Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I. COURSE INFORMATION:
EDUC 401 The
Multicultural Classroom
Prequisite: None
Credit: 3 semester hours
Period: 105
II. INSTRUCTOR INFORMATION:
Name: Dr. Madge Kibler
Office Location: L114
Phone Numbers: W 706 778 3000 x1202 H 706 754 8640
E-mail: mkibler@piedmont.edu
Fax Number: 706 776 0135
Office Hours: Mon 3:30-5:30, Tues 4:30-5:30, Wed & Thurs 3:30-4:30, or by appointment
Please, if you have a problem that l may help you with, do not hesitate to contact me at school or at home. (Please call my home before 10:00 P.M.)
The professor and several of your classmates are
highly allergic to perfume and aftershave.
Refrain from wearing them to class.
Turn off cell phones.
III. TIME AND PLACE
CAMPUS: Demorest SEMESTER: Spring 08
Time: 5:50-10:10 Tuesday
Place: L 122
IV. TEXT AND SUPPLEMENTARY
Noel, J. (2005). Developing multicultural educators.
Other required readings are on reserve in library
and will be explained to you.
American Psychological Association. (2001). Publication manual of the American
Psychological
Association (5th ed.).
Washington, D. C.: Author.
Also,
copying some materials to share with the class may be required.
V. PIEDMONT
VI. COURSE DESCRIPTION AND PURPOSE:
It is imperative that
teachers be prepared to work in classrooms reflective of the diversity in our
society and learn to develop a classroom atmosphere that promotes constructive
interaction among a diverse group of students. This classroom atmosphere will
enable the students to create a democratic learning community where all voices
will be heard. This course examines the numerous misunderstandings that arise
from cross-cultural contact and outlines methods to help students develop
improved intercultural communication skills. The course is organized to
motivate students to review their beliefs about multiculturalism in general and
their own ethnocultural identity in particular. It
will present an integrated multicultural model of curriculum and instruction,
along with practical tools prospective teachers can use, and link the idea of
multicultural education to the concept of effective teaching.
The
format of this course is lecture, discussion, small-group work, oral
presentations, and audiovisual presentations. The exam will consist of essay
questions.
VII.
Core Candidate Learning Outcomes : See School of Education Syllabus A-IV Core
Candidate Learning Outcomes by Program and Dispositions for all Candidates
The following
CCLO is addressed in this course:
4) Diversity: By understanding that all
learners are products of their innate abilities, preferred learning styles, and
cultural experiences, the democratic teacher modifies instruction
and assessments to meet diverse needs of all students. CO: 1, 2, 3, 4, 5 ,6 ,7
VIII. COURSE OUTCOMES (CO):
The purposes of this course
are to help the teacher candidates appreciate the richness that cultural
diversity brings to our lives and to be able to establish classrooms in which
all children feel valued. By the end of
the course, the students will be able to:
1. define the nature of culture CCLOs
1, 2, 4, 5
2. analyze a culture CCLOs
1, 2, 4, 5
3. describe the themes and values in American
cultures and subcultures CCLOs 1, 2, 4, 5, 6,9, 10
4. describe in-depth one culture other than their
own CCLOs 1, 4
5. explain multicultural education in school and
society CCLOs 1, 2, 3 ,4, 5, 6, 7, 8, 9, 10
6. write lesson plans and units from a
multicultural perspective, including special needs students. CCLOs 1, 2, 3, 4,5, 6, 7, 8, 9, 10
7.be familiar with sources of information relative to cultural content,
to intercultural communication, and to the teaching of culture. CCLOs 1, 2, 4, 8, 9, 10
IX. COURSE POLICIES & PROCEDURES:
Class Participation/ Attendance:
Students are expected to come to class having read
and being prepared to discuss the assigned material. Non-participation and lack
of preparedness will be reflected in your grade.
Attendance is required. Only those absences due to
emergencies will be excused, and I need to be notified before you miss class.
The
PARTICIPATION - Active participation means:
1.prepare for classes by reading the text and/or
other assigned readings;
2.attend all classes for duration of allotted class
time;
3.take active part and contribute significantly
during class discussions and activities;
4.be attentive and respectful of peers and the
professor during the discussions, dialogue, and presentations;
5.submit all assignments on time
Academic Honesty
Reading and Written Work
Although all dialects and languages are acceptable
in informal situations, the use of standard edited English is expected in all
written or oral presentations in this class. All written work will need to be
typed using size 12 print and one of the following fonts: Bookman, Times New
Roman, or
All work submitted must be your original work
created in and for this course. It should be properly referenced using APA 5th
Ed. Format (including information from the Internet). Keep a duplicate
copy. Do not use plastic sleeves or
folders. Late work will be penalized one
letter grade. All assignments must be
completed in order to pass the class. No interviews will be accepted without
a signed permission slip.
Double dipping (to be explained in class) is not permitted.
Please keep in mind that you are responsible for the
reading assignments even if we do not go over them in class.
INCOMPLETES /INCLEMENT WEATHER See Syllabus A-VI
Academic Integrity: See Syllabus A-VI
Special Considerations: See Syllabus
A-VI
X. STUDENT
EXPECTATIONS AND COURSE OUTLINE:
Instructional Methods
This class will operate as a democratic
classroom. Candidates will engage in
shared decision- making and in taking responsibility for making the classroom
the best it can be. Interactive
discussions and problem solving will be emphasized where all ideas and
contributions are explored and respected.
Various approaches will be utilized by the candidates and professor
including: lecture, demonstrations,
observations, class discussions, small group discussions, cooperative group
work, field observations, use of educational technology, student presentations,
readings, writings, listening, questioning, and formative and summative
evaluations.
Assignments:
Class requirements include all assigned reading in
the text and other assigned readings, a final examination, a research paper and
presentations, an annotated bibliography, a face-to-face interview, and
participation in class discussions and activities.
Instructions for research paper and annotated
bibliography are to:
I. choose one (other than your own) culture to study
in depth that reflects a group represented in
2. read at least ten references in the area of your
chosen culture and take notes needed for your paper. Your paper must cite
ten references. (May include journals, books, articles, films, etc.) Internet sources must be from the culture or
from an edu site.
3. prepare an annotated bibliography for these
references, giving author, title, publisher, date (APA 5th Ed format), and a
brief description of the contents which would enable another researcher to
decide if that source would be helpful
4. arrange a personal (face-to-face and one-on-one)
interview with one member of that culture.
(Do not do the interview until yon have read at
least eight articles. Audio-tape the interview)
5. select an aspect of your chosen culture
("Nonverbal Behavior in Cherokee Culture") and develop a research
paper; do not attempt to treat an entire culture ("The Culture of Mexican
Americans") in the paper. Do not choose a topic such as teenage pregnancy
or high school dropouts that is present in all groups in American culture.
Include specific suggestions for applying the content of the paper to the
classroom. Present a summary of your research to the class in some interesting
way. Do not role-play a religious person or ritual in your presentation.
6. The paper
must be at least five double –spaced pages.
This means the text of the paper, not
the title page and reference page.
Field Experiences:
.
Field experience requirement (Goes under
number 10 on field experience documentation form)
After reading at least eight sources on the culture,
each student will interview an insider of the culture. Instructions for the
interview are the following:
Prepare for the interview.
Locate the most detailed map available of the informant's country and
study it to get a feel for the land and place names.
Check the vital statistics of the country.
(Encyclopedias or almanacs)
Prepare three questions that cover neutral areas of the culture and that
cannot be answered yes or no. Questions that reflect a little background
research concerning climate, food, music, and sports can be used to break the
ice.
Prepare three more questions concerning the things people like and
dislike and the way people relate to each other. Examples:
Would a typical person from the culture want a small or large family?
Where do teenagers go for recreation?
Do wives like to hold jobs outside the home?
What are some differences between city and country
people?
How are children disciplined? By whom?
For which meals does the entire family get together
What responsibilities does each member of the family
generally have?
What are the most popular religions?
How much social contact does a family have with the
religious leader?
Prepare three more questions that directly relate to the aspect of the
culture that is the subject of the paper.
Avoid
questions that have social stigma associated with them. Examples: How many
years of schooling do you have? What do you or your parents do?
Do you have your own house or car?
To what social class do you belong?
The
above suggestions are from Seelye, H.N. (1994). Teaching
culture.
Ask them to tell you anything else they wish to
share.
Be
sensitive. Do not offer your opinions on their answers. (For example, some
cultures have arranged marriages. These marriages have
lower divorce rates than
XI. RESOURCES:
Bibliography
Banks,
J. A. (1999). An introduction to multicultural education.
Bacon.
Banks,
J.A. (2003). Teaching strategies for ethnic studies 7th Ed. Boston: Allyn and
Bacon.
Banks,
J.A. & Banks, C.A.M. (2005). Multicultural education issues and
perspectives 5th
Ed. Boston: Allyn and
Bacon.
Espinoza-Herold, M. (2003). Issues
in Latino education.
Faltis, C.
schools.
Fu,
V.R. & Stremmel, A.J. (1999). Affirming
diversity through democratic conversations.
Multicultural teaching~ plans for class, gender, and
disability.
Upper Saddle
River, NJ: Merrill Prentice Hall.
Routledge
Jones,
T. G. & Fuller, M. L. (2003). Teaching
Hispanic Children.
Bacon.
Manning,
M. L. (2000). Multicultural education
of children and adolescents.
Allyn and Bacon.
Orozco,
L. (1998). Perspectives educating diverse populations.
Coursewise Publishing Inc.
Schultz,
F. (Ed.). (2006). Multicultural Education 05/06 12th Ed. McGraw-Hill/
Duskin.
Sleeter,
Spring,
J. (1997). Deculturalization and the
struggle for equality.
Hill.
Taylor,
L. S. & Whittaker, C. R. (2003). Bridging
multiple worlds.
Bacon.
Relevant Web Sites:
§ Library: http://library.piedmont.edu
§ Galileo: http://www.galileo.usg.edu/
§ Bookstore: http://www.piedmont.bkstr.com/
§ Georgia Professional
Standards Commission: www.gapsc.com
§
§ GPS objectives/GPS: http://www.georgiastandards.org
Multicultural Pavilion http://www.edexchange.org/multicultural/htm
Multicultural resources for
children http://falcon.jmu.edu/-ramseyil/multipub.htm
UNICEF: Voices of Youth
http://www.unicef. org/
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software
Institute: http://www.edsoft.com/
National Council of Teachers
of English: http://www.ncte.org
Center for Research on Education, Diversity and
Excellence (CREDE): http://www.crede.ucsc.edu
Center on English Learning and Achievement (CELA): http://cela.albany.edu
Better Teaching: Tips and Techniques to Improve
Student Learning: http://www.teacher-institute.com
GACE Information: See Syllabus A-VIII
XII. ASSESSMENT AND EVALUATION
Grades will be determined according to the
following:
Examination: 20% (Objectives 1-7)
Class Participation, including written assignments:
20% (Objectives 1-7)
Class presentation of research: 20% (Objectives 4,
6)
Research paper: 30% (Objectives 4, 7)
Annotated bibliography: 10% (Objectives 4, 7)
Grading scale:
90-100=A
80-89=B
70-79=C
60-69-D
Below 60
XIII. TENTATIVE
SCHEDULE
Date Topics
and Assignments
Oct 10 Class 1 Course requirements, American Culture
Oct 17 Class 2 Chapters 1 & 2, Turn in name
of culture for research paper
Oct 24 Class 3 Chapters 3 &4, first two annotated
bibliographies due
Oct 31 Class 4 Chapter 5, Annotated bibliographies 3, 4,
and 5 due
Nov 7 Class 5 Appendix, Annotated
bibliographies 6, 7, and 8 due
Bring
a lesson plan you have created for any class.
Nov 14 Class 6 Annotated bibliographies 9 and 10 due,
Article
by Kibler The Caring Educator (on reserve in library) Copy, read and bring to
class
Video,
Starting Small will be shown in class
Nov 28 Class 7
Written interview reports due
Begin oral presentations You must have a handout for your
classmates and me.
Take home exam due
Dec 5 Class 8 Oral presentations