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What Teachers Should Know About Diverse Learners English Language Essay

Success in the classroom is not just a matter of knowing your subject; it is a matter of knowing your students. Having a working knowledge of the human development of students in regard to mental, physical, social, and emotional development can be critical to the success of the teaching and learning experience. Early practitioners believed that students came to the classroom as a blank slate ready to be filled by the all-knowing teacher. Today’s educators know that students come to the classroom with a variety of experiences and prerequisite skills for learning, and that the teacher is more coach and mentor than imparter of all knowledge.

This course will provide teachers of any grade level and discipline with realistic information, strategies, and practices related to teaching students today. Participants will look at the factors that make students diverse and the instructional implications for teaching to diverse populations. Information on building resiliency, fostering a sense of community within the classroom, the importance of teaching to student modalities and the effects of poverty on student learning are included. Emphasis is placed on working with:

English Language Learners

Students from poverty

Urban learners from poverty

Students whose cultural differences affect classroom learning

Instruction is focused on providing participants with information and practice that will lead to self-awareness and classroom implementation of effective strategies for working with English Language Learners, students from poverty and urban learners from poverty. The successful practitioner of Working With Today’s Diverse Learners will:

Identify areas of bias in the classroom, in the curriculum, and within themselves.

Choose appropriate tactics for removing bias.

Gain an understanding of the special needs of students from diverse backgrounds and with language deficits.

Understand that all students come to the classroom with a set of beliefs based, in part, on their past experiences or culture.

Incorporate ideas for reaching all students in the classroom.

Create lessons in which students’ differences are acknowledged.

Build and foster a sense of community within the classroom.

Objectives

Participants will know: (declarative knowledge)

The terminology related to teaching diverse learners.

The issues facing teachers who work with students of diversity.

The connections between Multiple Intelligences Theory and breaking down the “deficit model” often associated with children from poverty

The research-based recommendations for working with students from poverty.

How modalities and learning styles affect student learning.

The steps for building resiliency in students.

The implications of bias behavior through words and actions.

Why relationships are important and what constitutes a positive relationship.

Participants will be able to: (procedural knowledge)

Create and explain a plan for eliminating bias in the classroom.

Identify and plan for the elimination of bias within the classroom, curriculum, teaching tools, and the students themselves.

Identify and plan for the elimination of areas of personal bias.

Create a teaching plan that demonstrates an understanding of individual differences in students, including contextualizing and pluralizing content.

Transfer the information on modalities and learning styles to create and implement a plan for teaching.

Identify and use instructional practices that are effective for diverse learners.

Design and implement a lesson plan that differentiates for diversity.

Course Materials

Required Purchase:

Text: What Every Teacher Should Know About Diverse Learners 2nd Edition, By Donna Walker Tileston

Included:

download-able articles, documents, PowerPoint’s

instructional video clips

Pre and post tests

Vocabulary assessment

Assignments

Required Discussion board posts and interaction

Midterm and a Final project

WEEKLY ACTIVITIES

Week 1

Text Reading: Read

Chapter One: Influences-18 pages

Tutorial: Chapter One – 8 pages

Downloadable Article on the historic influence of culture on schools -8 pages

Watch Video Clips

Clip One: Video: Teachers discussing differentiation in the classroom

Clip Two: Video and PowerPoint: Dr. Tileston discusses the influences of poverty and diversity on learning.

Assignment: Post on Discussion Board

What do we mean by “culture” “poverty”

Why is it important to differentiate for culture and poverty?

Complete the chart at the front of the book on what you already know about diversity

Take the online pre-test and review your feedback.

Discussion Board: Students must submit three unique comments each week in regards to the text reading and or the assignment and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses and should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

View Midterm Materials (Below)

Approximate duration: Students have 14 days to complete the work for each Week.

Date(s) and Time: Self Paced Facilitated courses, participants have a specific amount of time depending on when they sign up for the course within the allotted time.

Weekly 2

Text Reading: Read

Chapter Two: How are We Diverse?-22 pages

Tutorial: Chapter Two – 8 pages

Download and read article on Background Knowledge – 10 pages

Watch Video Clips (broken into segments)

Clip One: Video and PowerPoint: Dr. Tileston discusses diversity and the classroom.

Assignment: Post on Discussion Board

Why is it important to know the background of your students? Put your answer in paragraph form and post. Read the responses of at least two of your colleagues and respond.

Go to the site provided and take the online test on multiple intelligences.

Download and review the information about your answers and your intelligence.

Why do we mean by activating prior knowledge and how does it affect student learning?

Discussion Board: Students must submit three unique comments each week in regards to the text reading and or the assignment and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses and should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Approximate duration: Students have 14 days to complete the work for each Week.

Date(s) and Time: Self Paced Facilitated courses, participants have a specific amount of time depending on when they sign up for the course within the allotted time

Weekly 3

.Text Reading: Read

Chapter Three: Recognizing the Signs of Bias-18 pages

Tutorial: Chapter Three – 8 pages

Select two articles on differentiation in the classroom, read and summarize for your instructor. Post these to the discussion board.

Watch Video Clips (two segments)

Clip One: Video and PowerPoint: Dr. Tileston, teachers and students on bias.

Assignment: Post on Discussion Board

What do you do to make your classroom inviting to all of your students? Be very specific. What do you do visually, in attitude, in materials selection, in your curriculum?

Based on what you know so far, what will you do differently in your classroom?

Summarize your two articles and send to your instructor.

Discussion Board: Students must submit three unique comments each week in regards to the text reading and or the assignment and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses and should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Turn in your Mid-term project

Approximate duration: Students have 14 days to complete the work for each Week.

Date(s) and Time: Self Paced Facilitated courses, participants have a specific amount of time depending on when they sign up for the course within the allotted time

Date(s) and Time:

Weekly 4

Text Reading: Read

Chapter Four: The Road to Closing the Achievement Gaps.-22 pages

Tutorial: Chapter Four– 8 pages

Download and read the article by Belinda Williams on Closing the Gaps – 8 pages

Go on the Internet and find out who Belinda Williams was (she died last year from cancer) Read one more article by her. In one of your postings this week tell us what you learned about Belinda and the Closing the Gaps movement.

Watch Video Clips

Clip One: Video: Teachers discussing achievement in the classroom

Clip Two: Video and PowerPoint: Dr. Tileston discusses the achievement gap and diversity.

Assignment: Post on Discussion Board

For most cultures of the world we must build a relationship first before providing the substance of the curriculum. How do you build relationships with your students? Post your answer and read the answers of at least two of your classmates.

Discussion Board: Students must submit three unique comments each week in regards to the text reading and or the assignment and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses and should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Review the information for the Final Project provided below

Approximate duration: Students have 14 days to complete the work for each Week.

Date(s) and Time: Self Paced Facilitated courses, participants have a specific amount of time depending on when they sign up for the course within the allotted time

Weekly 5

Text Reading: (Read )

Chapter Five: Which Teaching Strategies Make the Most Difference in Student Learning.-25 pages

Tutorial: Chapter Five– 8 pages

Vocabulary information at the back of the book – 8 pages

Article provided on effect sizes – 6 pages

Download chart on converting effect sizes to percentiles

Video: divided into segments

- Teachers in an urban school demonstrate differentiated teaching strategies for a diverse culture with comments by Dr. Tileston

- PowerPoint to download to go with the video

Assignment: Post on Discussion Board (30 minutes)

Name one instructional strategy provided (with a high effect size on student learning) that you want to try with your students. Why is it important for teachers to know the effect sizes of the strategies that they use in the classroom? Provide at least 3 reasons it is important. Read and respond to two other postings.

Discussion Board: Students must submit three unique comments each week in regards to the text reading and or the assignment and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses and should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Approximate duration: Students have 14 days to complete the work for each Week.

Date(s) and Time: Self Paced Facilitated courses, participants have a specific amount of time depending on when they sign up for the course within the allotted time

Weekly 6=

Text Reading: Read

Chapter Six: Working With Diversity

The Vocabulary of Diversity

Watch Video Clips

Clip One: Video: A Middle School Looks at Diversity

Clip Two: Video and PowerPoint: Dr. Tileston discusses the long-term implications of this research.

Assignment: Post on Discussion Board

What do you do in your classroom to build self-efficacy?

What is the difference in being politically correct and being culturally proficient? Discuss and read the responses of at least two of your colleagues.

Take the online post-test and review your feedback.

Discussion Board: Students must submit three unique comments each week in regards to the text reading and or the assignment and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses and should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Turn in your final project to your instructor

Approximate duration: Students have 14 days to complete the work for each Week.

Date(s) and Time: Self Paced Facilitated courses, participants have a specific amount of time depending on when they sign up for the course within the allotted time

Discussion Board:

Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student’s comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time

If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction (weekly submissions) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A course administrator will be reviewing students’ answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples and lesson plans.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will attend all instructional sessions, required activities, and field assignments.

Students who do not attend the first night of class AND do not notify the instructor in advance will be dropped from the course and maybe charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments, projects, and examinations:

Midterm Due Dates:

Final Due Dates:

Discussion Board Interaction: One unique comment and one response to a student’s comment by Sunday of each week.

ASSESSMENT AND LEARNING

What Every Teacher Should Know About Today’s Diverse Learners Midterm: Design for Instruction

The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Task

Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and the specific learning context.

Prompt

Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals.

Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.

Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include:

how the content relates to your instructional goal(s),

how the activity stems from your pre-assessment information and contextual factors,

what materials/technology you will need to implement the activity, and

how you plan to assess student learning during and/or following the activity (i.e., formative assessment).

Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission.

Suggested Page Length: 8+ visual organizer

Design for Instruction

Rubric

TWS Standard:

The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Rating 

Indicator 

1

Indicator Not Met

2

Indicator Partially Met

3

Indicator Met

Score

Alignment with Learning Goals

Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.

Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design.

All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design.

Accurate Representation of Content

Teacher’s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure.

Teacher’s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.

Teacher’s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.

Lesson and Unit Structure

The lessons within the unit are not logically organized organization (e.g., sequenced).

The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.

All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.

Use of a Variety of Instruction, Activities, Assignments and Resources

Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).

Some variety in instruction, activities, assignments, or resources but with limited contribution to learning.

Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.

Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources

Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student.

Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student.

Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student.

Use of Technology

Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided.

Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology.

Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology.

What Every Teacher Should Know about Today’s Diverse Learners Final Project

Lesson Planning Activity

The project will consist of constructing, implementing, and evaluating a lesson plan that incorporates diversity in the classroom. The student should include strategies and techniques emphasized in the course.

The assignment should contain the following information:

A description of the classroom environment (e.g. grade level, student/teacher ratio, race if known, ELL, etc.)

The proposed lesson plan, incorporating strategies and techniques emphasized in the KDS video presentations.

The desired or expected outcome of following the new lesson plan.

An evaluation of the lesson plan and its effect on student learning, attitude, etc. Did the results match your expected outcome? Why or why not? How do you know?

The assignment should be a total of 8-12 pages in length and include 3-5 references.

Use APA format:

Use the standard Cover Page and submit to your course facilitator.

All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format.

Add a Reference page that lists items of the authors’ works cited in your document. Use APA format for the items.

Scoring Rubric for Assignment

Total Value: 100 Points (25% of final course grade)

Content of Paper –Value: 70 points – Copy of your lesson plan, your reflections.

Quality of Writing – Value: 20 points – Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students’ written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure). 

Format - Value: 10 points – Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students should follow the writing format and style as required by the APA Publication Manual, 5th Edition.

 

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