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EDU 639 ASH Academic Coach/uophelp

EDU 639 ASH Academic

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EDU 639 ASH Academic Coach/uophelp

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  1. EDU 639 (ASH) Course Tutorial For more course tutorials visit www.uophelp.com

  2. EDU 639 (ASH) Course Tutorial EDU 639 Entire Course(Ash Course) EDU 639 Week 1 Assignment Diary Entry • 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 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 • 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

  3. EDU 639 (ASH) Course Tutorial EDU 639 Week 1 DQ 1 The Socio-Historical EDU 639 Week 1 DQ 2 Bias and Social • 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 • 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

  4. EDU 639 (ASH) Course Tutorial EDU 639 Week 2 DQ 1 Gender and Gender EDU 639 Week 2 DQ 2 • 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? • 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) Course Tutorial EDU 639 Week 2 Gendered Experience EDU 639 Week 3 DQ 1 Segregation • 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 • 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

  6. EDU 639 (ASH) Course Tutorial EDU 639 Week 3 DQ 2 Additive vs. Subtractive EDU 639 Week 4 Cultural Immersion • 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? • 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 cultural group you chose for the Cultural Immersion Activity in Weeks One, Two, and Three).

  7. EDU 639 (ASH) Course Tutorial EDU 639 Week 4 DQ 1 Common Beliefs EDU 639 Week 4 DQ 2 • 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 • 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

  8. EDU 639 (ASH) Course Tutorial EDU 639 Week 5 DQ 1 Non-Heterosexual EDU 639 Week 5 DQ 1 Non-Heterosexual • 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 • 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

  9. EDU 639 (ASH) Course Tutorial EDU 639 Week 5 DQ 2 Tracking, Grouping EDU 639 Week 6 DQ 1 Affirming • 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? • 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?

  10. EDU 639 (ASH) Course Tutorial EDU 639 Week 6 DQ 2 Becoming EDU 639 Week 6 Final Paper • 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’ • 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

  11. EDU 639 (ASH) Course Tutorial For more course tutorials visit www.uophelp.com

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