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,
Revised 2020
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.
Student Expectations
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%, and successfully
complete ALL writing assignments 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 all course journal article and essay writing assignments with
the minimum word count shown for each writing assignment.
·
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. The average from your exam scores will be
printed on your certificate. However,
this is not your final grade since your required writing assignments have not
been reviewed. Exceptionally written or
poorly written required writing assignments, or violation of the academic
integrity policy in the course syllabus, will affect your grade. 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 section before you complete all
questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Writing Assignments
All assignments are reviewed and may impact your
final grade. Exceptionally or poorly written assignments, or
violation of the Academic Integrity Policy (see course syllabus for policy),
will affect your grade. Fifty percent of your grade is determined by your
writing assignments, and your overall exam score determines the other fifty
percent. Refer to the Essay Grading Guidelines which were sent as
an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as
an attachment with your original course link, to determine if you have any
writing assignments in addition to the Critical Thinking Questions (CTQ) and
Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments must
meet the minimum word count and are not to include the question or your final
citations as part of your word count. In
other words, the question and citations are not to be used as
a means to meet the minimum word count.
Critical Thinking Questions
There are four CTQs that you are required to
complete. You will need to write a minimum of 500 words (maximum 1,000) per
essay. You should explain how the information that you gained from the course
will be applied and clearly convey a strong understanding of the course content
as it relates to each CTQ. To view the
questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back
at any point to edit your essay, but you must be certain to click SAVE once you
are done with your edits.
You must click SAVE before you write another essay
or move on to another part of the course.
Journal Article Summations
You are required to write, in your own words, a
summary on a total of three peer-reviewed or scholarly journal articles (one
article per JAS), written by an author with a Ph.D., Ed.D. or similar, on the
topic outlined within each JAS section in the “Required Essays” portion of the
course (blogs, abstracts, news articles or similar are not acceptable).
Your article choice must relate specifically to the discussion topic listed in
each individual JAS. You will choose a total of three relevant articles
(one article per JAS) and write a thorough
summary of the information presented in each article (you must write a minimum
of 200 words with a 400 word maximum per JAS). Be sure
to provide the URL or the journal name, volume, date, and any other critical
information to allow the facilitator to access and review each article.
To write your summary, click on REQUIRED ESSAYS and
choose the JAS that you would like to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE. Prior to course submission you may go back at
any point to edit your summaries but you must be
certain to click SAVE once you are done with your edits. For more information
on the features of this assignment, please consult the HELP menu.
You must click
SAVE before you write another summary or move on to another part of the course.
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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