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EDU 639 ASH Course Tutorial / uophelp

EDU 639 ASH

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EDU 639 ASH Course Tutorial / uophelp

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  1. edu639 ASH Course Tutorial For more course tutorials visit www.uophelp.com

  2. edu639 ASH Course Tutorial EDU 639 Entire Course(Ash Course) EDU 639 Week 1 Assignment Diary Entry of a Diverse 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 • EDU 639 Complete Class, New Coursework • Business - General Business • The Socio-Historical Context of Multicultural Education. Describe the socio-historical and contemporary contexts for multicultural

  3. edu639 ASH Course Tutorial EDU 639 Week 1 DQ 1 The Socio-Historical Context of EDU 639 Week 1 DQ 2 Bias and Social Psychology 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 • 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

  4. edu639 ASH Course Tutorial EDU 639 Week 2 DQ 1 Gender and Gender-Fluidity EDU 639 Week 2 DQ 2 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? • 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

  5. edu639 ASH Course Tutorial EDU 639 Week 2 Gendered Experience of Racism EDU 639 Week 3 DQ 1 Segregation 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 • 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:

  6. edu639 ASH Course Tutorial EDU 639 Week 3 DQ 2 Additive vs. Subtractive EDU 639 Week 4 Cultural Immersion and 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 (you may select the same • 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

  7. edu639 ASH Course Tutorial EDU 639 Week 4 DQ 1 Common Beliefs EDU 639 Week 4 DQ 2 The Culture of PovertyAsh Course) 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 • 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

  8. edu639 ASH Course Tutorial EDU 639 Week 5 DQ 1 Non-Heterosexual Parents and Kids EDU 639 Week 5 DQ 2 Tracking, Grouping and “ Tracking, Grouping and “Dis-Ability” in the Classroom. Read the article, “Into the Mainstream.” What are the • 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? How can teachers

  9. edu639 ASH Course Tutorial EDU 639 Week 6 DQ 1 Affirming Diversity within the EDU 639 Week 6 DQ 2 Becoming a Multicultural 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 • 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

  10. edu639 ASH Course Tutorial EDU 639 Week 6 Final Paper • 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. The purpose of identifying real students is to help you keep in mind the individualized identities of students from these groups

  11. edu639 ASH Course Tutorial For more course tutorials visit www.uophelp.com

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