Conceptual Framework

constructing knowledge

developing practice School of Education

fostering relationships

School of Education web address: http://education.calumet.purdue.edu

EDPS 285 – Diversity and EducationSpring 2010– Mon./Wed. – 9:00am–10:50am – Annex 121

Instructor: Lynn Zimmerman, PhDOffice: Annex 152Office Hours: Mon., Wed. – 3:00pm-4:30pm and by appt.Phone: 219-989-2897Email: zimmerma@calumet.purdue.edu

Course DescriptionThis course integrates an understanding of diversity with principles of democratic education. Historical, sociological, cultural, political, philosophical, and pedagogical foundation of diversity are explored and related to issues of pedagogy in a pluralistic society. This course includes an experiential component (a 16 hour field experience). Prerequisites: EDCI 206

Course ObjectiveBy the end of the semester you will have a better understanding of the concepts and theories of cultural pluralism, and their impact on education in our country. The primary goals of this course are to provide and strengthen skills needed to teach from a multicultural perspective, and to provide curriculum content and instructional strategies to design and implement multicultural programs so that you can be the teacher every child deserves.

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Purdue University Calumet School of EducationPre-Methods Teacher Education /INTASC Standards

The Department of Teacher Preparation at PUC has adopted the standards created by the Interstate New Teacher Assessment and Support Consortium (INTASC) to assess our program and ensure that students leave our program with the knowledge, attitudes, and skills they will need to be successful educators. The INTASC standards were “drafted by representatives of the teaching profession along with personnel from 17 state education agencies…[and] represent a common core of teaching knowledge and skills which will help all students acquire 21st century knowledge and skills” (INTASC, 1992, p. 3). Additionally, the INTASC standards are adopted and embraced by The Indiana Professional Standards Board. For each of the ten INTASC standards (see below), specific knowledge, dispositions and performances have been defined. Complete documentation of the standards can be found online at http://www.ccsso.org/content/pdfs/corestrd.pdf

PUC Pre-Methods Teacher Education/INTASC Standard

The teacher candidate:

Standard 1: Content Pedagogy

understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard 2: Student Development

understands how students learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Standard 3: Diverse Learners

understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard 4: Instructional Strategies

understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Standard 5: Learning Environment

uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6: Communication & Technology

uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7:Planning

plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard 8: Assessment

understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical personal development of the learner.

Standard 9: Reflective Practice & Professional Growth

is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Standard 10:School & Community Involvement

fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well- being.

Purdue University Calumet School of Education2

Alignment of Pre-Methods Teacher Education /INTASC Standardsto EDPS285 – Diversity & Education

You will meet these standards by increasing your personal and professional awareness of multicultural and diversity issues through a variety of methodological approaches, including reading, writing, discussion, research, and field experience.

Performance Standard Explanation EDPS285 AssignmentStandard Three: Diverse Learners (assessed in TaskStream for EDPS285 – Final Analysis Paper)

Understanding that learners differ in their approaches to learning and that instructional opportunities can be created that are adapted to learners with diverse backgrounds and abilities

Attendance/Participation Observation Analysis

Papers Group Project Final Analysis

Standard Five: Learning Environment

Understanding the importance of analyzing the classroom environment in order to create a learning environment that allows for full and varied participation of all individuals

Attendance/Participation Observation Analysis

Papers Group Project Final Analysis

Standard Six: Communication & Technology

Knowledge of effective verbal, non-verbal and media communication techniques that take into account cultural and gender differences, and foster effective interaction in the classroom

All assignments

Standard Seven: Planning

Understanding that individually and as a team member, a teacher must be flexible in selecting and creating learning experiences that are appropriate for curriculum goals, relevant to diverse learners, and based upon principles of effective  instruction

Attendance/Participation Observation Analysis

Papers Group Project Final Analysis

Standard Nine: Reflection and Professional Development (assessed in TaskStream for EDPS285 – Final Analysis Paper)

Demonstrates an understanding of reflective practice by examining the relationship between theory and practice through analysis of the learning environment

All assignments

Standard Ten: School & Community Involvement

Understanding of schools as organizations within the larger social context, and how factors in the students' environment outside of school influence students' life and learning

Attendance/Participation White Teacher Online

Discussion School Analysis Observation Analysis

Papers Final Analysis

Purdue University Calumet School of Education Conceptual Framework3

EDPS285 – Diversity & Education

constructing knowledge

developing practice School of Education

fostering relationships

The Department of Teacher Preparation at PUC has adopted a conceptual framework consisting of three parts: constructing knowledge; developing practice; and fostering relationships. This course addresses this framework by increasing your personal and professional awareness of multicultural and diversity issues through a variety of methodological approaches, including reading, writing, discussion, research, and field experience.

EDPS285 uses a variety of strategies in order to model how to meet the needs of a diverse group of learners. This format requires active participation by all students, since the class is structured around discussion, hand-on activities, and small group projects. Therefore, students are expected to attend all classes, and actively participate by being prepared to discuss assigned readings, as well as ask questions for clarification, exploration, or discussion.

Graded AssignmentsConstructing Knowledge Attendance/Participation

White Teacher Online Discussion Homework Assignments School Analysis Observation Analysis Papers Group Project Final Analysis

Developing Practice School Analysis Observation Analysis Papers Group Project Final Analysis

Fostering Relationships Attendance/Participation White Teacher Online Discussion Group Project

Electronic Portfolio – TaskStream

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To aid in the assessment of our program and provide you with a venue for demonstrating your attainment of the standards and showcasing your work, the Department of Teacher Preparation has adopted an electronic portfolio system that is being implemented in TaskStream*. You must submit work from each of your education courses into your electronic portfolio. The artifact (assignment) you submit from each course will be assessed according to the course-specific rubric in TaskStream. The rubric will address the specific INTASC standards that have been aligned with each course’s content and expectations. You will be expected to demonstrate competency on each criteria, and may not be allowed to proceed in the program if you receive too many developing or unacceptable ratings.

In this course, although we will be addressing many of the INTASC standards (see previous page), only your attainment of Standards 3 and 9 will be formally assessed in the electronic portfolio system through this class. The Final Analysis Paper will be used to assess your attainment of these standards and will be submitted into TaskStream as the artifact for this course. You will receive specific instructions for submission.

All students must have their TaskStream account purchased and activated by end of the eighth week of the semester (mid-semester). Students who do not enter their required assignments in TaskStream will receive an incomplete grade in each course where there are TaskStream assignments missing.

In addition to the course-specific portfolio you will create based on the INTASC standards, your TaskStream account will also allow you to create a separate Presentation portfolio that you can share with potential employers or others to whom you wish to showcase your work. What a great way to highlight your skills to principals or other employers! Training opportunities for creating such a portfolio will be offered on campus and are frequently offered online through TaskStream. You are encouraged to save electronic or hard copies of all notable assignments or other work you complete for possible inclusion in a presentation portfolio.

Descriptor Exemplary (3) Competent (2) Developing (1) Unacceptable (0) INTASC Standard 3:Diverse Learners

Thoroughly and critically analyzes how teachers can appropriately adapt instruction by recognizing that students’ learning is influenced by individual differences, as well as by culture, language, society, community, and family

Adequately analyzes how teachers can appropriately adapt instruction by recognizing that students’ learning is influenced by individual differences, as well as by culture, language, society, community, and family

Limited analysis of how teachers can appropriately adapt instruction by recognizing that students’ learning is influenced by individual differences, as well as by culture, language, society, community, and family

Demonstrates little or no understanding of how teachers can appropriately adapt instruction by recognizing that students’ learning is influenced by individual differences, as well as by culture, language, society, community, and family

INTASC Standard 9: Reflection

Demonstrates reflective practice by examining the relationship between theory and practice through thoroughly and critically analyzing classroom observations.

Demonstrates an understanding of reflective practice by examining the relationship between theory and practice through adequate analysis of classroom observations

Demonstrates limited understanding of reflective practice by examining the relationship between theory and practice through limited analysis of classroom observations

Demonstrates little or no reflective practice by failing to examine the relationship between theory and practice with little or no analysis of classroom observations

*Your instructor will provide you with instructions on how to obtain your TaskStream account.

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University and School of Education PoliciesAcademic Integrity PolicyEthics and academic integrity are integral parts of being a student and a professional. Academic integrity is a hallmark of this university; therefore, Purdue University and the School of Education do not tolerate academic dishonesty in any form. If a student breaches integrity, the student risks sanctions in both the academic and conduct areas. Academic dishonesty includes, but is not limited to, plagiarism, and lying to an instructor or any University employee. Such actions may result in a failing grade on the assignment or in the course itself, with the strong possibility of referral to the Office of the Dean of Students for a conduct sanction (see Purdue University’s Student Handbook). This conduct sanction may include suspension or expulsion.

There are numerous web sites with information on how to avoid plagiarism and how to properly cite using APA style. The Blackboard page for this course has a link to The OWL at Purdue.

o Avoiding Plagiarism http://owl.english.purdue.edu/owl/resource/589/01/

o Plagiarism Courthttp://www.fairfield.edu/documents/library/plagicourt.swf

o Plagiarism: What It Is and How to Recognize and Avoid Ithttp://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

o APA Formatting & Style Guide (scroll to bottom to find list of topics)http://owl.english.purdue.edu/owl/resource/560/01/

o How to Cite Sources: APA stylehttp://www.nova.edu/library/dils/lessons/apa/

From Toward A Model of Community Civility Student GuidePurdue University Calumet supports the principles of freedom of expression for both faculty and students, and respects the rights of faculty to teach and students to learn. Maintenance of these rights requires classroom conditions that do not impede the learning process. Disruptive classroom behavior will not be tolerated. An individual engaging in such behavior may be subject to disciplinary action.

English Proficiency PolicyBecause of the critical nature of effective written and oral communication, ALL courses within the Teacher Education programs will assess the performances of teacher candidates according to the Teacher Education Program communication standard indicators. All writing should have correct spelling, and use Standard American English grammar and punctuation.

For assistance with your writing, the Writing Center (CLO 265) is available to help you. For more information, go to: http://www.calumet.purdue.edu/writingcenter/

Special Needs PolicyIn accordance with the American with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to reasonable accommodations (adaptations in instruction and/or evaluation). It is your responsibility to inform me of any special needs you may have. If accommodations are needed, please inform me during the first week of class. However, you may request accommodations at any time during the semester.

If you are a student with a documented disability who will require accommodations in this course, please register with the Coordinator of Services for Students with Disabilities in the Student Support Office located in the Student Union and Library Building (SUL), Room 341, phone numbers: 219-989-2455, 219-989-2454(voice/TTY) or 219-989-2920.

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EMERGENCY PROCEDURE GUIDES - In the event of…Fire…

Know the location of the fire alarms, fire extinguishers and evacuation routes and exits. Evacuate when the alarm sounds. Help ensure everyone evacuates. Assist others during the evacuation. Call University Police (2911 if you are using a campus phone or 899.2911) if you or others need assistance

or if someone is trapped in an elevator.Severe Weather…

Know the location of your Storm Safe Area. Listen for announcements via the campus public address system. Follow instructions posted in each classroom. Help ensure everyone is aware and follows instructions.

Medical Emergency… Immediately call University Police (989.2911) Immediately call 9-911 (if you are using a campus phone or 911 if you are using a cell phone) if an

ambulance is needed.Power Failure…

If it lasts more than a few seconds…secure your space and go to the first floor. Listen for announcements via the campus public address system. Follow instructions. Help ensure everyone follows instructions. REMEMBER…emergency lighting is limited in duration…it is intended to help you evacuate safely…it is

not intended to help you keep working.Elevator Failure…

If you are trapped, activate the elevator alarm and use the emergency telephone to contact University Police.

If you hear someone who is trapped in an elevator, reassure them that you will call University Police (989.2911).

Criminal Activity… Call University Police (989.2911) immediately if you observe a crime, note a suspicious person or have

knowledge of a crime previously committed. The confidential hotline number for reporting suspicion of criminal behavior is 989-2912.

Dangerous Individuals… Call University Police (989.2911) immediately if you observe someone demonstrating apparently irrational

or harmful behavior. Also please take note of the campus resources that are available should you believe that a student may

benefit from intervention that could prevent a potential emergency situation:Dean of Students office: 989-4141 Counseling Center: 989-2366

Hazardous Condition… If you see, smell, touch or hear something that is a hazard or has the potential to become a hazard call

University Police (989.2911).Sounds like gunshot…

Turn off lights to the room. Lock or barricade the door. Hide where you can’t be seen. Call the University Police (989.2911) Wait for Police to arrive.

WHEN IN DOUBT…CALL UNIVERSITY POLICE AT 989.2911 (July 2007)7

Course Delivery - Methods of instruction include:a) Lectures/lecturettes - used by instructor to deliver specific content - often accompanied with visuals such as PowerPoint presentations (see Course Materials folder on Blackboard).b) Class Discussions - generally facilitated by the instructor - require active involvement by all students by asking questions and making comments which produce thoughtful dialogue about the topics covered in the class

c) Cooperative learning - small group activities in which students learn from and withothers about various topicsd) Group presentations – students engage the rest of the class in learning about an assigned topice) Online discussions - require active involvement by all students, asking questions and making comments which produce thoughtful dialoguef) Written assignments – designed for making connections between theory and practice, requiring reflection and analysisg) Classroom observation – to examine the assigned class from the perspective of diversity

Course RequirementsRequired Texts:Gender and Teaching, F. Maher and J. WardWhite Teacher, V. PaleyAdditional readings are available online in Course Materials in Blackboard, and from the instructor.

GradingIn order to receive full credit for EDPS285, you must complete all assignments, and they must be submitted on time as indicated in the syllabus. If, due to unavoidable circumstances, you need to turn in an assignment late, you must get the permission of the instructor. Papers may be emailed to the instructor through the Blackboard email system, or at zimmerma@calumet.purdue.edu, if necessary.

Assignments turned in more than 1 week after the due date will be dropped 1 letter grade. No assignments will accepted more than two weeks late.

This course is graded on cumulative points. There are 186 (201 with exam) points available.

without Exam with ExamA 173-186 187-201A- 170-172 184-186B+ 167-169 181-183B 153-166 166-180B- 150-152 163-165C+ 147-149 160-162C 133-146 145-159C- 130-132 142-144D+ 127-129 139-141D 113-126 124-138D- 110-112 121-123F 0-109 0-120

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Attendance/Participation (A/P) – 33 pt.(Standards: 2, 3, 5, 6, 9, 10) Assignment Objectives:

Students will: Participate in a variety of activities in our classroom community which are designed to model a

classroom environment which supports students with diverse backgrounds and abilities.

Teaching is a profession and part of the mission of the School of Education is to model and teach professional behavior. The learning in this class takes place within the class community, so your presence and participation are necessary. Absences and tardiness disrupt the learning of all students in the class. Participating in online assignments is considered as class attendance and participation.

Attendance policy –According to the Purdue University-Calumet Student Handbook: “Students are expected to attend every meeting of the classes in which they are enrolled…A student who is absent may be denied credit for work missed.” Instructors may include individual policies regarding grade reduction in relation to student absences. In accordance with this policy:

more than two (2) absences, even “unavoidable absences” as stated in the university policy, will result in a lower final grade by one (1) letter grade.

Two (2) consecutive absences and/or three (3) total absences may result in your being withdrawn and/or receiving a failing grade for this course.

If you have an emergency or become very ill, please contact me, as soon as you can. Failure to participate in an online assignment is considered an absence. Perfect attendance - Students with perfect attendance do not have to take the final exam.

Tardiness/leaving early policy – Coming into the class late and leaving early are disruptive, and you may miss important information regarding assignments. Therefore, you should always make your arrangements so that you can be on time to all class meetings, and attend for the entire time. Tardiness/leaving early impacts your final attendance grade.

One (1) point will be deducted for each two (2) tardies/leaving early.

Participation - Class format will vary, so your prepared participation will enhance your learning and that of other class members. You are expected to participate in group and in full class discussions. Participation includes, but is not limited to:

Proactively contributing to class discussions by offering ideas and asking questions Listening when others talk, both in groups and in class Incorporating or building off of the ideas of others Being prepared for class with assignments and required class materials

Various Homework Assignments (HW) – 10 pt.(Standards: 6, 9)

Assignment Objectives:Students will: Use a variety of communication techniques to demonstrate their ability make connections among

various learning materials.

There are several homework assignments related to certain assigned topics. These must be turned in on the day of the assignment for credit. Late assignments will not be accepted. You will receive 1 point for each completed assignment. Please type any assignments that are supposed to be written, such as lists, paragraphs, etc. You will not receive credit for handwritten assignments.

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White Teacher Online Discussion (WT Disc) – 15 pt. (Standards: 6, 9, 10)

Assignment Objectives:Students will: Demonstrate an understanding of the importance that reflection plays in

education by reflecting on and analyzing Paley’s reflective process. Reflect on and analyze how factors inside and outside the school

environment influence a students’ educational experiences.

You will participate in an online discussion about the book White Teacher. You must respond thoughtfully to the questions posed, and engage in discussion with group members. Fuller instructions are posted on the online discussion board on Blackboard.

Note: Failure to participate will be considered as an absence.

Refer to specific passages in the book, and cite properly according to APA style. Connect to other readings, as well as class discussions, conversations with the cooperating teacher,

and any other sources that will help support your points. Cite properly according to APA style. Connect to one of the EDPS285 standards. All writing should use Standard American English grammar, punctuation, and spelling.

White Teacher Online Discussion – 15 pt.Points To receive full points

6 Addresses issues thoroughly and thoughtfully3 Responds thoughtfully to group members and in a timely fashion so that there is

interaction in the group2 Clear references and connections to White Teacher and other course materials1 Proper APA style 1 Organization2 Fewer than 3 typos, grammar errors, etc.

Sample citations for White Teacher ParaphraseAccording to Paley (2000) she thought she was treating all of her students fairly. She thought she was treating all her students fairly (Paley, 2000).

Short Direct QuotesPaley (2000) stated “I kept watching myself as I tried to relate to Alma” (p.2).“I kept watching myself as I tried to relate to Alma” (Paley, 2000, p.2).

Long Direct Quotes of 40 or more words(see APA Guidelines handout)

ReferencesPaley, V. (2000). White teacher. Cambridge, MA: Harvard University Press.

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Group Project (GP) – 40 pt. (Online Planning-5 pt.; Lesson plan-5 pt.; Content–10 pt.; Mechanics–10 pt.; Activity–5 pt.; Reflection–5 pt.)(Standards: 3, 5, 6, 7, 9, 10)

Assignment Objectives:Students will: Practice using various communication skills to demonstrate their understanding of the need for a

learning environment which is relevant for diverse learners. Reflect on and analyze the film in connection to its relevance for education, demonstrating their

understanding of the interconnection between education and society. Organize and prepare the presentation as a group to develop the skills needed for integrating

individual and team efforts.

Groups of 3-4 (depending on size of class) will watch a film on the attached list and prepare a 30-minute presentation/lesson connecting the film to the day’s topic and to education.

An online activity will help you begin planning your presentation. You will post your one learning objective and your timeline on Blackboard. Your presentation should be engaging and informative. At the end of the presentation, the audience will rate the presentation on: relevance to diversity topics; how informative it was; and how interesting it was. The group which receives the highest score will receive 1 extra point on their final grade.

Online Planningo See Blackboard for more complete instructions.

Read information on Blackboard about creating learning objectives and write one learning objective for your project

Access the timeline file and create a timeline for planning your project Presentation Content

o Briefly summarize the film focusing on its diversity aspects.o Explain its relevance to the diversity topic that we are discussing in class that day. o Relate the topic and film to education.o Connect to one of the EDPS285 standards.o Express personal thoughts/feelings about the film and it relation to diversity

Presentation Mechanicso Create a PowerPoint (or other computer-based presentation format) presentation that

visually supports your presentation.o Other visual aids, handouts, etc. are encouraged. o Limit film clips to no more than 5 minutes.o Each group member should take an active role in the presentation.

Lesson Plano Turn in a typed lesson plan (model posted in Course Materials in Blackboard). o Turn in any supporting documents.

Activityo Create an educational activity that reinforces the information. o The activity should engage the class members and be useful to future teachers.

Reflection papero Each group member must turn in a 2-page summary which:

Explains and assesses their role in preparing the presentation and in the group. Includes their own personal reflections on the book/film.

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Overallo Cite properly according to APA style.o All writing should use Standard American English grammar, punctuation, and spelling.

Date Film Presenter 1 Presenter 2 Presenter 3Mon.Feb. 8

Online Planning Session XXXXXXXXX XXXXXXXXX XXXXXXXXX

Mon. Feb. 22

What’s Eating Gilbert Grape?

Mon. March 1

Stand & Deliver

Wed. March 10

Freedom Writers

Mon. April 5

Remember the Titans

Wed.April 7

Bend It Like Beckham

Mon.April 12

The Laramie Project

Wed.April 28

Mean Girls

Mon. May 3

Not in This Town

Group Presentations –40 pt. Points To receive full points

10 (Group) Content: Thoroughly and thoughtfully addresses topic; makes connections to readings, etc; ties to PUC standards

10 (Group & Individual)

Mechanics: Good quality of delivery, including individual and group; well-organized; effectively uses visual aids; interesting and engaging

5 (Group) Lesson plan: Follows correct format; contains specific information; fewer than 3 typos, grammar errors, etc.

5 (Group) Activity: Connection to topic clear; interesting and engaging5 (Individual) Reflection paper: Thoroughly and thoughtfully reflects on role in presentation and

about topic; ideas supported; clearly organized; proper APA style; fewer than 3 errors5 pt. (Group) Online Planning: All group members participate as described in Blackboard

Group writes one clear learning objective; creates presentation timeline Note: Not participating counts as an absence for the individual.

Field Experience – 85 pt.(see point breakdown below) (Standards: 3, 5, 6, 7, 9, 10)Assignment Objectives:

Students will: Observe how in-service teachers plan and implement instruction for learners

of diverse abilities and backgrounds. Reflect on and analyze how factors inside and outside the school environment

influence students’ educational experiences. Connect theory and practice by reflecting on and analyzing the total learning environment.

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In addition to regular class attendance, you will participate in and be graded on a Field Experience, observing in a K-12 classroom. You are expected to follow the observation schedule provided by the Field Experience coordinator. You must complete the minimum number of hours in order to receive credit for the Field Experience. If you do not complete at least 16 hours of Field Experience, and the accompanying assignments, you will receive an “Incomplete” for the class and will have to repeat the entire 16 hour minimum Field Experience the following semester. Otherwise, you will receive an “F” for the class.

Purpose of Field Experience - The purpose of this field experience is to examine the class from the perspective of the diversity issues we will be discussing. The nature and the amount of your participation in the classroom will be determined by the cooperating teacher and you.

AT NO TIME are you to be left in charge of the class. This is not a student teaching experience.

Logistical Issues Related to Field Experience Liability Insurance – You will need to submit proof of insurance to the Advising Office (X151) prior

to the third week of classes, if you have not already done this for the current academic year (August 2009-August 20109). If you do not submit proof of insurance by that time, you will not be allowed to participate in field experience work for any education course and you will not be able to register for the next block of education courses. Once you have submitted the form, you will be able to begin field experiences and register for the next block. However, you will not be allowed to make up the lost time in the field due to not submitting your insurance information on time. You will receive no credit for any assignments associated with missed field experiences.

Limited Criminal History Report - You will need to submit a copy to the Advising Office (X151) prior to the third week of classes, if you have do not already have one on file. If you do not submit the copy by that time, you will not be allowed to participate in field experience work for any education course and you will not be able to register for the next block of education courses. Once you have submitted the form, you will be able to begin field experiences and register for the next block. However, you will not be allowed to make up the lost time in the field due to not submitting your insurance information on time. You will receive no credit for any assignments associated with missed field experiences.

Candidate Responsibilities Agreement – All teacher candidates are required to have a signed copy of this agreement on file in X151. You should have a copy of this in your personal portfolio. Please review your copy of this agreement before you begin your field experience.

Field Experience Tracking - Record this field experience on your Field Experience Tracking form.

EDPS 285 - Classroom Observation ScheduleDate Action Assignment DueFeb. 3 Receive placements

Feb. 4-12 Contact teacher

Feb. 15-Feb. 26 4-6 hours completed

Feb. 22 Due: School Analysis

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Signed Teacher AgreementMarch 1-26 8-10 hours completed Note: Hammond schools will be administering

ISTEPS around March 1-10 – check with teacher about her/his availability during that time

March 3 Due: Paper 1: Observation analysis- race/ethnicity

March 29–April 16 12-14 hours completed Note: Hammond schools have spring break from April 2-April 9

April 19-April 30 at least 16 hours completed Note: Hammond schools will be administering ISTEPS from around April 26-May7– check with teacher about her/his availability during that time

April 12 Due: Paper 2: Observation analysis – gender

April 28 Due: Final analysis/reflection

May 3 Due: Observation logs, etc.

May 5 – 5pm Due: Final analysis/reflection on TaskStream

Graded assignments related to the Field Experience Graded Observation Assignments (OBS) – 5 pt.

(Standard: 6)Assignment Objectives:

Students will: Demonstrate an understanding of the importance of effective communication by completing

paperwork associated with the fieldwork in a timely fashion Demonstrate professional behavior during the field experience.

The paperwork associated with the field experience must be submitted in a timely fashion.Turn in signed teacher agreement form on time – 1 pointTurn in all log sheets on time – 1 pointCompleted 16 or more hours within allotted timeframe – 1 pointNo negative feedback from teacher – 2 points

School Analysis (SA) – 20 pt. (Poster – 10 pt., Paper – 10 pt.)(Standards: 6, 9, 10)

Assignment Objectives:Students will: Use various communication skills to demonstrate their understanding of the

school as an organization within the larger social context. Reflect on and analyze the school and community as a learning environment.

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This assignment has two parts: 1) a visual representation of the demographics of the school; and 2) a reflective analysis of the school’s socio-economic status.

Create a poster that shows the school where you will be observing (you may do this part of the assignment with a partner).

o Include demographic information, including numbers of students getting free and reduced lunch (http://www.doe.state.in.us/htmls/education.html); pictures of the school, inside and out; the neighborhood in which the school is located; anything else that demonstrates the socio-economic status of the school.

o DO NOT take pictures of students. Write a 3-4 page analysis of the socio-economic status of the school and students (This is an

individual assignment). o Some questions to consider: what kinds of barriers are created and broken down for the

students at this school; what kind of future are these students being prepared for; how does this school compare to others you have observed/attended?

o Refer to at least two different readings, as well as class discussion, conversations with the cooperating teacher, and other sources that will support your points and make connections. These comparisons and connections are the basis of your analysis. Use specific examples.

o Cite properly according to APA style.o Connect to one of the EDPS285 standards.o All writing should use Standard American English grammar, punctuation, and spelling. o The paper should be 3-4 double-spaced, typed (12 font) pages.

School Analysis – 20 pt. Points To receive full points

5 Poster: includes all relevant information5 Poster: neat and attractive6 Paper: Thoroughly and thoughtfully addresses topic; specific examples; ideas supported;

clearly organized2 Paper: proper APA style; clear connections to 2 readings1 Paper: Clear connection to PUC standards1 Paper: Fewer than 3 typos, grammar errors, etc.

Observation Analysis Papers (OBS1 and OBS2) – 30 pt. (15 pt. each)(Standards: 3, 5, 6, 7, 9, 10)

Assignment Objectives:Students will: Reflect on and analyze how in-service teachers plan and implement instruction

for learners of diverse abilities and backgrounds.

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Reflect on and analyze how factors inside and outside the school environment influence a students’ educational experiences

Connect theory and practice by reflecting on and analyzing the learning environment.

Re-WritesYou will have the opportunity to re-write if you receive a grade of “10.5” or lower on one of the OAPs. If you choose to re-write you:

must inform the instructor that you are planning to re-write. must turn in the re-written paper within one week of the due date. may email the paper to the instructor through Blackboard or at

zimmerma@calumet.purdue.edu.

General format of Observation Analysis papers: Cover page: name, email address, name of the school, name of the teacher, grade (and subject if

middle or high school), date(s), and length of the visit(s) this paper covers. Analyze one or two specific examples in the classroom. Connect to at least 2 different readings, as well as class discussions, conversations with the

cooperating teacher, and any other sources that will help support your points. Cite properly according to APA style. Reflect on the issues by expressing your own thoughts, impressions, and feelings about what is

going on in the classroom. Be as specific as possible. Connect to one of the EDPS285 standards. All writing should use Standard American English grammar, punctuation, and spelling. The papers should be 2-3 double-spaced, typed (12 font) pages.

Paper 1: Observation analysis – race/ethnicityThe purpose of this paper is to analyze and reflect on how the racial/ethnic make-up of the classroom impacts the class dynamics, as well as the teacher’s interactions with the students, and how the teacher plans and implements instruction. These interactions may also include language issues.

Elements to consider are: Racial/ethnic demographics of the classroom; include students and teacher How the teacher interacts with the students Does the teacher treat students as individuals, e.g. uses students’ names? How the students interact with one another How the teacher handles racial/ethnic issues that arise among students in the classroom Are any students favored or ignored by the teacher? By other students? Does the teacher use more than one form of instruction? How the teacher’s lessons reflect racial/ethnic/language diversity Does the teacher identify racially/ethnically/language diverse sources, and perspectives in the

lessons and materials? How the teacher recognizes, or not, racial/ethnic/language diversity in the classroom How this teacher promotes, or not, racial/ethnic equality in the classroom

Paper 2: Observation analysis – genderThe purpose of this paper is to analyze and reflect on the role gender (sexual orientation may also be part of this) plays in the classroom.

Elements to consider are: Gender demographics of the classroom, including the students and teacher How the teacher interacts with the students Does the teacher treat students as individuals, e.g. uses students’ names?

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How the students interact with one another How the teacher handles gender issues that arise among students in the classroom Are any students favored or ignored by the teacher? By other students? Does the teacher use more than one form of instruction? How the teacher’s lessons reflect gender diversity Does the teacher identify gender-diverse sources, and perspectives in the lessons and materials? How the teacher recognizes, or not, gender diversity in the classroom How this teacher promotes, or not, gender equality in the classroom

Observation Analysis Paper1, 2 - 15 pt. each Points To receive full points

3 Thoroughly and thoughtfully addresses topic; specific examples; ideas supported 3 Clear analysis of and reflection on issues3 Clearly organized4 Clear connections to 2 readings; proper APA style1 Clear connection to PUC standards1 Fewer than 3 typos, grammar errors, etc.

Final Analysis Paper (FAP1) – 30 pt. (Standards: 3, 5, 6, 7, 9, 10)

Assignment Objectives:Students will: Reflect on and analyze how in-service teachers plan and implement instruction for learners of

diverse abilities and backgrounds. Reflect on and analyze how factors inside and outside the school environment influence a students’

educational experiences Connect theory and practice by reflecting on and analyzing the learning environment.

The purpose of this paper is to tie all of the aspects of your observation together, using information and analyses from your other Observation Analysis Papers and your School Analysis. The paper should be an in-depth analysis. You may focus on your observation experience as whole, or you may focus on one aspect of it, by selecting one or two situations or occurrences from your observations to analyze and reflect on. ***You will be submitting this paper to TaskStream.

Re-WritesYou will have the opportunity to re-write if you receive a grade of “21” or lower on the Final Analysis Paper. If you choose to re-write you:

must inform the instructor that you are planning to re-write. must turn in the re-written paper within one week of the due date. may email the paper to the instructor through Blackboard or at

zimmerma@calumet.purdue.edu.

General format of Final Analysis paper:

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Cover page: name, email address, name of the school, name of the teacher, grade (and subject if middle or high school), date(s), and length of the visit(s) this paper covers.

Analyze the experience as a whole, or select one or two specific examples in the classroom to analyze.

Connect to at least 3 different readings, as well as class discussions, conversations with the cooperating teacher, and any other sources that will help support your points.

Cite properly according to APA style. Reflect on the issues by expressing your own thoughts, impressions, and feelings about what is

going on in the classroom. Be as specific as possible. Connect to one of the EDPS285 standards. All writing should use Standard American English grammar, punctuation, and spelling. The papers should be 5-6 double-spaced, typed (12 font) pages.

Final Analysis Paper - 30 pt. Points To receive full points

8 Thoroughly and thoughtfully addresses topic; specific examples; ideas supported 5 Clear analysis of and reflection on issues4 Clearly organized6 Clear connections to 3 readings2 Proper APA style2 Clear connection to PUC standards3 Fewer than 3 typos, grammar errors, etc.

Submission to Taskstream (TS) – 3 pt. Your final draft submission to TaskStream must be completed by the last day of class at the time designated on the Class and Assignment Schedule. If you do not upload your paper to TaskStream, you will receive an Incomplete in the course.

Final Exam (FE) – 15 pt. - Students with perfect attendance do not have to take the final exam.

Class and Assignment ScheduleDate/Topic Student Responsibilities and Assignment Due Dates

Wed. Jan. 201-IntroductionsMon. Jan. 252-What Is Culture?

Bring name tag*** Blackboard

Wed. Jan. 273-Dimensions of Culture

Read: Dimensions of Culture (in Course Materials/Readings-Blackboard)Read: Styles of Communication (in Course Materials/Readings-Blackboard)

H1 – Activity/Exercise reflection paragraph

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Mon. Feb. 14- Understanding Stereotypes and Prejudice

Read: I Didn’t Know There Were Cities in Africahttp://www.tolerance.org/teach/magazine/features.jsp?p=0&is=43&ar=944&pa=1 Read: Colorblindness: the New Racism?http://www.tolerance.org/magazine/number-36-fall-2009/colorblindness-new-racismWatch: http://www.youtube.com/watch?v=efuxiRnsOwU&feature=related

H2 – Standards paragraphWed. Feb. 35- Reflections on Field Experiences

View: http://www.tolerance.org/activity/cubing (elementary language arts)OR View: http://www.tolerance.org/activity/unequal-unemployment (secondary math)

H3 – Three points of view (teacher, student, observer)*** Receive Field Experience Assignments

Mon. Feb. 86- Group Presentation Online AssignmentNo class meeting

Read: Group Presentation Planning Session Instructions (in Online Discussions-Blackboard) Read: Developing Course Objectives (in Online Discussions-Blackboard)

Objectives Discussion (in Online Discussions-Blackboard) Group Planning Session Worksheet (submit online – 1 per group)

Complete by Mon. Feb. 8 – 5pmWed. Feb. 107- How We Use Language

Read: Teaching About Prejudice: “Isms” in English Language Instructionhttp://www.transitionsabroad.com/publications/magazine/0001/teaching_about_prejudice.shtmlRead: The Best of Both Worlds (in Course Materials/Readings-Blackboard)

H4/H5 – Significant Quote paragraphsMon. Feb. 158- Critical Literacy

Read: Assessing Children’s Literature http://www.adl.org/education/assessing.aspH6 – Childhood Favorite Reflection paragraph

Wed. Feb. 179- White TeacherNo class meeting

Read: White Teacher by Paley White Teacher online discussion (in Online Discussions-Blackboard)

Complete by Sun. Feb. 21 – 5pmMon. Feb. 2210-Social Class

Read: How School Taught Me I Was Poorhttp://www.tolerance.org/teach/magazine/features.jsp?p=0&is=44&ar=1013Read: Anyon – Social Class and The Hidden Curriculum of Workhttp://cuip.uchicago.edu/~cac/nlu/fnd504/anyon.htm

School Analysis due Turn in signed Teacher Agreement

*** Group Presentation – What’s Eating Gilbert Grape?Wed. Feb. 24Field ExperienceNo class meeting

Observation time

Mon. Mar. 111 - Achievement and Education

Read: Closing the Achievement Gap by Detracking (in Course Materials/Readings-Blackboard)Read: Pressuring the Gap (in Course Materials/Readings-Blackboard)***Group presentation – Stand and Deliver

Wed. Mar. 3 12 - Immigration and Education

Read: Putting a Human Face on the Immigration Debate (in Course Materials/Readings-Blackboard)Read: Lonely Language Learners?http://www.tolerance.org/teach/magazine/features.jsp?p=0&is=44&ar=1006

Paper 1: Observation analysis - race/ethnicity

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Mon. Mar. 813- Propaganda

Read: http://www.sourcewatch.org/index.php?title=PropagandaH7 – Propaganda handout

Wed. Mar. 1014- The Holocaust & American Education

Read: Against silence and indifference (Course Materials/Readings-Blackboard)Read: Intro. Echoes & Reflections(in Course Materials/Readings-Blackboard)***Group Presentation – Freedom Writers

March 15-19 Spring BreakMon. Mar. 22Field ExperienceNo class meeting

Observation time

Wed. Mar. 24Field ExperienceNo class meeting

Observation time

Mon. Mar. 2915-Gender Stereotypes

Read: Gender & Teaching pp. ix-36Read: Rose - Dancing Is for Boys http://www.google.pl/search?sourceid=navclient&ie=UTF- 8&rlz=1T4RNWN_enPL232PL232&q=rose+%22dancing+is+for+boys%22

H8 – Visual or paragraph connecting the 2 articlesWed. Mar. 31Field ExperienceNo class meeting

Observation time

Mon. Apr. 516- Masculinity

Read: What About the Boys? – Kimmel ORRead: Safe Boys, Safe Schools – Flood(Both articles are at: http://www2.edc.org/WomensEquity/pdffiles/males.pdf)***Group Presentation – Remember the Titans

Wed. Apr. 717- Femininity

Read: Gender & Teaching pp. 54-71Read: Not True, Gender Doesn’t Limit Youhttp://www.tolerance.org/teach/magazine/features.jsp?cid=848

Bring 3 magazine ads H9 – Teacher list

***Group Presentation – Bend It Like BeckhamMon. Apr. 1218- Who Gets Hurt?

Read: Gender & Teaching pp. 37-53Read: What Would Matthew Shepard Tell Us? Risnerhttp://www.dougrisner.com/articles/Shepard.pdf

Paper 2: Observation analysis – gender***Group Presentation – The Laramie Project

Wed. Apr. 14Field ExperienceNo class meeting

Observation time

Mon. Apr. 19Field ExperienceNo class meeting

Observation time

Wed. Apr. 21Field ExperienceNo class meeting

Observation time

Mon. Apr. 2619- Religious Diversity

Read: Kirmani & Laster – Responding to Religious Diversity http://literacy.calumet.purdue.edu/STUDENT/bognerj1/PUC%20STUFF/JOHNPUCCLASSES/MultiCultEd/religious%20diversity%20article_files/

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1792614.pdfRead: Because I Had a Turbanhttp://www.tolerance.org/teach/magazine/features.jsp?p=0&is=41&ar=850&pa=1

Wed. Apr. 28 20- Bullying

Read: E-Bullyhttp://www.tolerance.org/teach/magazine/features.jsp?p=0&is=38&ar=653&pa=1Read: Bully-Proofing***Group Presentation – Mean Girls

Final Analysis Paper dueMon. May 321- Not in This Town

H10 – Domestic Extremist or Hate Group web site - 1st page of web site + reflection paragraph

(to find names of such groups look at: Hatewatch; ADL; Wikipedia) ***Group Presentation – Not in This Town

All observation logs, etc. dueWed. May 522- Wrap up

Final draft of Final Analysis Paper to TaskStream complete – 5:00pm

Mon. May 10 Final exam – 9:00-am-11:00am***Students with perfect attendance do not have to take the final exam.

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