EDUC 255 - Multicultural Teaching

OBSERVATIONAL FIELD EXPERIENCE STATEMENT: Observational Field Experience in an educational environment may be required as part of this course.

 

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Demonstrate an understanding and awareness of the ways cultural factors including personal preferences, ethnic characteristics, values, and implicit bias influence classroom teaching.
2. Identify and apply essential multicultural and global concepts in the classroom and community.
3. Identify standards for education with a multicultural focus.
4. Examine societal controversies related to multicultural education.
5. Discuss the effects of exceptionality, gender, ethnic, socioeconomic and religious factors on learning.
6. Identify the roles of the school, parents, and the community in multicultural education.
7. Formulate strategies for teaching in a multicultural environment.
8. Create classroom materials designed to enhance acceptance and inclusion of all students.
9. Describe culturally responsive teaching methods and dispositions.
10. Participate in various cultural interactions and/or collaborations.

• Multicultural classroom
• Understanding diversity
• Social and cultural conditions affecting education
• Family
• Community
• Environment
• Teaching activities to promote inclusion
• Multicultural instructional materials
• Equity
• Globalization

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

• Uses active listening skills and is able to empathize, clarify & support the speaker.
• Demonstrates appropriate nonverbal communication skills.
• Communicates thoughts and ideas clearly.
• Gives constructive positive feedback.
• Gives constructive negative feedback.
• Receives both positive and negative feedback appropriately & with an open mind.
• Manages conflict maturely & with appropriate skill.
• Respects diversity & is culturally aware.
• Is dependable and follows through with commitments.
• Takes initiative.
• Values the privacy and confidentiality of others.
• Demonstrates appropriate coping skills when experiencing stress and anger.
• Manages others’ stress and anger appropriately.
• Is reflective about their own teaching practice.
• Demonstrates an awareness of personal impact on others.
• Consistently seeks self-improvement through feedback and/or research & training.
• Builds productive relationships with others in order to achieve personal & group goals.
• Is respectful of all other learners, instructors, and stakeholders.
• Entertains new ideas and works to align new ideas with existing thoughts.
• Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.
• Exhibits professional-level dress, when required.
• Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice. 
• Follows mandatory reporting guidelines.

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.

Website https://www.in.gov/doe/

Course Number: EDUC 255

Course Name: Introduction to Multicultural Teaching

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

PORTFOLIO STATEMENT:

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards. The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material. See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam. Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam. Department of Education web site https://www.in.gov/doe/

TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.
GRADING POLICY
The Education Program will use the following grading scale:

A = 93.00 - 100.00
B = 85.00 - 92.99
C = 75.00 - 84.99
D = 70.00 - 74.99
F = 0.00 - 69.99
Course Addendum - Syllabus (Click to expand)