Teaching
Diversity:
Influences
& Issues in the Classroom
Instructor Name: Dr. Karen Lea
Phone: 509-891-7219
Office Hours: 8
a.m. to 5 p.m. PST Monday - Friday
Email: karen_lea@virtualeduc.com
Address: Virtual
Education Software
16201
E Indiana Ave, Suite 1450
Spokane,
WA 99216
Technical Support: support@virtualeduc.com
Welcome
to Teaching Diversity: Influences & Issues in the Classroom, an
interactive computer-based instruction course designed to give you the
knowledge and tools to facilitate a diverse classroom effectively. This course
will help you understand and identify differences in approaches to learning and
performance, including different learning styles and ways in which students
demonstrate learning. This course will emphasize understanding how students’
learning is influenced by individual experiences, talents, disabilities,
gender, language, culture, family, and community values. You will be challenged
to apply knowledge of the richness of contributions from our diverse society to
your teaching field.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or school
computer. Technical support information
can be found, in the Help section of your course.
Course Materials (Online)
Title: Teaching
Diversity: Influences & Issues in the Classroom
Instructor: Dr. Karen Lea
Publisher: Virtual Education Software, inc. 2005,
Revised 2010, Revised 2014, Revised 2017
Academic
Work
Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed, in part or in
whole, to its correct source. Submission of commercially prepared (or group
prepared) materials as if they are one’s own work is unacceptable.
Aiding
Honesty in Others
The individual will encourage honesty in
others by refraining from providing materials or information to another person
with knowledge that these materials or information will be used improperly.
Violations of these academic standards will
result in the assignment of a failing grade and subsequent loss of credit for
the course.
This
course is designed to be an informational course with application to
educational settings. The strategies were designed to be used to aid in
teaching students in a diverse classroom ranging from K-12. The strategies are
general in nature, are not intended to be prescriptive, and are not intended to
be used as a formula. As is true of all information, the information covered in
this course should not be used to stereotype any students based on cultural,
ethnic, gender, etc. differences.
Learning Outcomes:
As a result of
this course, participants will demonstrate their ability to:
·
Reflect through online exams how participants
can combine and apply their knowledge of
learning styles and teaching theories in a multicultural classroom.
Participants will be challenged to honestly
evaluate their own attitudes and teaching, and to change those if
necessary in order to teach so that all students
succeed in their classrooms.
·
Analyze
how poverty issues in our society affect the students in classrooms.
·
Gather information from several sources on individual student cultures, knowledge, skills, language
proficiencies,
and interests.
·
Gather information from several sources on individual students’ special needs.
·
Discuss development patterns of classroom interactions that are
friendly and demonstrate general caring and respect.
·
Apply a system that responds successfully to disrespectful behavior among students.
·
Employ behavioral intervention to
remediate disruptive,
negative, and/or self-destructive behavior.
·
Employ
positive framing to model and reinforce appropriate
student behavior and redirect inappropriate student behavior.
·
Initiate regular communication with families to discuss class and individual activities.
This course is designed to help classroom teachers, school counselors, and other educational personnel gain strategies to understand how our diverse society influences student learning in the classroom. Participants will explore issues of culture, gender, and individuals with exceptionalities, and how these affect a student’s learning and behavior in the classroom.
The course is divided into four
chapters. At the completion of each chapter, there will be an examination
covering the material. Students must complete the examination before proceeding
to the next chapter. This sequential approach to learning will help all
participants to gain a better understanding of what they have learned as they
proceed through the course.
Although
this course is a presentation of societal issues and how these affect the
classroom, there is certainly a wealth of research and topics not covered in
the scope of this course. The instructor highly recommends that you augment
your readings from this course with further research to gain a fuller
understanding of the complexities of this subject. In addition to what is
required in this course and your individual research, the instructor recommends
that you read research from the authors found in the reference section of this
syllabus.
As a student you will be
expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70%
or higher, with no individual exam score below 50%, to pass this course. *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review
of any section on which your examination score was below 50%.
·
Retake any
examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
Complete a course
evaluation form at the end of the course.
Chapter
1: Teaching in a Diverse Classroom – This
chapter explores how our society has changed, the diversity of our society as a
whole, and the diversity of the community in which the participant lives and
works.
Chapter
2: Race, Ethnicity & Culture – This chapter
explores research norms about race, ethnicity, and culture while challenging
individuals to refrain from using this information to stereotype, but instead
to use it as a foundation to start understanding people as individuals. Participants are challenged
to evaluate their own attitudes and teaching honestly, and to change them if
necessary in order to teach so that all students succeed in their classrooms.
Chapter
3: Gender Differences & Gang Influences – This
chapter explores research norms about gender differences while challenging
individuals to refrain from using this information to stereotype. Participants are
challenged to evaluate their own attitudes and teaching honestly, and to change
them if necessary in order to teach so that all students succeed in their
classrooms. In addition, the influence
of gangs is discussed.
Chapter 4: Socioeconomic Issues & Social Justice – This chapter
explores socioeconomic issues in our society and how they affect the students
in your classroom while challenging individuals to refrain from using this
information to stereotype. Participants are challenged to evaluate their own
attitudes and teaching honestly, and to change them if necessary in order to
teach so that all students succeed in their classrooms.
At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. Your final grade for the course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
You may contact
the instructor by emailing karen_lea@virtualeduc.com or by calling (509) 891-7219,
Monday through Friday, 8:00 a.m. - 5:00 p.m. PST. Phone messages will be answered within 24
hours. Phone conferences will be limited to ten minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches, or other
issues that involve the operation of the course.
If you have questions
or problems related to the operation of this course, please try everything
twice. If the problem persists please check our support pages for FAQs and
known issues at www.virtualeduc.com and also the Help section
of your course.
If you need
personal assistance then email support@virtualeduc.com or call (509)
891-7219. When contacting technical
support, please know your course version number (it is located at the bottom
left side of the Welcome Screen) and your operating system, and be seated in
front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact
VESi if you have further questions about the compatibility of your operating
system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted and how to submit your completed information.
The addendum will also note any additional course assignments that you may be
required to complete that are not listed in
this syllabus.
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Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.
12/15/17 JN