MSU-Billings
College of Education & Human Services
EDUCATIONAL THEORY AND PRACTICE
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL:
OFFICE: ED271 OFFICE HOURS: Wednesdays, 9:00-12:00 p.m.,
Tuesdays and Thursdays,
REQUIRED TEXTS: Gollnick,
D. & Chinn, P. (2009, 8th Ed.) Multicultural Education in a Pluralistic Society.
COURSE DESCRIPTION:
1. Attain higher levels of personal achievement in understanding multicultural students
2. Learn and practice on-line small group facilitation
3. Provide limited direct experience as a non-member of a cultural group.
4. Research, collect and organize instructional resources, ideas and activities pertinent to teaching multicultural students
5. Develop an understanding and appreciation for the importance of individualization in the development of the whole person.
Student Objectives
1. TSW understand the basic vocabulary and current critical issues of multicultural education as evidenced by weekly assignments, threaded discussion responses and PowerPoint presentations. (INTASC #1 & #3)
2. TSW be able to facilitate small group discussions as evidenced by being a facilitator for one of the course threaded discussions. (INTASC #4)
3.
TSW experience being a non-member of a group
by participating in a multicultural experience and writing a self-reflection of
that experience. (INTASC
#9)
4. TSW identify at least five teaching strategies and/or classroom management strategies for working with multicultural students as measured by their response to a weekly assignment question. (INTASC #4 & #5)
5. TSW work individually and with support from colleagues to produce lesson plans for classes with multicultural students. (INTASC #4, #7 & #8)
6.
TSW use computer technology (sending files,
threaded discussions, internet exploration and research, and PowerPoint) and how
to relate these to classrooms as evidenced by class assignments and threaded
discussions. (INTASC
#6)
The teacher understands the historical-legal-philosophical foundations of education, as well as the central concepts, tools of inquiry, and structures of the discipline he or she teaches. The teacher creates learning experiences that make these aspects of subject matter meaningful for students.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children
learn and develop, and can provide learning opportunities that support a
child’s intellectual, social, and personal development. MSU
STANDARD 3: DIVERSE LEARNERS
The teacher understands how students
differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.
STANDARD 5: MOTIVATION AND MANAGEMENT
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
STANDARD 6: COMMUNICATION & TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
STANDARD 8: ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT
The teacher is a reflective
practitioner who continually evaluates the effects of his or her choices and
actions on others and who actively seeks out opportunities to grow
professionally. MSU
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
COURSE POLICIES:
Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations, including any cultural considerations
Students with disabilities,
whether physical, learning, or psychological, who believe that they may need
accommodations in this class, are encouraged to contact Disability Support
Services (DSS) as soon as possible to ensure that such accommodations are
implemented in a timely fashion. Please meet with DSS staff to verify your
eligibility for any classroom accommodations and for academic assistance
related to your disability. Disability Support Services is located in the
Late assignments will have 5 points per week deducted from the total score received on that assignment (drafts will lose 3 points if late). Threaded discussions cannot be made up; you will only receive the number of points accumulated during the threaded discussion time windows.
1. (130 pts.) Chapter Assignments/Activities-10 pts. per assignment
2. (30 pts.) Critical Issue PowerPoint Presentation
3. (10 pts.) Lesson Plan
4. (100 pts.) Threaded Discussions-10 pts. per discussion
5. (10 pts.) Threaded Discussion Facilitation
8. (20 pts.) Multicultural Experience Self-Reflection
B 252-275
pts.
C 228-251 pts.
D 204-227 pts.
Week 1 Jan 14-20 Text Introduction & My Education Lab
Week 2 Jan 21-27 Foundations of Multicultural Education - Chap. 1
Facilitation Tips site
Practice Threaded Discussion starts Jan. 21st
Jan. 27th last day for Practice Threaded Discussion
Week 3 Jan 28-Feb 3 Ethnicity and Race - Chap. 2
Threaded Discussion #1 starts Jan. 28th
Feb 3rd last day for Threaded Discussion
#1
Week 4 Feb. 4-10 American Indian Education
Threaded Discussion #2 starts Feb. 4th
Feb 10th last day for Threaded
Discussion #2
Week 5 Feb.
11-17 Indian Education
for All (
Feb 17th last day for Threaded
Discussion #3
Week 6 Feb. 18-24 Class and Socioeconomic Status - Chap. 3
Self-Reflection of MC Experience due Feb .25th
Threaded Discussion #4 starts Feb 18th
Feb 24th last day for Threaded Discussion
#4
Week 7 Feb. 25-Mar.10 Gender and Sexual Orientation - Chap. 4
Threaded Discussion #5 starts Feb 25th
Mar 10th last day for Threaded
Discussion #3
Week 8 Mar. 11-17 Exceptionality - Chap. 5
Draft
Critical Issue PowerPoint due March 17th
Threaded Discussion #6 starts Mar 11th
Mar 17th last day for Threaded Discussion #6
Week 9 Mar. 18-24 Language - Chap. 6
Threaded Discussion #7 starts Mar 18th
Mar 24th last day for Threaded
Discussion #7
Draft Lesson Plan due on D2L Mar. 24th
Week 10 Mar. 25-31 Religion - Chap. 7
Threaded Discussion #8 starts Mar 25th
Mar 31st last day for Threaded Discussion #8
Week 11 Apr. 1-7 Geography - Chap. 8
Final Critical Issue PowerPoint due Apr 7th
Threaded Discussion #9 starts Apr 1st
Apr 7th last day for Threaded
Discussion #9
Week 12 Apr. 8-14 Age - Chap. 9
Final Lesson
Plan due on DocShare April 14th
Threaded Discussion #10 starts Apr 8th
Apr 14th last day for Threaded Discussion #10
Week 13 Apr. 22-30 Education That Is Multicultural - Chap. 10
ALL COURSEWORK WORK
MUST BE HANDED IN BY APRIL 24th TO RECEIVE ANY CREDIT!