1 / 16

ECE 405 In order to succeed, you must read/Uophelpdotcom

For more course tutorials visit<br>www.uophelp.com<br><br>ECE 405 Week 1 DQ 1 Commonly Held Beliefs and Bias<br><br>ECE 405 Week 1 DQ 2 Children and Prejudice<br><br>ECE 405 Week 2 DQ 1 Race Illusion vs. Reality<br>

sena6
Download Presentation

ECE 405 In order to succeed, you must read/Uophelpdotcom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ECE 405 In order to succeed, you must read/Uophelpdotcom For more course tutorials visit www.uophelp.com

  2. ECE 405 Entire Course (Ash) For more course tutorials visit www.uophelp.com • ECE 405 Week 1 DQ 1 Commonly Held Beliefs and Bias • ECE 405 Week 1 DQ 2 Children and Prejudice • ECE 405 Week 2 DQ 1 Race Illusion vs. Reality • ECE 405 Week 2 DQ 2 Cultural Differences

  3. ECE 405 Week 1 DQ 1 Commonly Held Beliefs and Bias (Ash) For more course tutorials visit www.uophelp.com • Commonly Held Beliefs and Bias. Review the questions, links and accompanying videos for the Commonly Held Beliefs that Influence Teachers’ Work with Diverse Students at http://www.tolerance.org/tdsi/cb_intro. Which of the 13 misconceptions stand out for you as being particularly important for you to recognize and avoid as an early childhood educator? How can we become more aware of our own hidden biases and cultural assumptions when it comes to educating children of different backgrounds? Respond to at least two of your classmates’ postings.

  4. ECE 405 Week 1 DQ 2 Children and Prejudice (Ash) For more course tutorials visit www.uophelp.com • Children and Prejudice. In Vivian Gussin Paley’s book, “You Can’t Say, You Can’t Play”, a hierarchy of “bosses” and “outcasts” emerges year after year in her classroom. What, in your experience with children, determines this hierarchy and how much of it is due to the development of pre-prejudicial behavior in children? Provide examples and then consider why it is important to address this behavior earlier rather than later. Would Vivian Gussin’s Paley’s rule have worked in the example you provide? Why or why not? Respond to at least two of your classmates’ postings.

  5. ECE 405 Week 2 DQ 1 Race Illusion vs. Reality (Ash) For more course tutorials visit www.uophelp.com • Race: Illusion vs. Reality. Review the seven “propositions” including the accompanying videos on “Understanding the Influence of Race” (http://www.tolerance.org/tdsi/uir_intro). From these links and videos, you will learn that much of what we hold to be true about race is a social construction, which has little connection to human biology. Unfortunately this means children of different races may face stereotypes based on the way they look or speak. As an early childhood educator, you will be in a unique position to make an impact on children of all racial backgrounds. Refer to the information provided in the links as you consider the scenario below: • § How would you address a child who seems to exhibit prejudice against children of other races?

  6. ECE 405 Week 2 DQ 2 Cultural Differences (Ash) For more course tutorials visit www.uophelp.com • Cultural Differences. On page 64, your text offers a list of 13 childrearing patterns that differ between cultures. These can create challenges for educators when family structures and norms conflict with the assumed norms of the school. In the US, these are most often based on white, middle-class cultural assumptions. Provide an example from your own life or one in the media where these values have led to conflict or misunderstandings between the school and family. How might the educator or school have responded in a more culturally sensitive manner? Respond to at least two of your classmates’ postings.

  7. ECE 405 Week 2 Exposure to Stereotypes (Ash) For more course tutorials visit www.uophelp.com • Exposure to Stereotypes. Children are bombarded by racial, cultural and gender stereotypes both within and outside the classroom. Consider the movies, television series and products (including toys and videogames), which are marketed to young children. Submit a 2-3 page paper (not including title and reference page) arguing why you believe the movie, television series or product chosen taints children’s understanding of race, culture, gender, and the message being conveyed. Include the following in your argument: • a. Critique one example from these categories, which you find to particularly problematic in perpetuating stereotypes. • b. Assess the potential impacts of these messages on children of diverse backgrounds in the early childhood classroom (think especially about the hierarchy described in Vivian Gussin Paley’s book? Are they, in any way to blame for who is seen to be among the “bosses” and the “rejected”?)

  8. ECE 405 Week 3 DQ 1 Second Language Learners (Ash) For more course tutorials visit www.uophelp.com • Second Language Learners. Imagine that you teach in a school where the majority of the student population is English speaking, and there is a growing a number of English language learners. You are assigned to a first-grade classroom where 60% of children speak English only and the other 40% speak mostly Spanish with varying levels of English. How will you approach and organize this classroom? What challenges do English language learners face? What challenges will you face? How will foster a positive, collaborative classroom community despite a language barrier? Respond to at least two of your classmates’ postings. 

  9. ECE 405 Week 3 DQ 2 The Role of Families and Communities in Culturally Relevant Anti-Bias Education (Ash) For more course tutorials visit www.uophelp.com • The Role of Families and Communities in Culturally Relevant Anti-Bias Education. Often school attempts to connect with families fail. One reason is that schools assume the role of “educator” and expect families to go out of their way to learn how they can help modify family patterns to best suit the school environment. However, a more effective way to connect to families is for teachers to go out into the communities they serve and “learn” more about those communities. Based on this idea, describe two-to-three specific ways you can become more educated and knowledgeable of the families you will be serving locally and identify resources you might like to explore. Then, explain what you believe the role family and community should play in helping teachers deliver culturally relevant anti-bias curriculum. Is it that of learner, educator or both? Respond to at least two of your classmates’ postings. 

  10. ECE 405 Week 3 The IRIS Center Module (Ash) For more course tutorials visit www.uophelp.com • The IRIS Center Module. The IRIS Center is a national center that aims to provide high quality resources and training for educators. Go to http://www.iriscenter.com/clde/chalcycle.htm. Begin by selecting the Challenge balloon. Listen to the Case study. Then select the Initial Thoughts balloon. Focus on the question regarding the level of involvement of Maria’s parents. Continue on to the Perspectives and Resources balloon (focusing on Page 3) and finally go to the Assessment balloon. After completing the module, submit a 2-3 page paper (not including the title and reference page) which addresses the cultural differences that exist between Maria, Mr. Bennett and the school. Using at least one external resource to help you better understand Maria’s culture: • § Analyze how Maria’s bilingualism is being addressed by the school and Mr. Bennett and any cultural or linguistic considerations which seem to have been largely ignored.

  11. ECE 405 Week 4 DQ 1 Classroom Environments and Learning (Ash) For more course tutorials visit www.uophelp.com • Classroom Environments and Learning. Both your reading in Roots and Wings and the lessons from Vivian Gussin Paley’s book demonstrate that classroom environments give children and parents strong messages in the way they are set up and decorated. Identify and describe at least two ways you can structure and design the classroom environment to enhance anti-bias education and culturally relevant learning. Provide specific examples and respond to at least two of your classmates’ postings.

  12. ECE 405 Week 4 DQ 2 Multicultural Literature (Ash) For more course tutorials visit www.uophelp.com • Multicultural Literature. There are many different kinds of multicultural children’s books. Choose one book from the titles presented in your text. Read the book and provide a brief summary of the story. Describe how the book fosters one of the curriculum goals listed on page 162 in your text. Be specific and give examples related to the text to support your thinking. Respond to at least two of your classmates’ postings.

  13. ECE 405 Week 4 PowerPoint Presentation(Ash) For more course tutorials visit www.uophelp.com • PowerPoint Presentation. You will create an 8-10 slide (not including the title and reference slide) presentation in Microsoft PowerPoint. The presentation should provide an overview of the arguments, ideas, facts, and information students will be applying to their final paper. The information should be presented in a visually compelling manner and discuss how the information provided can be applied to the design and development of multicultural, anti-bias curriculum as future early childhood educators. Please be aware that this presentation should not simply be cut and paste from the actual paper and should be tailored to share what you learned about the group you are studying. The presentation should: • a. Describe the background and history on the culture chosen.

  14. ECE 405 Week 5 DQ 1 Evaluating Multiculturalism in the Classroom (Ash) For more course tutorials visit www.uophelp.com • Evaluative Multiculturalism in the Classroom. Teachers can be genuine in their efforts to deliver a culturally-relevant and anti-bias curriculum, but still fail to produce a classroom where children are fully inclusive of others and prejudice-free. What criteria will be most important to you as you evaluate your literature selections and activities in the classroom for multicultural and anti-bias? What behaviors will you be looking for in your students that indicate your program has been successful? How will your activities and application of multicultural methods help to teach children to be more inclusive? Discuss specific criteria and appropriate strategies and techniques that you will use in your own classroom. Respond to at least two of your classmates’ postings.

  15. ECE 405 Week 5 Final Paper (Ash) For more course tutorials visit www.uophelp.com • Focus of the Final Paper: • This paper should be a combination of philosophies, theories, and concepts learned and how they apply to the early childhood classroom. The primary focus will be on the comprehensiveness of understanding the many components that are necessary for the preschool classroom. • In a 4-6 page paper (not including the title and reference page) respond to the following situation: • You have just been hired to teach pre-school children at an international school. You will be teaching a diverse class of 3-5 year olds. Some will stem from white backgrounds, but more than half the class will come from diverse backgrounds which includes Middle Eastern, Asian, African, Hispanic, Native American, and European descent. Some families will be recent immigrants who do not yet speak English, while others will come from backgrounds who have been in the U.S. for generations.

  16. ECE 405 In order to succeed, you must read/Uophelpdotcom For more course tutorials visit www.uophelp.com

More Related