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?Diversity Components within Coursework in COECourseProgramDescription of Projects* used to meet objective/sApplication of KnowledgeDiversity ContentAssessment Procedure ECE 106ECE, BSInitialEarly Childhood EducationField experiences-Head StartArea day care centersWoodland ParkTeacher candidates are given classroom teaching assignments and observation assignments that purposefully expose them to diverse ethnicities, primary languages, and ability levels.Identifies the children’s needsClassroom discussion of NAEYC Code of Ethical Conduct and application given various scenarios that include cultural issuesRubric in PASSPORTForm CForm DTest items or essays that tie discussions and experiences to NAEYC Code of Ethical ConductECE 400ECE, BSField experiences in two different parishesDual Language Head Start CenterToddler TimeECE EXPOIdentifies the children’s needsGains information about teaching ESL childrenRubric on MoodleRubric in PASSPORTForm CForm DECE 411ECE, BSField experiences in two different parishesECE EXPOAccommodation/Differentiation on Lesson PlansIdentifies the children’s needsRubric on MoodleRubric in PASSPORTForm CForm DECE 420ECE, BSField experiences in two different parishesDay care observationECE EXPOPEI ExperiencesIdentifies the children’s needsRubric on MoodleRubric in PASSPORTForm CForm DECE 422Initial Early ChildhoodDescription of Projects / Application Students read Ruby Payne’s A framework for understanding poverty and write a reflective essay following their field experiences in a Diverse School Setting.Service Learning week in an additional diverse school settingFour week field experience at an extremely diverse school (language, ESL, ethnicity, high poverty, race, culture) so lesson planning and activities must take diversity into account.Family Involvement ActivityEffective Teaching Strategies—Utilized in lesson plans:English-language learners are given much contextual support (visual aids, hands on activities, and the like) Children with Mild disabilities are given materials in smaller, chunked units.Cooperative Learning Strategies are used to teach Social Studies, Science, and English Language Arts Socioeconomic Status, Poverty,Montessori Education Diverse Learners + parental involvementLearners who have:ESL issues, Developmental delays,Cultural DiversityLesson Plan in PASS-PORTField Experience reflections in PASS-PORTField Experience reflections in PASS-PORTFamily Involvement Activity in PASS-PORTAssessment Plan in PASS-PORTECE 601AdvancedCase Study of Young Child Beginnings BlogEarly Steps for Young Children with DisabilitiesCase Study RubricBlog RubricEDUC 203Initial Elementary and SecondaryDescription of Projects / ApplicationPhilosophy Candidates are required to complete observations from a list of diverse school settings.Candidates are required to critique internet sites concerning topics:Bullying or cyber bullyingSchool ViolenceSchool UniformsPrayer in SchoolsNo Child Left BehindLegal Aspects of EducationClass discussion of court cases include:prayer in school (religion in the public schools), groups and clubs in public schools (religion, sexual orientation, race), Title IX (gender), corporal punishment (gender, race), right to search and seizure, the teacher as a role model.Readings:Focus on:BullyingImpact of societal changes on studentsRecognizing child abuseRecognizing language diversityMethods of interacting with ESL studentsRubric in Pass-PortEDUC 212Initial Elementary and SecondaryCandidate are asked to describe the cultures of the community in which they workCandidates investigate their familial roots and reflect on who it shapes their lives today.Candidates are asked to reflect personally and respond if they have ever been excluded because of race, gender, economic status, sexual orientation, religion, and personal appearance.Candidates reflect on the cultures of which they are apart of and determine who it affects their live as it is today.Candidates are required to observe five different teachers focusing on diverse student populations, including ethnicity and gender.Candidates are required to complete observations from a list of diverse school settings.Candidates are required to complete a diversity questionnaire upon the completion of the five?Readings:Focus on:BullyingWorking with Military familiesImpact of societal changes on studentsRecognizing child abuseRecognizing language diversityMethods of interacting with ESL studentsFinal ExamPEC Pretest on PassPort? EDUC 212 Final Exam? Performance Data for PECEDUC 304Candidates are asked to plan and implement literacy lessons that specifically address different children’s needs. Candidates observe a complete reading lesson in a classroom with a diverse student population in order to analyze a teacher's framework for decision-making and a teacher's beliefs about what happens when a person reads and how reading is developed.- Identify and apply current research findings about teaching and learning as they relate to literacy development, thinking, and the diverse needs of students. -Plan and analyze learning experiences for developing components of the reading process within a diverse student population. -Vary teaching and learning activities to accommodate students of different ages, developmental levels, interests/attitudes, cultural and linguistic backgrounds, and exceptionalities.EDUC 307PreK-3, Elem Ed 1-5, Elem Ed 4-8, Secondary, Alt CertInitial and secondaryConstruction of Lesson Plans and alternative assessmentsConstruction of Lesson Plans and Different Types of AssessmentCandidates are required to construction lesson plans and assessments that meet the needs of diverse populationsAddresses multiple intelligencesIdentifies and address the needs of students with a variety of backgrounds and abilities.Classroom discussions and projects that identify the needs of all learners, special populations and cultural relevance.PASS-PORTLesson plan rubricLesson plans, assessments and rubricsEDUC 322Elementary methodsCandidates are asked to assess a student as a way to discover his/her individual learning style and needs.Candidates are asked to design interventions that specifically target this child’s needsCandidates are asked to use student’s “funds of knowledge” as a resource for both teaching and learningIdentity and address specific needs of students from a variety of backgroundsIdentity and address specific funds of knowledge of students from a variety of backgroundsSelf-assessment of tutorial portfolioTutee assessment of growthRubric assessment of tutorial portfilioEDUC 320/323InitialEarly ChildhoodTeacher candidates given classroom teaching assignments that purposefully expose them to diverse SES groups, ethnicities, and ability levels.Teacher candidate reflections and university classroom discussionsTest items that tie discussions and experiences to NAEYC Code of Ethical ConductEDUC 326/328Elementary methodsCandidates are asked to plan lessons that specifically address different children’s needsCandidates are asked to use student’s “funds of knowledge” as a resource for both teaching and learningIdentity and address specific needs of students from a variety of backgroundsIdentity and address specific funds of knowledge of students from a variety of backgroundsSelf-assessment of lessonsGroup assessment of lessonsMentor teacher assessment of lessonsEDUC 407Initial SecondaryConstruction of Lesson Plans and Different Types of AssessmentIdentifies and addresses the special needs of students from diverse cultures, socioeconomic, and other groups throughout the curriculum.Rubrics in PassportEDUC 415Elem Ed 1-5InitialElementaryConstruction of Lesson Plans and alternative assessments, 3 hour lesson on diversity and strategies to incorporate Banks’ LevelsConstructions of lesson plans, differentiation- the lesson plan has a section where students must list differentiation being used.Addresses cultural diversity, multiple intelligences and accommodations Meeting the needs of diverse learnersPASS-PORTField Observation RubricLesson plansEDUC 416Add-on CertificationEntire class concerns ESL methodsExplore and apply ESL methodsReflection in PassportEDUC 428Add-on CertificationEntire class concerns ESL curriculumExplore and apply ESL curriculum conceptsReflection in PassportEDUC 472Initial SecondaryDiscussion forum with diversity topicYoung Adult Literature Lesson PlansCandidates explore website Babblefish and make a context connection to meeting the needs of their students’ language diversities Selecting and implementing multicultural literature into secondary content area classesRubricRubricEDUC 475Initial SecondaryManipulation of concept mapping software that focuses on a diversity topic.Content varies each semester.Inspiration rubric in Passport.EDUC 484Elem Ed 4-8Construction of Lesson Plans and alternative assessments, 3 hour lesson on diversity and strategies to incorporate Banks’ LevelsAddresses cultural diversity, multiple intelligences and accommodations PASS-PORTField Observation RubricEDUC 486Student Teaching or Internship, 9 credit hoursBased on previous knowledge in education courses, students are given the opportunity in school placements to practice and reflect on what they have learned regarding diversity.Draw on knowledge of diversity already gained through class and activities and professional development diversity topics.Dispositions Rubric, Item JEDUC 490SecondaryTeacher Candidates develop and demonstrate their knowledge of and ability to apply these concepts in a variety of ways, including class discussions, group activities, informal sharing of lesson ideas, written assignments, teaching demonstrations, field-based teaching, and a final lesson plan project.(1) Diversity & Culturally Relevant Pedagogy; (2) Differentiating Instruction through Content, Process, & Product; (3) Building Rapport and Getting to Know your Students; (4) Meeting the Needs of Students with Different Learning Styles, Intelligences, and Preferences; and (5) Using Popular Texts to Facilitate Culturally Responsive InstructionLesson Plan Project consisting of three exemplary lesson plans—rubric designed specifically for the courseGraphic Organizer related to Differentiated Instruction—identify at least one way to modify instruction to accommodate various axes of difference (e.g. ELL’s). Teaching Demonstration using Avatar—feedback form with special emphasis on connecting to learners’ backgrounds and interests LCETEDUC 516Add-on CertificationEntire class concerns ESL methodsExplore and apply ESL methodsReflection in PassportEDUC 528Add-on CertificationEntire class concerns ESL curriculumExplore and apply ESL curriculum conceptsReflection in PassportEDUC 601Initial M.Ed. in C&IGraduate students are to complete an action research proposal presentation, demonstrating an understanding of the content knowledge as to what is involved in conducting an action research study in an ethical manner.When preparing their action research proposal, students are to demonstrate their mindfulness of difference when conducting research involving a diverse student population. meansRubrics, Observations, Peer feedbackEDUC 618Gifted Certification (initial M.Ed. or add-on)The class content is organized around special populations. This includes resources and discussion forums.Counseling issues for special populations of students who are giftedDiscussion forums, candidates also do direct teaching and an assessment plan to address issues for students who are giftedEDUC 646Gifted Certification (initial M.Ed. or add-on)Direct teaching in a practicumCandidates are required to plan lessons to meet the needs of diverse learnersThe rubric for observations has criteria about meeting the needs of diverse learners.EDUC 647Gifted Certification (initial M.Ed. or add-on)Students find a problem that relates to students who are gifted and they have to use the Creative Problem Solving process to plan how to intervene in the issue.Addressing environmental issues in classrooms and schools for diverse learnersAction Research ProposalEDUC 648Gifted Certification (initial M.Ed. or add-on)Portions of the course are organized around the concept of special populations. Candidates discuss special populations. Additionally, they choose a special population to research and create a fact sheet for helping other teachers learn about the special population, and a brochure to help families from the special populationCandidates learn about issues related to identifying, retaining, teaching, and advocating for students who are gifted and also part of a special populationSpecial Populations Fact Sheet & BrochureField Experience Interview, Observation & Analytical PaperDiscussion forumsEDUC 649Gifted Certification (initial M.Ed. or add-on)Candidates learn how to individualize education for students who are gifted, including techniques such as acceleration, compacting, contracting, and planning differentiated instructionTeaching strategies and tools that help individualize instructionDiscussion forums, Parallel Curriculum Model UnitEDUC 657M.Ed. in C&IA major assignment deals with dyslexia, linguistic, socio-economic, etc. diversitiesApplies reading methods to teaching students of different cultures, exceptionalities, etc.Reflection in PassportEDUC 658M.Ed. in C&IA major assignment deals with dyslexia, linguistic, socio-economic, etc. diversitiesApplies reading methods to teaching students of different cultures, exceptionalities, etc.Reflection in PassportEDUC 660Initial M.Ed. course in C&IGraduate students are to take a “cultural plunge” (i.e., attend a religious service where the racial / ethnic make-up is completely different than your own; attend a religious ceremony in a language which you do not understand, interact with homeless people; interact with people with disabilities; interact with people living at a senior center / retirement home / rest home; visit a school with a completely different cultural make up of your own school; other)To prepare, do, and reflect on the experience, students must read, discuss, and explore where it is they are going, when, and why. List at least five popular stereotypes about the focal group and indicate what prior contact you have had with it. In addition, they need to describe their emotional response to the experience and any insights on why they reacted emotionally the way you did, discuss whether the plunge experience reinforced or challenged the popular stereotypes of the focal group. Finally, they need to write the implications of their experience.RubricEDUC 661M.Ed C & I with Literacy ConcentrationReading Specialist 1-12 add onAdminister literacy assessment to a range of diverse learners(Literacy Assessment Portfolio)Based on assessment results design and implement literacy intentions (Case Study)examine current issues, trends and research in assessing and facilitating the learning of problem readers within an increasingly diverse student population analyze psychological as well as contextual factors which influence the learning of students 9. select, administer, analyze, develop, and use informal and formal techniques for assessing student/group strengths and weaknesses in the areas of reading and writing RubricRubricEDUC 664M.Ed C & I with Literacy ConcentrationReading Specialist 1-12 add onContent Literacy Practices- self- evaluating or observing content literacy practices and needs of studentsTheory-to-Practice Assignment, implementing research-based content literacy strategy to a range of diverse learnersDiscussion forum with diversity topic- explore website Babblefish and make a context connection to meeting the needs of their students’ language diversities Critical reading response to research article on ESL students Assess the literacy needs of content area students Develop strategies and plans for teaching vocabulary, comprehension, writing, and study skills; andstrategies for meeting the diverse literacy needs of all students in content area classrooms RubricRubricRubricRubricEDUC 677Graduate program in Early Childhood Education and Early InterventionStudents write an essay on diversityStudents plan lessons that address a variety of learning needs as well as a variety of funds of knowledgeStudents plan a project to involve all parents in the classroom as a way to partner with them and to learn from themTwo discussion forums are dedicated to discussions of diversityThe textbook focuses on diversity.Draw on knowledge of diversity garnered through field work and professional lifeAssessments on MoodleEDUC 678M.Ed. in C&IEntire course deals with dyslexia and other learning problemsAll assignments deal with dyslexia and other learning problems.Literature Review/Application RubricEDUC 693The first half of the capstone course for an M.Ed. in C&IMindful of working with their diverse student population, graduate students are to write the first part of their research proposal (articulating the problem/issue/wondering, purpose, hypothesis, review of literature, and methodology). In addition, the proposal is to go through the IRB process.When writing their proposal, students receive regular feedback from their instructor, assuring they are on track, making sure to emphasize that their research proposal is an endeavor that is culturally relevant and inclusive. RubricEDUC 6952nd half of capstone course in MED C&IAction Research projectProjects are culturally relevant and inclusive.RubricEPSY 301Candidates are required to complete observations from a list of diverse school settings.Professional presentation centered around an objective of the course targeting diverse learners from various populations in the elementary education classroom.Answer three cluster assignments centered around diverse learners in the classroomLog hours to PassportEPSY 304Initial Early ChildhoodCandidates are required to complete observations from a list of diverse school settings.Candidates participate in 10 hours of Service Learning at an assigned diverse school. Candidates mentor individual children who are identified as “at-risk” behaviorally and educationally.Candidates required to attend “Stewards for Children: Darkness to Light” workshop on child abuse awareness.Ethnicity, Race, Language, Socioeconomic StatusChildren who have been abused.Field Experience reflections in PASS-PORTProfessional Development Reflection in PASS-PORT.EPSY 311Initial Elementary and Secondary10 pg Field NarrativesPDH serves as extra credit during Black History Month and Women’s History Month..includes but not limited to(ie:? RubyBridges and 12 Years a Slave)Scholarly Writings: Multiplication is for White Folks, Lisa DelpitI Won’t Learn, Herbert KohlMovie Viewing:? Freedom Writers and Precious?? Presents understanding of diversity in multiple forms:SES:? Social, economic, and occupational statusEthnicityRaceLanguageGenderField Document of Narrative in PassPortAll 13 Moodle quizzes infuse diversity components relative to courseEPSY 314Initial Early ChildhoodCandidates are required to complete observations from a list of diverse school settings.Candidates complete a Classroom Management Plan. Including motivation, parental involvement, rules, consequencesField Experience reflections in PASS-PORTClassroom Management Plan in PASS-PORTEPSY 315SecondaryParticipation in online discussion board (written response to discussion prompts)Weekly assignments that incorporate these concernsWhat constitutes “good behavior” is shaped by culture Importance of getting to know your students Meeting students’ needs by honoring their cultures and interests in the classroomWritten responses to discussion prompts and completed weekly assignmentsLSED 401Books and Related Materials for ChildrenEngage in reading with peers various multicultural plete a summary folder of forty children books read that are from various genres and cultural backgrounds. Students complete reading summaries and reflections on a range of children’s books that address diversity. They also complete an annotated bibliography on a chosen social issue, many of which focus on diversity in our culture.Create a literature extension activity based on a children’s book of varying multicultural topics.Interact with peer groups through literature circles as complete novel studies using books targeting diverse populationsPresent this literature circle diverse novel through a presentation to the class.Identify and address the needs of students from many different cultures, socioeconomic levels, and other groups throughout the curriculum.Summary folder graphLiterature extension binderLiterature extension rubricLiterature circle presentation rubric.LSED 402Initial 4-8 Certification Book Annotations on a variety of genre reflecting today’s diverse classroomCritical Reading on diverse topicImplementation of book club as in a diverse middle school as service learning To be cognizant of the benefits literature can bring to the young adult. To become familiar with and be able to discuss landmark documents in the field of literature for young adults. (CK, PS, diversity)RubricRubricRubricLSED 502M. Ed – Library ScienceBook Annotations on a variety of genre reflecting today’s diverse classroomCritical Reading on diverse topicImplementation of book club as in a diverse middle school as service learning To be cognizant of the benefits literature can bring to the young adult. To become familiar with and be able to discuss landmark documents in the field of literature for young adults. RubricRubricRubricMAT 610Masters Degree in the Art of Teaching: Initial CertificationCritical Reading Response on topic of diversityObservations in diverse school settingsSelf-Reflections based on observations and practicesIdentify and discuss the principles of diversity Understand and discuss the teacher’s role in providing a culturally responsive curriculum/environmentAcknowledge and affirm the uniqueness, contributions, and relevance of all components of diversityDevelop self-awareness of one’s own attitudes, belief, and motivations as they relate to diverse populationsEngage in the change process and growth process involved in the self examination and thoughtful reflection RubricRubricRubricMAT 622MAT ElementaryCourse material covers accommodations and Modifications Aspects of poverty.Develop a management planPass-port rubricMAT 631MAT ElementaryDevelop concept of science for all. Develop lesson plans and teach lessons that include considerations for cultural diversity and accommodations and modifications.Lesson plans, teachingPass-port rubric, compass/lacet, testMAT 650MAT ELEM 1-5Initial CertificationCandidates construct and deliver lessons which specifically address diverse children’s needs.Candidates construct lessons which assess students’ prior knowledge and background of content as a resource for both teaching and learning.Candidates identify and address, across the curriculum, studentswith special needs including ELL, gender, diverse cultures, socioeconomic levels, and other groups.Identity and address specific needs of students from a variety of backgroundsIdentity and address. specific prior knowledge of students from a variety of backgroundsSelf assessment of lessonsGroup assessment of lessonsMentor teacher assessment of lessonsChecklists of self and instructorPassPort RubricsMAT 640Masters Degree in the Art of Teaching: Initial CertificationPrepare, implement, and analyze research-based literacy lessons in diverse elementary settings identify and apply current research findings about teaching and learning as they relate to literacy development, thinking, and the diverse needs of students plan learning experiences that accommodate and challenge students of varying ages, developmental levels, intellectual abilities, interest/attitudes, culture/linguistic/ethnic backgrounds and exceptionalities in individual and whole class settings. plan and analyze learning experiences for developing an understanding of the reading process within diverse student populations RubricMAT 651/652/MAT ElementaryMigration Movie Assignment: Watch a movie selected from a list about a cultural group in the United States and the challenges they face and respond to analysis questions.Construction of Lesson Plans and Different Types of AssessmentDevelop an awareness and appreciation for different cultures.Identify and address, throughout the curriculum, the special needs of students from diverse cultures, socioeconomic levels, and other groups.ChecklistRubrics on PassportMAT 660Alternative Certification-SecondaryConstruction of Lesson PlansIdentify and address the special needs of students from diverse cultures, socioeconomic, and other groups throughout the curriculumDemonstrate research-based teaching strategies that enhance learning for English Language Learners (ELL), whose numbers are increasing in Tangipahoa and neighboring parishes.MAT 661Alternative Certification-SecondaryURL/Professional Journal Article ReviewConstruction of Unit Plan with Lesson Plans and Different Types of AssessmentCollect instructional ideas and activities from relevant professional journals, organizations, and Internet sites that are concerned with secondary methods with particular emphasis on diverse learning styles, culture, and societal issues faced by 21st?century high school students, and English Language Learners.?Utilize a variety of teaching methods which accommodate the diverse backgrounds, learning styles, and needs of students.?Course RubricRubrics on PassportSPED 210Initial Elementary and SecondaryMovie Critique (watch a movie about individuals with disabilities and answer questions related to how the individuals are treated, services provided, etc.)Candidates are able to recognize the impact the community plays on individuals with disabilities as well as how the family deals with the disability.Course rubric for the assignment.SPED 365Initial?Elementary?and?SecondaryCase?study?requires?students?to?design?an?intervention?based?on?individual?student?needs.Intervention?based?on?individual?functional?behavior?analysisWritten?paper,?presentationsSPED 442Initial Elementary and SecondaryDevelop a LiveBinder to organize strategies and other important, useful information concerning working with children, parents and other professionals who are English Language Learners (ELL), including resources in Special Needs ELL methodologies, strategies for using school, neighborhood, and home resources in ELL curriculumIdentify culturally responsive factors that promote effectively communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members and the impact factors have on negative stereotypes, family relations, supporting values, languages, and customsRubric in MoodleSPED 495Elementary?and?SecondaryThe?class?is?about?inclusion???every?assignment?is?about?diversity.Modifying?assignments?to?fit?all?student’s?needsWritten?assignments,application?activities,reflectionsSPED 612Elementary?and?SecondaryCase?study?requires?students?to?design?an?intervention?based?on?individual?student?needs.Intervention?based?on?individual?functional?behavior?analysisWritten?paper,?presentationsSPED 682GraduateEarly InterventionDiverse Field ExperiencesDiscussions on impact of culture/diversity on children with exceptionalities and their familiesApply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society. Passport: Field Experience HoursMoodle: Discussion RubricSPED 685GraduateEarly InterventionMoodle Assessment: Mini Language Sample (record and analyze a young child whose primary language is not English)Moodle and Passport Assessment: Literacy Notebook – Compile notebook of early literacy, language, & communication strategies for young childrenUse communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant languageIdentify characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages.Rubric in MoodleRubric in Moodle and PassportSPED 688GraduateEarly InterventionMoodle Assessment: Discussion Board Forums on diversityMoodle and Passport Assessment: Family AssessmentUse assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. Rubric in MoodleRubric in Moodle and PassportSPED 770Elementary?and?SecondaryStudents?reflect?on?diversity Students?may?address?diversity?as?it?relates?to?education,?behavior,?race,?or?any?other?aspect.Philosophy?of?Special?Education ................
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