& Issues in the Classroom
Name: Dr. Pamela Bernards, Ed.D.
Office Hours: 8
a.m. to 5 p.m. PST Monday - Friday
E Indiana Ave, Suite 1450
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.
Diversity: Influences & Issues in the Classroom
Instructor: Dr. Pamela Bernards,
Publisher: Virtual Education Software, inc. 2005,
Academic Integrity Statement
The structure and
format of most distance-learning courses presume a high level of personal and
academic integrity in completion and submission of coursework. Individuals
enrolled in a distance-learning course are expected to adhere to the
following standards of academic conduct.
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.
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
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, or gender differences.
Demonstrate knowledge of how students’ learning is
influenced by individual experiences, language, poverty, culture, and gender.
Use information about students’ families, culture,
and communities as a basis for connecting instruction to students’ experiences.
Use cultural diversity and individual student
experiences to enrich instruction.
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.
this course is a presentation of societal issues and how these affect the
classroom, there is certainly a wealth of research and topics that are 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 following authors.
- Sonia Nieto
- Jennifer E. Obidah
and Karen Manheim Teel
- Ruby K.
As a student you will be expected to:
Complete all four information chapters
covering Teaching Diversity: Influences and Issues in the Classroom,
showing a competent understanding of the material presented.
Complete all chapter examinations, showing
a competent understanding of the material presented.
Complete a review of any chapter on which your
examination score was below 70%.
Retake any chapter examination, after completing
an information review, to increase that examination score to a minimum of 70%
(maximum of three attempts).
Complete a course evaluation form at the end of
1: Teaching in a Diverse Classroom – This chapter
explores how our society has changed, the diversity of our society as a
whole, and the community in which the participant lives and works.
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
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
3: Gender Differences & Gang Influences –
This chapter explores research norms about gender differences while
challenging individuals to refrain from using this information to stereotype.
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
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.
Pamela Bernards has 30 years of combined experience in diverse
PK-8 and high school settings as a teacher and an administrator. In addition to these responsibilities, she
was the founding director of a K-8 after school care program and founder of a
pre-school program for infants to 4-year-olds. When she was a principal, her school was
named a U.S. Department of Education Blue Ribbon School of Excellence. More recently, the school in which she
serves as curriculum coordinator was named a 2010 Blue Ribbon
School. Areas of interest include curriculum,
research-based teaching practices, staff development, assessment, data-driven
instruction, and instructional intervention (remediation and
gifted/talented). She received a
doctorate in Leadership and Professional Practice from Trevecca Nazarene
contact the instructor by emailing email@example.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
If you need
personal assistance then email firstname.lastname@example.org 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
Refer to the addendum regarding Grading Criteria, Course
Completion Information, Items to be Submitted, and how to submit your
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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.
Updated 6/23/11 JN