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CULTURAL-EDUCATIONAL RESPONSIVENESS

Page history last edited by Wynnetta 10 years, 1 month ago

EDUC625: Culturally & Educationally Responsive Pedagogy:

Theory, Knowledge, & Strategies to Teach Today’s Diverse Student Population 

 

                                                                                       ImageChef Word Mosaic - ImageChef.com     

 

Click the "play" button to hear the Avatar.

AVATAR Script: Welcome to the wickie (wiki) for E D U C six two five. We will use this technological tool to support our cultural and educationally responsive development. It will serve as a repository for resources, ideas, assignments, and discussions. Let's begin our journey.

 

Why should we care? What do you view as your responsibility in educating, adding value to the education of future generations? What can you do to turn things around?

How important is perspective? Can we / should we change negative perspectives & perceptions?

http://www.youtube.com/watch_popup?v=42E2fAWM6rA

 

YouTube plugin error  

THIS IS THE TITLE PAGE FOR YOUR WIKI - REFER TO WIKI RUBRIC FOR PAGE EXPECTATIONS!

Wiki Rubric-FINAL.pdf

Wiki URL Directions.pdf

 

The Purpose Of Education
by Dr. Martin Luther King Jr.,
Morehouse College Student Paper, The Maroon Tiger, in 1947

http://www.drmartinlutherkingjr.com/thepurposeofeducation.htm

 

As I engage in the so-called "bull sessions" around and about the school, I too often find that most college men have a misconception of the purpose of education. Most of the "brethren" think that education should equip them with the proper instruments of exploitation so that they can forever trample over the masses. Still others think that education should furnish them with noble ends rather than means to an end. It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the ligitimate goals of his life.

Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one's self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

The late Eugene Talmadge, in my opinion, possessed one of the better minds of Georgia, or even America. Moreover, he wore the Phi Beta Kappa key. By all measuring rods, Mr. Talmadge could think critically and intensively; yet he contends that I am an inferior being. Are those the types of men we call educated?

We must remember that intelligence is not enough. Intelligence plus character--that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.

If we are not careful, our colleges will produce a group of close-minded, unscientific, illogical propagandists, consumed with immoral acts. Be careful, "brethren!" Be careful, teachers!

 

WHAT IS OF MOST WORTH?

WHO DECIDES, WHO QUESTIONS & CHALLENGES? 

WHAT ARE THE CULTURAL & EDUCATIONAL RESPONSIBILITIES  OF THOSE IN THE TEACHING PROFESSION?

 

As you move through this wiki, and the course, consider how you might use the tools, assignments, and strategies presented in your own pedagogical practice?

For example, how might you use the wiki concept? Who would be your target audience - colleagues, students, parents? (A SPECIFIC TARGET AUDIENCE is REQUIRED)

For example, how might you use the Avatar tool?

 

Questions to consider as we move through the course: 

What knowledge is of most worth? Who decides?

How will the increasingly diverse populations in the U.S. influence schools as we know them? - teachers as we know them?

If the world is, as Thomas Friedman maintains flat, how will / should globalization change the face of education in the U.S.?

What do you see as your personal responsibility, as well as the responsibility of the profession, in this new, flat world?

What research, position, voice should you use or represent if you are to be characterized as "Culturally & Educationally Responsive?"

How do we discover, create, use, share strategies and knowledge about ways to "improve academic achievement and race relations in educational settings?" (2010, p.xi)

What is the major purpose of multicultural education and who is it for?

What knowledge is of most worth? Who decides?

 

COURSE DESCRIPTION

This course provides students with the theory, knowledge, and strategies to teach the culturally diverse and special needs population in today’s classrooms. This course goes beyond the usual rhetoric on promoting diversity to present real-world guidance and recommendations for successful teaching in the changing classroom environment.

CONCEPTUAL FRAMEWORK AND CULTURALLY RESPONSIVE TEACHING       

Specifically, this course is designed to address the following areas of the Department of Teacher Education’s Conceptual Framework:

I. To Know: Understand the theories underlying the concept of multicultural education and culturally responsive teaching; understand how ethnicity and culture affects education in the local school system; know the roles & responsibilities of culturally responsive educators; synthesize and apply the culturally responsive teaching standards II. To Do: Facilitate learning experiences that demonstrate successful teaching methods using technology (e.g. using computers for searches of culturally relevant curriculum using software to overcome language barriers); assessing and evaluating student learning by choosing appropriate multiple assessment tools and strategies.

III. To Be: Exhibit positive values; demonstrate sound judgment, integrity, responsibility, and model ethical behavior (as one teaches in a diverse classroom); show an ability to communicate respect, acceptance, and cooperation in the effective engagement of others; become critical consumers and evaluators of culturally relevant teaching material.

COURSE OBJECTIVES: Tied to the Department of Teacher Education’s Conceptual Framework.

The principal goals of the course are to provide those enrolled with experiences designed to enable them to:  

     1. To know, understand and value how cultures vary in mores, expectations, traditions, and values.

     2. To be aware that mistakes in understanding and knowledge about a child’s culture can result in unfortunate

circumstances that may be avoided when the teacher is sensitive to such possibilities.

     3. To practice learning on a deep level about another culture and to transfer that practice to finding out about the

cultures of students on a level that allows the teacher to connect with and reach a student whom might possibly be alienated

     4. To practice developing a wide variety of instructional adaptations to meet the needs of diverse classrooms and

schools.

     5. To be a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the classroom,

school, and community concerning culturally responsive pedagogy.

     6. To recognize and understand one’s personal cultural positioning and the resultant impact on instructional preferences and student expectations

 

http://www.tolerance.org/activity/being-culturally-responsive 

 

WIKI Table of Contents:

(Click on an active link below to move to the various pages of the wiki)

ACADEMIC EQUITY-ACCESS and CHOICE

ADVOCACY-BOOK STUDY LIST 

ADVOCACY BOOK STUDY and PROJECTS (Required "Target" Page in Your Wiki

ART and SYMBOLISM 

ASSIGNMENTS

CULTURAL IMMERSION PROJECT (Required "Target" Page in Your Wiki)

DIFFERENTIATION 

EDUC625 TEAM POSTER (Required "Target" Page in Your Wiki)

ENVIRONMENTAL JUSTICE

EXCEPTIONALITIES 

FAMILIES-WHERE DO THEY FIT (Required "Target" Page in Your Wiki)

FOOD 

GENDER 

IDENTITY-LABELING 

IN THE NEWS-RHETORIC OF HOPE and HATE (Required "Target" Page in Your Wiki)

JAMES BANKS-MULTICULTURALISM

LANGUAGE - COMMUNICATION (Required "Target" Page in Your Wiki)

LESSON PLAN (Required "Target" Page in Your Wiki)

MOVING TOWARD UTOPIA

MULTIPLE INTELLIGENCES 

MUSIC 

ON THE SCREEN- CHARACTERS UNITE

ON THE SCREEN-Segregation, Desegregation, Resegregation

ON THE SCREEN - Black in America

ON THE SCREEN - Bridging the Divide

ORAL HISTORY (Required "Target" Page in Your Wiki)

PISA

RELIGION 

SEXUAL ORIENTATION

SOCIO-ECONOMICS 

SYLLABUS

TECHNOLOGY

TECHNOLOGY: CROSS-CURRICULAR

THE FLAT WORLD and EDUCATION  (Course Text: Linda Darling-Hammond - Book Chapter is a Required "Target" Page in your Wiki)

THE FLAT WORLD - CHAPTER 1

THE FLAT WORLD - CHAPTER 2

THE FLAT WORLD - CHAPTER 3

THE FLAT WORLD - CHAPTER 4

THE FLAT WORLD - CHAPTER 5

THE FLAT WORLD - CHAPTER 6

THE FLAT WORLD - CHAPTER 7

THE FLAT WORLD - CHAPTER 8

THE FLAT WORLD - CHAPTER 9

THE WORLD is FLAT  (Video:Thomas L. Friedman)

WEBQUEST

WEEK to WEEK

WHERE ARE WE FROM-WHO HAVE WE BECOME (Required "Target" Page in Your Wiki)  I AM FROM POEMS

 

TECH TIPS  

 

 

 

 

 

 

 

 

 

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