(ED 200) Introduction to Education

Link to Multicultural Interview Rubric (EDF 315) Diverse Perspectives on Education Common Course Assessment: Diverse Perspectives Exercise

Course Outcomes, from the Council for the Social Foundations of Education (CSFE):

 Principle #2: The educator understands and can apply normative perspectives on education and schooling. The educator:  Can appraise conceptions of truth, justice, caring, and rights as they are applied in educational practice. (2.3)

 Principle #3: The educator understands and can apply critical perspectives on education and schooling. The educator:  Uses critical judgment to question educational assumptions and arrangements and to identify contradictions and inconsistencies among social and educational values, policies, and practices. (3.4)  Has developed habits of critically examining educational practice in light of this knowledge base. (3.5)

Course Outcomes, from InTASC:

 Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.  2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learner’ personal, family, and community experiences and cultural norms.

Directions to the Student: During the semester, students will participate in three distinct and interrelated ways: 1) write brief reports (profiles) of influential issues, educators, social activists, or social critics in a shared forum; 2) respond to topical case studies from the perspective of a teacher in a shared forum; 3) discuss from diverse theoretical perspectives the issues raised in these case studies, in designated discussion sites or forum.

Rubric for Diverse Perspectives Exercise:

Distinguished Proficient Progressing Unsatisfactory Elements (3) (2) (1) (0)

CSFE Written Written Written Written Principle 2.3: participation participation participation participation fails addresses the addresses some Can appraise addresses the to address values values that of the values that conceptions values that that underlie underlie specific underlie of truth, underlie educational educational educational justice, educational practices. practices, and practices, without caring, and practices, explains the explains the making clear rights as they relationship relationship connections are applied in between values between values between values educational and practice, and and practice, and practice or practice. discusses the without discussing implications. discussing implications. implications. CSFE Identifies and Identifies Identifies some Does not identify Principle 3.4: discusses assumptions that assumptions that assumptions that Uses critical assumptions that underlie underlie underlie judgment to underlie educational educational educational question educational practice; practice; practice; nor educational practice; identifies specific identifies some identify any assumptions discusses specific contradictions contradictions specific and contradictions and and contradictions arrangement and inconsistencies inconsistencies and s and to inconsistencies between social between social inconsistencies identify between social values, stated values, stated between social contradiction values, stated school values, school values, values, stated s and school values, and school and school school values, inconsistenci and school policies and policies and and school es among policies and practices. practices. policies and social and practices. practices. educational values, policies, and practices.

CSFE Principle 3.5: Has developed habits of critically examining educational practice in light of this knowledge base.

InTASC Standard 2(d): The teacher brings multiple perspectives to the discussion of content, including attention to learner’ personal, family, and community experiences and cultural norms. (EDF 315) Diverse Perspectives on Education Common Course Assessment: Multicultural Interview

Course Outcomes, from the Council for the Social Foundations of Education (CSFE):

 Principle #5: The educator understands the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance. The educator:  Understands how social and cultural differences originating outside the classroom and school affect student learning. (5.1)  Has acquired an understanding of education that includes sensitivity to human potentials and differences. (5.2)  Is accepting of individual differences that are consistent with democratic values and responsibilities. (5.5)  Is disposed to the acceptance of human commonality within diversity. (5.6)

Course Outcomes, from InTASC:

 Standard #2: Learning Differences: The teachers uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.  2(k) The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction.  2(n) The teacher makes learners feel valued and helps them learn to value each other.

Directions to the Student: Conduct a face-to-face interview (i.e., not over the phone or internet) with an individual who comes from a cultural background of one of the predominant ethnic minority groups in the United States; submit a typed transcript of the interview, analysis of the interview, and a one-page summary of your experience and the most significant things you learned from doing this assignment.

Rubric for Multicultural Interview:

Distinguished Proficient Progressing Unsatisfactory Elements (3) (2) (1) (0)

CSFE Multicultural Multicultural Multicultural Multicultural Principle 5.1: interview paper interview paper interview paper interview paper Understands identifies specific identifies specific identifies social does not identify how social social and social and and cultural specific social and and cultural cultural factors cultural factors factors but only cultural factors differences that encourage or that encourage or states factors in that encourage or originating impede learning impede learning broad, impede learning outside the in school, and in school, without stereotypical in school. classroom explains the role explaining the terms. of school in and school addressing these role of school in affect factors. addressing these student factors. learning.

InTASC Standard 2(n): The teacher makes learners feel valued and helps them learn to value each other CSFE Multicultural Multicultural Multicultural Multicultural Principle 5.2: interview paper interview paper interview paper interview paper articulates a view does not Has acquired an consistently does not of education that consistently understandin identifies recognize addresses recognize g of individual individual individual individual education learning learning learning learning that includes differences and differences and differences and differences and sensitivity to needs; contains needs; makes needs; needs; makes human no culturally culturally demonstrates some culturally potentials insensitive or insensitive or broad cultural insensitive or and stereotypical stereotypical knowledge and stereotypical differences. statements. statements. understanding, statements, using sensitive CSFE and culturally Principle 5.6: appropriate Is disposed to the language. acceptance of human commonality within diversity CSFE Multicultural Multicultural Multicultural Multicultural Principle 5.5: interview paper interview paper interview paper interview paper describes the role does not Is accepting of describes the role does not describe of the school in adequately individual of the school in the role of the recognizing or describe the role differences recognizing or school in responding to of the school in that are responding to recognizing or individual recognizing or consistent individual responding to differences, and responding to with differences. individual relates these individual democratic differences. school efforts to differences. values and specific responsibilitie democratic s. values.

InTASC Standard 2(k): The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction