EDU 412-800/EDCI 592-801
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
OFFICE: ED271 OFFICE HOURS: W 9:00-12:00 p.m.; T & R 7:30-8:30 a.m.
REQUIRED TEXTS: Tellez, K. (2010). Teaching English Learners; Fostering Language and the Democratic Experience. Boulder, CO: Paradigm.
Kroeger, S. & Bauer, A. (2004). Exploring Diversity. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
OPTIONAL TEXT(S): Reyhner, Jon (3rd ed.).
(1994). Teaching American Indian Students.
Gilliland, Hap (4th ed.) (1999). Teaching the Native American. Council for Indian Education.
Provides a basic background for multicultural and bilingual teaching. Includes foundations and emphasis on the development of bilingual education, the development of minority group children, sociolinguistic and psycholinguistic issues, and the variety of program responses to addressing the needs of minority group children. Also include a theory-into-practice component which explores curricular approaches to the specific subject areas.
1. Attain higher levels of personal achievement in understanding ESL/bilingual/ multicultural students
2. Learn and practice on-line small group facilitation
3. Provide limited direct experiences and experimentation with teaching of minority group students
4. Research, collect and organize instructional resources, ideas and activities pertinent to teaching ESL/bilingual/multicultural students
5. Study curriculum materials that define and assess learner goals; include content, skills and thinking; guide the selection of materials and resources; and help develop assessment processes.
6. Develop an understanding and appreciation for the importance of individualization in the development of the whole person.
1. TSW understand the basic vocabulary and current critical issues of ESL, bilingual, and multicultural education as evidenced by weekly assignments, threaded discussion responses and PowerPoint presentations.
2. TSW be able to facilitate small group discussions as evidenced by being a facilitator for one of the course threaded discussions.
3. TSW apply his/her learned pedagogical knowledge by working with minority students and writing self-reflection papers about his/her experiences.
4. TSW identify at least five teaching strategies and/or classroom management strategies for working with ESL/bilingual/multicultural students as measured by their response to a weekly assignment question.
5. TSW work individually or collaborately within a small group to produce lesson plans for classes with ESL/bilingual/multicultural students.
6. TSW use computer technology (sending files, threaded discussions, internet exploration and research, and PowerPoint) and how to relate these to elementary classrooms as evidenced by class assignments.
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
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.
Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations.
Late assignments will have 5 points per week deducted from the total score received on that assignment (drafts will lose 3 points if late). Revisited PowerPoint presentations will lose 5 points and must be turned in one week after they are returned. Threaded discussions cannot be made up; you will only receive the number of points accumulated during the threaded discussion time windows.
1. (100 pts.) Threaded Discussion-10 total pts. per week
2. (30 pts.) Critical Issue PowerPoint Presentation
3. (50 pts.) Lesson Plan/Practice Teaching/Journal Self Reflection
4. (60 pts.) Chapter Assignments/Projects
5. (30 pts.) Threaded Discussion Facilitations
5. (30 pts.) Website Critiques-Internet Site Exploration and D2L Discussion Site
B 252-275 pts.
C 228-251 pts.
D 204-227 pts.
Jan 12-18 Course Overview/Small Group Facilitation/Preface in text
Jan 19-25 Chapter 1-ELD: Language, Geopolitics, Democracy, and Culture Merge
Practice Threaded Discussion starts Jan. 20th-Facilitation by Barfield
Practice Threaded Discussion ends Jan. 24th
Jan 26-Feb 1 Chapter 2-ELL in the U.S.: Statistical and Biographical Portrait
Chapter 1: What is Culturally Responsive Teaching?
Threaded Discussion A starts Jan. 27th and ends Jan. 31st
Assignment A due Feb. 1st
Feb 2-8 Chapter 3-Language Acquisition or Learning
Threaded Discussion B starts Feb. 3rd and ends Feb. 7th
Websites Critiques due on D2L Discussion Feb. 8th
Feb 9-15 Chapter 4-Bilingual Ed, ELD, and the Debate
Chapter 2: Considerations in Instructional Planning
Threaded Discussion C starts Feb.10th and ends Feb. 14th
Feb 16-25 Chapter 5-Language Teaching: Methods Less Familiar
Threaded Discussion D starts Feb.17th and ends Feb.21st
Draft Critical Issue PowerPoint due on D2L Discussion Feb. 22nd
Mar 7-15 Chapter 6-The ELD Teacher: A Special Psychology
Threaded Discussion E starts Mar. 10th and ends Mar. 14th
Draft Lesson Plan due on D2L Discussion Mar. 15th
Mar 16-22 Chapter 7-Teaching ELLs and the Democratic Ideal
Threaded Discussion F starts Mar. 17th and ends Mar. 21st
Final Critical Issue PowerPoint due on D2L Discussion March 22nd
Mar 23-29 Teaching Native American Students
Chapter 3: Classroom Climate and Managing Behavior
Threaded Discussion G starts Mar. 24th and ends Mar. 28th
Mar 30-Apr 5 Bilingual Special Education
Threaded Discussion H starts Mar. 31st and ends Apr. 4th
Final Lesson Plan due on D2L Discussion April 5th
Apr 6–12 Assessment and Evaluation
Threaded Discussion I starts Apr. 7th and ends Apr. 11th
Apr 13-20 Course Summary and Conclusions
Chapter 4: Engaging Families
Threaded Discussion J starts Apr. 14th and ends Apr. 18th
Final Self-Reflection of Practice Teaching due in Dropbox April 19th
ALL COURSEWORK WORK MUST BE HANDED IN BY APRIL 25th TO RECEIVE ANY CREDIT!