TEL 212: Understanding the Culturally Diverse Child

TEL 212: Understanding the Culturally Diverse Child Mary Lou Fulton Teachers College Arizona State University Spring 2011Course: TEL 212 17734 Instructor: Melinda A. Hollis Email: [email protected] Phone: 910.228.7395 (this is Hollis’ cell phone . . . feel free to call any time) Virtual Office Hours: As needed . . . and as scheduled by individual students. I am available every morning between 7:00 am and 11:00 am, M-F. We can meet on weekends too, if you’d like. Just let me know, via email or phone, when and how you would like to meet.Grader: Caitlan Allen Email: [email protected]To meet with your instructor face-to-face . . . Oh please just let me know! I am happy to arrange face-to-face, video chat, or phone meetings with any of you at times and in places that are convenient for you. I check my email often; I reply quickly; and I am happy to receive phone calls or text messages from you as well. While this is an online course, I hope that I will have the chance to meet with each of you individually and perhaps even in person as the semester progresses. Course Description (Course Overview): http://www.asu.edu/catalog/ This course surveys cultural and linguistic diversity in American education, including equity, pluralism, learning styles, and roles of schools in a multiethnic society. We will explore diversity through micro-cultures including: class, ethnicity and race, gender, exceptionality, religion, language, geography, and age. At the core of our exploration we will work to understand how these cultures impact learning in K-12 classrooms. The course is designed to (a) provide an overview of the cultural diversity of American society with a focus on the social, political, and pedagogical issues associated with educating culturally diverse students; (b) examine the role of institutions and agents (e.g. the school, church, teachers, etc), teaching practices, and innovations in multicultural education; and (c) create awareness of, and respect for the culturally diverse child. The ultimate goal of this course is to improve our understanding of multicultural issues (race, class, gender, ethnicity, religion, language) that may arise in classrooms and schools, and to reflect on our feelings about educating diverse children. Keep in mind that we are working with course content that may be considered sensitive.Hollis Spring 2011 Tel 212 1 Course Format: Weekly class instruction will take place online via ASU’s Black Board site. Course content includes readings from the primary textbook—Gollnick & Chinn (2009) —and from selected articles and book chapters that you will find in weekly folders on our Black Board site), podcasts, videos, web links, and relevant texts/videos/links/articles that you all might choose to share with our classroom community. NOTE: If you come across some interesting and relevant materials in your work, life, and studies, I encourage you to share them with me. I will share them with the class. You will find a folder of materials for each week of our class in Black Board. When you are ready to begin your work each week, open the folder in to see all of the materials, notes, and instructions. I will make sure that our weekly doings are quite clear and are available to you before Monday each week. If you have questions about course materials, post them under “Course Questions”, which is in our “Discussion” tab in Black Board. IMPORTANT: If you cannot get a PDF to open through Black Board (which happens), you can access it through “My Docs” which is Google Docs through My ASU. (I “shared” our readings with you in a Google Docs. folder through My ASU). Or you can access the readings under the “readings” tab on our Wiki. The link to the Wiki is: http://tel212.wikispaces.com/. Once again, there are three places where you can find our supplemental readings—Black Board (which has some PDF trouble, at times), Google Docs., and the Wiki. After you have read each week’s texts, you should then join in on the discussion with your group for the week. Discussions will take place in Black Board. Details about your weekly responses are below. We will follow a detailed schedule, which is located within this syllabus. I reserve the right and responsibility to change the syllabus as we progress. Topics are assigned with one or more relevant readings each week. Online discussions/dialogue is (obviously) a major part of this class. Active participation, consistent preparation, respect for a multitude of viewpoints, and professionalism is expected of all students. Course Texts and Resources: Gollnick, D.M., and Chinn, P.C. (2009). Multicultural education in a pluralistic society 8th Edition. Upper Saddle River, NJ: Prentice Hall. Suggested Additional Text: Ayers, B. (2010). To teach: The journey in comics. New York, New York: Columbia Teacher’s College Press. (I will make needed sections of this text available to you via PDF, but you might like to read the whole text. It is a graphic memoir!).Hollis Spring 2011 Tel 212 2 I suggest that you get these books used, if you can. They are also available online at a discounted price. Please order your Gollnick and Chinn text in time for the second week of our class. Once again, you also need to know that . . . 1. Additional readings/resources will be posted on our TEL 212 Blackboard page week by week. The folders are located under “Readings” and are labeled by week. 2. Our TEL 212 Wiki page is at http://tel212.wikispaces.com/ 3. Our readings are also available via our shared folder in My ASUMy Docs (Google Docs). By now, you should all have access to this resource. If you do not, please let me know. About Reading for this Course . . . Some of our readings are dense and quite challenging. Some will take a bit of time for us to read and comprehend. Please embrace confusion and frustration . . . but only for a moment. Then, become proactive and active in your reading. Write down your questions. “Google” the concepts and words that you do not know. Skim when you need to skim. Dig deep when you are particularly inspired, challenged, or interested. Use our discussion space to articulate reading moments that are particularly challenging for you. We are here to puzzle through challenging ideas together. I will work to provide context and clarification for you as needed, but I need to know when you need more scaffolding, explanation, context, or aid. For such, I ask that you use our “Course Questions” forum, which is located as the first subject under the “Discussions” tab in Black Board.Course Questions To avoid answering the same student inquiry (about readings, due dates, assignments, etc.) via email over and over again, and to provide a sense of transparency and collaboration for everyone in our learning community, I ask that you post any and all questions that are not wholly “personal” (i.e. “my computer crashed” or “I would like to meet with you”) under the “Course Questions” tab in the “Discussion” forum in Black Board. Often, we can all help each other by posting and responding to common housekeeping questions. Also, publicizing your questions helps me to clarify material for everyone in one, streamlined space. Document Submission When you turn in major assignments to me via email (rather than on the Wiki or the Discussion Board), use .doc, .docx, or .pdf to make and save your files. . . please. Like most professors, I do not have every kind of word processing program and can only open the kinds of documents listed above.Student Leaning Outcomes (Cognitive Objectives): Pertinent Arizona standards and sample elements addressed include: Standard 3: 8, 9, 10, 15, Standard 8: 5, 6. Upon completion of this course, students will be able to: 1. Describe the culturally diverse nature of American society. 2. Discuss major issues emanating from cultural diversity.Hollis Spring 2011 Tel 212 3 3. Describe issues that impact on the education of the culturally diverse child. 4. Identify cultural issues affecting academic success of the culturally diverse child. 5. Identify innovative means of meeting the needs of the culturally diverse child.Long Term Affective Goals:  Become aware of and sensitive to individual and cultural differences.  Appreciate the assets of cultural diversity (welcoming the world at your doorstep).  Express your viewpoint on topics or ideas and experiences that may challenge your beliefs and preconceptions in openness and honesty while ensuring mutual respect.  Understand, empathize, and be sympathetic to the needs of the culturally diverse child.  Be aware of the negative impact of prejudice and all forms of overt/covert discrimination based on race, gender, language, culture, religion, etc  Develop a sense of collaboration, especially in activities conducive to the expansion of cultural awareness. (Culture is social, we learn from each other). Course Assignments Weekly Discussion Posts and Engagement with your Peers 20%Project One—The Discourse of Multiculturalism: An Instructor’s Guide 20%Midterm Exam 20%Project Two—Collaborative Media Lessons 20%Project Three—Action Project 20% 100%Grading Scale: A+ = 100-98 A = 97-94 A- = 93-90 B+ = 89-87 B = 86-84 B- = 83-80 C+ = 79-77 C = 76-74 C- = 73-70 D = 69-60 E = Below 60. On Grades . . . You are responsible for keeping track of your grades in our class. We will provide thorough, timely feedback and numerical grades for each assignment, based on the detailed rubrics in this syllabus. It is your responsibility to check and comply with assignment due dates as they arise in the detailed schedule. All assignments should be completed and submitted on or before due dates to receive a grade for this course. Any changes for an incomplete will be in the following semester, upon initiation by student.Detailed Descriptions of Major Assignments and Due DatesWeekly Discussion Posts and Engagement with your Peers 20% Each week, we will center our online discussions on a substantial and connected body of readings and related texts. You are responsible for the readings listed and posted in each week’s folder. After you have completed your reading for the week, you will write your Hollis Spring 2011 Tel 212 4 initial response. Sometimes we will ask for an open, reflective response. Other times we will pose specific prompts or questions for you to consider or engage when writing. No matter how a week’s discussion is structured, to successfully complete a weekly response, please consider the rubric below.BB Weekly Responses Rubric: Points per numbered category: 10 pts = Exceeds expectations (more than yes!) 8 pts = Meets expectations (yes!) 5 pts = Meets expectations partially (sort of/half way there) 3 pts = Begins to meet expectations (attempt/beginning to . . .) 0 pts = Fails to meet expectations (didn’t even try)1. Response is comprehensive in scope, and it addresses more than one theme of the reading/s. Response reflects a close, careful reading of the week’s texts. Response is detailed and supported. Response engages and cites specific parts of the text/s it engages where appropriate and when needed for clarity, focus, support, and illustration. 2. Response is analytical and reflective. Response goes far beyond merely summarizing the readings and pushes to analyze, question, and reflectively engage the content of the readings. 3. Response has a focus. The writer has clearly decided upon a few points of interest and has developed a focused response to these points of interest. 4. Response contains the voice and viewpoints of the writer/student. The writer/student shares in honest, personal, respectful, professional, and reflective engagement with the readings. 5. Weekly response should be completed, in full, and posted for peers to see by each Friday at 5:00 p.m. No exceptions. You have all week each week to work on these. Plan accordingly.*You may receive up to fifty points for each of your responses, based on the detailed rubric above. We will provide you with detailed, periodic feedback on your weekly responses to encourage you to grow through your writing and to succeed. Any questions about the grading process are welcome. Please let me know how we can make everything most clear for you. I do not want to confine your writing and thinking via word limits or page-based length requirements for any of our assignments. Instead, I would like you to write each of your responses using the rubric detailed with each assignment as your guides. If you write a comprehensive, theme-based response; if you support your response with detail, with examples, and with specific in-text citations; if you write analytically and reflectively (and avoid unnecessary summary); and if you use your own voice and viewpoints to drive your responses in a respectful and personal way, you will be very successful in the weekly BB discussion-based aspect of our course. Hollis Spring 2011 Tel 212 5 Also, I do ask that you post your responses before each Friday at 5:00 p.m. For example, Week One responses are due by Friday, January 21st at 5:00 pm. Week Two responses are due by Friday, January 28th at 5:00 pm., and so forth. After you complete your response, you will then engage in discussion with your peers. I ask that you begin to engage peer and instructor responses before each Monday at 5:00 p.m. That is, Week One response-based dialogue should be well on its way by Monday, January 24th; Week Two dialogue should be well on its way by January 31st, etc. This schedule—Post your main response by Friday at 5:00. Begin peer dialogue by Monday at 5:00 p.m.—should give everyone ample time to read, to post reflective responses, and to engage in dialogue with members of our class. It is also best that you all do not wait until Friday at 4:30 to begin your responses. I would like for you to read, write, and respond throughout the week each week. For each week, I will place you into small discussion groups so that you may read and respond to just three or four peer writers each week. This forum is to function as a space for dialogue . . . this means that there must be some exchange; some back and forth; that you must read and continually respond to your peers’ ideas, questions, and to their responses to your writing. Please do not think of this forum with mere completion in mind. Instead, think of this space as the stage for meaningful class discussion in an online environment. Caitlan and I will take an active role in our online discussions as well, and we will add feedback, questions, additional food for thought, and our own responses to the readings and to your thoughts on them. Please consider the rubric below as a guide to successful peer response.BB Weekly Responses Dialogue Rubric: Points per numbered category: 10 pts = Exceeds expectations (more than yes!) 8 pts = Meets expectations (yes!) 5 pts = Meets expectations partially (sort of/half way there) 3 pts = Begins to meet expectations (attempt/beginning to . . .) 0 pts = Fails to meet expectations (didn’t even try)1. It is clear that the writer has read and considered all group members’ main/core responses to weekly readings. 2. Writer has formulated a clear, thoughtful, and detailed response to all peer reflections in his/her response group. Writer avoids “token” and spare responses like “I agree” or “Nice work” and instead presses and engages the writer’s response with detailed insights. He/she asks questions, provides insights and adds clarifications or complications to peer reflections. 3. Writer reads and responds to peers, with care and detail, when peers post on his/her own thread as well.Hollis Spring 2011 Tel 212 6 4. Writer treats this space as a space for reflective, respectful dialogue with TEL 212 Online peers. 5. Writer begins the process of peer dialogue each week by Monday evening, at the latest. We will begin grading responses to your peers on Tuesday each week. Please plan to have your weekly dialogues posted, in full, for your peers by this time. *You may receive up to fifty points for your engagement in dialogue each week. Taken together, your responses and your dialoguing can earn one hundred points for you each week. As a whole, our BB responses and dialogues will equal 20% of your final course grade.Project One—The Discourse of Multiculturalism: An Instructor’s Guide 20% *Due by Sunday, February 13th at 5:00 p.m. What is this project?This is a collaborative wiki project. The link to our project is: http://tel212.wikispaces.com/You will find our collaborative project page under “Project One” on the right hand side of the screen.In this project, everyone in our class will contribute to the construction of an extensive Instructor’s Guide to The Discourse of Multiculturalism. Your contribution to the project will include light resource collection, writing, synthesizing, organizing, formatting, adding materials and constructing APA citations. This project begins with some BIG questions: What, according to popular understanding, is multiculturalism? Is “multiculturalism” a loaded or misunderstood term? What are some of the arguments that surround multiculturalism as a concept, a practice, or a viewpoint? What is at stake in the “multiculturalism debate” or in shifting understandings of what multiculturalism is or what it implies? What, according to you, is multiculturalism and what does it imply? Why do the concepts multiculturalism and diversity come under some heat in rhetoric/language/arguments surrounding the U.S. public education system? What do teachers need to know or to consider when thinking about concepts like culture, multiculturalism, and diversity? How might we help classroom teachers understand these concepts and their weight? How might we contribute to more effective and collaborative understandings of multiculturalism and teaching the culturally diverse child? Why we do what we do: One of the most exciting, challenging, and baffling parts of teaching and learning in this class, Teaching the Culturally Diverse Child, resonates in defining what multiculturalism and diversity are, exactly, and in exploring how conflicting definitions of culture, diversity, and multiculturalism inform curriculum decisions, how these concepts key into Hollis Spring 2011 Tel 212 7 classroom practice, and how ideologies surrounding the process of unpacking or defining these terms construct professional, political and personal tensions. Therein, we will make understanding and illustrating “the multiculturalism debate” the goal and crux of our first major project. Our goal is to access and to make meaning of a number of perspectives on culture, diversity and multiculturalism. We will then collaborate to design a wiki that, in an organized and multimedia format, unpacks perspectives on multiculturalism and diversity for an audience of practicing educators.First of All, Explore the Lay of the Land—Access and Understand the wiki site: We will begin this project at the beginning of Week Two. After you read this assignment sheet, and before you do anything else, go to the link for our wiki site. Once again, the link is: http://tel212.wikispaces.com/. Seeing the site first will give you an understanding, by subheading, of exactly what we are building in this project. Seeing the site will also inspire your thinking and help to lead you to sources that can help us build the site. The site has detailed instructions for you at the top, and it also has organized subheadings to show you how we will be structuring our insights. Your goal is to contribute, insightfully and originally, to each subsection of the site. We do not want redundancies, and we do not want generalized perspectives. Instead, we want organized discussion that builds and grows as we continue to add to this resource. There are ten major headings that are just waiting for your insights, your light research-based findings, your voice, your media contributions, and your opinions. Please plan to organize your contributions according to the skeleton site you see on our wiki page. Further, please feel free to add and reorganize your additions as the site grows. This is a collaborative project, so we will be working together to build the most comprehensive, organized, and intuitive resource we can.To Begin Thinking About What to Write/Contribute—Find Some Textual Perspectives: First, I want each of you to collect at least five different “public” perspectives that give lay people and educators access to and help them form opinions on the core concepts of our class and of this project (culture, multiculturalism, and diversity in U.S. society and in U.S. public education). The sources you access might be in the form of songs, literature, art, YouTube videos, newspaper articles, wikis, blogs, television programs, films, peer-reviewed journal articles, TV news, books, etc. Inventive textual approaches to defining culture, multiculturalism and diversity are quite welcome in this project, just make sure that you can “show” and share these approaches/definitions/texts to/with your wiki audience in some way. We want to offer our audience a nice collection of perspectives and resources from both popular and academic culture. Since you are choosing a number of texts to help us come to an understanding of what these concepts (culture, multiculturalism, diversity) mean or how they are articulated or illustrated by different authors, try to draw from different genres or source types to ensure a nice range of perspectives. Maybe find one on YouTube, one in the New York Times online, one in an Arizona-based blog, one in an online gallery, one in a comic strip, one in an online journal, etc. You might also decide to choose source types that are appealingHollis Spring 2011 Tel 212 8 to you (that you agree with personally, politically, whatever), as well as source types you personally tend to avoid. I, for instance, love The Economist and NPR and I tend to avoid The Washington Post and Entertainment Weekly. For this assignment, I might see if I can access an argument about what culture, multiculturalism, or diversity are/mean/imply from one of the publications that I favor and from one that I either do not personally favor or do not know very well. This will help to give me a more interesting and comprehensive range of perspectives and will offer the same to my wiki audience. What you really want to consider . . . What matters most is that the texts you choose are defining culture, multiculturalism, and/or diversity for their audiences in some way and that these sources, taken together, give you some insight into how people “read” the concepts culture, multiculturalism, and diversity. What do people think these concepts mean? What do they seem to mean in education? We want to know what the concepts surrounding multiculturalism are or could mean based on how they are depicted and used in texts we read, watch, agree with, believe in, disagree with, talk about, abide by, uphold, fear, ect. When people use the words “culture” or “multicultural” or the word “diversity”, what do they mean? Do these words have positive or negative connotations in their contexts? Why/how/why not/how not? Thirty Voices . . . One Project After you have accessed and thought deeply about at least five “public” texts, think of how you would like to contribute to each section of our wiki. Remember, your goal is to add to each section of the wiki without repeating discussions or reusing sources that have been shared or posted by your peers. While this wiki has more than thirty authors, we want it to read like one seamless, organized resource, so add your voice accordingly.Also, make sure that you “sign” or “own” all of your contributions, in every section, so that you will get credit where credit is due. Just place your first name and last initial, in small font, at the end of any and all contributions.We have the first few weeks of class to build our TEL 212 wiki—The Discourse of Multiculturalism: An Instructor’s Guide. Once again, the site itself outlines the different categories that we will build upon, and the site itself is your guide, so work with it as you see most intuitive. The rubric for our first assignment is as follows: Project One Rubric Points per numbered category: 20 pts = Exceeds expectations (more than yes!) 15 pts = Meets expectations (yes!) 10 pts = Meets expectations partially (sort of/half way there) 5 pts = Begins to meet expectations (attempt/beginning to . . .) 0 pts = Fails to meet expectations (didn’t even try)Hollis Spring 2011 Tel 212 9 1. Student contributor draws from a variety of sources and perspectives to help build the site. Student contributor is thorough and inventive in explaining site additions and provides insightful explanations and resources for audience members (remember, you are writing this as an informative guide for teachers, so write/contribute with teachers in mind) 2. Student contributor adds, in a new and useful way, to each of the ten parts of the collaborative project (no redundancies, no information that is not pertinent or that is unexplained or disorganized) and signs/owns each of her/his contributions 3. Student contributor uses detailed textual examples and makes use of complete, correct APA citations in text to support all portions of his/her wiki entries and in the reference section (use quotation marks to demarcate direct quotes; use parenthetical references to refer to appropriate texts; use APA guidelines to cite correct in-text citations and complete, correct APA references for ALL sources used when building the wiki) 4. Student contributor is organized in adding and formatting her/his contributions (in terms of content-based placement and in use of subheadings, font style, colors, indentions, etc. . . . remember, we want this to read like one clean wiki page, not 30 different voices/styles) 5. Student contributor edits her/his work for clarity, grammatical and mechanical correctness, and an audience-friendly tone and style*You can earn up to 100 points for this project assignment. This project assignment is 20% of your final grade.Midterm Exam 20% *Due by March 11, 2011, at 5:00 p.m.The midterm exam will provide you with the opportunity to synthesize the materials we will cover in the first seven weeks of our course. It will also allow you to show how you’ve read and interpreted the first series of course texts and how you make connections between these texts. The midterm exam will consist of a series of open-ended, short answer questions. I will provide you with a model question or two a week or so before the exam so that you know what to expect. You will take the exam through our BB site, and you will have between 3/7 and 3/11 to complete the online exam. Once you begin the exam, you will have three hours to write your responses. You must take the exam in one three-hour sitting, but the exam is designed to take only about an hour. They exam will close at 5:00 p.m. on Friday, 3/11, so plan accordingly. You may use any and all course materials while taking the exam. Project Two—Collaborative Media Lessons 20%*This project is due via email to [email protected] by Friday, April 8th at 5:00 p.m. One group member should send the project to me by this time, and I will upload all of the Hollis Spring 2011 Tel 212 10 group projects on our course site or within our wiki site, whichever we like the most, for whole class discussion.There are three chapters from Gollnick and Chinn’s Multicultural Education in a Pluralistic Society that we will not read and discuss as a whole class. Instead, it will be up to you and your peer groups to determine how we will unpack these three topics during Week Thirteen of our class. The chapters that you can choose to construct your lesson on are Chapter Seven, Religion; Chapter Eight, Geography; and Chapter Nine, Age. For this assignment, I am going to ask you to choose one of these three topics (take a close look at Gollnick and Chinn’s text to decide which one interests you the most) and work with a group of peers to design a media-based introduction to the topic, a resource guide for your peers, and a rationale for your group’s approach. Your goal is to best present what you see as the most important ideas and concepts to an audience of your peers in an inventive, engaging, and memorable way.Step One—Post your topic of choice See Week Nine’s Discussion Topic. You need to pick your topic or your group by Week Nine and post it for me so I can place you into groups.Step Two—Organize! Meet with your group members online or face-to-face to discuss how you would like to approach the assignment. By now, you know that the chapters in our Gollnick and Chinn text are fairly long and meaty and that they contain some information that your peers will find to be really interesting and useful and some information that you might not need or want to address. Be selective! Work together to mine your chapters for the most important/relevant/interesting concepts and ideas. Step Three—Determine an approach How do you like to learn? How might you effectively teach/engage your peers about your topic, given the online format of our class? The choice is yours, and I leave delivery of the good stuff up to you and your peer group mates. Just remember—the approach that you take must be deliverable in a digital/online format that your peers can access easily, and it should be designed for an audience of your peers. You should also be prepared to explain your approach to teaching the material the way that you choose to in a short rationale. You might decide to make an interactive Power Point, a short film, a digital resource guide, a podcast, a wiki, a discussion board with links and question for peer response, a survey monkey, a glog, a wordle, a facebook or myspace page, or you might decide to blend some of these platforms for discussion and learning together into one comprehensive lesson. There are a lot of possibilities for content delivery in this assignment, so use what you feel you need to use to best teach your chapter to our class. Remember that you want to convey information and inspire thought and discussion about the most relevant and interesting concepts in the chapter that your group is in charge of. Hollis Spring 2011 Tel 212 11 Step Four—Develop your Collaborative Media Lesson’s Objectives Work together to develop ideas of how you want to teach to the chapter that your group is in charge of. Make sure to include a clear breakdown/outline of lesson contents and objectives (Answer the questions: what do you want students to learn through this lesson? How will they learn? What are your objectives?). Step Five—Develop the Collaborative Media Lesson Work together to format your lesson. Think of your audience (us!) and of the online format of this class as extremely important in all of the decisions that you make.Step Six—Develop an Additional Resource Guide for an Audience of Your Peers Work together to collect and annotate further readings and resources that will help your audience better understand the many facets of your topic. What might fellow teachers and students need to access and use to understand this topic even further? Find these resources and place them at the end of your lesson. You should collect, cite, and annotate/summarize at least five additional readings or resources on your topic. These resources should serve to provide more information and insight on your topic for an audience of your peers. You may choose to develop your resource guide from a range of sources, including videos, podcasts, journal articles, websites, and other learning materials. You should plan to finish up this project by Friday, April 8th and be prepared to send any and all files needed to execute your lesson to me by 5:00 p.m. that day. Please send your lesson materials to me via email at [email protected].Step Seven—Write your rationale Each group is responsible for constructing a short paper that explains 1). Your content choices and why 2). Your content omissions and why 3). Your lesson delivery/platform/formatting choices and the whys behind them 4). Who did what, when, where, how and why 5). What challenges and successes you faced, as individuals or as a group. You might decide to write this paper in segments (one section for each group member that addresses each of these, according to individual group members), or you might decide to write this paper according to each of the numbers, 1-5, above, as a whole group.For Week Thirteen’s discussion, I will upload each group’s lesson into our course shell (or I might make a wiki . . . we shall see) and groups of students will access, work through and evaluate your topic-based lessons and resource guides. Each individual student will be responsible for opening, working through, and evaluating at least two Collaborative Media Lessons. Below, please find the rubric criteria we will use with this assignment: Project Two Rubric: Points per numbered category: 20 pts = Exceeds expectations (more than yes!)Hollis Spring 2011 Tel 212 12 15 pts = Meets expectations (yes!) 10 pts = Meets expectations partially (sort of/half way there) 5 pts = Begins to meet expectations (attempt/beginning to . . .) 0 pts = Fails to meet expectations (didn’t even try)1. The lesson makes use of an inventive and intuitive approach/platform/lesson design. The lesson includes audience-friendly, memorable and engaging lesson components on a given topic 2. The lesson lists clear objectives/purpose so that the audience knows what to expect from the lesson 3. The lesson ends with a clear and useful resource guide on the topic, and the guide includes citations, annotations/summaries, and links to at least five additional resources on the group’s topic 4. The lesson includes a complete and detailed five-part rationale that meets the assignment’s criteria in the syllabus 5. The individual students in this group must work through and evaluate two peer projects on BB, according to the Week Thirteen discussion criteria.*While this is a group project, each individual student can earn up to 100 points for this assignment. This assignment is worth 20% of the final grade. Project Three—Action Project 20% As we approach the end of our time in this class together, what do you see as the most pressing issues, related to culture, multiculturalism, and diversity, that our students and teachers face in the U.S. public education system today? How might you help to inspire others to bring forth the changes that you would like to see in the public education system? How can you feasibly work to improve the lives and experiences of students? Of teachers? Of people? Of communities?This project, our final project, offers you the chance to articulate what you see as one of our “solvable” challenges in teaching and learning in a culturally diverse society and to construct a solution-based plan of action for a real audience. This project contains two major parts—1). an explanation of a problem and 2). steps toward a solution. This project should be audience-driven. This means that you are making project three for the people that need to see it . . . the people that can help you . . . the people you want to convince and drive to action. It is up to you to decide how you will format this final project. Some students will opt to write a formal academic essay. Other students will use one or more different genres or forms of media—film or music or digital media or art or narrative or fiction or Power Point, etc—to convey their action project to their audience. What matters most to me is that you address all parts of the assignment in a medium or several media that you are comfortable with and that you can lend to the assignment’s criteria, as detailed below. Also, please constantly consider delivery and audience. How can you best teach or show Hollis Spring 2011 Tel 212 13 your ideal audience the nature of the problem and the solution set you have in mind for them? What will drive your audience to action? Develop your project accordingly. First, identify and explain the nature of a specific problem that is related to course content . . . Think about what you see as the most pressing problems that arise in the daily experiences of students, teachers, systems, and communities these days. Which problems do you take the most issue with? How can you best argue that there is indeed a problem that your audience needs to work to solve? How can you slim a BIG issue down to nuanced components that you can explain in detail and encourage a real audience to solve? While you might struggle to propose an action project on a problem as large as, say, discrimination based on students’ sexual orientation, you can identify one related trapping of this larger problem (gender-specific dress codes, bullying, gender norms at school dances, or hidden gender normative curricula, for instance) and tackle it directly in your paper. Answer the question—what are the details of one problem that we, a multicultural society with a diverse body of learners in the public education system, face today? Outline the problem you want your audience to tackle. What is the problem? Where does it come from? What are related sub problems? Why does your audience need to address this problem now? Explain why you see this problem as connected to our most pressing need or our most challenging tasks in education. Why might your audience need to feel a sense of urgency in terms of beginning to solve the problem that you lay out so clearly for that audience?Use research to support your “unpacking” of the problem . . . Please use relevant articles, book chapters, case studies, events in education, etc, and other data to support your discussion of the problem. Do a little research on the problem, outside of our class texts, so that you can build an informed and engaged “case” for your audience. Feel free to use any of our course texts to lay out your discussion of the problem as well. In ways, you are writing a researched argument here . . . you need to prove, in detail, how the issue that you want to discuss is manifest, that it is a problem, and that your audience can and should feel a sense of urgency in acknowledging and in working to solve it. Choose and integrate powerful and effective sources. Cite all of your sources appropriately in the text and on your reference page. Please use APA formatting.What do you think we should do about it? With your understanding of the problem comes the hope for a real solution. Given what you know, what you’ve learned, where you stand, and what you’ve proven to your audience in the first section, provide a detailed solution to the problem. Your solution should be in the form of an action project, and it should detail a real solution set for a real audience. What kind of change would you like to see enacted in the system, according to the problem that you lay out? What might begin to catalyze what you see as positive change in public education? Your solution should have a specific audience (Who should begin to carry your ideas out? Why these people?), a clear purpose (What do you want Hollis Spring 2011 Tel 212 14 this to result in? What are the ideal outcomes?), and a detailed set of steps (what exactly needs to happen and how exactly can your audience carry it out?). That’s Project Three. In sum—research a problem connected to multicultural education in a pluralistic society, find an audience for your argument, write a detailed and argumentative description of the problem for that audience, and pose a detailed and realistic solution that you want your audience to work towards. Use strong sources. Cite your sources. Use APA. Deliver this final project in a medium that matches your audience and your goals. Think creatively about construction and argument delivery options. The format and structure are completely open to you.Project Three Rubric: 20 pts = Exceeds expectations (more than yes!) 15 pts = Meets expectations (yes!) 10 pts = Meets expectations partially (sort of/half way there) 5 pts = Begins to meet expectations (attempt/beginning to . . .) 0 pts = Fails to meet expectations (didn’t even try)1. The action project unpacks/explains/details/clarifies a problem related to one of the nuances of multicultural education. The problem chosen should be manageable for a project of this scope (the most detailed and understandable, the better). The action project illustrates what the problem is, why it is a problem in/for education, and that there are feasible ways to understand and address the problem. 2. The action project uses research, examples, and clear, detailed description to explain the problem to the audience and to create a sense of urgency. All project materials used and all writing constructed is appropriate to the assignment and audience. Borrowed materials are properly integrated into the discussion, and materials are cited both in the text and on the reference page. 3. The action project has a clear audience. The project is audience-driven in terms of its content, its style, its structure and its format. This project sends a real message to a real person or group of people. The creator of the action project clearly has an audience in mind throughout the presentation of ideas and the appeals for action. 4. The action project includes a detailed and feasible solution set. The project considers the details of the problem itself, as well as the ideal audience, and constructs a real and discernable argument for action. The solution set, if followed by the audience, could help bring forth real change or real amelioration of the inequity, injustice, trials, or pain caused by the problem. 5. The project, as a whole, is carefully constructed and edited. The student writer/creator makes clear, thoughtful choices in conveying the problem and solution set from a whole range of possibilities or options. The argument and the project are clear, effective, creative, and memorable. Each student can earn up to 100 points for this assignment, and this assignment comprises 20% of your final grade. Project Three is due by Thursday, May 5th at 5:00 p.m. Upload/submission instructions TBA.Hollis Spring 2011 Tel 212 15 Other Important Syllabus Matters . . .Course/Instructor Evaluation Periodically, I will ask for feedback from you all via anonymous surveys. This is our class, not my class, and as we grow, you might find that there are things that you need, that you like or do not like, and that you would like to do. I need to hear these matters from you, so I will continually ask for your feedback in a safe way. Then, the MLF course/instructor evaluation for this course will be conducted online 7-10 days before the last official day of classes for our semester. The use of a course/instructor evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction and student learning over time. Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is critical to the tradition of excellence at Arizona State University. About two weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your official ASU e-mail address, so make sure ASU has your current email address on file. You can check this online at the following URL: http://www.asu.edu/epoupdate/ Mary Lou Fulton Teachers College PoliciesProfessional Behavior It is expected that students exhibit professional behavior when interacting with one another in online discussions and when working with others on assignments related to this class. If at any time your behavior is ‘unprofessional,’ the instructor may complete a Professional Improvement Referral (PIR) for the student. Remember, although you may have a right to your opinion, you also have an obligation to decency, to kindness, and to respect for your peers. Participation and Preparation Completion of the reading and participation in discussion forums is essential and expected. You cannot fully participate if you are unprepared, nor will you enrich your learning experience if you are not engaged. It is imperative that your posts reach the discussion forum on time so that all can interact. Missing a post is like missing class, so you’ll need to manage your time carefully. Late and Missing Assignments Late assignments are not acceptable and will negatively impact your grade. All work is expected to be posted by the designated due date. Technical problems do not constitute an excuse for submitting work late. Students frequently ask for an extension when their computer or storage device crashes and they lose an assignment. A backup storage device is a requirement for this course. You will not be granted an exception to the due date in this situation. You should dutifully back up all your work every time you work on Hollis Spring 2011 Tel 212 16 it. Please practice safe storage and keep a record of your postings and submissions in case of a question. Incidents of adversity or emergency will be dealt with on a case- by-case basis. If such a situation arises, notify the instructor ASAP to maintain communication. Academic Integrity/Plagiarism The ASU Student Handbook contains the following information: “The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities.” Please read the rest of the code, which consists of several pages, available at the following url: http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm. Disability Accommodations for Students Students who feel they may need a disability accommodation(s) in class must provide documentation from the Disability Resource Center (DRC; UCB 130) to the class instructor verifying the need for an accommodation and the type of accommodation that is appropriate. Students who wish accommodations for a disability should contact DRC as early as possible (i.e. before the beginning of the semester) to assure appropriate accommodations can be provided. It is your responsibility to make the first contact with the DRC. Religious Accommodations for Students Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time. Military Personnel Statement A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation. For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html Harassment Prohibited ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact Student Life (UCB 221) if you feel another student is harassing you based on any of the factors above; Hollis Spring 2011 Tel 212 17 contact EO/AA (480-965-5057) if you feel an ASU employee is harassing you based on any of the factors above. Grade Appeals The professional responsibility for assigning grades is vested in the instructor of the course and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute. A 24/7 policy requires the student to wait a minimum of 24 hours before approaching the instructor, but not longer than one week. This wait time will provide the student time to process instructor feedback and to diffuse some of the emotional impact. Then, the student must submit, in writing, justification for the requested grade appeal. If unresolved, the process for grade appeals is set forth in the undergraduate and graduate catalogs, which are available at: http://www.asu.edu/catalog Written Assignment and Communication Policy For written assignments, the professor will interpret, understand, and evaluate what you submit. Be very clear and specific with what you mean or intend to convey. The professor will not accept verbal explanation of what you intended to communicate after your written assignment has been graded. If you are struggling in our class, please work with me so that we can ensure your success. I am here to help you, and my dedication to your learning and success is only a phone call, email, or visit away. Assignments will be graded on both content and language usage. All assignments should be checked for spelling, sentence construction, grammatical errors, and clarity. You are responsible for editing your work before submitting it. Not complying with these stipulations will result in loss of points, and the professor will not be obligated to read assignments beyond the first page. All submitted formal written assignments should be titled, dated, and of college quality and appearance. They must be typed on white paper, double-spaced, and in not more than 12-point font. Use APA formatting for all borrowed and cited materials (Ref: http://lib.asu.edu/citing/apa) Because of the participatory and collaborative nature of this class and our collaborative approach to the course, your online engagement is crucial to your success. Regular reading, writing, and thinking is expected of you. It is your responsibility to remain up to date with the goings on of our course. Course Homework and Technology Support Outside of Class The Arizona Board of Regents expects that University courses require students to commit approximately 9 hours each week for a 3 credit hour class when taken over a full semester. This includes face-to-face, online, and homework time. The College of Teacher Education and Leadership encourages students to make use of technological services available through ASU to make their learning experience more efficient. Students with personal laptop computers or netbooks can connect wirelessly to the Internet and to printing services on all four campuses and some PDS sites. The following support services are available to support student computing needs.Hollis Spring 2011 Tel 212 18 Discounted pricing for students purchasing laptop or desktop computers is available through the ASU bookstore or online. (http://gomobile.asu.edu/). The John Babb Scholarship provides $500 financial reimbursement for qualified students. (http://gomobile.asu.edu/content/scholarship-info) ASU 1:1 Technology Studios provide support to students on all four campuses for hardware, software and operating systems, security, networking, etc. (http://help.asu.edu/ASU_1to1_Technology_Studio) Virus scan software downloads are available free for students. (https://webapp3.asu.edu/myapps/) MyApps provides free software tools, online applications, and information about discounted software for purchase. (https://webapp3.asu.edu/myapps/) Appropriate Use of Electronic Communications Discussion boards and email communications are important instructional tools. Here are some of the most important rules for this class regarding the use of discussion boards and email: 1. Don’t say anything in the discussion that you would not say in a face-to-face classroom situation. Use your professional judgment. 2. Contributions to discussion board should be for “the good of the group”; email me directly with questions or issues that only apply only to you. 3. Be polite. Choose your words carefully. Do not use derogatory, offensive, disrespectful or sarcastic statements. 4. Contribute constructive comments and suggestions. Remember, giving and receiving appropriate feedback is a professional attribute and a life-long skill. 5. Expressing anger, often rudely – has no place in a classroom situation, either in the discussion area or in private email. Students receiving any sort of inappropriate email from other students should forward a copy to the instructor. 6. Don’t use all capital letters. This is considered “shouting” and is, therefore, rude. Likewise, don’t use all lower case letters. In other words, use professional writing, not “IM” writing. Additional details regarding what type of communication is acceptable at ASU can be found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/sta/sta104- 01.html) and in the University’s Computer, Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html ). FERPA and Privacy Regulations The Family Educational Rights and Privacy Act (FERPA) and ASU policies are designed to protect student privacy. The following is a brief overview of the main ways your private information will be treated in this class:  Your grades will never be posted in a personally identifiable manner. All students have a “Posting ID” number assigned to them upon ASU enrollment. This is a separate number from your ASU ID number. The sole purpose of this number is to allow private information, such as your grades, to be posted in an anonymous Hollis Spring 2011 Tel 212 19 manner in the classroom (or in course space online). If you wish your grades to remain private, do not share your posting ID with anyone else.  Your name and ASU email address are available in BlackBoard to all other enrolled members of the class. Your name may be used as a folder and/or document name on a network server used in conjunction with the class. These services are integral to this course; there is no way to use them anonymously.  Your instructor will not discuss your grades in the presence of anyone else, even if you give verbal permission to do so. It takes WRITTEN authorization from you for an instructor to share any of your private information.  Your instructor may request written authorization from you to facilitate communications and the sharing of information. You are free to accept or reject these requests for authorization. If you do not understand any of these policies, ask your instructor or consult ASU privacy policies at http://www.asu.edu/aad/manuals/acd/acd121.html. Late or Missing Assignments Assignments are to be completed and turned in on time. If late assignments are accepted based on valid reasons, explained by you ahead of time and at the discretion of the professor, they will carry a penalty of a grade drop. Points are awarded in accordance with assignment requirements. No assignments will be accepted after the final due date in our class. All assignments handed in become property of the university.A Syllabus is a Contract It is your responsibility to read the syllabus in full and to ask for clarification as needed. Feel free to express any concerns, disagreements, etc that you may have regarding this syllabus. Otherwise I will assume that you have understood everything and you approve and accept this syllabus. Detailed Schedule Remember, initial discussion posts are due each week by Friday at 5:00 p.m. Dialogue with peer groups should be “complete” and ready for grading and feedback by each Monday. Other major assignment due dates are detailed above under the respective assignment and are in **bold stars** below in the detailed schedule.Week One (1/18-1/21) Topic—Complicated Conversations FIRST! Go to the Wiki and introduce yourself! http://tel212.wikispaces.com/ Then, read through the course syllabus and post any questions on the discussion board under “Course Questions” See “Weekly Readings” in BB for Week One Resources—Week One Reading = (Berlak, 1999) Complete Week One Post and dialogue in your groups on BB **(initial posts are due by Friday, 1/21 at 5:00 p.m. Dialogue with peer group members should be “complete” and ready for grading and feedback by Monday, 1/24 at 5:00 p.m. We will follow this pattern every week.)** Week Two (1/24-1/28) Topic—Limitations and Opposing Viewpoints Become familiar with Project One and with our wiki—http://tel212.wikispaces.com/Hollis Spring 2011 Tel 212 20 See “Weekly Readings” for Week Two Resources—Reading = Gollick and Chinn Chapter One Complete Week Two Post and dialogue in your groupsWeek Three (1/31-2/4) Topic—Isn’t Teaching About Students? See “Weekly Readings” for Week Three Resources—Reading = Payne, 2010 Complete Week Three Post and dialogue in your groups Continue working with our wiki for Project OneWeek Four (2/7-2/11) Topic—Class and SES, Part One See “Weekly Readings” for Week Four Resources— Reading = Gollnick and Chinn Ch 3 and Ladson-Billings, 2004 Complete Week Four Post and dialogue in your groups **Complete your Project One contributions to the wiki by Sunday, February 13, 2011 at 5:00 p.m.**Week Five (2/14-2/18) Topic—Class and SES, Part Two See “Weekly Readings” for Week Five Resources—Reading = Berliner, 2010 and Kozol, 1991 Complete Week Five Post and dialogue in your groupsWeek Six (2/21-2/25) Topic—Race and Ethnicity See “Weekly Readings” for Week Six Resources—Reading = Gollnick and Chinn Ch 2 Complete Week Six Post and dialogue in your groupsWeek Seven (2/28-3/4) Topic—Intersections See “Weekly Readings” for Week Seven Resources— Reading = Thomas and Stevenson, 2009 and Blanchett, Klinger, and Harry, 2009 Complete Week Seven Post and dialogue in your groups Begin to think toward our midterm examWeek Eight (3/7-3/11) Midterm Exam, Online **You must complete your midterm exam by 5:00 p.m. on Friday, March 11, 2011.**Week Nine (3/14-3/18)—No Class Spring Break! Please read Project Two Assignment Sheet and Respond to Week Nine Post (choosing your Project Two topic)Week Ten (3/21-3/25) Topic—Language See “Weekly Readings” for Week Ten Resources— Reading = Gollnick and Chinn Ch 6 and Anzaldua, 1999. Complete Week Ten Post and dialogue in your groups Meet up to collaborate with Project Two group membersWeek Eleven (3/28-4/1)Hollis Spring 2011 Tel 212 21 Topic—Exceptionalities See “Weekly Readings” for Week Eleven Resources— Gollnick and Chinn Ch 5 and Obiakor, 2007 Complete Week Eleven Post and dialogue in your groups Continue planning Project Two with your groupsWeek Twelve (4/4-4/8) Topic—Gender and Sexual Orientation See “Weekly Readings” for Week Twelve Resources—Reading = Gollnick and Chinn Ch 4 Complete Week Twelve Post and dialogue in your groups **Continue planning Project Two with your groups. Project Two is due by Friday, April 8th at 5:00 p.m. via email to [email protected].**Week Thirteen (4/11-4/14) Gallery of Collaborative Media Lessons—Religion, Age, and Geography See “Weekly Readings” for Week Thirteen Resources/Collaborative Projects Complete Peer Lessons, Discussion, and Peer Evaluations Read Project Three Assignment SheetWeek Fourteen (4/18-4/22) Post any questions you have about the Project Three assignment sheet Topic—To Teach!, graphic memoir, and social justice See “Weekly Readings” for Week Fourteen Resources—Reading = Ayers, 2010 Complete Week Fourteen Post and dialogue in your groupsWeek Fifteen (4/25-4/29) Topic—Culturally Responsive Teaching and Teaching for Social Justice See “Weekly Readings” for Week Fifteen Resources— Reading = Gollnick and Chinn Ch 10 and Schultz, 2007 Complete Week Fifteen Post and dialogue in your groups Work on Project ThreeWeek Sixteen (5/2-5/6) Post Project Three process update and questions on BB **Project Three is due by Thursday, May 5th at 5:00 p.m. Upload/submission instructions TBA.**Hollis Spring 2011 Tel 212 22

TEL 212: Understanding the Culturally Diverse Child

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