EDU 639 Week 1 Assignment Diary Entry of a Diverse Student Flashcards
(19 cards)
EDU 639 Week 1 Assignment Diary Entry of a Diverse Student
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Consider the demographic of your local school and identify one student from a background that would be most different from your own. Imagine the first day of school from this student’s perspective as you are introduced to the class as his or her new teacher. This is a creative writing piece where you are expected to step outside your own world view and into the shoes of the “other” in your classroom.
You may need to research a bit about the culture of the student whose perspective you will be writing from and ask friends or colleagues to help you better understand your typical body language and how that does or might translate to the classroom and teaching style. Use the following guiding questions to help guide you in writing this 1-2 page paper:
a. What do you think the student’s first impressions of you might be? (Be honest and consider how the verbal and non-verbal cues you might give out would be interpreted by this student).
b. How might the student relate to your background? (i.e. Do you appear to represent the dominant group in society and would your relationship with the dominant group impact your relationship with the student?)
c. How do you address and in
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EDU 639 Week 1 DQ 1 The Socio-Historical Context of Multicultural Education
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Describe the socio-historical and contemporary contexts for multicultural and bilingual education in your school district. How have decisions such as Brown vs. the Board of Education, the 2007 ruling by the Supreme Court against voluntary de-segregation or the policies of No Child Left Behind /Race to the Top impacted the way multicultural education has evolved and been interpreted in your district. Who is “silenced” or forgotten in your school curriculum as a result of these decisions or policies?
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EDU 639 Week 1 DQ 2 Bias and Social Psychology
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Social scientists believe that everyone possesses conscious and unconscious, preferences for some social groups over others. Consider your own background and experience with race, gender, class, ethnicity, sexual orientation. What groups do you gravitate towards in society and how can you create more opportunities for exposure to individuals from backgrounds quite different from your own?
Considering the cultural immersion exercise due in Week Four, how do you think you might be able create opportunities for broadening your world view while taking this class?
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EDU 639 Week 1 Journal
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EDU 639 Week 2 DQ 1 Gender and Gender Fluidity
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View the short documentary entitled, I’m Just Anneke. How does gender color one’s perspective on the world and relation to society? How are gender and gender-stereotypes perpetuated by schools? What do you think about gender-fluidity and how do you imagine Anneke would fair in your local school?
Do you agree with the way Anneke’s endocrinologist and parents are allowing Anneke to experiment with her gender-fluidity?
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EDU 639 Week 2 DQ 2 Race: Illusion vs. Reality
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Explore the interactive tutorial “Sorting People: Can You Tell Somebody’s Race by Looking at Them?”. What surprised you about activity? If race is an illusion, why is it so dangerous to be “color-blind” as an educator? How can we work to combat institutional racism in our schools and society?
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EDU 639 Week 2 Gendered Experience of Racism
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Choose one of the following topics and respond in a one-to-two page paper:
a. Watch the documentary A Girl Like Me, then provide a one-to-two page commentary on the intersection of race and gender by addressing the following:
§ How is racism translated to concept of beauty and self-image for young, African American women?
§ What unique challenges do African American females have compared to those who are white?
§ What about as compared to African American males?
§ How might this be different again for young, Latinas and female immigrants from Africa?
b. Watch the documentary I am Sean Bell, then provide a one-to-two page commentary on the intersection of race and gender by addressing the following:
§ What are the unique challenges of being African American and male in the US?
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EDU 639 Week 2 Journal
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EDU 639 Week 3 DQ 1 Segregation
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What different forms can segregation take in US schools? When can these methods affirm diversity and when are they detrimental to learning? Consider economic segregation, culturally-based schools (i.e. African American, Latino, or Native American), gender-specific, or charter schools. Provide examples from your own experience and at least one reference in addition to the course textbook
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EDU 639 Week 3 DQ 2 Additive vs. Subtractive Bilingualism
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View the video entitled, Immersion. How accurate (or over-dramatized) is Moises’s story? What might his teacher and principal have done differently in order to capitalize on the strengths of what Moisesdoes know in order to help him “add” English to his knowledge base and succeed in US schools? What is working in terms of ELL education in your school? What is not, and why? Would you consider your school’s approach to be additive or subtractive?
Respond to at least two of your classmates’ postings in a thoughtful and substantive manner.
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EDU 639 Week 3 Journal
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EDU 639 Week 4 Cultural Immersion and Socio Historical Research and Presentation
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Identify a culture you might encounter as a teacher which you have very little knowledge about and would like to further explore (you may select the same cultural group you chose for the Cultural Immersion Activity in Weeks One, Two, and Three). In a 10-15 slide PowerPoint presentation, you will address the following:
a. You will need to design and carry out one experiential activity as part of your report. You may use “A Study of Cambodia and the Cambodian-American Experience” from your text for inspiration, but your research will not need to be nearly as in-depth (unless you decide to continue your research, as the teachers did here, beyond this class). This section of your PowerPoint presentation must include the following information:
§ An explanation of your experiential activity including:
§ What you did
§ Some of the preconceived notions you had going into the activity
§ What you learned
§ Forms of intercultural communication you might need to use with members of this group
§ Some ways you hope to continue learning about this group beyond the course
Examples of cultural immersion activities include, but are not limited to:
a. Visit a Middle-Eastern, Asian, Indian or Mexican Market and prepare a meal using the ingredients you find
b. Watch and critique a Bollywood film, viewing it (as much as is possible) from a non-western perspective
c. Change your news source to a Middle Eastern network like Al Jazeera for a week
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EDU 639 Week 4 DQ 1 Common Beliefs
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Explore Commonly Held Beliefs that Influence Teachers’ Work with Diverse Students. Before clicking the link, select one of the commonly held beliefs listed under “Step 2” that you identify with the most. Explain why you identify with this belief. Next, click the link and read the information provided. Has your belief changed? Why or why not?
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EDU 639 Week 4 DQ 2 The Culture of Poverty
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Theorists warn against the continued use of deficit theories to connect low social-economic standing to failure in school. They have left a lasting mark on schools. Identify a student from a low socio-economic status, either from experience or from the course text, who is not succeeding. How much of that failure is due to forces beyond his or her control and a mismatch between what is being learned at home and what is valued in the classroom? What other contributing factors could be present? How can we effectively teach children despite these contributing factors?
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EDU 639 Week 5 DQ 1 Non Heterosexual Parents and Kids
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View the short documentary Homecoming. Is there anything teachers can do to help students like Ron feel safer in school in towns like Ron’s hometown? Is it better for gay, lesbian, asexual, transsexual or parents with these orientations to simply seek out more “liberal” schools for their children? Does your school district resemble Lakeville or his new arts high school in Minneapolis? How can teachers help such students feel valued and safe in the classroom where the school culture is not there to support them?
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EDU 639 Week 5 DQ 2 Tracking, Grouping and Dis-Ability in the Classroom
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Read the article, “Into the Mainstream.” What are the unique challenges and rewards of integrating kids labeled “disabled” into mainstream classrooms? How can these observations be applied to ideas regarding tracking of non-disabled students and grouping by ability in the classroom? Provide an example from your own experience or suggest ways you could work with students with a wide range of abilities to feel more integrated in the classroom setting.
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EDU 639 Week 6 DQ 1 Affirming Diversity within the Community
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Identify factors that can help you build successful bridges between the educational setting and the community. Describe how these may impact the community and school setting. What are the community resources and social services in your area which encourage parent and community involvement in the school?
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EDU 639 Week 6 DQ 2 Becoming a Multicultural Educator
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How do you intend to expand your horizons to become a multicultural person who helps students add new cultural ideas to their experience? How can you help students learn more about their own culture and incorporate what they already know into their learning? Respond to at least two of your classmates’ postings in a thoughtful and substantive manner.
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EDU 639 Week 6 Final Paper
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The Final Paper will require you to describe your community demographics and predict the type of diversity you might expect to find in your classroom. You will then identify at least three (3) cases which represent some of the different groups found in your community. If you truly live in a mono-cultural area then, simply choose three (3) backgrounds you would like to better understand.
You can use real examples of individuals you know, examples from the textbook or class links, or by scouring the internet. The purpose of identifying real students is to help you keep in mind the individualized identities of students from these groups and avoid reducing groups to stereotypes. Most likely, you will need to imagine those examples at an age appropriate to the students you teach or plan to teach.
Next, research and identify the community resources and social services available to you. What institutional barriers do you anticipate you might need to contend with in order to provide the best possible learning opportunity for the students in your community? Create a plan of action which will help you cope with these potential barriers and ensure that families and communities feel that you care about their success.
Research and identify forms of intercultural communication you will likely need to become proficient in and sensitive to in order to help your students feel valued. Then, design techniques and strategies which will enable you to apply these human relationships skills in the educational setting and in your interactions with families from diverse communities. What do you anticipate will determine the success or failure of your school system in their effort to address students from these groups?
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