Edu 4200
Edu 4200
Edu 4200
Multicultural Education
Credit
Instructor
4
Name:
Office:
SOE 244
Telephone:
Email:
jdavis@highpoint.edu
Office Hours:
Monday, Wednesday, Friday:
9:15-10:25
10:40-11:50
Course
Description
Conceptual
Framework
Text and
Required
Readings
Standards
Learning
Outcomes
Out of Class
Work
Attendance
Demonstrate Leadership in
Multicultural Education
In addition to attending class and completing all course requirements, students are
expected to spend at least 2 hours each week engaged in out-of-class work (i.e.,
reading, studying, doing homework, working on projects, etc.) for every hour of
credit earned in this course.
Students are expected to attend all class meetings and complete all assigned
coursework by the set due dates. It is understood that emergencies may occur
that prevent attendance, therefore students who incur no more than 2 excused
absences will not be penalized, but will be expected to make arrangements with
the professor prior to the absence.
Students who miss more than 2 class meetings will be provided with a
probation notice.
Disabilities
Schedule
Class Schedule
Week 3
Week 4
Complete Reading
Reflection, Daybook
Reading Reflection 1
for Daybook:
Choose 1 of the 6
questions on page 33 of
your text to respond to.
You may use additional
resources if needed.
Read chapter 2 of the
text prior to the first
class.
Orientation
Special Needs and AIG
Guest speaker
Respond to questions 2
& 3 on page 71 and
Choose 1 question from
page 105 in which to
respond.
Week 6
ELL
SIOP
Week 7
Week 8
Finding Forrestor
Mid term: Analysis
assignment
Week 9
Week 10
Week 11
Week 12
Case Studies
Book Study
Presentation Due
Reading Reflection #5
Due:
Respond to questions
7,8, or 9 on page 275
Week 15
Week 16
TBD
Final Exam
Cultural Clinical
2. Minority Experience
3. Book Study
4. Mid-Term / Final
5. Daybook
Requirements
Honor Code
Go to https://highpoint.mywconline.com/ to make an
appointment. Appointments can only be made through the online
portal. Appointments will be available starting September 2, 2013.
Writing consultants do not proofread or edit students papers for them, but they
do work with students to help them develop strategies for improving their
writing in light of their respective assignments, instructors, and writing
styles. For more information, contact the Writing Center Director, Dr. Leah
Schweitzer, at lschweit@highpoint.edu or (336) 841-9106.
SOE
Resource
Center
Evaluation
and Grading
The School of Education Resource Center located on the lower level of the SOE
Monday Friday 10 -4
Week-end hours TBD
80-89
725-899
points
70-79
510 724
points
60-69
310 509
points
0-59
< 310
points
You will write a refleciton paper that outlines how the experience culturally enriched you and
what you expereienced with regard to the topics discussed in class and in the text. Your clinical
will result in a 6-8 page paper.
What were your initial thoughts from the clinical experience, based upon diversity, how it
impacts the classroom, teacher, planning, and student achievement?
How is your clinical linked to your reading, other assignments, and in-class discussions?
What surprised you, if anything?
Was your clinical setting highly diverse, or no? In what ways? Explain your answer.
When it comes to diversity, what kind of school do you hope to teach in? Explain your
answer.
Your paper should be personal, content-based, and following a natural, smooth progression. You
should focus on expanding your knowledge and also focus on real-world application.
Based upon the experience, what are 2-3 things that you learned or 2-3 things that you
believe about cultural diversity and / or minority populations?
How will this impact your classroom? How will this impact your interactions with all
students? With minority students?
Based upon the experience what you will do differently with instruction / planning?
Why is it important to experience the life of a minority, prior to teaching minority
students, or is it important at all?
What are your final thoughts about this experience and what are the most important
things that you will take away form this action research?
Do not forget the objective of this paper: making connections with the minority effect
in the classroom. Make the appropriate connections and identify the connections across
your paper.
You will keep a daybook (or journal) for our class. This should be kept in an online format
which can be submitted at the end of our time together (it is suggested that you simply use a
WORD document, add entries as directed / needed, and then email the WORD document to me
by the designated deadline).
You will be asked to respond to certain questions in your daybook (or journal) along the way. I
will make you aware of the questions during class and online.
Aside from the entries I assign, you should also include the following items in your daybook (or
journal) as needed and without prompting, throughout the course:
-instructional strategies
-tips for planning
-assessment strategies
-the names of books
-useful web sites
-questions to be answered
-ways to increase student engagement
-goals
-action steps
-anything at all (it is yours to own!!).
Daybook
Organization and
Completeness
Accomplished (50)
Proficient (40)
Emerging (30)
Not in format
specified.
Spelling, punctuation,
grammar and all general
mechanics are acceptable
with not more than 5 errors.
Journal is organized by
weekly topic with
questions/Topics listed.
Content
References
On time
Total Points
On time
1 to 2 days late
References were
mentioned, though not
completely referenced.
Answers to questions
are lacking in both
completeness and
detail. Connections
are weak and lack
substantiation.
It is not evident that
the reader understands
the topic presented.
No personal
connections are
evident.
No references were
noted.
More than 2 days late
Location
Name:
Amount of time
spent at location
Signature of Witness
Task
Writing
Accomplished (40)
Proficient (30)
Emerging (20)
Mechanics and
grammar indicate that
the student has
adequate writing skills.
(No more than 7 errors
occur)
Writing is weak in
terms of mechanics and
grammar indicating the
need for editing. (More
than 7 errors)
Mechanics and
grammar indicate that
the paper was edited
and that sound writing
ability is present. (No
more than 5 errors)
Development of the
topic and flow of
writing are present.
Paper Part A
Paper Part B
Development of the
topic and flow of
writing are present.
Or
Documentation of the
event was not
provided.
Or
Development of the
topic and flow of
writing is present.
Questions are
addressed though
lacking in detail to the
extent that it leaves
the reader wondering
about the experience in
terms of value.
Personal comparison to
other minority
events/situations is
detailed and addresses
Personal comparison to
other minority
events/situations is
discussed though it is
lacking in detail or does
Personal connections
are weak and do not
address required areas.
Detail is lacking
Reader is not able to
discern what the
experience entailed.
Paper Part C
Total Points: