EDU 639 Ash Tutorial Courses/ Uoptutorial

1. EDU 639 Ash Tutorial Course For More Course Tutorials Visit www.uoptutorial.com

2. EDU 639 Ash Tutorial Course EDU 639 Entire Course EDU 639 Week 1 Assignment Diary Entry of a Diverse Student • EDU 639 Week 1 Assignment Diary Entry of a Diverse Student • EDU 639 Week 2 Gendered Experience of Racism • EDU 639 Week 4 Cultural Immersion and Socio-Historical Research and Presentation • EDU 639 Week 6 Final Paper • EDU 639 Complete Class, New Coursework • EDU 639 Complete Class • EDU 639 Week 1 DQ 1 The Socio-Historical Context of Multicultural Education • EDU 639 Week 1 DQ 2 Bias and Social Psychology • EDU 639 Week 2 DQ 1 Gender and Gender-Fluidity • EDU 639 Week 2 DQ 2 Race: Illusion vs. Reality • Diary Entry of a Diverse Student. Consider the demographic of your local school and identify one student from a background that would be most different from your own. Imagine the first day of school from this student’s perspective as you are introduced to the class as his or her new teacher. This is a creative writing piece where you are expected to step outside your own world view and into the shoes of the “other” in your classroom.

3. EDU 639 Ash Tutorial Course EDU 639 Week 1 DQ 1 The Socio-Historical Context of Multicultural Education EDU 639 Week 1 DQ 2 Bias and Social Psychology • The Socio-Historical Context of Multicultural Education. Describe the socio-historical and contemporary contexts for multicultural and bilingual education in your school district. How have decisions such as Brown vs. the Board of Education, the 2007 ruling by the Supreme Court against voluntary de-segregation or the policies of No Child Left Behind /Race to the Top impacted the way multicultural education has evolved and been interpreted in your district. Who is “silenced” or forgotten in your school curriculum as a result of these decisions or policies? • Bias and Social Psychology. Social scientists believe that everyone possesses conscious and unconscious, preferences for some social groups over others. Consider your own background and experience with race, gender, class, ethnicity, sexual orientation. What groups do you gravitate towards in society and how can you create more opportunities for exposure to individuals from backgrounds quite different from your own?

4. EDU 639 Ash Tutorial Course EDU 639 Week 2 DQ 1 Gender and Gender EDU 639 Week 2 DQ 2 Race: Illusion vs. Reality • Gender and Gender-Fluidity. View the short documentary entitled, I’m Just Anneke. How does gender color one’s perspective on the world and relation to society? How are gender and gender-stereotypes perpetuated by schools? What do you think about gender-fluidity and how do you imagine Anneke would fair in your local school? Do you agree with the way Anneke’s endocrinologist and parents are allowing Anneke to experiment with her gender-fluidity? • Race: Illusion vs. Reality. Explore the interactive tutorial “Sorting People: Can You Tell Somebody’s Race by Looking at Them?”. What surprised you about activity? If race is an illusion, why is it so dangerous to be "color-blind" as an educator? How can we work to combat institutional racism in our schools and society?

5. EDU 639 Ash Tutorial Course EDU 639 Week 2 Gendered Experience of Racism EDU 639 Week 3 DQ 1 Segregation • EDU 639 Week 2 Gendered Experience of Racism • Business - General Business • Gendered Experiences of Racism. Choose one of the following topics and respond in a one-to-two page paper: • a. Watch the documentary A Girl Like Me, then provide a one-to-two page commentary on the intersection of race and gender by addressing the following: • § How is racism translated to concept of beauty and self-image for young, African American women? • Segregation. What different forms can segregation take in US schools? When can these methods affirm diversity and when are they detrimental to learning? Consider economic segregation, culturally-based schools (i.e. African American, Latino, or Native American), gender-specific, or charter schools. Provide examples from your own experience and at least one reference in addition to the course textbook

6. EDU 639 Ash Tutorial Course EDU 639 Week 3 DQ 2 Additive vs. Subtractive Bilingualism EDU 639 Week 4 Cultural Immersion and Socio-Historical Research and Presentation • Additive vs. Subtractive Bilingualism. View the video entitled, Immersion. How accurate (or over-dramatized) is Moises’s story? What might his teacher and principal have done differently in order to capitalize on the strengths of what Moisesdoes know in order to help him “add” English to his knowledge base and succeed in US schools? What is working in terms of ELL education in your school? What is not, and why? Would you consider your school’s approach to be additive or subtractive? • Respond to at least two of your classmates’ postings in a thoughtful and substantive manner. • EDU 639 Week 4 Cultural Immersion and Socio-Historical Research and Presentation • Business - General Business • Cultural Immersion and Socio-Historical Research Presentation. Identify a culture you might encounter as a teacher which you have very little knowledge about and would like to further explore

7. EDU 639 Ash Tutorial Course EDU 639 Week 4 DQ 1 Common Beliefs EDU 639 Week 4 DQ 2 The “Culture of Poverty”. • Common Beliefs. Explore Commonly Held Beliefs that Influence Teachers’ Work with Diverse Students. Before clicking the link, select one of the commonly held beliefs listed under “Step 2” that you identify with the most. Explain why you identify with this belief. Next, click the link and read the information provided. Has your belief changed? Why or why not? • Respond to at least two of your classmates’ postings in a thoughtful and substantive manner. • The “Culture of Poverty”. Theorists warn against the continued use of deficit theories to connect low social-economic standing to failure in school. They have left a lasting mark on schools. Identify a student from a low socio-economic status, either from experience or from the course text, who is not succeeding. How much of that failure is due to forces beyond his or her control and a mismatch between what is being learned at home and what is valued in the classroom?

8. EDU 639 Ash Tutorial Course EDU 639 Week 5 DQ 1 Non-Heterosexual Parents and Kids EDU 639 Week 5 DQ 2 Tracking, Grouping and “Dis-Ability” in the Classroom • Non-Heterosexual Parents and Kids. View the short documentary Homecoming. Is there anything teachers can do to help students like Ron feel safer in school in towns like Ron’s hometown? Is it better for gay, lesbian, asexual, transsexual or parents with these orientations to simply seek out more “liberal” schools for their children? Does your school district resemble Lakeville or his new arts high school in Minneapolis? • Tracking, Grouping and “Dis-Ability” in the Classroom. Read the article, “Into the Mainstream.” What are the unique challenges and rewards of integrating kids labeled “disabled” into mainstream classrooms? How can these observations be applied to ideas regarding tracking of non-disabled students and grouping by ability in the classroom?

9. EDU 639 Ash Tutorial Course EDU 639 Week 6 DQ 1 Affirming Diversity within the Community EDU 639 Week 6 DQ 2 Becoming a Multicultural Educator • Affirming Diversity within the Community. Identify factors that can help you build successful bridges between the educational setting and the community. Describe how these may impact the community and school setting. What are the community resources and social services in your area which encourage parent and community involvement in the school? • Becoming a Multicultural Educator. How do you intend to expand your horizons to become a multicultural person who helps students add new cultural ideas to their experience? How can you help students learn more about their own culture and incorporate what they already know into their learning? Respond to at least two of your classmates’ postings in a thoughtful and substantive manner

10. EDU 639 Ash Tutorial Course EDU 639 Week 6 Final Paper • EDU 639 Week 6 Final Paper • Business - General Business • The Final Paper will require you to describe your community demographics and predict the type of diversity you might expect to find in your classroom. You will then identify at least three (3) cases which represent some of the different groups found in your community. If you truly live in a mono-cultural area then, simply choose three (3) backgrounds you would like to better understand. You can use real examples of individuals you know, examples from the textbook or class links, or by scouring the internet.

11. EDU 639 Ash Tutorial Course For More Course Tutorials Visit www.uoptutorial.com