Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

New Course OR Existing Course

Author(s): Janice Townsend

Subject Area/Course No.: CHDEV-050 Units: 3

Course Title: Teaching in a Diverse Society Discipline(s): Child Development or Early Childhood Education

Pre-Requisite(s): N/A Co-Requisite(s): N/A

Advisories: Eligibility for ENGL 100

Catalog Description: Examination of the development of social identities in diverse settings including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms and teaching. Various inclusive classroom strategies will be explored emphasizing culturally and linguistically appropriate anti-bias and multicultural approaches supporting all children in becoming competent members of a diverse society. Course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling.

Schedule Description: Do you want to work more effectively with children, families and all people you meet? Are you familiar with the concepts of cultural humility, unconscious biases and anti-bias curriculum? This class is designed for current or future teachers as well as anyone that wants to work more effectively in a diverse society. Embark on a journey that will help increase your own awareness and understanding of the diversity of our society. Discover how to create effective strategies to support each child’s development while working in partnership with families. You will learn how to develop and implement an anti-bias, multicultural and culturally relevant curriculum that will support children in becoming competent members of a diverse society.

Hrs/Mode of Instruction: Lecture: __54__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __54__

Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Student Choice (SC) 2 3 Last date of Assessment: Spring 18 Cohort #: __3___

Please apply for:

LMC General Education Requirement(s): Ethnic/Multicultural Studies and Social & Behavioral Sciences

Transfer to: CSU UC IGETC Area ____ CSU GE Area__D__ C-ID Number ECE 230

Course is Baccalaureate Level: Yes No

Form Revised 5-18-2016 Page 1 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Signatures:

Department Chair Date

Librarian Date

Dean (Technical Review) Date

Curriculum Committee Chair Date

President/Designee Date

CCCCD Approval Date (Board or Chancellor's Office) Date

STAND ALONE COURSE: YES NO

Course approved by Curriculum Committee as Baccalaureate Level: YES NO

LMC GE Requirement Approved by the Curriculum Committee: ______

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____

Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced

Form Revised 5-18-2016 Page 2 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Institutional Student Learning Outcomes: General Education SLOs: At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs):

PSLO 1: Obtain, maintain, and advance in permit licensure and/or prepare for upper division transfer through appropriate academic preparation. PSLO 2: Apply critical thinking to research, observe, assess, evaluate, analyze, and synthesize early learning and child development information orally and in writing. PSLO 3: Select, develop, and/or use educational equipment, curriculum, assessments, materials, technology, and environments that are culturally relevant and developmentally appropriate.

Course-Level Student Learning Outcomes (CSLOs):

At the end of the course students will be able to:

CSLO 1: Identify stereotypes, isms, microaggressions, social injustices, biases, and your own biases; examine them from a myriad of perspectives, and considering the ethical issues develop an appropriate anti- bias course of action (GESLO 3, 4, 5) (PSLO 2,3)

CSLO 2: Describe the multiple impacts that internalized privilege and oppression, stereotypes, prejudice, racism, colorism, sexism, genderism, lookism, classism, heterosexism, ableism, and ethnocentrism have on children’s social identity development and learning and identify teaching, classroom and curriculum strategies to mitigate them (GESLO 2, 3, 4, 5) (PSLO 2, 3)

CSLO 3 Critically evaluate early childhood classrooms for the components of linguistically and culturally relevant, age appropriate, anti-bias and multicultural and inclusive curriculum that promoting optimum learning and development for children and develop innovative and creative strategies to incorporate these components into classrooms. (GESLO 1,3,5) (PSLO 2, 3)

CSLO 4: CSLO 4: Develop partnerships with families by understanding each family’s experiences, culture and values and work with families using cultural humility to co-create a culturally relevant, multicultural, anti-bias classroom (GESLO 1 5) (PSLO 2, 3)

Objectives: Form Revised 5-18-2016 Page 3 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

1. Compare historical and current perspectives on diversity and inclusion. 2. Identify various forms of diversity. 3. Explore the influences of stereotypes and bigotry. 4. Summarize the history and influence of systemic, internalized privilege, and oppression. 5. Evaluate the relationship between one’s own experiences and the development of personal bias. 6. Identify the influences on the development of social identity. 7. Identify ways to effectively negotiate and resolve conflict related to issues of diversity. 8. Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness. 9. Identify issues of social injustice and bias that occur in classrooms. 10. Evaluate strategies used to build collaborative relationships with families related to issues of diversity. 11. Develop and Implement Anti-bias, multicultural activities for children

Assessment Instruments:

Assessments

Reading Journals Traditions Recognizing Hidden Media Children’s Classroom Anti‐bias, Persona Preschool Take Response Share and Unconscious Bias Report Book Evaluation Culturally Relevant Doll Story English Home Reflection Bias Reading, Tests Review and and and Language Final Share and Improvement Multicultural Reflection Learner Reflection Plan Lesson Plan Presentation Implementation and Reflection CSLO X X X X X X X X 1 CSLO X X X X 2 CSLO X X X X X 3 CSLO X X X 4

Journals: Over the course of the semester students will complete journals that ask them to provide a summary of an incident/experience and identify the ism and/or microaggressions that they themselves experienced or witnessed. Using the aforementioned experience, the student will describe how they can relate this experience to being a teacher and how they would handle the situation. In addition, students will analyze the incident by providing two competing perspectives and identifying the competing ethical issues

Form Revised 5-18-2016 Page 4 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

(for example is it right to individuality vs public safety, or the right to provide service to who you want vs discriminating against others, etc).

Journals are assessed for a summary of the experience that is written clearly, has identified the accurate ism and/or microaggression, has an appropriate plan of action as a teacher, accurately describing two competing the perspectives and identifying the corresponding ethical issue.

Recognizing Unconscious Bias Reading, Share and Reflection: Students will read Chapter 3 of Cultural Cultural Competence: A Primer for Educators by Jean Moule and either take notes of the chapter or provide detailed annotations. This chapter covers concepts such as unconscious biases, microaggressions and refencing. Students will bring their notes to class, as well as three “take aways” that they want to share in a small group discussion. After the group discussion student will write a reflection of regarding the new information they learned from participating in the class discussion and how it affected them. In addition, students will identify three takeaways from the article that they want to be mindful of in their life and as a teacher.

Notes will be assessed for detailed and consistency throughout the chapter and the reflection will be assessed for reflecting other students’ perspectives within what they learned and identifying three takeaways that connect to their life and teaching related to stereotypes, social injustices, biases and their own biases.

Hidden Bias Tests: Students will go to the Project Implicit website and take 3 tests (one on race, skin tone, and one of their choosing). Students will print out the results of the test and reflect on them. They have to assume their results are true and then answer the following questions: What insights do the test results and this process give you about your conscious brain and unconscious brain? From your childhood and life, how did you get the results you did? How do these results relate to your life and a career as a teacher?

Reflection will be assessed for accurately describing the dynamic between the conscious brain and unconscious brain based on their results and describing appropriately how the results relate to their life and career as a teacher related to their own biases.

Traditions Share and Reflection: Students complete a worksheet identifying three of their own traditions and/or rituals. They determine if there are any ethical issues with implementing any of their traditions or rituals within a classroom setting or if they have any ethnocentric feelings related to any of their traditions or rituals. After a small group share the students write a reflection discussing what they have learned about ethical issues and ethnocentrism related to traditions and rituals within a classroom setting.

Reflection is assessed for accurately describing ethnocentric and ethical issues based on their small group conversation related to traditions and rituals within a classroom setting.

Media Paper: Students will watch two children’s television shows and analyze them for isms, intentional messages, unintentional messages, and relational, physical and verbal aggression. Based on their findings they will develop a media policy that includes various delivery methods of media and the corresponding content. Students will have to decide which media delivery methods to include and what content to allow based on isms. They will identify ethical considerations that they made in developing their policy.

Form Revised 5-18-2016 Page 5 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Media Policy will be assessed for accurately identifying the ethical issue related to isms and for the quantity of ethical issues they identified.

Children’s Book Review: Students will work in groups to review children’s books for isms, intentional messages and unintentional messages. After the review students will determine whether the book is appropriate for a children’s classroom. Students will grapple with the ethical issue of censorship and what makes a book unqualified to read to children based on isms and messages. Students will write a summary statement based on this activity.

Children’s Book Review will be assessed for a clearly written statement related to the ethical issue of countering isms and censorship.

Persona Doll Story and Reflection: Students will choose a child or a group of children ages three to five, to develop a Persona Doll story for. The story has three parts: the introduction, the set-up and the problem. Each story ends with, “What do you think should happen?”. The children solve the problem. The problem is based on some observable situation/issue related to isms, or justice and fairness, that the child/children needs help resolving. It could be cleaning up toys, taking a nap, excluding other children, etc. Students write a story (that the professor approves) balancing the ethical issues (name of child, gender, etc) and chooses an actual doll balancing ethical issues, and then tells the story to the pre-identified child/children. The student then writes a reflection that includes: a detailed summary of the student’s experience and the children’s experience; an explanation of how the story itself and the conversation with the children incorporated each one of the components of diversity education (anti-bias, multicultural and culturally relevant); and the ethical considerations made when choosing the doll and the story.

Persona Doll Story Reflection is assessed for a clear implementation summary that includes each component of diversity education and identifies applicable ism ethical considerations related to the writing of the story and choosing the doll.

Take-Home Final: The final will ask one or more questions related to CSLO 1. A sample question might be: What “isms”, biases, and stereotypes have you become aware of this semester? What did you learn about the unconscious brain and your own hidden biases (even beyond the hidden bias tests, maybe your journal sheets)? What about microaggressions? Have you experienced them? Have you microaggressed others? What thoughts do you have about labels and how we group people? In class we say, “If we want things to be different, we have to do things differently”. What is it that you want to be different, and what are you going to do differently to achieve that outcome? How have you changed from taking this class? Be as specific as possible.

Take-Home Final answer will be assessed for a specific, detailed and reflective responses related to their insights regarding biases, hidden biases, microaggressions, labels, identification of a specific issue they want to be different and corresponding specific action, and a specific statement regarding their personal change.

Form Revised 5-18-2016 Page 6 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Reading Responses: Students will read Chapters 1-4 in Roots and Wings that directly relate to CSLO 2. For example, chapters titled Children and Prejudice and Racism, etc. For each chapter they will provide a summary of the chapter, three items they want to discuss further, provide their comments and questions related to those items and then relate those items to their work as a teacher.

Reading Responses will be assessed for an accurate summary of the chapter, three items cited with applicable discussion and questions, and applicable teaching interventions related to isms and children’s social identity development.

Media Report: Students will watch two children’s television shows and analyze them for isms, intentional messages, unintentional messages, and relational, physical and verbal aggression. Based on their findings they will consider two children with different identities (White, Black, Latino, Asian, or Indigenous etc. male or female child) and contemplate how the analyzed shows may influence/impact the individual child’s social identity.

Media Report will be assessed for having selected two children and accurately connecting the show’s analysis to the children’s identity.

Children’s Book Review: Students will work in groups to review children’s books for isms, intentional messages and unintentional messages. The will record their findings on an individual worksheet.

Children’s Book Review worksheet will be evaluated for accurately identifying the isms, intended and unintended messages.

Take-Home Final: The final will ask one or more questions related to CSLO 2. A sample question might be: How are you ethnocentric? How did the movie “Babies” help you think about this? We learned about macroculture and microculture. Describe how these two concepts relate to your life. Describe macro and microculture within a school setting. How does your culture affect how you teach children in an early childhood program? What are some ethical considerations related to early childhood classrooms and culture?

Take-Home Final answer would be assessed for an accurate example of ethnocentrism and clear description of the student’s macro and micro culture, how macro and micro culture are relevant to a school setting, how their culture impacts how they teach, and identification of ethical considerations related to culture and early childhood education classrooms.

Reading Responses: Students will read Chapters 5, 7,8 and 9 in Roots and Wings that directly relate to CSLO 3. For example, a chapter titled, Culturally Relevant Anti-Bias Education. For each chapter they will provide a summary of the chapter, three items they want to discuss further, provide their comments and questions related to those items and then relate those items to their work as a teacher implementing an anti- bias, multicultural, and culturally relevant curriculum.

Form Revised 5-18-2016 Page 7 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Anti-bias, Culturally Relevant and Multicultural Lesson Plan Implementation and Reflection: Working in groups students will develop an inquiry curriculum web based on a chosen topic, they will create an antibias wheel based on the chosen topic and each student will individually complete an activity planning form based on the chosen topic that and implement the activity with children. The students will write a reflection that summarizes their experience as well as the children’s. They will describe how they incorporated each component of diversity education from choosing the activity, to the materials they chose, to the actual implementation. Students will they reflect on how this activity helped them better understand and know how to implement each component of diversity education (anti-bias, multicultural, and culturally relevant).

Anti-bias, Culturally Relevant and Multicultural Lesson Plan Implementation and Reflection will be assessed for a completed inquiry web and antibias wheel on the chosen topic, a completed activity planning sheet, a reflection that includes all the components as well as a clear description of how the three components of diversity education were incorporated into each phase of the activity, and a reflection on how this activity helped them implement diversity education in an activity.

Classroom Evaluation and Improvement Plan: Students will conduct a classroom evaluation using an assessment evaluating the classroom for images, materials, attitudes, assessments, and activities. Upon completion of that assessment, students will choose 2 items from each evaluation page (total of 10) and develop a specific improvement plan. They will explain how these improvements make a difference to the children, families and teachers in the program. They will also discuss ethical issues that became apparent as they completed through this evaluation and improvement plan process and finally they will evaluate the assessment tool itself.

Classroom Evaluation and Improvement Plan will be assessed for a completed five page assessment and an improvement plan that contains two specific improvements for each page of the checklist, an analysis of how the improvements make a difference for children and their families, describing ethical issues that became apparent as they completed the checklist and improvement plan, and an evaluation of the assessment.

Preschool English Language Learners Presentation and Notes: Students will be assigned to a chapter of the Preschool English Language Learner textbook. In a group they develop a creative way to orally present the information to the class. Each chapter includes a “Practices” section. Within the presentation students will share these best practices for working with dual language learners. As class participants, students take notes on each chapter including some of the practices and provide their comments and questions related to what they are learning from the oral presentation.

Preschool English Language Learner Oral Presentation and Notes will be assessed for creatively and clearly disseminating the chapter information and notes that are comprehensive with related questions and comments related to supporting children’s language development.

Take- Home Final: The final will ask one or more questions related to CSLO 3. A sample question might be: Define Diversity Education as we have talked about it in class. Explain each component of multicultural curriculum, culturally relevant curriculum and an anti-bias curriculum (Do not use your text book for this). Using one activity describe how you can address each component of Diversity Education. Form Revised 5-18-2016 Page 8 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

What about the tourist approach? How do the ideas of equity and equality relate to Diversity Education? From this course when we say, “Every decision a teacher makes is an ethical decision”, what do we mean by that? Imagine that you are going to be a teacher, from taking this course, what know will you do differently than prior to taking this course?

Take-Home Final answer will be assessed for an accurate definition of diversity education, an explanation of each component, a description of an activity that uses each component of diversity education along with an explanation of how this can be done with any activity, an accurate evaluation of the tourist approach, an analysis of how equity and equality relate to Diversity Education, a clear description of how every decision a teacher makes is an ethical one, and examples of what they will do differently when they become a teacher from taking this course.

CSLO 4: Develop partnerships with families by understanding each family’s experiences, culture and values and work with families using cultural humility to co-create a culturally relevant, multicultural, anti-bias classroom.

Reading Response: Students will read Chapter 6, Family, Culture and Community in Roots and Wings that directly relate to CSLO 4. For this chapter they will provide a summary of the chapter, three items they want to discuss further, provide their comments and questions related to those items and then relate those items to their work as a teacher creating partnerships with families.

Preschool English Language Learner Presentation and Notes: Students will be assigned to a chapter of the Preschool English Language Learner textbook. In a group they develop a creative way to orally present the information to the class. Each chapter provides information about how to build a partnership with the family. As class participants, students take notes on each chapter and provide their comments and questions related to strategies to build relationships with families.

Take-Home Final: The final will ask one or more questions related to CSLO 4. A sample question might be: Choose a family issue that may clash with how things are handled in an early childhood program. As a teacher/director in the program discuss how you would handle this situation in a culturally responsive way? How does cultural humility factor into this? What are some ethical considerations to consider when problem solving with families?

Take-Home Final answer will be assessed for choosing an appropriate family issue, using and naming each step of Acknowledge, Ask, Adapt to problem solve in partnership with the family, a clear description of how cultural humility factors into this process, and identifying appropriate ethical considerations when problem solving with families.

Form Revised 5-18-2016 Page 9 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Sample Writing Assignment:

Media Report (Assesses 1, 3, 5): Review two different types of television shows (including the commercials) geared for young children: cartoons, Disney Channel, Educational TV, sitcoms (1 show should be geared for a preschool child). For your Report 1) Name the shows, the dates, and times that you watched. (knowing) 2) Provide a detailed summary of the episode that simultaneously describes the incidences of ageism, racism, sexism, ableism, classism, heterosexism, genderism, anti-Semitism, lookism, and colorism etc. including stereotypical behaviors, actions, or comments and microaggressions. Notice if the program works to be a sensitive program to these issues. (Understanding and perspective taking). (see attached example) 3) Did you notice any relational aggression, verbal aggression and/or physical aggression? Describe specifically what you saw. How much time is spent modeling positive or negative behaviors? 4) What intentional (planned) values does the show convey and what unintentional (unplanned) values did the show convey (address each type of isms, microaggressions and types of aggression you saw)? (synthesizing) 5) Now think of two children with different identities (White, Black, Latino, Asian, or Indigenous etc. male or female child) and think about how this show may influence/impact the individual child’s social identity. This should be a thoughtful response based on what you saw. (perspective taking and synthesizing) 6) There are two aspects to media, the delivery method (TV, Computer, Radio, Books, Clothing, Toys, books, CD player etc) and the content. We will develop in class a list of delivery methods. From this list, create a detailed media policy for an early childhood classroom that considers both the delivery method of each type of delivery method discussed in class and the content you feel is appropriate based about what we are learning in class about countering isms. What were your considerations in developing your policy (think about countering and eliminating isms)? What ethical issues did you consider in developing your policy (say the right to individual expression vs, eliminating isms)? (perspective taking and applying)

Method of Evaluation/Grading:

A level student work is characterized by:

CSLO 1: Identify stereotypes, isms, microaggressions, social injustices, biases and your own biases; examine them from a myriad of perspectives, and considering the ethical issues develop an appropriate anti-bias course of action:

Journals summary are complete and written clearly, the ism and/or microaggression is accurately identified, there is an appropriate plan of action as a teacher, two competing perspectives are identified as well as the corresponding ethical issue;

Form Revised 5-18-2016 Page 10 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Recognizing Unconscious Bias Reading, Share and Reflection notes are detailed and complete and the reflection reflects other students’ perspectives, three takeaways connect to the student’s life and teaching related to stereotypes, microaggressions, isms, social injustices, biases and their own biases;

Hidden Bias Test results are provided for three tests, the reflection accurately and thoughtfully describes the dynamic between the conscious brain and unconscious brain based on their results and includes a thoughtful discussion regarding how the results relate to their life and career as a teacher;

Traditions Share and Reflection accurately describes ethnocentric and ethical issues based on their small group conversation related to traditions and rituals within a classroom setting;

Media Policy accurately identifies multiple ethical issue related to isms;

Children’s Book Review includes a clearly and thoughtful written statement related to the ethical issue of countering isms and censorship;

Persona Doll Story Reflection has a detailed and reflective implementation summary that includes each component of diversity education and identifies multiple ism ethical considerations related to the writing of the story and choosing the doll.

Take-Home Final answer includes a specific, detailed and reflective responses related to their insights regarding biases, hidden biases, microaggressions, labels, identification of a specific issue they want to be different and corresponding specific action, and a specific statement regarding their personal change.

Reading Responses include an accurate and complete summary of the chapter, cites three items with applicable discussion and questions, and thoughtfully includes applicable teaching interventions related to isms and children’s social identity development.

Media Report includes a selection of two differently identified children and thoughtfully connects the show’s analysis to the children’s identity.

Children’s Book Review worksheet accurately identifies the isms, intended and unintended messages.

Take-Home Final answer provides an accurate and reflective example of ethnocentrism, clear detailed description of the student’s macro and micro culture, thoughtfully addresses how macro and micro culture are relevant to a school setting, identifies specifically and thoughtfully how their culture impacts how they teach, and identifies two ethical considerations related to culture and early childhood education classrooms.

CSLO 3 Critically evaluate early childhood classrooms for the components of linguistically and culturally relevant, age appropriate, anti-bias and multicultural and inclusive curriculum that

Form Revised 5-18-2016 Page 11 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050 promoting optimum learning and development for children and develop innovative and creative strategies to incorporate these components into classrooms.

Anti-bias, Culturally Relevant and Multicultural Lesson Plan Implementation and Reflection that includes or a completed inquiry web and antibias wheel on the chosen topic, a completed and detailed activity planning sheet, a reflection that includes a detailed summary of implementation as well as a clear, accurate and detailed description of how the three components of diversity education were incorporated into each phase of the activity, and a thoughtful reflection on how this activity helped them implement diversity education in an activity.

Classroom Evaluation and Improvement Plan that includes a completed five page assessment, an improvement plan that contains two specific improvements for each page of the checklist, a thoughtful analysis of how the improvements make a difference for children and their families, a description of ethical issues that became apparent as they completed the checklist and improvement plan, and a thoughtful evaluation of the assessment with appropriate suggestions for improvement.

Preschool English Language Learner Oral Presentation and Notes include a creative and clear oral presentation that accurately disseminates the chapter information, and notes that are comprehensive with related questions and comments related to supporting children’s language development.

Take-Home Final answer includes an accurate definition of diversity education, an clear explanation of each component, a detailed description of an activity that uses each component of diversity education along with an thoughtful explanation of how this can be done with any activity, an accurate evaluation of the tourist approach, a thoughtful analysis of how equity and equality relate to Diversity Education, a clear description with multiple examples of how every decision a teacher makes is an ethical decision, and multiple examples of how they will teach differently after taking this course.

CSLO 4: Develop partnerships with families by understanding each family’s experiences, culture and values and work with families to co-create a culturally relevant, multicultural, anti-bias classroom.

Reading Responses include an accurate and complete summary of the chapter, cites three item with applicable discussion and questions, and thoughtfully includes applicable teaching interventions related to their work as a teacher creating partnerships with families.

Take-Home Final answer will include an appropriate family issue, uses and names each step of Acknowledge, Ask, Adapt to problem solve in partnership with the family, offers a clear solution to the

Form Revised 5-18-2016 Page 12 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050 problem that the family supports, clearly describes how cultural humility factors into this process, and identifies multiple ethical considerations when problem solving with families.

C level student work is characterized by:

Journals summary are complete and the ism and/or microaggression is accurately identified, there is an appropriate plan of action as a teacher, two competing perspectives are identified;

Recognizing Unconscious Bias Reading, Share and Reflection notes are complete, and the reflection reflects their perspective, two takeaway connects to the student’s life and teaching related to stereotypes, microaggressions, isms, social injustices, biases and their own biases;

Hidden Bias Test results are provided for three tests, the reflection accurately describes the dynamic between the conscious brain and unconscious brain based on their results for two tests, and includes a thoughtful discussion regarding how the results relate to their life or career as a teacher;

Traditions Share and Reflection accurately describes ethnocentric or ethical issues based on their small group conversation related to traditions and rituals within a classroom setting;

Media Policy accurately identifies one ethical issue related to isms;

Children’s Book Review includes a statement related to the ethical issue of countering isms and censorship;

Persona Doll Story Reflection has a comprehensive implementation summary that includes one component of diversity education and identifies one ethical considerations related to the writing of the story and choosing the doll.

Take-Home Final answer includes a specific response related to their insights regarding biases, hidden biases, microaggressions, labels, identification of a general issue they want to be different and corresponding specific action, and a general statement regarding their personal change.

Reading Responses include an accurate summary of the chapter, cites two items with applicable discussion and questions, and includes applicable teaching interventions related to isms and children’s social identity development.

Form Revised 5-18-2016 Page 13 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Media Report includes a selection of two identified children and partially connects the show’s analysis to the children’s identity.

Children’s Book Review worksheet accurately identifies some of the isms, intended and unintended messages.

Take-Home Final answer provides an accurate of ethnocentrism, description of the student’s macro and micro culture, addresses how macro and micro culture are relevant to a school setting, identifies generally how their culture impacts how they teach, and identifies one ethical considerations related to culture and early childhood education classrooms.

Anti-bias, Culturally Relevant and Multicultural Lesson Plan Implementation and Reflection that includes or a completed inquiry web or antibias wheel on the chosen topic, a completed activity planning sheet, a reflection that includes a summary of implementation as well as an accurate description of how one of the three components of diversity education were incorporated into each phase of the activity, and a brief reflection on how this activity helped them implement diversity education in an activity.

Classroom Evaluation and Improvement Plan that includes a completed five-page assessment, an improvement plan that contains two specific improvements for each page of the checklist, a thoughtful analysis of how the improvements make a difference for children and their families, a description of ethical issues that became apparent as they completed the checklist and improvement plan, and a thoughtful evaluation of the assessment with appropriate suggestions for improvement.

Take-Home Final answer includes an accurate definition of diversity education, a clear explanation of each component, a detailed description of an activity that uses each component of diversity education along with an thoughtful explanation of how this can be done with any activity, an accurate evaluation of the tourist approach, a thoughtful analysis of how equity and equality relate to Diversity Education, a clear description with one example of how every decision a teacher makes is an ethical decision, and one examples of how they will teach differently after taking this course.

Form Revised 5-18-2016 Page 14 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

Preschool English Language Learner Oral Presentation and Notes include clear oral presentation that accurately disseminates the chapter information, and notes that are partially complete related to building a partnership with the family.

Take-Home Final answer will include an appropriate family issue, uses two of the steps of Acknowledge, Ask, Adapt to problem solve in partnership with the family, describes what cultural humility is, and identifies one ethical considerations when problem solving with families.

Possible Grading Structure

50 points Media Report 15 points Book Analysis 20 points Family Traditions 25 points Hidden Bias Reflection 20 points Unconscious Bias, Unintentional Racism and Microaggressions Notes and Reflection 50 points Persona Doll 50 points Anti-Bias, Multicultural and Culturally Relevant Checklist and Plan 50 points Anti-Bias Multicultural and Culturally Relevant Curriculum Project 30 points Journal Reflections (6 at 5 points each) 30 points Reading Logs (8 at 4 points each) 35 points Preschool English Language Learner Summary, Presentation and Notes 125 points Final 500 points Total (90% = A, 80% = B, 70% = C, 60% = D)

450-500 = A 400-449.9 = B 350-399.9 = C 300-349.9 = D 299.9 and Below F

Course Content: 1. Course Definitions and Concepts a. Racism b. Colorism c. Sexism d. Genderism e. Ableism

Form Revised 5-18-2016 Page 15 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

f. Lookism g. Heterosexism h. Anit-Semitism i. Xenophobia j. Ethnocentrism k. Internalized Isms l. Etnicity m. Cultural Humility n. Confirmation Bias o. Norming p. Limerence q. Relational Aggression r. Steroptype threat s. Refencing t. Microagressions i. Assault ii. Insult iii. Invalidation u. Oppression v. Social Construct w. Privilege x. Meritocracy y. Pre-prejudice z. Prejudice aa. Gender i. Binary ii. Spectrum/ Continuum bb. Components of Culture i. Surface ii. Shallow iii. Deep cc. Traditions dd. Rituals ee. Enculturation, Acculturation, Assimilation ff. Diversity Education i. Culturally Relevant ii. Anti-Bias iii. Multicultural gg. Tourist Approach hh. Equality ii. Equity jj. Every decision a teacher makes is an ethical decision 2. Demographics of Children and Families in California 3. Historical (herstorical) and current perspectives on diversity and inclusion 4. Race a. Definition b. Social Construct c. Ethnicity or Race Form Revised 5-18-2016 Page 16 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

5. Racism a. History b. Supreme Court cases c. Systemic d. Oppression e. Today 6. Labels and Stereotypes a. Labels always limit b. Internalization 7. Culture a. Components i. Surface Culture ii. Shallow Culture iii. Deep Culture b. Micro and Micro Culture c. Enculturation, Acculturation, Assimilation d. Traditions and Rituals in your life e. Traditions and Rituals in early childhood programs 8. Hidden Biases a. Project Implicit b. Everyone has biases c. Biases and the brain d. Confirmation Bias e. Isms f. Internalized Isms g. Xenophobia 9. Microaggressions a. Insults b. Assault c. Invalidation d. Refencing e. Bryan Stevenson 10. Gender a. Genderism or sexism b. Gender Components c. Children and Gender d. Binary/Spectrum 11. White Privilege a. Systemic b. Effects everyone c. Myth of Meritocracy d. Allies e. Impacts of Silence 12. Media a. Bias in children’s TV, DVDs, etc b. Bias in children’s books c. Ethical Considerations in Early Childhood and Elementary Classrooms and Programs d. Relational, physical and verbal aggression Form Revised 5-18-2016 Page 17 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

13. Children’s Social Identity a. Misconceptions b. Dominant Culture c. Overt and Covert messages d. Impact of Silence e. Media f. Mirror neurons g. Brain Waves h. Limerence and patterns i. Norming j. Pre-prejudice k. Prejudice l. Stereotypes m. Stereotype threat n. Internalized Isms o. The Doll Study 14. Preschool English Language Learners/Dual Language Learners a. Benefits of Bilingualism and Multilingualism in childhood b. The process of dual language development c. Best Practices to support children d. Best Practices to support families 15. Children With Special Needs a. Inclusive practice b. Push-in rather than pull out c. People first language d. Families perspectives 16. Diversity Education (If we want things to be different, we have to do things differently) a. Components i. Anti-bias ii. Multicultural iii. Culturally Relevant b. Equity vs Equality i. High Expectations and High Supports ii. Equity and Equality have a different definition of Fairness iii. Each decision a teacher makes is an ethical decision c. Tourist Approach not part of Diversity Education i. Creates otherness and exotic ii. Reinforces Stereotypes d. Environment Checklist i. Images ii. Materials iii. Activities iv. Assessment v. Attitudes vi. Ethical Considerations e. Persona Doll i. Appropriate topics ii. 3 part story -introduction, set-up, problem Form Revised 5-18-2016 Page 18 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

iii. Choosing of the doll iv. Telling of the story f. Teacher Child Interactions when children express biases or exclusionary behavior i. (Ricky Sherover Marcuse’s Assumptions for Unlearning Racism) 1. No blame 2. Present information in a way that makes sense to children 3. Relationship needs to have trust g. Holidays i. Miseducation ii. Eurocentric iii. Challenges iv. Benefits v. Ethical Considerations-What should a holiday policy be? h. Formal Diversity Education Activities i. Informal Diversity Education Activities i. The vast majority of Diversity Education ii. Infuse each component of Diversity Education intentionally in every activity and interaction iii. Is a continuous process…never there j. Families i. Conflicts 1. Acknowledge, Ask, Adapt Method 2. Requires Cultural Humility 3. Ethical Considerations ii. Co Creating the Classroom and Curriculum

Lab By Arrangement Activities (If Applicable): N/A

Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other __Appropriate Videos to support reflection and discussion.

Textbooks:

Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood Programs, Stacey York, Redleaf Press 2016

Form Revised 5-18-2016 Page 19 of 20 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Teaching in a Diverse Society Subject Area/Course Number: CHDEV-050

*Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, California Department of Education, Sacramento, 2007

CHDEV 50 Course Module available at the Los Medanos College Bookstore

*This book is free to students in an online format and provided by the California Department of Education. It is the current book developed for early childhood professionals and students who are taking a course that covers this content area.

Form Revised 5-18-2016 Page 20 of 20