
·
presence in
class
·
informed
discussion based on the readings
·
a reading
discussion note card with a comment or question concerning each assigned
reading.
A failing
participation grade for the day will be given if the student is unable to
discuss the assigned reading or fails to complete/turn in participation
assignments (including note cards) due that day. Informed discussion relies heavily on
completing the required reading and thinking about the reading before arriving
in class. Ideological philosophies
and uninformed opinions do not count toward informed
discussion.
There
will be no make up tests or assignments due to unexcused
absences/tardiness. No credit will
be given for tests, assignments, homework, practicum oral reports, discussion,
or papers if the student is not present for the entire class. Late assignments will not be
graded.
Notification
to the professor should not be misinterpreted as an automatic excused
absence. Always
communicate directly with the professor to receive a confirmed excused
absence/tardy. Excused absences
will be explained in the first week of class.
Students will choose
one unfamiliar area of cultural diversity to learn about. Students
will:
·
read one
cross-cultural book or view one cross-cultural video from Addendum A, approved in advance by the
professor
·
read/view/complete/attend
one cross-cultural book, video, interaction, event or
performance from Addendum A or B, approved in advance by
the professor; or complete additional research approved
in advance by the professor
·
deliver
a three-five minute class presentation concerning the knowledge gained from
completing the above
·
complete
a typewritten two-page cultural experience review paper.
See
The
cross-cultural experience grade will be based on:
·
documented
completion of the approved books/videos/events/research
·
a
typewritten two-page cultural experience review paper (See Addendum C for review questions.)
·
quality
and effectiveness of class presentation (Use Addendum C for presentation outline
Documentation
for the cross cultural experience should be attached to the review paper. Students will discuss this assignment in
class and in the integrative paper.
See
Cross-cultural
events and performances are
defined as experiences that inform the student about a social, cultural, or
ethnic group different from his/her own.
Examples include fine arts and dramatic performances, or exhibitions;
religious programs, services, or ceremonies; ethnic programs, festivals, or
celebrations; and instructor approved books or videos. The cultural event must be
approved in advance by the professor, must provide new information or be a new
experience for the student, and must be completed within the time frame
designated in the reading syllabus.
No credit will be given for late completion of the experience,
experiences not documented on time, experiences completed outside of the term,
repeating of prior experiences, cross-cultural experiences with which the
student is already familiar, or changes in professor-approved experiences,
without explicit professor approval.
Students
are advised to contact the instructor in a timely manner for clarification of
any kind. Refer to office hours at
the beginning of the syllabus. If
the instructor office hours are not convenient, other conference times may be
obtained by appointment. Voice mail
and e-mail are also available.
Students wishing to discuss personal matters that may affect class
performance should privately communicate with the instructor. Please do not announce personal matters
or requests aloud in class.
A.
Please
remember that this class will provide students with a simulated experience of
being employed as a teacher.
B. A
variety of learning/instructional activities will be incorporated in this
course.
Students
are responsible for reading text assignments before the class meeting to
be
able to
benefit from additional information and activities. Please do not assume
that
the
professor will simply lecture from the book. Students will be responsible for
additional
information and activities presented in class for testing
purposes.
C.
Professional
respect, courtesy, and confidentiality concerning fieldwork are
expected
at all times.
D.
Eating and drinking are not allowed in class. Your cooperation is greatly
appreciated.
ADDENDUM
A: Preliminary Cultural Event
Reading
List
African-American:
Angelou,
Maya: When the Caged Bird
Sings
Hacker,
Andrew: Two Nations: Black and White, Separate, Hostile,
Unequal
Morrison,
Toni: The Bluest Eye
Taulbert,
African-American/European-American:
McBride,
James: The Color of Water
Pilkington,
Doris: Rabbit-Proof Fence
Chang,
Jung: Wild Swans; Three Daughters of
European
–American:
Grisham,
John: A Painted House
Holocaust:
Wiesel,
Elie: Night
Lahiri,
Jhumpa: Interpreter of Maladies: The
Namesake
Roy,
Arundhati: The God of Small
Things
Satrapi,
Marjane:
Irish-American:
McCourt,
Frank: Angela’s Ashes
Latin
American/Hispanic:
Cisneros,
Sandra: The House on
Esquivel,
Laura: Like Water for
Chocolate
Native
American:
Alexie,
Sherman: The Lone Ranger and Tonto Fistfight in
Heaven; Ten Little Indians
Brown,
Dee: Bury My Heart at
Dog,
Mary Crow: Lakota Woman
Socio-economic
Class:
Ehrenreich,
Barbara: Getting By: Nickel and Dimed in
Grisham,
John: A Painted House
See next
page for Addendum A, Video Viewing
List
ADDENDUM
A: Preliminary Cultural Event
Viewing
List
Amistad African-American
Bend It
Like Beckham
Indian/Irish/English
Blind
Spot: Hitler’s
Secretary Holocaust
Children
of a Lesser God Deafness
(The)
Devil’s Arithmetic Holocaust
Finding
Forrester African-American,
European-American
Hotel
Rwanda
La
Familia (The Family) Latin American
Lakota
Woman Native American
Nell
Real
Women Have Curves Mexican-American,
Gender
Schindler’s
List Holocaust
Skins Native
American
Snow
Falling on Cedars Japanese-American
Whale
Rider
Addendum
B: Suggestions for Cultural
Event/Experience
A second
book/video from Addendum A may be used to meet this requirement. Please feel free to suggest other events
for consideration.
Arrange
an interview and tour with a counselor at the
See Dr. Masters; limited to two students.
Attend a
worship service different than your faith/religious
preference.
Attend
local ethnic festivals:
(examples)
Greek Landing Day, June
Lincolnville Festival, fall
Menorcan Cultural Society Festival, March or April
Native American Festivals, various times
Greek
Orthodox National Shrine,
Information on the first mass Mediterranean (Menorcan, Greek, Italian)
immigration to
the
Interview
someone from another country to learn about their education
system.
See Dr. Masters for protocol.
Kingsley
Plantation,
Addendum
C: Cultural Experience
Review
In two
typewritten pages, answer each of the following:
1. Briefly summarize the new knowledge
gained from this experience.
2. Briefly describe themes that
emerged in this experience. Provide an example for
each
theme
3. Regarding the literary or visual works
of fiction used:
·
How
realistic were the characters?
·
What
bias or stereotypes, if any, were observed?
·
Did the
stories convey any inaccuracies? If
so, what?
4. Regarding non-fiction or
research material used:
·
Was the
information presented well documented and well researched? Provide examples to support your
answer.
·
What
bias or stereotypes, if any, were in the information? If so, provide an
example.
·
Were
inaccuracies conveyed or promoted?
If so, what?
5. How does this experience encourage
understanding of human differences?
6. How can this be useful to teachers or
anyone in any work setting?
Addendum
D: Final Exam Portfolio
Page/Religion and School
After
completing the assigned readings on religion and education, prepare a brief list
of five points that, as a teacher, you want to remember concerning religion and
school. The points should reflect
good teaching practice and accurate legal policy concerning religion in
school. For each point, cite the
supporting teaching authority and/or current legal policy. The points may be presented in first or
third person.
Example:
One
point that I would like to remember is that Christianity is barely the world’s
largest religious group, followed closely by the Muslim religion (Schwartz and
Conley, page 83). This means that
there is more religious diversity in the world than I realized, and it is likely
that this diversity will be reflected in my classroom.
Example:
Teachers
must be alert to the distinction between teaching about religious holidays,
which is permissible, and celebrating religious holidays, which is
not.
Source: A Teacher’s Guide to Religion in Public
Schools, DOE website in syllabus
Teaching Diverse Populations
Reading and Assignment Syllabus
EDG 2701 Section 10194
Tentative Syllabus/Changes will be announced in class.
Please
adjust cell phones and pagers so that class is not disrupted.
Read
assigned text and/or other readings before class. Use key words if web site addresses have
changed since this printing.
Bring two $.37 stamps to class August 31.
August
31
Koppelman,
Cultural Pluralism for a Diverse Society
Multicultural
Education
September
7
Practicum Orientation (required
before beginning practicum)
September
12
Practicum period
begins
September
14
September
21
Learning Differences in the Classroom
Sweet (reserve), A Lesson Learned about Multiple Intelligences
Activity
Assignment:
1. Complete multiple intelligences
inventory at
McKenzie,
W., It’s Not How Smart You Are-It’s How You Are Smart,
http://www.surfaquarium.com/ and bring results to
class;
2. Complete Neil Fleming’s Learning Style
Inventory Questionnaire at
http://www.vark-learn.com/ and
bring results to class.
(VARK=
visual, auditory, reading, kinesthetic)
Deadline
for approval of cultural experience.
Practicum
reaction paper due
September
28
Deviant to Different
Practicum reaction paper due
September
30
Initial evaluation form must
be mailed by today by practicum sponsor.
October
5
Koppelman,
Fox
(reserve), The Controversy over Ebonics
Freibert (reserve), A Mountain Legacy
Practicum
reaction paper due
October
12
Midterm exam
Theories for Understanding Culture
Practicum reaction paper due
October
19
of
Immigrants
of
Practicum reaction paper due
October
26
Practicum reaction paper due
November
2
Final Exam Video Portfolio Page due
Practicum reaction paper due
November
4
Last day for student or instructor initiated course withdrawal with a
“W”
November
9
Takaki,
Practicum reaction paper due
November
16
Of Native Americans
Takaki, pp.225-227, The End of the Frontier
Final
Exam Video Portfolio Page due
Practicum reaction paper due
November
18 Last day to complete final week’s practicum
hours
Final evaluation forms
must be mailed by today by practicum sponsor
November
23
Freedom
Harrington, (reserve), Buddhism; Islam; Sufism,
Sikhism;
A Teacher’s Guide to Religion in Public School,
Final Exam Video Portfolio Page due
Practicum reaction paper due
November
30
Final
Exam Portfolio Pages due
Cultural experience presentation and review paper
due
December
7
Integrative Paper due
Complete
and return this form to your instructor.
·
I have completed
EDF 2005, Introduction to Education, with a grade of C or
higher.
·
I understand
that by enrolling in this class I will become a pre-service teacher and will be
expected to demonstrate professional behavior in this class and at field
sites. I also understand that
failure to demonstrate professional behavior can result in sanctions ranging
from a lowered grade to removal from practicum.
·
I have
read the syllabus for EDG 2701 and will comply with its requirements. I understand that the EDG 2701 Fieldwork
Information Packet is an addendum to this syllabus.
·
I
understand that it is my responsibility to seek any needed clarification in a
timely manner.
_____________________________
_________________________
Print
Name
Signature
_____________________________
Date
INFORMATION
SHEET
Teaching Diverse
Populations
NAME________________________________________________Term/Year_______________
Address/City/Zip Code_______________________________________________________
Telephone #____________________________________ Email___________________________
Area of
interest in education
__________________________________________________
_________________________________________________________________________
Teaching
Experience________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Other Work
Experience______________________________________________________
_________________________________________________________________________
Short-term Professional
Goals________________________________________________
_________________________________________________________________________
Long-term Professional
Goals_________________________________________________
_________________________________________________________________________________________
Experience/Education/Training/Personal Attributes that will allow you to make a unique contribution
to this
class_______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
List two things that you
would like from this
class__________________________________
_________________________________________________________________________
_________________________________________________________________________