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UCLA Extension Education DepartmentCLAD through CTEL Credential ProgramEDUC X 426 Culture and InclusionCourse Dates:6 Weeks: 4/27/15 – 6/8/15Number of Units:4 Quarter UnitsCourse Title:Education X 426 Culture and InclusionCourse Catalog #: Education X 426Meeting Time(s), Type(s), and Location(s):onlineContact Information:Dr. Marisela Limon RecendezInstructor E-mail: Dr.Recendez@Description:This course examines culture and cultural diversity and the relationship to academic achievement, development, implementation and evaluation of culturally inclusive instruction. Topics include cultural concepts and perspectives; cultural contact; cultural diversity in California and the United States; cross-cultural interaction; the roles of culture in the classroom and the school; culturally inclusive learning environments; family and community involvement; and culturally inclusive curriculum and instruction. Program Standards:CTEL Program StandardsStandard 2 Equity and DiversityStandard 9 Culture and Cultural Diversity and Their Relationship to Academic AchievementStandard 10 Culturally Inclusive InstructionObjectives:1. Examine notions of culture and cultural diversity and the relationship of these to the academic?achievement of English Learners from diverse backgrounds2. Acquire skills to develop, implement, and evaluate culturally inclusive instruction3. Explore issues related to cultural concepts, perspectives, cultural contact, and cross- cultural interaction4. Familiarize themselves with data on cultural diversity in California and the United States5. Understand the role of culture in the classroom and the school6. Utilize information to create culturally inclusive learning environments7. Plan for family and community involvement to support English Learners and foster strong home-school connections8. Implement strategies for culturally inclusive curriculum and instruction9. Develop, apply, and evaluate strategies and materials that create a culturally inclusive classroom environment and promote English Language Development and academic achievement based on the English Language Arts Standards and the Content-Area Standards10. Create artifacts (evidence) demonstrating mastery of the thematic topics listed above through weekly writings and a summative course project/presentation Materials:Recommended Reading:? (No required texts for this course.)?Excerpts and reviews of the following books will be provided in the lectures.Banks, J. A. and McGee Banks, C.A. (2009). Multicultural Education: Issues and Perspectives (7th Ed), NY, NY: Jossey-Bass.Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom. New York: The New Press ISBN# 1565841794?Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). Boston: Houghton Mifflin Company. ISBN#0-618-12208-7? Tatum, B. D. (2003). Why Are ALL the Black Kids Together in the Cafeteria? LA, CA: Basic Books.AssignmentsAssignments Overview and Descriptions1. Class participation. Attendance is mandatory. The class is only 6 weeks and there are a number of concepts, issues and interventions to pass on to you. Therefore, everyone must participate in every session. All written assignments must be turned in by the last class date, or you will not pass the class. Your participation grade will be determined by your post on the class discussion board. 2. Discussion questions. At the beginning of every weekly discussion, a question(s) or concept(s) will be introduced from the readings. You must answer the question(s) or explain how you would handle this issue in your classrooms. Topics are cultural concepts and perspectives; cultural contact; cultural diversity in California and the United States; cross-cultural interaction; the roles of culture in the classroom and the school; culturally inclusive learning environments; family and community involvement; and culturally inclusive curriculum and instruction. There are 6 Discussion Board/ Required Reading responses. In your written statements, address one or two main points from the readings that somehow altered your thinking or provided new knowledge. How might you incorporate this idea/approach into your classroom practice? In short, be prepared to discuss how you've been moved in some way by the readings (or, if not, why not). Please respond to at least one other classmates’ discussion response. (5 points per week; 3 for your post 2 for responding to others)4. Reflections. Studies have emphasized the role of self-reflection and challenging internal beliefs as a necessary component in becoming a culturally responsive teacher (Cochran-Smith, 1995; Merryfield, 2000). The reflections are in place to challenge your thinking and develop your knowledge of the content we are exploring. The reflection will only be read by me and will allow you a quick place to reflect on how the topics affect you as an educator. These do not need to be longer than a page (300 words) but may be as long as you need them to be. Reflections will be turned in under the assignments tab. 3. Final Project. Your final project will be a lesson plan that demonstrates culturally responsive teaching. Guidelines for the project are at the end of the syllabus. (25 Points)Discussion Board and Assignment Requirements: Weeks 1-5 (5 points per week)Weeks begin on Monday and end on Sunday night. All discussion board reflections, replies, and assignments are due by 11:59pm PST on Sunday night of each week. Please try to post discussion reflections earlier in the week to give yourself and your classmates time to read and respond to each other’s work. If you wait to post your reflections until Sunday night, you will not get any replies or feedback. Please use professional language in your discussions and replies. Although our course is online, please treat it as you would any other academic setting. Use correct grammar and punctuation in all posts.After publishing your post, you can view your own reflection and click “Subscribe” in the top left corner to get an e-mail notification whenever someone replies to your post. All assignments and discussions are public to encourage sharing ideas and collaboration. However, all of your work must be unique with no plagiarism from classmates or other written sources. Week 1 Assignment: Due: 5/3/15 Cultural Identification: Write a 350-600-word essay on the following questions: How has your culture/ethnicity impacted who you are today? Choose one student or acquaintance who is ethnically different from the mainstream culture (This may also include a student in your class). Explain how you think that person’s culture has impacted his/her self-esteem and/or life choices. (10 points) Week 2 Assignment: Due 5/10/15Please write a 300 word reflection on colorblindness. Refer to reflection description above for extra details. (10 points)Week 3 Assignment: Due 5/17/15 In a 200-500 word essay please respond to the following questions. What do you know about the cultural, linguistic, religious, and educational backgrounds of the students/parents you serve? How do you use what you know to impact the educational experience of students and parents? How can you adapt your practice to be more responsive to parents and students? (10 points) Week 4 Assignment: Due 5/24/15 Research effective ways to implement multicultural curriculum. What are key characteristics and practices which lead to effectiveness? Based on your findings, create an evaluative multicultural tool that can be used to assess the degree of multicultural implementation in individual schools/classrooms. This should help you in the development of your lesson plan. This is not an essay, It should look more like a checklist that can be used by you or an administrator to go through the parts of an effective multicultural lesson/classroom environment. (10 points)Week 5 Assignment: Due 5/31/15Reflection: Which characteristics of a culturally responsive teacher do you have now?? Explain.? Which would you like to develop? (10 points)Course ProjectWeek 6: The final project affords you an opportunity to pursue a topic of interest you want to teach. Your final project is a lesson plan to be included in a portfolio. A sample lesson plan, as well as lesson templates are available for you if necessary. You do not need to follow the format, they are just for your reference. If you need additional resources or assistance with the final project, please let me know as soon as possible. For more information on CLAD through CTEL, please refer to the California Commission on Teacher Credentialing website: ctc.EvaluationDescription of how students will be evaluated throughout and at the end of the courseBreakdownGradePercentageA+97-100A93-96A-90-92B+87-89B83-86B-80-82C+77-79C73-76C-70-72*F0-69Point Breakdown:Weekly Discussion Points Total: 25 pointsWeekly Assignments Total: 50 pointsFinal Project Total: 25 pointsRubricsDiscussion Reflection Rubric3 Distinguished2Proficient1Basic0UnsatisfactoryContent of ReflectionDemonstrates a solid understanding of the concepts, topics, and ideas evidenced by thoughtful responses that show a clear connection with the course material. The posting includes many supporting details from the weekly readings.Demonstrates understanding of the concepts, topics, and ideas evidenced by a clear reflection. Includes a few details from the readings in the posting.Demonstrates a restricted understanding of the concepts, topics, and ideas evidenced by posting information that could be derived from prior posts and/or including highly general comments.Writes a general or superficial posting that is unrelated to the discussion at hand and/or posts no reflection.Mechanics of the ReflectionUses complete sentences, organization is clear and thoughtful, the posting is grammatically correct, and free of spelling errors. The tone is clear and respectful.Uses complete sentences, organization is evident, and the posting includes no more than one mechanical error (grammar, spelling, usage) per paragraph. The tone is clear and respectful.Uses complete sentences and the posting is comprehensible. The organization could be improved. Includes 2-3 mechanical errors grammar, spelling, usage) per paragraph. The tone is respectful.Uses incomplete sentences, is unstructured, and includes frequent or consistent errors in mechanics in each paragraph. The posting is unreadable and there is a distinct lack of tone.Assignment RubricFULL CREDIT (10)PASS(9-6)FAIL(5-0)Follows all directions for completion, shows consistent, integrated application of weekly readings into assignment, includes thoughtful reflection, and submits completed, typed document on time with no errors.Follows most directions for completion, attempts limited application of weekly readings into assignment, includes reflection, and submits completed, typed document within 4 days of the posted deadline with minimal errors.Does not follow directions, does not show application of weekly readings into assignment, does not include reflection, and submits handwritten or incomplete document more than 5 days after the posted deadline with errors. Any document in this range must be corrected and re-submitted.Course policiesThese may include course-specific policies or departmental or program policies that would apply to the course. All syllabi will have a statement of the course format (i.e., Online, Hybrid, Web-Enhanced, Web-Distribution) as well as a statement describing “Planning Your Study Time”. Please indicate if there are specific program or departmental policies that should be included.Institutional Policies (Cannot be edited by anyone other than OIE Staff)Student Conduct: Students are subject to disciplinary action for several types of misconduct or attempted misconduct, including but not limited to dishonesty, such as cheating, multiple submission, plagiarism, or knowingly furnishing false information to the University; or theft or misuse of the intellectual property of others or violation of others' copyrights. ?Students are encouraged to familiarize themselves with policy provisions which proscribe these and other forms of misconduct at:? for Students with Disabilities: In accordance with the Americans with Disabilities Act of 1990, UCLA Extension provides appropriate accommodations and support services to qualified applicants and students with disabilities. ?These include, but are not limited to, auxiliary aids/services such as sign language interpreters, assistive-listening devices for hearing-impaired individuals, extended time for and proctoring of exams, and registration assistance. ?Accommodations and types of support services vary and are specifically designed to meet the disability-related needs of each student based on current, verifiable medical documentation. ?Arrangements for auxiliary aids/services are available only through UCLA Extension’s Services for Students with Disabilities at?(310) 825-7851?or by email at?access@uclaextension.edu. ?For complete information see:? 14/27-5/3Topics: Cultural Concepts and Perspectives-Cultural Concepts and Perspectives?-Historical and contemporary perspectives on diversity in schools and multicultural education?-Cultural Diversity in California and the United States??Readings:Lisa Delpit, Other People’s Children – please read the review at: Delpit, The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children Video: Introduction to Culturally Relevant Pedagogy Board: Write a reflection on the impact of shifting cultural trends based on in-class lectures and discussions, what you have read in and outside of class and your professional experience as an educator. How have you seen power imbalances and cultural conflicts within your school site? Quote the readings as necessary. Please post your reflection/response to the Week 1 Discussion Board no later than 5/3.Assignment:Cultural Identification: Write a 350-600-word essay on the following questions: How has your culture/ethnicity impacted who you are today? Choose one student or acquaintance who is ethnically different from the mainstream culture (This may also include a student in your class). Explain how you think that person’s culture has impacted his/her self-esteem and/or life choices. (10 points) Module 2?5/4-5/10Topics: Cross-cultural Interaction?the Role of Culture in the Classroom and School?Readings: Thomas J. Sergiovanni: The Importance of School Climate and Culture Tolerance: Common Beliefs (Recommended, NOT REQUIRED) Yvonne Pratt-Johnson: Communicating Cross-Culturally: What Teachers Should Know Matters: Unequal Opportunities in Education : Ted Talk: Alex Kajitani-Why Race Matters and How to Talk About It Board:? Based on class discussions, readings in and outside of class, and your professional experience as an educator, reflect on your own beliefs, perspectives and values related to culture and education. How do you feel about colorblindness? What approach to race do you take in your classroom? Please use your own classroom as a reference point. Have your perspectives changed? Why? What will you do as a result? Share your ideas. Please post your response to the Week 2 Discussion Board no later than 5/10. Quote the readings as necessaryAssignment: Please write a 300 word reflection on colorblindness. Refer to reflection description above for extra details. (10 points)Module 3?5/11-5/17Topics: Family and Community Involvement??Reading:Isaac Graves: An Interview With Pedro Noguera A. Noguera: Transforming Urban Schools Through Investments in the Social Capital of Parents : These videos are very short but the next video on the channel begins playing rapidly. Please be aware. Nel Noddings: Including All Parents in the School Community Purcell-Gates: How Teachers Can Learn from Communities and Parents Nieto: Using Home Language as a Resource Board:How does your school and your involvement with parents and the home environment stack up next practices in the above articles and videos? What specifically would you like to see changed? Please post your reflection/response to the Week 3 Discussion Board no later than 5/17.Assignment: In a 200-500 word essay please respond to the following questions. What do you know about the cultural, linguistic, religious, and educational backgrounds of the students/parents you serve? How do you use what you know to impact the educational experience of students and parents? How can you adapt your practice to be more responsive to parents and students? (10 points) Module 4?5/18-5/24Topics: Culturally Inclusive Curriculum and Instruction- Effective Strategies Using the Cultural Backgrounds of English Learners in Instruction Reading:Patricia Gandara, Julie Maxwell-Jolly, Anne Driscoll: Listening to Teachers of English Language Learners Lynch: Promoting Respect for Cultural Diversity in the Classroom: (Recommended NOT REQUIRED) West Ed: "Bridging Cultures in Our Schools" . James A. Banks-Founder of Multicultural Education (Recommended: NOT REQUIRED, This video is helpful and provides ideas for using CRP in your classrooms) Culturally Relevant Teaching and Learning Board: Using what you have learned thus far from in-class discussions and readings in and outside of class, evaluate the degree to which your classroom is culturally responsive and promotes cultural inclusiveness. How could it be improved? Please post your reflection/response to the Week 4 Discussion Board no later than 5/24Assignment:Due 5/24/15 Research effective ways to implement multicultural curriculum. What are key characteristics and practices which lead to effectiveness? Based on your findings, create an evaluative multicultural tool that can be used to assess the degree of multicultural implementation in individual schools/classrooms. This should help you in the development of your lesson plan. This is not an essay, It should look more like a checklist that can be used by you or an administrator to go through the parts of an effective multicultural lesson/classroom environment. (10 points)Module 55/25-5/31Topic: Culture and Language-Characteristics of effective teachers of culturally and linguistically diverse studentsReadings:Teaching Tolerance: Learning Lakota English Learners. Jim Cummins: Five Principles Supporting English Learners Board:?Which characteristics of a culturally responsive teacher do you have now?? Explain. Which would you like to develop?Please post your reflection/response to the Week 5 Discussion Board by 5/31.Due 5/31/15Reflection: Which characteristics of a culturally responsive teacher do you have now?? Explain.? Which would you like to develop? (10 points)Module 66/1-6/7Topic: Characteristics of effective teachers of culturally and linguistically diverse students-Course wrap upReadings:Multiculturalism’s Five Dimensions: An Interview with Dr. James A. Banks (located in Lecture 6)Lesson Plan due: 6/6 ................
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