EDUC 255 - Multicultural Teaching

VOLUNTEER FIELD EXPERIENCE STATEMENT: Up to 10 hours of observations may be required for completion 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
• A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.
• Web Site http://www.doe.in.gov/

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 http://www.doe.in.gov/

CASA AND 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 a GPA required by the institution, and pass the CASA exams for reading, writing/English, and math.

For more information on the CASA, go to http://www.nesinc.com. Admission to a teacher education program at a four-year institution is determined by the admitting institution.

 
Course Addendum - Syllabus (Click to expand)