Reading Guidelines: Some questions you might consider are:
- What was the reading about?
- How is it important?
- What did you get from it or what do you think you
were supposed to get from it?
- Which of your own beliefs, opinions, values did
it challenge or corroborate? How so? Will it affect your practices as an
educator? Why or why not?
- How are educational policies or how these policies
are view affecting the education system? What does this mean for me as an
agent of social justice?
For every class, you should prepare
an index card with the following: At least two questions raised in your mind
by the reading and a passage or line that you would like to discuss in class
(include the page #).
Cheating, Plagiarism: As a community committed to the Augustinian
ideals of truth, unity and love, Villanova University prides itself on maintaining
the highest standards of academic integrity and does not tolerate any form
of academic dishonesty or misconduct. Dishonesty (including plagiarism) in
any assignment, test or examination, or multiple submissions of papers is
punishable by the grade of F and is to be reported, through the deans, to
the Vice President for Academic Affairs. A second offense will result in the
dismissal of the student from Villanova University.
Special Education Students
The Office of Learning Support
Services, in conjunction with faculty, provides reasonable accommodations
for students with various disabilities. Often students are hesitant to request
support since they have done so well through high school and are now part
of a competitive university. However, disabilities are not something that
you outgrow - it is something that you learn to master. In order to obtain
accommodations, students must register with the Learning Support Office by
submitting current documentation. To ensure confidentiality, students must
complete a Request for Accommodation Form each semester at Villanova in order
to receive accommodations during that semester. Nothing can be shared with
your professors without your permission. Call or email the office for an
appointment. Phone: 610-519-5636 E-mail: nancy.mott@villanova.edu
Leading Discussions (10%) – Dates as
Assigned
You have been assigned to facilitate
or lead the discussion. You will be responsible for preparing the focus or
theme for the class. You must submit and discuss your lesson plan with Dr.
Fierros at least 1 hour before class. This submission can be
completed in person in SAC room 359 or via email. The lesson plan should
meet the criteria of the Multicultural lesson plan rubric (Ambrosio, et al,
2002).
Some helpful guidelines
a)
create a range
of questions to ask students based on the reading - know the answers
b)
Ask questions
at different levels
c)
Don't ask
yes or no questions.
Question types includes:
·
factual questions
that are important and are stated clearly in the text
·
questions
that ask the student to figure out the authors main point
·
“what if”
questions
·
imaginative
questions (if you were in this situation...)
·
questions
that help students to contextualize the material within the larger framework
of the course
·
questions
that relate the day's material to material read on previous days.
EDU
8678 TIP Sheet Assignment (10%) - Due Date: March 10, 2004
Creating
a TIP Sheet: For this assignment you will be assigned a specific category
of student to research. You will become an expert on this type of student
and investigate how to teach them effectively. Brainstorm research categories
and possible resources. Produce a TIP sheet to share with the rest of the
class that meets the following criteria:
1. Characteristics of the specific student
population: For example, you would tell us their learning strengths
and weaknesses, behavior patterns or characteristics, attitude or personality
traits.
2. Instructional considerations: What methods
should a teacher use to teach this group of students? Which do not work? Provide
some examples.
3. Environmental consideration: What kind of
learning environment facilitates students performing at their best? (e.g.,
seating arrangements, placement in a classroom, atmosphere, teacher interaction,
or student interactions)
4. Management considerations: What types
of behavioral interactions are likely from this category? What should a teacher
do to manage productive behavior with these students?
5. Resources for continued study: Identify in
proper annotated bibliographic format: text, article and/or web sources for
continued professional growth in knowledge of these students. Include in brief
annotation: page numbers, web addresses, specific type of information available
in each source.
TIP sheets should be two pages in length
(one sheet of paper front and back) and easy to consult and use while teaching.
Edit these papers until they are perfect. Include your name on the top right
sheet of your sheet, and the student disability category as a title. Each
sheet must use the five criteria as bold face headings in the order listed
above.
A
proper bibliographic entry for a web source includes this information:
Title, author(s), date, description (a
brief annotation including key ideas), URL, your evaluation, hints to users
and uses of material.
Paper #1 (10%)
- Multiculturalism, Gender, and Inclusion Paper Guidelines – Due 2/18/04
1.
Your paper should be in American Psychological
Association (APA) style, 4-6 pages long, typed and double-spaced (#10-12 font).
2. Paper Topic. This paper is a review of research being conducted in an area of multiculturalism,
gender, or inclusion. This area should be of interest to you.
Writing Guidelines: The course reflection papers will
be graded using the following guidelines:
Guidelines
for Course Paper #1
1.
The paper
should use an adequate number of scholarly research journals.
- The individual research project will provide you with
the practice of both writing and presenting your research project. It will
facilitate your mastery of theories and techniques that are important in
multicultural education, gender, or inclusion research. The research project
can be related to any topic in multicultural education, gender education,
or inclusion education, however if must focus on one or more school-related
aspect. For example, it could be related to your classroom teaching, assessment
and evaluation of some education activities for your discipline, a mini-research
project, or a historical in-depth investigation of an area of multicultural
education, gender education, or inclusion education.
Paper #1 will give you an opportunity
to write a paper using APA format and also provide with an opportunity to
familiarize you with the professor’s expectations of your work.
The professor will be happy to provide
feedback on your topic choice for paper #1-3.
Grading
Guidelines: The course papers will be graded
using the following guidelines:
| Exceptional 10 -9
Thoughtful, accurate, and thorough
discussion.
Paper includes analysis or synthesis
of the topic(s). |
Adequate 8 –7
Limited but accurate discussion
Summary information from texts and
resources with limited analysis. |
Inadequate 7 and below
Lacks understanding
and/or not accurate discussion
Limited summary and
analysis from text and resources about the topic. |
Paper #2 (20%)-
Multiculturalism, Gender, and Inclusion Paper Guidelines – Due 3/23/04
1.
Your paper should be in American Psychological
Association (APA) style, 10-12 pages long, typed and double-spaced (#10-12
font).
Each paper should also include a one-page peer editing reflection that
critically examines and comments on your work. You will be paired up with
another student.
2. Paper Topic. This paper is a review of research being conducted in an area of multiculturalism,
gender, or inclusion. This area should be of interest to you.
Writing Guidelines: The course reflection papers will
be graded using the following guidelines:
Guidelines
for Course Paper #2
1.
The paper
should use an adequate number of scholarly research journals.
- The individual research project will provide you
with the practice of both writing and presenting your research project.
It will facilitate your mastery of theories and techniques that are important
in multicultural education, gender, or inclusion research. The research
project can be related to any topic in multicultural education, gender education,
or inclusion education, however if must focus on one or more school-related
aspect. For example, it could be related to your classroom teaching, assessment
and evaluation of some education activities for your discipline, a mini-research
project, or a historical in-depth investigation of an area of multicultural
education, gender education, or inclusion education.
The purpose of this paper is to provide
you an opportunity to produce a coherent representation of your understanding
related to the goals for this course.
Paper #3 (30%) - Field Placement Project - Due on Finals Week – May 5
The
Field Placement Project is dependant on your particular student status. For
those of you that are teaching now please adapt your selected project to your
classroom/school situation. For those of you that are not teaching field
placements will be identified for you.
Option
1) Multicultural Field Experience Project
Field
Experience Project: Students
will experience and critically evaluate current practices of multicultural
education in the classrooms, community based and/or human service agencies,
business and industrial settings. Students are required to submit a prospectus for the field experience to the instructor by
April 7. The prospectus must include a statement of: 1) Purpose
(what you are going to study); 2) Method (how you are going to study
it); 3) Population to be studied (general demographics as to: who,
age-range, SES, formal education, residence in Pennsylvania, etc.); 4).
Students will spend at least [X] hours in the
field setting while gathering data for their final presentation.
Objectives
1.
Students will
gain a broad knowledge base of the characteristics, educational implications,
and experiences of students of color.
2.
Students will
describe academic and behavioral characteristics of students of color and
reflect on the advantages and limitations of a variety of curricula, intervention
strategies and classroom management techniques designed to address students’
academic learning, behavior, and communication.
Written
Report of Field Experience: A written report on the field experience is required. This report must
be at least 10 pages in length, typed, double spaced. In addition, a 1-2 page
written summary or paper abstract should be emailed to the professor for distribution
of copies for your classmates.
Option 2) Special Education Field Placement Project
During the semester, we will examine
the needs of exceptional learners, the identification of specific learning
disabilities and special adaptations teachers can make in the regular inclusion
classroom. We will learn about the legal requirements of special education,
testing procedures, the development of Individualized Education Plans (IEP’s),
and the support systems and services offered by schools. As part of this process
we will engage in readings, discussions, and demonstrations.
You will follow a special needs learner
in your school to understand the diagnosis, nature of the student’s needs,
and types of services both prescribed and offered to the student by the school.
We will share student cases at the end of the term.
OBJECTIVES
1.
Students will
observe a continuum of service delivery options available to students with
disabilities.
2.
Students will
gain a broad knowledge base of the characteristics, educational implications,
and effects on development associated with disabilities.
3.
Students will
describe academic and behavioral characteristics of students with disabilities
and reflect on the advantages and limitations of a variety of curricula, intervention
strategies and classroom management techniques designed to address students
unique needs in the areas of academic learning, behavior, communication, physical-motor
development, self-help, independent living and transition.
Suggested Instructions:
(n.b., these instructions are not suggestive and may offer some direction)
1.
Discuss the assignment and observations with your cooperating teacher. Identify
a student for observation using the definitions provided in Section B.
DO NOT USE THE STUDENT’S NAME ON ANY OBSERVATION FORM.
2.
Complete the observation form by objectively observing and recording brief,
factual, and bias-free data during your observation. If possible, observe
the student in more than one setting (classroom, PE, music, library). The
descriptors provided under No. 5 will provide some guidelines in writing your
observations.
3.
Limit your comments; report only that which is necessary to get your point
across.
4.
Maintain professional conduct in safeguarding the confidentiality of the
student. Do not attempt to diagnose a student.
a.
Do not reveal the identity of the student.
b.
Maintain all information in strictest confidence.
c.
Do not discuss the assignment where you may be overheard and with individuals
not directly involved in your assignment.
d.
Be objective in your assignment; your acceptance of this student as an individual
should not be affected by this assignment.
5. The following descriptors will provide
some guidance in observing students.
a.
Personal Appearance: physical appearance; dress, general health, moods;
b.
Work Habits: attention span; ability to read, compute, analyze; follows instructions;
completes assignments; turns in assignments; works with others; misplaces
materials, texts; cooperates; on task;
c.
Leisure Habits: reads; doodles; does nothing; seeks attention; out of their
seat; suggests ideas for leisure time;
d.
Areas of Strength: personal interests, talents, skills, abilities;
e.
Areas of Weakness: physical/mental handicaps; inability to read, compute,
analyze; social, cultural, value conflict; off task; out of seat; noises;
f.
Peer Interactions : cooperates, teases others
g.
Teacher Interaction: approaches the teacher; does not approach the teacher;
seeks assistance; responds to teacher in class activities;
h.
Student Reaction to Unusual Circumstances: strong disagreements; fights; accidents;
absences; fire drills;
i.
Other Comments: tardiness; illness; called to office; cafeteria; playground;
parental visits to class.
6. You will complete [X] hours of observations.
7.
After observing special needs student(s) and recording the necessary information,
evaluate what you will need to teach a lesson’s objectives to this special
needs student. You will then make contact with those persons from the school,
the district, and/or the ESD who are the specialists to help you incorporate
strategies for (at least) one lesson plan to meet the needs of this special
needs student. Following the input from your cooperating teacher, either teach
or team-teach the lesson you have developed. Possible contact persons are:
a.
District Special
Needs Specialist
b.
Building Contact
Person (Resource teacher, etc.)
3.
School District Person (Specialist for Special Needs Students)
Written Report of Special
Education Field Experience: A written report on the field experience is required.
This report must be at least 10 pages in length, typed, double spaced. In
addition, the abstract for your paper should be emailed to the professor when
you submit the paper.
Field Experience – General Information
1. Maintain an anecdotal log of observations during your field
placement. Incorporate your observations into the narrative of your final
report and include as an addendum to your report.
2. On the occasion of your last visit, try to schedule an “exit”
conference with your contact teacher to obtain his/her insights, recommendations
and to share your own observations and experiences with the students. This
is a dress-rehearsal for your student teaching experience and is part of the
professional culture of teaching.
3. Write a thank-you letter to your contact teacher and one
to the class. Also write a letter to the building and/or program administrator.
Begin building a positive network in anticipation of your entry into the profession.
Please include these letters in your final report as part of the addenda/appendix
or attachment session.
Field Placement Products:
Field Placement Project Paper
Anecdotal Log of Observations (i.e., field notes)
Presentation 4/21 & 4/28 (and May 5 if necessary)
You should develop a descriptive
and critical presentation of one of your two papers. The descriptive and
critical presentation should be 15 minutes in length. I encourage you to use
some form of media in your sharing.
Paper #3 Due on May 5
Oral Presentation Rubric
The descriptive and critical
presentation should include aspects from one of your three papers. The presentation
should be at least 15 minutes in length. You will be required to submit an
outline or summary of your presentation. PowerPoint, overheads, or some form
of media is recommended.
Your Name: ____________Topic:__________________________
| |
Possible
Points |
Actual
Points |
| Provided depth in coverage of topic(s).
|
45
|
|
| Presentation was well planned and coherent. |
30 |
|
| Presenter was a model of thoughtfulness.
Personal experience integrated where relevant and appropriate. Explanations
and reasons given for conclusions. |
15 |
|
| Communication aids were clear and useful.
|
10 |
|
| Total Possible Points |
100 |
|
Bibliography of Optional Readings and Resources
Armstrong, D. C. (1989).
Basic design concepts. In Developing and documenting the curriculum.
(pp. 54-58). Boston: Allyn and Bacon.
Armstrong, D. G. (1989).
Developing and documenting the curriculum. Boston: Allyn and Bacon.
Chapter 4 (Content); Chapter 10 (Evaluation)
Banks, J. A, Cortés,
C. E., Gay, G., Garcia, R. L. & Ochoa, A. S. (1976). The
Multiethnic education program evaluation checklist. In Curriculum for multiethnic
education. (pp. 42-48). Washington, D.C: National Council for the Social
Studies.
Banks, J. A. (1990). Teaching
strategies for ethnic studies. (5th ed.). Boston: Allyn and Bacon.
Carter, P. (1983). Selecting
resources for the multicultural classroom. Momentum, 14 (1), 47-49.
Cushner, K,, McClelland,
A., & Safford, P. (1992). Human Diversity in Education. New York:
McGraw-Hill. Chapter 5.
Garcia, R. L. (1982). Guidelines
for pluralistic teaching. In Teaching in a pluralistic society: Concepts,
models, strategies. (pp. 170-187). New York: Harper and Row.
Gay, G. (1982). Designing
curriculum. In D. E. Orlosky (Ed.). Introduction to education. (pp.
473-489). Columbus, OH: Merrill.
Gay, G. (2000). Culturally
responsive teaching: theories, research, and practice. New York, NY:
Teacher’s College Press.
Grant, G. (1974). Criteria
to cultural pluralism in the classroom. Educational Leadership., 190-192.
Hernandez, H. (1989). Multicultural
education: A teacher's guide to content and process. Columbus: Merrill.
Pratt, D. Curriculum
planning. Chapters 4 (Assessing Student Learning); Chapter 7 (Planning
for Individual Differences---Activities);
Taba, H. (1962). Curriculum
development: Theory and practice. New York: Harcourt, Brace & World.
Chapters 12 & 18 (Content); Chapter 17 (Activities); Chapter 19 (Evaluation).
Teidt, P. L. & Teidt,
I. M. (1990). Multicultural teaching: A handbook of activities, information
and resources. (2nd ed.). Boston: Allyn and Bacon.
Periodicals
Equity and Excellence in Education Westport, CT : Greenwood Pub. Group,
1993-.
Journal of Multicultural Counseling
and Development.
Alexandria, VA: Association for Multicultural Counseling and Development,
1985-.
Multicultural Perspectives, National Association for Multicultural Education, Washington,
DC.
Internet
Multicultural Pavilion. http://www.edchange.org/multicultural/
Standards: An International Journal
of Multicultural Studies. http://www.colorado.edu/journals/standards/
STANDARDS is the first international journal for multicultural studies on
the web and is committed to providing an open forum for a broad spectrum of
multicultural issues, in the U.S. and around the world.
Urban Education Web. http://eric-web.tc.columbia.edu/
ERIC Clearinghouse on Urban Education.
