wsu regulation 3-4 web viewwinona state university. required checklist for all curricular proposals....

WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED302: Diverse Learners/Human RelationsThis checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______ Dana Brigson _________________________________ ____ 12/1/11 _________ Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __December 1, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

_____RED 302__________ __Diverse Learners/Human Relations__________________________ ___3_________Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites RED401: Kid-Watching; RED301: Development Theories

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the second course in the series focusing on understanding the child’s lifeworlds.

Essential Questions situated within these courses include:

How do thoughts, beliefs, and behavior of the Classroom Cultural Community impact student learning?

o How does the Individual develop within the cultural community? How does Content Knowledge – Human Development – impact student learning?

Guiding Questions include:

Who am I as a cultural being? What is the child’s lifeworld? Is there a careful balance in empathy?

2. Course outline of the major topics and subtopics (minimum of two-level outline). I. Theories of Learning

A. Culturally Relevant and Responsive Teaching PracticesB. Social Learning TheoryC. Self TheoriesD. Intrinsic MotivationE. Cultural-historical Theoretical perspective

II. DiscourseA. Of Cultural Comfort ZoneB. Beyond Cultural Comfort Zone

C. Classroom Discourse1. Teachers Talk Patterns

III. Content KnowledgeA. Diverse Learners and …

1. Exceptionality2. Language3. Individual Experiences, talents, and prior learning4. Culture5. Family6. Community(ies)7. Lifestyle8. Economic condition9. Race10. Communication

B. Minnesota-based American Indian1. Tribal government2. History3. Language4. Culture

C. Culturally Relevant Teaching1. Addressing the Whole Child

a) Social resourcesb) Cultural resourcesc) Linguistic resourcesd) Intellectual resources

2. Responsive Strategies for Diverse LearnersD. Communication

1. Teacher’s Talk Patternsa) Open-Ended Questionsb) Listeningc) Reinforcing Languaged) Reminding Languagee) Redirecting Languagef) Being Silent

2. Second Language Acquisitiona) Strategies that support learning

3. Differentiationa) Accommodationsb) Modificationsc) Adaptations

IV. AssessmentA. ObservationB. InterviewsC. Record-keepingD. PerformanceE. Individual

V. Learning EnvironmentA. Creating a learning environment that responds to Diverse Learners.B. Using Teacher Language that leads to a learning environment.

VI. Instructional StrategiesA. Research-based teaching strategies for teaching English LearnersB. Culturally Relevant StrategiesC. Research-based strategies for students with exceptionalitiesD. Concept AttainmentE. Strategies to differentiate learning

1. Accommodations2. Modifications3. Adaptations

VII. EthicsA. Student rights and Teacher responsibility to:

1. Equal education2. Appropriate education for students with disabilities3. Confidentiality4. Privacy5. Appropriate treatment of students

B. Reporting in situations of known or suspected abuse or neglectVIII. Children’s & Adolescent Literature

A. Autobiographies, biographies, picture books, poetry, etc. from children’s literature1. Exceptionalities2. Cultural perspective3. Minnesota-based American Indian

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

Core Belief:We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking.(Reflect, Respond, Advocate)

Teacher Candidates will address the Essential Questions, Guiding Questions, and the MN Teaching Standards in the following course requirements:Applied Field Experience

Candidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances, candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.

For this course, candidates will complete the following Clinical Practice Application:

Critical Consumer of Research:Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

Various readings will be assigned by the Professor with students also asked to select readings to support projects. Students will be expected to reflect, summarize, and make personal connections to their reading.

Both the E-Journal assignment and the Exploratory/Inquiry Essay assignment will be strong examples of this expectation.

Self-Analysis:Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

There will be several opportunities throughout this course where candidates will be asked to analyze self as a diverse learner and then connect with the identities of diverse learners in the classroom.

Strategy Showcase:

While reading the book: The Power of Our Words: Teacher Language That Helps Children Learn, candidates will be expected to practice application of each chapter in their clinical placement and reflect on the experience in their e-journal.

The assignment: Exploring an Elementary Student’s Cultural Identity will be conducted in the field placement.

a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies:

o Concept Teaching and Concept Attainmento One of the 99 Strategies for teaching English learners based on the SIOP model.o A research-based strategy for teaching a child with exceptional needs based on readings

from the journal, Teaching Exceptional ChildrenPortfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.Capstone Experience:At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required. For this course, candidates will engage in the following capstone experience:

Cultural Biography connected to a Student Biography Children’s Book that features an exceptionality Concept Attainment lesson using a concept from the Indian Education Office Curriculum

Frameworks.

Professional Dispositions Expected from Students in this Course:

Attendance/Punctuality Self-Initiative/Independence Reliability/Dependability Clarity in Written Expression Critical Thinking Skills Verbal Involvement in Class/Groups

Tact/Judgment Collegiality/Positive Attitude Accept and Give Constructive Criticism Professional Ethics and Demeanor Best Effort/High Quality Performance Desire to Improve Own Teaching Performance

Open-minded Listening and Discussion Respectful Interaction with ALL

Word-processing of All Major Written Projects

6. Assignment DescriptionsE-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words: Teacher Language That Helps Children Learn. Follow the assignment guide for the reading schedule, expected prompts for reflection, and the format. Entries are due prior to our discussions in class. Please note the expectations tied to your clinical practice. You will be expected to practice application of each chapter in the field and reflect on your experience.Exploratory/Inquiry Essay. The purpose of this essay is for you to explore personal questions &/or topics related to Diverse Learners. The first night of class you will participate in the activity: What Influences Dennis? What Influences Me? Additionally, we will create an Identity Quilt. Following these experiences you will be expected to generate personal questions related to Diverse Learners that you will explore over the course of the semester. The Professor will assist you in identifying key readings to explore your questions. Requirements for this project include:

Reading a connected book, for example: The Dreamkeepers, Other People’s Children, The Power of Their Ideas, Teaching Hope/The Freedom Writers, On Being a Teacher, Letters to a Young Teacher, or other depending on your question(s).

Gathering ideas from your Clinical Practice.

Accessing other print and media sources. Developing an Exploratory Essay following the guidelines on the detailed assignment

guide.(Find help at: http://owl.english.purdue.edu/owl/owlprint/728/ )Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment includes 3 key elements based on a review of the literature: a) fostering a good sense of your own ethnic or cultural identity, b) participating in a field experience with students of diverse cultural groups with guided reflection, and c) participating in a cross-cultural analysis and discussion about children’s literature. Each of these key experiences is designed to connect you with your own identity and the identity of others. There will be a more detailed assignment guide handed out in class. Briefly, the 3 key experiences are:

Exploring Your Cultural Identity. In this key experience you will be writing a self-narrative autobiography that explores and explains yourself as a cultural being. You must first know yourself in order to know and understand others. (Guided Autobiography: http://www.sesp.northwestern.edu/foley/instruments/guided/)

Exploring An Elementary Student’s Cultural Identity. In this key experience you will be writing a Student Biography of an elementary student of diversity. In this experience you will be given the choice of how you will gain perspective on the life of the child you choose. This may take the form(s) of: observations, interviews, sending home a disposable camera, etc. The goal of this experience is to document and better understand the child’s values, family histories, goals, and identities. In this experience you will explore your assumptions about culture, self, and identity.

Finding Connections and Building Empathy. In the final key experience, you will continue your analysis of culture by making connections and discussing children’s literature. You will be looking at culturally diverse children’s literature to find connections to your autobiography and your student’s biography. We will also discuss your empathetic connections. Thinking about: Is there a careful balance in empathy?

Teaching about Disabilities Using Children’s Literature . The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment will include several connected activities resulting in creating a Picture Book/Children’s book about exceptionality and a lesson plan. A more detailed assignment guide will be given in class. In order to complete this project you will:

Select an exceptionality to research. You will be sharing your findings in class.

o For your presentation you we develop a 1-page handout for your disability area (etiology, classification, prevalence, characteristics, identification, assessment, & eligibility). On the back, you will describe 1 research-based strategy from the journal, Teaching Exceptional Children.

o Explore and generate a list of services and resources available in the school district and in the community related to the disability you research. Include your findings in your class presentation.

o We will jigsaw the Administrative Rules in Minnesota related to Children with Disabilities. You will be assigned a rule(s) to summarize and share with the class. https://www.revisor.mn.gov/rules/?id=3525

o There will be a test covering the basic information for each disability area.

o Handouts will be collected into a class

Explore a variety of children’s books about exceptionalities completing the Specific Disability Picture Book Notes handout. We will share these in class.

Review the website – Page by Page: Creating a Children’s Book. (found at: http://epe.lac-bac.gc.ca/100/200/301/lac-bac/page_by_page-ef/www.lac-bac.gc.ca/3/2/index-e.html )

Create your Children’s Book.

Write a Lesson Plan using Teaching Children about Disabilities through Children’s Literature.

You will either micro-teach your lesson with your Children’s Book or you will teach this lesson in your Clinical Practice classroom.

Teaching English Learners . The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment will include several connected activities resulting in micro-teaching one of the 99 SIOP strategies from the book: 99 Ideas and Activities for Teaching English Learners with the SIOP Model. A more detailed assignment guide will be given in class. In order to complete this project you will:

Read chapter 2: The Stages of Second Language Acquisition from Classroom Instruction that works with English Language Learners, by Jane D. Hill & Kathleen M. Flynn; 2006; Alexandria, VA: ASCD. This chapter will give you background knowledge for the project. There will also be a presentation in class to deepen your knowledge about language acquisition.

Explore the 99 SIOP strategies and select one that is appealing to you. Review and understand the strategy.

Using one of the 4 SIOP Lesson Plan templates, you will design a lesson plan, assessment, and necessary materials.

We will have a micro-teaching night in class where you will teach to a small group of your peers.

CONCEPT ATTAINMENT: Microteaching Lesson (Minnesota-based American Indian tribes). The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. One purpose of this assignment is to give you an opportunity to assess your current level of effectiveness and understanding of concept teaching. Students will read about concept teaching, view a videotaped concept attainment lesson, participate in concept attainment lessons, and plan and deliver a concept lesson. The second purpose of this assignment is to jigsaw as a class around the standard: history, government, and culture of Minnesota-based American Indian tribes as integrating concepts throughout the elementary curriculum. A more detailed assignment guide will be given in class. In order to complete this project you will:

Various readings will be given in class about concept teaching and concept attainment. We will also view a videotaped concept attainment lesson.

Go to the MDE website to read curriculum guides:

o The Indian Education Office provides a selection of high-quality, culturally relevant curriculum frameworks in a variety of subject areas. These frameworks are available to classroom teachers, parents and students and can help bring American Indian culture, values, traditions and history into the classroom.

American Indian Art Curriculum 1Mb (7/28/2005) 984Kb (7/28/2005) Petroglyphs, pictographs, Lithographs Silkscreen prints etc

American Indian Contributions Curriculum 197Kb (7/28/2005) 231Kb (7/28/2005) Medicine, music, ecology, holistic etc

American Indian Family Life Curriculum 2Mb (7/28/2005) 1Mb (7/28/2005) Survival, spirituality, effect of government policies, education etc

American Indian Harmony and Balance Curriculum 157Kb (7/28/2005) 102Kb (7/28/2005) Social issues, environmental issues, respect, conservation etc

American Indian Leadership Curriculum 309Kb (7/28/2005) 208Kb (7/28/2005) Warriors, consensus, elders etc

American Indian Music and Dance Curriculum 257Kb (7/28/2005) 151Kb (7/28/2005) Drums, flute, stories, lullabies etc

American Indian Oral Traditions Curriculum 302Kb (7/28/2005) 194Kb (7/28/2005) Humor, truth, Dakota, Anishinabe etc

American Indian Sovereignty Curriculum 197Kb (7/28/2005) 133Kb (7/28/2005) Gaming, treaties, land, U.S. inside nation, taxation laws

American Indian Tribal Government Curriculum 384Kb (7/28/2005) 250Kb (7/28/2005) Framework on tribal government

American Indian U.S. Policies Curriculum 336Kb (7/28/2005) 183Kb (7/28/2005) Lesson plan models for primary, intermediate, middle school and senior high

American Indian Values Curriculum 292Kb (7/28/2005) 178Kb (7/28/2005) Respect for all living things, courage/bravery, acceptance non-judgmental etc

Students will do the following: Concept Analysis: Select a concept from the American Indian Curriculum Framework for

analysis. Complete the following steps: Name the concept. Define or state the rule for the concept. List the critical attributes of the concept. List the noncritical attributes that are related to the concept. Select examples that highlight the critical attributes of the concept. Select non-examples that are closely related to the concept. Create a web of your concept.

Lesson Plan: Use the lesson model from chapter 5 and the examples/templates given in class to write a Concept Attainment Lesson.

Microteaching: Be prepared to teach your Concept Lesson to the class. Be prepared to evaluate your peers and yourself. Peers will use a blind observation tool to reflect on each other’s lessons.

Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy; knowledge, comprehension, and application – as well as essay and problem-based items.

Professional Dispositions. Students will be expected to demonstrate Acceptable levels of Participation, Collaboration, & Professionalism. Students who fall below expectations will be notified and given an opportunity for growth. Performance in this area may be reflected in your final grade.

An Assignment Description and Evaluation Format will be distributed for each assignment.

5. Course materials (textbook(s), articles, etc.).

Denton, P. (2007). The Power of Our Words: Teacher Language That Helps Children Learn. Turner Falls, MA: Northeast Foundation for Children, Inc.

Prater, M.A. & Dyches, T.T. (2008). Teaching About Disabilities Through Children’s Literature. Libraries Unlimited/Teacher Ideas Press. Paperback: ISBN13: 9781591585411

Vogt, M.E. & Echevarria, J. (2007). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston, MA: Allyn & Bacon.

Selected readings from the following:

Herrera, S. (2010). Biography-driven Culturally Responsive Teaching. Teachers College Press. ISBN: 0807750867

Lomawaima, K. T. & McCarty, T. L. (2006). To Remain an Indian: Lessons in Democracy from a Century of Native American Education. Teachers College Press. ISBN: 0807747165

Ramsey, P. G. (2004). Teaching and Learning in a Diverse World, 3rd Edition. Teachers College Press. ISBN: 0807745049

Sleeter, C. (2004). Culture, Difference, and Power. Teachers College Press. ISBN: 0807745243

Teaching Students with Special Needs in Inclusive Settings, 4th Edition. Allyn & Bacon: 2004. Tom Smith, Edward Polloway, James Patton, Carol Dowdy. ISBN: 0-205-37349-6

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.

Allen & Labbo (2001). Giving it a second thought: Making culturally engaged teaching culturally engaging. Language Arts, 79, 40-52. Available (PDFdocument): www.ncte.org/pdfs/subscribers-only/la/0791-sept01/LA0791Giving.pdf Journal of Reading Education • Volume 33, No. 1 • Fall 2007

Giroux, H. (1992). Border crossing: Cultural workers and the politics of education. New York: Routledge, Chapman, & Hall.

Hoffman, D. (1996). Culture and self in multicultural education: Reflections on discourse, text, and practice. American Educational Research Journal, 33, 545-569.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.

Larke, P. (1990). Cultural diversity awareness inventory: Assessing the sensibility of preservice teachers. Action in Teacher Research, 12(3), 23-30.

Lavery, D. (1999/2007). Autobiographies: A checklist [online]. Retrieved August 2007, from http://www. mtsu.edu/dlavery/abchk.htm

Miller, H. M. (2004). Teaching and learning about cultural diversity: A dose of empathy. In R. D. Robinson, M. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy education (3rd ed.). Boston: Allyn & Bacon.

Nieto, S. (2000). Placing equity front and center. Journal of Teacher Education, 52, 180-187. Rochman, H. (1993). Against borders: Promoting books for a multicultural world. Chicago: ALA Books.

Rosenblatt, L. (1995). Literature as exploration. New York: Modern Language Association.

Schmidt, P. R. (1998). The ABC’s of cultural understanding and communication. Equity & Excellence in Education, 31(2), 28-38.

Zimmerman, W. (1991). How to tape instant oral biographies: How to tape record, video or film your life stories. New York: Guarionex Press.

Selected culturally diverse children’s literature

Battle-Lavert, G. (2000). The music in Derrick’s heart. New York: Holiday House. (African American)

Bruchac. J. (1998). The heart of a chief. New York: Dial. (Native American)

Choi, S. N. (1993). Halmoni and the picnic. New York: Houghton Mifflin. (Korean American)

Garza, C. L. (1996). In my family/En mi familia. San Francisco: Children’s Book Press. (Mexican American)

McKay, L. (1998). Journey home. New York: Lee & Low. (Vietnamese American)

Nelson, S. D. (2000). Gift horse: A Lakota story. New York: Harry N. Abrams.

Nolen, J. (1999). In my momma’s kitchen. New York: Lothrop, Lee & Shepard. (African American)

Say, A. (1999). Tea with milk. New York: Houghton Mifflin. (Japanese American)

Sisnett, A. (1997). Grannie jus’ come. San Francisco: Children’s Book Press. (Panama)

Sneve, V. D. H. (1989). Dancing teepees: Poems of American Indian youth. New York: Holiday House. (Native American)

CHILDREN’S BOOK Titles BY EXCEPTIONALITY

Attention-Deficit/Hyperactivity Disorder (ADD/ADHD)Joey Pigza Loses Control by Jack Gantos, Joey Pigza Swallowed the Key by Jack Gantos, AutismAl Capone Does My Shirts by Gennifer Choldenko, A Corner of the Universe by Ann M. Martin, The Curious Incident of the Dog in the Night-Time by Marc Haddon, Crow Boy by Taro Yashima, Rules by Cynthia Lord, Yolanda’s Genius by Carol Fenner, Communication DisordersGetting Near to Baby by Audrey Couloumbis, Hooway for Wodney Wat by Helen Lester, King of the Wind by Marguerite Henry, Ruby Mae Has Something to Say by David Small, Tending to Grace by Kimberly Newton Fusco, Deafness and Hard of HearingDad, Jackie, and Me by Myron Uhlberg, Moses Goes to a Concert by Issac Millman, The Printer by Myron Uhlberg, Emotional and Behavioral DisordersCut by Patricia McCormick, Heck Superhero by Martine Leavitt, Kissing Doorknobs by Terry Spencer Hesser, The Planet of Junior Brown by Virginia Hamilton, Reaching Dustin by Vicki Grove, The Tulip Touch by Anne Fine, When She Was Good by Norma Fox Mazer,

Intellectual DisabilityBecause of Winn-Dixie by Kate DiCamillo, The Bus People by Rachel Anderson, Crazy Lady! by Jane Leslie Conly, Me and Rupert Goody by Barbara O’Connor, My Louisiana Sky by Kimberly Willis Holt, So B. It by Sarah Weeks, Sparks by Graham McNamee, Summer of the Swans by Betsy Byars, Learning DisabilitiesDicey’s Song by Cynthia Voigt, Niagara Falls, or Does It? By Henry Winkler and Lin Oliver, Thank You, Mr. Falker by Patricia Polacco, Whittington by Alan Armstrong, Orthopedic ImpairmentChuck Close Up Close by Jan Greenberg, Harry Sue by Sue Stauffacher, Knockin’ on Wood by Lynne Barasch, Seal Surfer by Michael Foreman, Small Steps by Louis Sachar, The View from Saturday by E.L. Konigsburg, The Westing Game by Ellen Raskin, The Wheel on the School by Meindert DeJong, Visual Impairment and BlindnessBy the Shores of Silver Lake by Laura Ingalls Wilder, The Great Hickory Chair by Lisa Rowe Fraustino, Knots on a Counting Rope by Bill Martin, Sing to the Stars by Mary Brigid Barett, These Happy Golden Years by Laura Ingalls, Things Not Seen by Andrew Clements, Anna and Natalie Granny Torrelli makes soup The hickory chair Knots on a counting rope

Ableism Resources found in: Griffin, P., Peters, M.L., and Smith, R.M. Ableism Curriculum Design. © Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007

Print ResourcesAltman, R. (1996). Waking up, fighting back: The politics of breast cancer. Boston: LittleBrown.Americans with Disabilities Act. (1990). Pub. L. No. 101–336.Ayrault, E. W. (2001). Beyond a physical disability: The person within - A practical guide.New York: Continuum.Barnes, C. (2003). Disability. Cambridge, UK: Polity Press.Barnes, C. (Ed).(2002). Disability studies today. Cambridge, UK: Polity Press.Barron, J., & Barron, S. (1992). There’s a boy in here: A mother and her son tell the story ofhis emergence from autism. New York: Simon & Schuster.Baynton, D. C. (1996). Forbidden signs: American vulture and the campaign against signlanguage. Champaign, IL. University of Chicago Press.Bolen, J. S. (1999). Close to the bone. New York: Scribner.Callahan, J. (1990). Don’t worry, he won’t get far on foot. New York: Vintage Books.Casey, N. (2001). Unholy ghost: Writers on depression. New York: William Morrow.

Charlton, J. I. (1998). Nothing about us without us: Disability oppression and empowerment.Berkeley: University of California Press.Chodron, P. (1997). When things fall apart: Heart advice for difficult times. Boston:Shambhala.Chodron, P. (1994) Start where you are: A guide to compassionate living. Boston:Shambhala.Clare, E. (1999). Exile and pride: Disability queerness and liberation. Boston: SouthEnd Press.Cohen, L. H. (1994). Train go sorry: Inside a deaf world. Boston: Houghton Mifflin.Coleman, R. M. (1986). Wide awake at 3:00 a.m.: By choice or by chance? New York: W.H. FreemanDavis, L. J. (2000). My sense of silence: Memoirs of a childhood with deafness. Champaign:University of Illinois Press.© Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007Dorris, M. (1990). The broken cord: A family’s ongoing struggle with fetal alcohol syndrome.Boston: G.K. Hall.Dumont, R. (1996). The sky is falling. New York: W.W. Norton.Education for All Handicapped Children Act. (1975). Pub. L. No. 94-142, 20 USC §§1400et seq.Ferguson, P. M. (1994). Abandoned to their fate: Social policy and practice towards severelyretarded people in America. 1820-1920. Philadelphia: Temple University Press.Finger, A. (1990). Past due: A story of disability, pregnancy, and birth. Seattle: Seal Press.Fleischer, D. Z., & Zames, F. (2000). The disability rights movement: From charity to confrontation.Philadelphia: Temple University Press.Frank, G. (2000). Venus on wheels: Two decades of dialogue on disability, biography andbeing female in America. Berkeley: University of California Press.Fries, K. (1997). Body remember: A memoir. New York: Dutton Books.Fries, K. (Ed.). (1997). Staring back: The disability experience from the inside out. NewYork: Penguin Group.Gallagher, H. G. (1998). Black bird fly away: Disabled in an able-bodied world. Arlington,VA: Vandamere Press.Gans, L. (1997). Sisters, brothers and disability: A family album. Minneapolis: FairviewPress.Gaynor, A. (1997). Portraits of recovery: Sixty stories of hope and faith. New York: PenguinStudio.Gleeson, B. (1999). Geographies of disability. New York: Routledge.Goode, D. A. (1994). A world without words: The social construction of children born deafand blind. Philadelphia: Temple University Press.Gordon, E. F. (2000). Mockingbird years: A life in and out of therapy. New York: Basic Books.Grandin, T. (1995). Thinking in pictures and other reports from my life with autism. NewYork: Vintage Books.Grandin, T., & Scariano, M. M. (1986). Emergence: Labeled autistic. Novato, CA:Arena Press.Grealy, L. (1994). Autobiography of a face. Boston: Houghton Mifflin.Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha’sVineyard. Cambridge, MA: Harvard University Press.Handler, L. (1999). Twitch and shout. New York: Plume.Hobbs, A. (2002). Making the best of orders to rest. Enumclaw, WA: Winepress.Hockenberry, J. (1995). Moving violations memoir: War zones, wheelchairs, and declarationsof independence. New York: Hyperion.Individuals with Disabilities Education Act. (1990). Pub. L. 101-476, 20 USC §§1400 etseq.Individuals with Disabilities Education Act Amendments. (1997). Pub. L. No. 105-17, 20

USC §1401 et seq.Jankowski, K. A. (1997). Deaf empowerment: Emergence, struggle, and rhetoric. Washington,DC: Gallaudet University.Johansen, R. K. (2002). Listening in the silence, seeing in the dark: Reconstructing lifeafter brain injury. Berkeley: University of California Press.Kelly, K. (Ed). (1998). The ADDed dimension: Celebrating the opportunities, rewards andchallenges of the ADD Experience. New York: Simon & Schuster.Kisor, H. (1990). What’s that pig outdoors: A memoir of deafness. New York: Harperand Collins.Klien, B. S. (1998). Slow dance: A story of stroke, love, and disability. Berkeley, CA: PageMill Press.© Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007Knipfel, J. (1999). Slack jaw: A memoir. New York: Berkley.Kramer, P. D. (1993). Listening to Prozac: A psychiatrist explores antidepressant drugsand the remaking of the self. New York: Viking.Kumin, M. (2000). Inside the halo and beyond: The anatomy of a recovery. New York:W.W. Norton.Lane, H. (1984). When the mind hears. New York: Random House.Levine, M. (2002). A mind at a time. New York: Simon and Schuster.Linton, S . (1998). Claiming disability: Knowledge and identity. New York: New York UniversityPress.Longmore, P. K., et al., Eds. (2001). The new disability history: American perspectives.New York: New York University Press.Longmore, P. K. (1991). Why I burned my book and other essays on disability. Philadelphia:Temple University Press.Mairs, N. (1996). Waist-high in the world: A life among the nondisabled. Boston: BeaconPress.Matlin, M. (2002). Deaf child crossing. New York: Aladdin Paperbacks.Michalko, R. (2002). The difference that disability makes. Philadelphia: Temple UniversityPress.Moore, S. (2000). Lupus: Alternative therapies that work. Rochester, VT: Healing Arts Press.Morris, J. (1991). Pride against prejudice. Philadelphia: New Society.Nolan, C. (1987). Under the eye of the clock. New York: Arcade.Oliver, M. (1996). Understanding disability from theory to practice. New York: St. MartinsPress.Oliver, M. (1997). The politics of disablement. New York: St. Martin’s Press.Rehabilitation Act. (1973). Pub. L. No. 93-112, 29 USC §701 et seq.Russell, M. (1997). Beyond ramps: Disability at the end of the social contract. Monroe,ME: Common Courage.Selden, S. (1999). Inheriting shame: The story of eugenics and racism in America. NewYork: Teachers College Press.Shakespeare, T., & Kerr, A. (1999). Genetic politics: From eugenics to genome. Cheltenham,UK: New Clarion Press.Shapiro, J. (1993). No pity. New York: Times Books.Smith, R., Salend, S., & Ryan, S. (2001). Watch your language: Closing or opening thespecial education curtain. TEACHING Exceptional Children, 33(4), 18-23.Smith, R. M. (2000a). Mystery or typical teen? The social construction of academicengagement and disability. Disability & Society, 15(6), 911-924.Smith, R. M. (2000b). View from the ivory tower: How academics construct disability. InB. B. Swadner & L. Rogers (Eds.), Semiotics and Disability: Interrogating the categoriesof difference. (pp. 55-73). Albany: State University of New York Press.Smith, R. M. (2002). Inscrutable or meaningful? Understanding and supporting yourinarticulate students. TEACHING Exceptional Children, 34(4), 28-33.

Thomas, C. (1999). Female forms: Experiencing and understanding disability. Philadelphia:Open University Press.Thompson, K. (1988). Why can’t Sharon Kowalski come home? San Francisco: SpinstersInk.Thomson, R. G. (1997). Extraordinary bodies: Figuring disability in American cultureand literature. New York: Columbia University Press.Wilensky, A. (1999). Passing for normal: a memoir of compulsion. New York: RandomHouse.© Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007Film ResourcesBuckley, K. (2001). Kathy Buckley: No labels, no limits. PBS. Available through www.amazon.comGolfus, B., & Simpson, D. E. (1994). When Billy broke his head and other tales of wonder.Fanlight Productions, 4196 Washington Street, Boston, MA 02131; 800-937-4113; www.fanlight.comHolden, H. (1994). Look who’s laughing: Comedians speak out about disabilities andcomedy. Program Development Associates at www.disabilitytraining.comMitchell, D. T., & Snyder, S. (1997). Vital signs: Crip culture talks back. Fanlight Productions,4196 Washington Street, Boston, MA 02131; 800-937-4113; www.fanlight.comInternet ResourcesADAPT - American Disabled for Attendant Programs Today — www.adapt.org/ Alexander Graham Bell Association for the Deaf — www.agbell.org American Association of People with Disabilities — www.aapd-dc.org Deaf Nation — www.deafnation.com Disability Rights Education and Defense Fund — www.dredf.org Disability Rights Advovcates — www.dralegal.org Ragged Edge Online — www.ragged-edge-mag.com The Braille Forum — www.abc.org/Magazine The Deaf Resource Library — www.deaflibrary.org National Disability Sports Alliance — www.ndsaonline.org/ National Disability Rights Network — www.napas.org National Alliance on Mental Illness — www.nami.org Not Dead Yet — www.notdeadyet.org Stavros Center for Independent Living, Inc. — www.stavros.org Through the Looking Glass — www.lookingglass.org The Disability Rights Commission — www.drc-gb.org U.S. Access Board: A Federal Agency Committed to Accessible Design for People —www.access-board.gov

Racism, Immigration, and Globalization Curriculum Design resources found in: Bell, L.A., Joshi, K. Y., Zuniga, X. Racism, Immigration, and Globalization Curriculum Design. © Teaching for Diversity and Social Justice, Second Edition, Routledge, 2007

Suggested Reading/Homework AssignmentsModule One, Personal Connections:Gillan, J., & Maria, M. (Eds). (1999). Growing up ethnic in America: Contemporary fictionabout learning to be an American. New York: Penguin.Lahiri, J. (1999). Interpreter of maladies. Boston: Houghton-Mifflin.Soohoo, S. (2006). Talking leaves: Narratives of otherness. Hampton Press. Pp. 23-51 on“Who is Other?” and pp. 87-106 narratives of immigration.Stollar, P. (1999). Jaguar: A story of Africans in America. Chicago: University of ChicagoPress.

Module Two: Forces shaping immigrant experience in U.S.:Assign the Introduction to this chapter.Lee, E. (2004). American gatekeeping: Race and immigration law in the Twentieth century.In N. Foner & M. Frederickson (Eds.), Not just black and white: Historical andcontemporary perspectives on immigration, race, and ethnicity in the United States(pp. 119-144). New York: Russell Sage Foundation.Martinez, R. (2004). The new Americans. New York: The New Press (selected chapters).Pedraza, S. (1996). Origins and destinies Immigration, race and ethnicity in Americanhistory. In S. Pedraza & R. G. Rumbaut (Eds), Origins and destinies (pp. 1-20 and/orpp. 21-42. Belmont, CA: Wadsworth.Takaki, R. (2000). Iron cages: Race and culture in 19th century America. New York: OxfordUniversity Press (selected chapters).Module Three, Personal to Institutional Connections:Ching Yoon Louie, M. (2001) Sweatshop warriors: Immigrant women workers take on theglobal factory. Philadelphia: South End Press.Cooper, M. (2000). The heartland’s raw deal: How meatpacking is creating a new immigrantunderclass. In M. Adams, W. Blumenfeld, R. Castañeda, H. Hackman, M.Peters, & X. Zúñiga, Readings for diversity and social justice (pp.99-104). New York:Routledge.Ryan, J. C., & Durning, A. (1997) “Stuff”: The secret life of everyday things. Seattle, WA:Northwest Environment.Module Four, Taking Action, Becoming Allies:Cho, H. E., Paz y Puente, F. A., Louie, M. C. Y., and Khokha, S. (2004) Bridge: Buildinga race and immigration dialogue in the global economy , Oakland, CA: NationalNetwork for Immigrant and Refugee Rights.Have students look at the web sites listed below and locate organizations in their localcommunities that are working for immigrant and labor rights.Websiteswww.aclu.org/immigrants offers information, position statements and updates onimmigrant rights cases and activism.www.facinghistory.org offers resources, study guides, and classroom activities on topicsrelated to immigration.www.teachingforchange.org has a list of resources including books on immigrationand organizing, and links to fact sheets on protests and legal issues.www.nnir.org provides videos and books on immigration, globalization, and transnationalactivism.www.studentsagainstsweatshops.org national network of students working againstsweatshops and other labor abuses.www.sweatshopwatch.org has information, fact sheets, and organizing aboutsweatshops.Sub Rosa art installation at Mass MOCA – Can You See Us Now? Ya Nos Pueden Ver? Whatmaps reveal and conceal. web site: www.canyouseeusnow.refugia.net/pamphlet .Video ResourcesAct of war: The overthrow of the Hawaiian nation. (1993). [video: 0:60]: Teaching forChange, www.teachingforchange.orgAfro@digital (how Africans are using digital technology)(2003). [DVD: 0:52]: CaliforniaNewsreel, www.newsreel.org.Big box-mart (online cartoon/song that critiques how big box stores force prices down,forcing jobs to places where labor is cheaper) www.jibjab.comBlack gold (the power of multinationals and global finance) (2006). [DVD: 0:78]: CaliforniaNewsreel, www.newsreel.orgDeath on a friendly border (U.S. –Mexico border) (2000). [Video 0:26]: Teaching forChange, www.teachingforchange.org

Global village or global pillage? How people around the world are challenging corporateglobalization (1999). [0:28] Teaching for Change, www.teachingforchange.orgMaquilapolis (women laborers stand up to multinationals re: toxic waste and laborconditions) (2006). [DVD: 0:68]: California Newsreel. www.newsreel.orgPlanet of the Arabs (stereotypes of Arabs in the media) (2005). [Video 0:09]: Jackie Salhoum,www.jsalhoum.orgSalt of the earth (struggle for equality of Mexican miners and their wives) (1954). [0:94]:Teaching for Change, www.teachingforchange.orgRace, politics and immigration (2005). short video available at www.arc.orgSweating for a t-shirt (sweatshop conditions) (1999). [0:23]: Teaching for Change, www.teachingforchange.orgThe new Americans (follows the lives of immigrants from the Dominican Republicand Nigeria as they leave home and come to the U.S., (2003) PBS, www.pbs.org/independentlens/newamericansUnconstitutional: The war on our civil liberties (US PATRIOT Act and its consequences)(2004). [Video 0:66]: Teaching for Change, www.teachingforchange.orgUprooted: Refugees of the global economy (2001). [Video 0:28]: Teaching for Change,www.teachingforchange.orgViva la causa! 500 anos de la historia Chicana (1995). [Video 0:60]: Teaching forChange, www.teachingforchange.orgWhat’s race got to do with it? Social disparities and student success (2006). (CD: 0:49).California Newsreel. www.newsreel.orgWhere are the beans? (impact of structural adjustment policies of IMF on food in Honduras)1995). [Video 0:13]: Teaching for Change, www.teachingforchange.orgZoned for slavery: The child behind the clothes. (practices that exploit child labor byupscale U.S. clothing companies and how to organize against these practices)(1995). [Video: 0:23]: American Friends Service Committee, www.afsc.orgPrint ResourcesAbu-Laban, B. & Suleiman, M. W. (Eds.). (1989). Arab Americans: Continuity and change.Belmont, MA: Association of Arab-American University Graduates.Almaguer, T. (1994). Racial fault lines: The historical origins of white supremacy in California.Berkeley: The University of California Press.Churchill, W. (1996). Selected essays on Indigenism, 1985-1995. Boston: South End Press.Darder, A., Torres, R. D., & Gutierrez, H. (Eds.). Latinos and education. New York:Routledge.Donato, R. (1997). The other struggle for equal schools: Mexican American during the civilrights era. New York: State University of New York Press.Jordan, J. (2002). Some of us did not die. New York: Basic Civitas BookJoshi, S. T. (1999). Documents of American prejudice: An anthology of writings on racefrom Thomas Jefferson to David Duke. New York: Basic BooksKumar, A. (2000). Passport photos. Berkeley/Los Angeles: University of California Press.Marable, M. (1995). Beyond black and white: Transforming African American politics.London: Verso.Martinez, E. (1991). 500 años del Pueblo Chicano, 500 Years of Chicano History in pictures.Albuquerque, NM: SouthWest Organizing Project.Moreno, J. F. (Ed). (1999). The elusive quest for equality: 150 years of Chicano/Chicanaeducation. Cambridge, MA: Harvard Educational Review.Ngai, M. (1999). The architecture of race in American immigration law: A Re-examinationof the Immigration Act of 1924. Journal of American History 86(1), 67-92.Ngai, M. (2004). Impossible subjects: illegal aliens and the making of modern America:Politics and society in twentieth-century America. Princeton, NJ: Princeton UniversityPress.Nieto, S. (Ed.) (2000). Puerto Rican students in U.S. schools. Mahwah, NJ: Erlbaum.

Radical Teacher (2006, Spring). Countering the English-only assault (special issue).Number 75.Rodriguez, C. (2000). Changing race: Latinos, the census, and the history of ethnicity inthe United States. New York: New York University Press.Sanchez, G. J. (1993). Becoming Mexican-American: Ethnicity, culture and identity inChicano Los Angeles, 1900-1945. New York: Oxford University PressSoohoo, S. (2006). Talking leaves: Narratives of otherness. Cresskill, NJ: Hampton Press.Suarez-Orozco, M. M. (1997). “Becoming somebody”: Central American immigrants inU.S. inner city schools. In M. Seller & L. Weis (Eds.), Beyond black and white: Newfaces and voices in U.S. schools (pp. 115-130). Albany: State University of New YorkPress.Urciuoli, B. (1996). Exposing prejudice: Puerto Rican experiences of language, race andclass. Boulder, CO: Westview Press.Wilson, W. J. (1999). The bridge over the racial divide: Rising inequality and coalitionpolitics. Berkeley: University of California Press.

B. Rationale

1. Statement of the major focus and objectives of the course.

The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice and the Minnesota Standards for Teachers of Elementary Education. This course builds on prior knowledge and serves as the primary source for learning opportunities and assessment of competence for the following list of standards:

8710.2000 Standards of Effective Practice

Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.

Subpart 4. Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.3A. understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student’s strengths as the basis for continued learning;

Readings: Most of the readings and experiences in this course are planned so that teacher candidates become better prepared to teach diverse learners, for example:“The Power of Our Words: Teacher Language That Helps Children Learn,” several journal articles that describe research-based teaching strategies from Teaching Exceptional Children, a book chapter describing Stages of Language Acquisition from Hill & Flynn.

Experiences/Assignments/Assessments: One strong example of this benchmark is the Teaching English Learns assignment. In this assignment, candidates will select one of the 99 SIOP strategies, plan a lesson using one of the 4 SIOP lesson plan templates, and then micro-teach that lesson to a group of peers. Candidates will be expected to take this experience forward into their Clinical Practice setting.

3B. know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents;

Readings: selected chapters from - Teaching Students with Special Needs in Inclusive Settings, 4th Edition. Candidates will be given a reading and website list to conduct the following research into a disability:

Select an exceptionality to research. You will be sharing your findings in class.o For your presentation you we develop a 1-page handout for your disability

area (etiology, classification, prevalence, characteristics, identification, assessment, & eligibility). On the back, you will describe 1 research-based strategy from the journal, Teaching Exceptional Children.

o There will be a test covering the basic information for each disability area.

3C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English;

Readings: Read chapter 2: The Stages of Second Language Acquisition from Classroom Instruction that works with English Language Learners, by Jane D. Hill & Kathleen M. Flynn.

Experience/Assignment/Assessment: Teaching English Learners . The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment will include several connected activities resulting in micro-teaching one of the 99 SIOP strategies from the book: 99 Ideas and Activities for Teaching English Learners with the SIOP Model.

3D. understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;

Readings/Assessment: The Exploratory/Inquiry Essay from this course especially supports this benchmark. That Assignment is:

Exploratory/Inquiry Essay. The purpose of this essay is for you to explore personal questions &/or topics related to Diverse Learners. The first night of class you will participate in the activity: What Influences Dennis? What Influences Me? Additionally, we will create an Identity Quilt. Following these experiences you will be expected to generate personal questions related to Diverse Learners that you will explore over the course of the semester. The Professor will assist you in identifying key readings to explore your questions. Requirements for this project include:

Reading a connected book, for example: The Dreamkeepers, Other People’s Children, The Power of Their Ideas, Teaching Hope/The Freedom Writers, On Being a Teacher, Letters to a Young Teacher, or other depending on your question(s).

Gathering ideas from your Clinical Practice. Accessing other print and media sources. Developing an Exploratory Essay following the guidelines on the detailed

assignment guide.(Find help at: http://owl.english.purdue.edu/owl/owlprint/728/ )

3E. understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values;

Experience/Assessment:Exploring An Elementary Student’s Cultural Identity. In this key experience you will be writing a Student Biography of an elementary student of diversity. In this experience you will be given the choice of how you will gain perspective on the life of the child you choose. This may take the form(s) of: observations, interviews, sending home a disposable camera, etc. The goal of this experience is to document and better understand the child’s values, family histories, goals, and identities. In this experience you will explore your assumptions about culture, self, and identity.

3F. understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society;

Readings: various readings and discussions from this course will support this benchmark; especially – “Culture, Difference, and Power” by Christine Sleeter

Experience/Assignment/Assessment:Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment includes 3 key elements based on a review of the literature: a) fostering a good sense of your own ethnic or cultural identity, b) participating in a field experience with students of diverse cultural groups with guided reflection, and c) participating in a cross-cultural analysis and discussion about children’s literature. Each of these key experiences is designed to connect you with your own identity and the identity of others. Each candidate will write a self-narrative Autobiography addressing these contributions and lifestyles. Candidates will then go into the field to write a Student Biography, again addressing these contributions and lifestyles from a student’s perspectives.

3G. understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture;

Readings/Assignment/Assessment: this benchmark will be supported by a significant project in this course, as follows:

CONCEPT ATTAINMENT: Microteaching Lesson (Minnesota-based American Indian tribes). The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. One purpose of this assignment is to give you an opportunity to assess your current level of effectiveness and understanding of concept teaching. Students will read about concept teaching, view a videotaped concept attainment lesson, participate in concept attainment lessons, and plan and deliver a concept lesson. The second purpose of this assignment is to jigsaw as a class around the standard: history, government, and culture of Minnesota-based American Indian tribes as integrating concepts throughout the elementary curriculum.

3H. understand cultural and community diversity; and know how to learn about and incorporate a student’s experiences, cultures, and community resources into instruction;

Various Readings from: “Biography-Driven Culturally Responsive Teaching” by Socorro Herrera; “To Remain an Indian: Lessons in Democracy from a Century of Native American Education” by K. T. Lomawaima * T. L. McCarty.

3L. use teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes;

Readings: journal articles about research-based strategies effective with children with disabilities in the Teaching Exceptional Children journal.

Assignment/Assessment: Micro-teaching and demonstration of a research-based strategy using:

Teaching Exceptional Children journal one of the 99 SIOP strategies from the book: 99 Ideas and Activities for

Teaching English Learners with the SIOP Model

3M. accommodate a student’s learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes;

Experience: Candidates will be involved in an interactive PowerPoint where they will address accommodations, modifications and adaptations. The final activity will be to Carousel Brainstorm the various ways to accommodate for a student’s learning.

3N. identify when and how to access appropriate services or resources to meet exceptional learning needs;

Experience/Assignment: As part of their disability research, each candidate will be responsible for the following:

Explore and generate a list of services and resources available in the school district and in the community related to the disability you research. Include your findings in your class presentation.

Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.4E. demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;

Reading/Experience/Assessment:E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words: Teacher Language That Helps Children Learn. Follow the assignment guide for the reading schedule, expected prompts for reflection, and the format. Entries are due prior to our discussions in class. Please note the expectations tied to your clinical practice. You will be expected to practice application of each chapter in the field and reflect on your experience.

4F. design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;

Readings/Experience/Assessment: Many of the experiences and readings in this course support this benchmark. The Teaching English Learners asks candidates to review the 99 strategies based on the SIOP model and micro-teach one of those strategies. Also, in their research about exceptionalities, candidates will read various journal articles about research-based strategies in the journal Teaching Exceptional Children.

4G. use multiple teaching and learning strategies to engage student s in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources;

Readings/Experience/Assessment: Many of the experiences and readings in this course support this benchmark. The Teaching English Learners asks candidates to review the 99 strategies based on the SIOP model and micro-teach one of those strategies. Also, in their research about exceptionalities, candidates will read various journal articles about research-based strategies in the journal Teaching Exceptional Children.

Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:6B. understand how cultural and gender differences can affect communication in the classroom;

Reading/Experience/Assignment/Assessment:E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words: Teacher Language That Helps Children Learn. Follow the assignment guide for the reading schedule, expected prompts for reflection, and the format. Entries are due prior to our discussions in class. Please note the expectations tied to your clinical practice. You will be expected to practice application of each chapter in the field and reflect on your experience.Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment includes 3 key elements based on a review of the literature: a) fostering a good sense of your own ethnic or cultural identity, b) participating in a field experience with students of diverse cultural groups with guided reflection, and c) participating in a cross-cultural analysis and discussion about children’s literature. Each of these key experiences is designed to connect you with your own identity and the identity of others.

6H. use effective communication strategies in conveying ideas and information and in asking questions;

Reading/Experience/Assignment/Assessment:E-Journal. The e-journal assignment is tied to the course reading: The Power of Our Words: Teacher Language That Helps Children Learn. Follow the assignment guide for the reading schedule, expected prompts for reflection, and the format. Entries are due prior to our discussions in class. Please note the expectations tied to your clinical practice. You will be expected to practice application of each chapter in the field and reflect on your experience.Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment includes 3 key elements based on a review of the literature: a) fostering a good sense of your own ethnic or cultural identity, b) participating in a field experience with students of diverse cultural groups with guided reflection, and c) participating in a cross-cultural analysis and discussion about children’s literature. Each of these key experiences is designed to connect you with your own identity and the identity of others.

Subpart 11. Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:10B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;

Readings: various readings and discussions from this course will support this benchmark; especially – “Culture, Difference, and Power” by Christine Sleeter and “Biography-driven Culturally Responsive Teaching” by Socorro Herrera

Experiences/Assignment/Assessment:Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. This assignment includes 3 key elements based on a review of the literature: a) fostering a good sense of your own ethnic or cultural identity, b) participating in a field experience with students of diverse cultural groups with guided reflection, and c) participating in a cross-cultural analysis and discussion about children’s literature. Each of these key experiences is designed to connect you with your own identity and the identity of others.

10C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;

Student Rights and teacher responsibilities will be a jigsaw and discussion in class. For example:

We will jigsaw the Administrative Rules in Minnesota related to Children with Disabilities. You will be assigned a rule(s) to summarize and share with the class. https://www.revisor.mn.gov/rules/?id=3525

Mandatory Reporting Brochure from the state

10D. understand the concept of addressing the needs of the whole learner;

Readings:”Yardsticks: Children in the Classroom Ages 4-14, 2nd Edition” – pages 3-45

Experiences/Assignments/Assessments: Child Profile Assignment This assignment has a significant field application – see Memo to Field Teachers on page 4

Readings/Assignment/Assessment: The purpose of this course is for the candidate to become prepared to teach diverse learners by understanding each child and the whole child. In particular, the Student Biography pushes candidates to better understand who the “whole learner” is and better understand what the learner brings to the learning.

8710.3200 Teachers of Elementary Education

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and the connections among them. The teacher must know and apply:

A. A teacher of children in kindergarten through grade 6 must: (2) understand and apply educational principles relevant to physical, social, emotional, moral, and cognitive development of young children;

Readings/Experiences/Assignments/Assessments: The readings and experiences in this course will expand teacher candidates understandings from RED 301 above to Diverse Learners. Each assignment in this course is planned to ask candidates to dig deeper into a child’s development. Example expanded assessments include:

Student Biography of an elementary student of diversity. Exploratory/Inquiry Essay looking more deeply at what influences

diverse learners.I. A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply:(2) concepts of:(a) culture and cultural diversity;



(b) the ways human beings view themselves in and over time;


Experiences/Assignment/Assessment:Exploring Cultural Identity, Prejudice, and Empathy. The purpose of this assignment is for teacher candidates to become better prepared to teach diverse

learners. This assignment includes 3 key elements based on a review of the literature: a) fostering a good sense of your own ethnic or cultural identity, b) participating in a field experience with students of diverse cultural groups with guided reflection, and c) participating in a cross-cultural analysis and discussion about children’s literature. Each of these key experiences is designed to connect you with your own identity and the identity of others.

(d) individual development and identity;



(3) history, government, and culture of Minnesota-based American Indian tribes as integrating concepts throughout the elementary curriculum; and

Readings/Assignment/Assessment: selected readings from “To Remain an Indian: Lessons in Democracy from a Century of Native American Education” by K. T. Lomawaima & T.L. McCarty

This benchmark will be supported by a significant project in this course, as follows:

CONCEPT ATTAINMENT: Microteaching Lesson (Minnesota-based American Indian tribes). The purpose of this assignment is for teacher candidates to become better prepared to teach diverse learners. One purpose of this assignment is to give you an opportunity to assess your current level of effectiveness and understanding of concept teaching. Students will read about concept teaching, view a videotaped concept attainment lesson, participate in concept attainment lessons, and plan and deliver a concept lesson. The second purpose of this assignment is to jigsaw as a class around the standard: history, government, and culture of Minnesota-based American Indian tribes as integrating concepts throughout the elementary curriculum. (See links to various curriculum materials located on the MDE website under the Indian Education link)

2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___ Maggie Hoody ______________________________ _ 529-6118 ______ _ [email protected] ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED302: Diverse Learners/Human Relations __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program __RED302: Diverse Learners/Human Relations _

Department Recommendation

_________________________________ ________________ _ __________________ __ Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

mailto:[email protected]