ed-blesl 200

Teacher Education Course Syllabus

Fall Semester 2007

Course: Cultural Diversity in School Course Number: ED BLESL 200 Section: 002 Schedule: W 6 – 9 E 330 Instructor:R. Bahruth Office Hours: 1/2 hour before or after class or by appointment Email:RobertoBahruth@boisestate.edu Phone: 426 3680

Conceptual Framework: The Professional Educator

Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

Standards and Assessments

Standards/Indicators Addressed

Assessment Method

Standard 1:

The teacher understands the role of the discipline in preparing students for the global community of the future.

The teacher understands the relationship of disciplinary knowledge to other subject areas and to real-life situations.

Disposition:

1. The teacher realizes that subject knowledge is not a fixed body of facts but is complex and ever evolving.

Focused academic dialogue journals/ learner's log; attendance & participation; class presentations; final academic synthesis paper

Performance:

2. The teacher presents information that is accurate and relevant.

3. The teacher effectively links discipline concepts to students’ prior learning and makes connections to everyday life and the global community.

4. The teacher presents differing viewpoints, theories, ways of knowing, and methods of inquiry in his or her teaching of subject matter.

Conducting balanced research for debate topics.

Focused academic dialogue journal/ learner's log; attendance & participation; class presentations; final academic synthesis paper

Course Description

An introduction to cultural diversity in education, including an historical overview of programs for students from linguistically and culturally diverse backgrounds, contemporary multicultural and bilingual education, and education for social justice and equity. Field experience component is required.

Course Objectives

To investigate and gain deeper understanding of a socio-cultural group. Identify group perspectives with relation to education, and how these perspectives correspond with the framework of the typical American school/the school their child attends.
To use the intellectual writings of members of your cultural group to inform your understanding of their belief and value systems and how these systems affect their understanding of education.
To build on the language, dialect(s), learning styles, and interests of students whose background differs from the teacher’s to help children/students master academic material.
To learn skills in reducing prejudice and stereotyping such as cooperative learning, developing a multicultural curriculum, locating and using good multicultural resources, and involving parents in schooling.
To develop a critical understanding of how social justice, diversity, democracy, and equity relate to the individual, school and the world.
To more effectively teach children from diverse cultural backgrounds.

Texts

-Hayes, Curtis, Bahruth, Robert, Kessler, Carolyn (1998). Literacy Con Carino. Heinemann

-Articles distributed by the instructor

Grading Procedures

Percentage of Grade	Description of Assignment
20	focused dialogue journals written w/ a classmate In the past, one of the weaknesses I've noted is the limited use of the focused dialogue journal. Each journal entry should focus on aspects of the readings, and comments or questions should reflect depth of consideration of content. Ask to see how some of your classmates have used their journals. Some are maximizing their potential more than others
20	Class participation requires all of us to give our undivided attention to each speaker throughout the course. Part of my responsibilities is to ensure that we all respect the right of a speaker. My ongoing assessment includes monitoring this point. If you want to comment to a neighbor, write down your comments and share them during the break. I prefer we take a common break, rather than having people wander in and out. Attendance & punctuality/attentiveness to others count.
20	Cultural work with diverse population project. To be done with a partner of your choice, participant observation with a culturally diverse population demonstrate understanding of course objectives. Apply knowledge related to the course while working with second language learners, refugees, homeless, culture of poverty, migrant farm workers,women's shelter populations, veteran's hospitals, youth population, etc. (check with the professor), and share findings, insights with the class.

40	FINAL SYNTHESIS PAPER : An analysis, synthesis, application paper focusing on major concepts and issues raised during class discussions, projects, and in readings, which demonstrates comprehension of course objectives.

Grading Scale

A+ to A Outstanding

A- to B

Good

B- to C-

Acceptable

D/F

Unacceptable

A-Reserved for exemplary work. Your work shows deep thought, analysis, and synthesis of the readings and activities. You made connections among the readings and with your learning experience. You shared with your classmates; examined your biases and prejudices and were willing to make changes based on new information. You attended class in both body and spirit.

B-Distinguished work. You fulfilled all the assignments according to specifications. You were present most of the time. You did the readings, but didn’t really get into them or make personal connections, either to our own life or to your service learning experience. Sometimes you shared in class. You were able to embrace some new ideas and information.

C-Average work. You fulfilled the assignments minimally. If you did all the readings, you didn’t really get below the surface to the deeper issues. You made few connections among the readings, activities or service learning experience. You rarely entered into the discussions in class. You have made few changes in your thinking about diversity, democracy, equity and social justice.

D-Below average work. Attendance and participation were sporadic. You didn’t really enter into the learning opportunities presented to you. Assignments were completed in a haphazard, slipshod manner that shows lack of planning, commitment, and deep thought.

F-You put nothing into this class.

Academic Honesty

Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).