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Urban Community Teacher Education ProgramA Partnership Transforming Schools & Connecting Communities

COURSE DESCRIPTIONThis course explores the role of culture in how people learn as well as the role of cultures in establishing engaging and responsive learning communities in classrooms. As we co-construct our own classroom culture in this course, we will consider ways to share power and voice in the classroom, examine policies and practices for working with diverse students, and develop action plans to foster culturally responsive, relationship-driven classroom communities where teacher and students work together using multiple activity settings and student groupings.

Teacher candidates in this course will: (a) use theories of development, learning, and culture to build our classroom community, (b) become familiar with elements of culturally responsive pedagogy that is sensitive to individual differences, and (c) develop an understanding of specific strategies and tools designed to increase communication with students, families, communities, and colleagues.

Guiding Assumptions: Each of us participates in multiple cultures, including home culture, ethno-linguistic culture, geographic culture, gender cultures, age-related cultures, professional and/or academic cultures. Culture, understood as a way of living and the tools, symbols, values, and practices associated with that way of living (think of ski culture, for example), is something that we both inherit and create. Therefore, with our students, we inherit the institutional culture of schooling, the more short-term institutional cultures of our building and district, and the family and community cultures we bring with us to the classroom. At the same time, we contribute to those cultures, because cultures are not static, but are fluid and changing. To build productive learning environments and caring learning communities, we must build on what we, and our students, bring to the classroom by learning as much as we can about our inherited cultures, the cultures of our students, and the institutional cultures in which we live, work, and learn. We can use that knowledge to guide the co-construction with students of an emergent classroom culture that taps into the assets we all bring, helps us to negotiate constraints, and supports safe exploration and expression as well as shared understanding in a community of learners.

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UEDU 4020/5020Co-Constructing Culturally

Responsive Classroom CommunitiesSpring 2013

Instructor: John E. McDermottLocation: NC 3202Class Sessions: As listed in the syllabusCredit Hours: 3 Phone:Email: [email protected] Hours: By appointment only

Campus Box 106, P.O. Box 173364Denver, CO 80217-3364

Spring 2013

The approach used in this course is socio-cultural historical, or social constructivist. This approach assumes that history is not only in the past, but is both influencing the present, and helping us to contribute to the future. We are co-constructing history as we live it. Similarly, we are co-constructing cultures through our participation in them with others. The socio-cultural historical approach to learning and development assumes that all people, barring severe biological impediment, can learn and that learning is enhanced through the thoughtful and participatory co-construction of joint activity in responsive learning environments. While we, as educators, use the historical tools of our profession, different situations, groups of people, and institutions require that we adapt those tools to the people and circumstances with whom we engage. The bottom line is that there is no one best way to learn and develop. This important assumption requires a tolerance for ambiguity that can be challenging. It helps to remember that we all bring assets to learning environments and that those learning environments have their own institutional and cultural assets and constraints. Negotiating the effective leveraging of assets to mitigate the impact of constraints is the core of effective culturally responsive pedagogy.

REQUIRED TEXTS

Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achievingexcellence, fairness, inclusion, and harmony. Boulder CO: Westview Press.

Vitto, J. M. (2003). Relationship-driven classroom management: Strategies that promote student motivation.Thousand Oaks, CA: Corwin.

LIVETEXT

COURSE ESSENTIAL QUESTIONWhat is a transformed classroom?

Guiding Questions: How are effective, culturally and linguistically responsive classroom communities that center on student

learning developed and maintained? What role do relationships (among and between students, teachers, families, and communities) play in

the classroom community? How can we establish a classroom community that satisfies the needs of its members? How can local community assets and issues affect a classroom community? How can instructional designs affect a classroom community? How do I share power and voice in the classroom with my students, their families and their

communities? How does teacher and student self-reflection and awareness (regarding beliefs, attitudes, and biases)

impact the classroom community and student learning?

LEARNER OUTCOMES/OBJECTIVESOverarching Learning Target:

Teacher candidates will know about, be able to justify and make plans to meaningfully implement the establishment of a safe, inclusive and respectful learning environment for a diverse population of students. (Colorado Teacher Quality Standard II)

Specific Learning Targets:Teacher candidates will know about, be able to justify and make plans to meaningfully implement:

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Spring 2013

predictable learning environments in the classroom in which each student has a positive, nurturing relationship with caring adults and peers. (Colorado Teacher Quality Standard II Element A)

a commitment to and respect for diversity in the school community and in the world, while working towards common goals and objectives as a community. (Colorado Teacher Quality Standard II Element B)

the engagement of students as individuals with unique interests and strengths. (Colorado Teacher Quality Standard II Element C)

teaching adaptations for the benefit of all students, including those with special needs across a range of ability levels. (Colorado Teacher Quality Standard II Element D)

proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students. (Colorado Teacher Quality Standard II Element E)

a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies. (Colorado Teacher Quality Standard II Element F)

ASSESSMENTIn order to receive a course grade as indicated relative to the point distribution, all required activities and projects must be completed. You cannot continue in this program as planned without earning a B or higher in this class.

94-100 A 80-82 B-90-93 A- 75-79 C87-89 B+ 74

and below

F83-86 B

Grading and assessment techniques used in this class will rely on self-reflection, peer-evaluation, collaboration, and revision. You will participate in the grading of your own work, will provide feedback to your colleagues regarding their work, and you will also be required to revise work that needs improvement. It is expected that every assignment submitted represents a good faith attempt to complete the work to the highest extent of your ability and is turned in on time. Therefore, revision opportunities may be denied if submitted work is of extremely poor quality or comes in late. Further, the opportunity to revise work may be denied if expectations around professional engagement in our learning community are not met. Assignment % of Grade Assessment PlanCommunity Contributions 15% Self, Peer & Instructor CollaborationJournal Reflections 15% InstructorTeacher Manifesto 10% InstructorCourse Project (total 60%) Self, Peer & Instructor Collaboration - Pre-Assessment 5% Instructor- Response to Guiding Questions 20% Self, Peer, & Instructor Collaboration- Post-Assessment 5% Self & Instructor Collaboration- Final Evidence of Learning 20% Self, Peer, & Instructor Collaboration- Presentation of your Final Evidence of Learning

10% Self, Peer, & Instructor Collaboration

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Spring 2013

OVERVIEW OF ASSIGNMENTS

1. Community Contributions Your contributions to the class will be communicated through your presence, voice, and support given to others, including your instructor. Documentation of your community contribution will include, journal entries, exit tickets from sessions, products created in class and peer feedback/collaborations as well as professional engagement and response to feedback from the instructor. The Class Community Agreement will serve as the expectations for community contributions. You are expected to come prepared to each class session with your required work completed including the readings and your journal reflections on the readings. Your preparation for class is fundamental to all of our collective learning. You are also expected to come to class eager to engage with the class community with a disposition towards learning. Dispositions are the values, commitments and professional ethics that influence behaviors towards students, families, colleagues, and communities that affect student learning, motivation and development as well as the educator’s own professional growth. As adults and emerging scholars engaged in challenging material, we will experience a significant portion of our learning through dialogue. As Paulo Freire said, dialogue is much more than conversation. Listening to each other, respecting differing views, and engaging the subtleties of ideas is crucial to successful participation. I expect attentive listening and thoughtful consideration of others’ ideas. Be mindful that, particularly in a course that engages issues of diversity and equity, not everyone will agree. Be prepared to stop the discussion when you are lost, especially if you’re not sure what to ask or you don’t agree with a comment. Above all, please know that I will strive to create a classroom environment conducive to participating in class dialogue and activities.

Journal ReflectionsEach session there are required readings and activities that need to be completed before you come to class. You are expected to read (and watch videos) and reflect on the required work for each session. You need to come to class having spent time reflecting on each reading and required activity. Your journal reflections should be posted in eCollege and brought to class to support effective class discussions regarding your learning. These journal reflections will be read by the instructor to ensure you have engaged with the required work outside of class. Your journal reflections should be guided by each session’s guiding questions and learning targets and must reflect your deep engagement with the readings. There is no minimum or maximum requirement in terms of length, however, a quality journal entry will not only show evidence of your reading and thought, but also build on the ideas from the readings and make connections among and between them as well as back to your readings and learning experiences in UEDU 4010. Thoughtful journal entries will also be linked to your future classroom practice and help you develop your vision of the transformed classroom.

An additional aspect of your journal entries is the required readings for your group. Each group has an additional set of readings they need to engage in that will deepen their knowledge of the topic/lens through which they are completing their final project. The readings are available on eCollege in Doc Sharing and you will decide as a group which readings to collectively read. However, your final project must reflect a deep and informed knowledge of your topic gained through engagement with a minimum of five of these additional readings that have only been assigned to your group. Your instructor will be looking for evidence of these readings in your journal reflections as well as in your course project. Each journal reflection is worth ~1% of your grade and needs to be of substantial quality.

Teacher ManifestoThe Teacher Manifesto provides a meaningful, highly authentic way for teacher candidates to engage in continual critical reflection that follows the following cycle:

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Spring 2013

The process of continually revising the teacher manifesto serves as a “writing to learn” activity that prepares teacher candidates to truly intuit those beliefs and actions as part of their core daily practices inside and outside of their classroom walls as well as be able to communicate their beliefs, practices, and justification that supports both of these in an extremely confident, and articulate yet succinct manner to key stakeholders (e.g., in an interview with a principal). The Teacher Manifesto is a UCTE program-level assessment and is REQUIRED of all candidates to successfully complete at specifically identified points across the program. At these key points in time, teacher candidates will revisit and revise the most recent version of their manifesto based on what they continue to learn through coursework, internships, and professional learning days.

In order to receive credit for the Teacher Manifesto work in UEDU 4020, you must upload two different versions to LiveText: (1) what you wrote in your admissions paperwork regarding your beliefs and plans as a teacher; and (2) a revision that reflects the required structure and your work over the course of taking 4010 and 4020. See eCollege for more specific information on what you must submit on LiveText by the last day of this course.

Course ProjectFor this assignment, you will be working collaboratively in a group across the course to respond to the guiding questions for the course as well as translate your learning into a product that may support the application of your learning. The format for your responses to the questions as well as your evidence of learning is completely open meaning that you could write a blog, create videos, write a paper, design a poster, create a jing video, use PowerPoint, write a play, etc. The format through which you document and share your learning is completely at your discretion. However, your response to each question will be evaluated utilizing the rubric (available on eCollege) as will your final evidence of learning. It is expected that every group will demonstrate their learning at the “comprehensive” level or higher across in answering the guiding questions. It is expected that every group will demonstrate their ability to apply their knowledge into practical settings through the evidences of learning at the “integrated” level on a minimum of three indicators (one of which has to be reflective practice). There will be several opportunities for you to check in with your peers and your instructor across the course in order to receive feedback on your work and engage in valuable discussions that support the learning of all. With each iteration of your work, you will receive peer and/or instructor feedback and should utilize that feedback for the continued improvement and development of your work. More details about this assignment and the requirements of it are posted on eCollege.

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1. TC articulates beliefs about

teaching in an urban community

context

2. TC articulates corresponding practices and

actions based on those beliefs

3. TC provides justification from research for those

beliefs and corresponding

practices

4. TC provides overall reflection about which

experiences in the program from courses, internships & PLDs are shaping and informing

TC's current set of beliefs, practices, &

justification.

Spring 2013

INSTRUCTOR AND UNIVERSITY POLICIESClass Attendance - Class attendance is extremely important and is expected. Class will start and end on time each class session. Email me before class if you will miss for any reason. This is requested only as a courtesy so I will know whether to expect you. Excessive absences (by which I mean more than one absence) will be reflected in a loss of a percentage of your final grade. More than one absence will completely compromise your ability to successfully complete the course. You may be required to retake the course, resulting in deferring enrollment to another starting term in the program.

Use of Technology During Class Sessions - Please consider how you are using technology during class sessions from the perspective of a teacher. If you are the teacher and your students are texting, checking email, surfing the web, tweeting, Facebooking, etc…how would you respond? What we expect from our students is how we should act in the classroom. There is definitely a time and place for using this technology in the classroom. I just ask that you check yourself with the question above and adjust your behaviors accordingly. During class, please turn cell phones to a “non-ring” function. Should you receive a call in class that you must answer, please promptly step out of the classroom as you respond to the call then return to class promptly.

Late Work – Your assignments will only be accepted after the due date if prior arrangements have been made with the instructor. If your work does not come in on time, it will not qualify for revisions. As participants in a professional program, your work should be on time and completed to a high level of quality. Further, it can be extremely detrimental for your learning as well as the learning of other members of our community if your work is not completed on time. However, when life circumstances arise, an extension may be granted if arranged before the due date.

Incompletes - Incomplete grades (I) are not given to replace low grades. To be eligible for an incomplete grade, students must (1) have successfully completed at least 75% of the course requirements, (2) have special circumstances (verification required) that preclude the student from attending classes and/or completing graded assignments, and (3) make arrangements to complete missing assignments with the original instructor before more than one year has elapsed since the end of the semester in which the course was taken. If less than 75% of the course work has not been completed, the student will be asked to withdraw from the course and to take the course in a subsequent semester. In the event that an incomplete is granted, the student will be expected to submit a written plan for completion, including timelines. An incomplete is regarded as an F if not completed within a maximum of one year.

SEHD Incomplete Process 1. Students must be in close communication with the instructor PRIOR to the end of the semester regarding

special circumstances precluding them from successfully completing the remainder of the course. Faculty may assign students an incomplete grade of “I” to signify that special circumstances beyond the student’s control prevented the student from completing a small portion of the course (no more than 25%) and that a final grade cannot yet be assigned.

2. IT IS THE STUDENT’S RESPONSIBILITY TO COLLABORATE WITH THE INSTRUCTOR TO COMPLETE AN INCOMPLETE AGREEMENT FORM (found at www.ucdenver.edu/education under Current Students/Current Student Resources) prior to the end of the semester for which the incomplete is given. A copy of the form, signed by both the student and the instructor should be submitted to the SEHD Student Services Center (LSC 701). Both the student and instructor should also keep a copy. The instructor sets the conditions under which the course work can be completed and the time limit for completion. The student is expected to complete the requirements within the established deadline. If the missing assignments are not completed within the allotted time, the “I”converts to an F on the student’s transcript. Students making up an incomplete should not re-register for the course.

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http://www.ucdenver.edu/education

Spring 20133. Upon completion of the missing course work, a Change of Record Form is completed by the original

instructor to change the “I” to a letter grade. Faculty should work with the Faculty Services Center to complete the Change of Record Form.

Non-Discrimination Policy - The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to persons with disabilities. Students with disabilities who want academic accommodations must register with the Office of Disability Resources and Services (DRS), 177 Arts Building, 303-556-3450, TTY 303-556-4766, FAX 303-556-2074. I will be happy to provide approved accommodations, once you provide me with a copy of DRS’s letter.

Academic Honesty - Plagiarism is the use of another person’s words or ideas without crediting that person. Plagiarism and cheating will not be tolerated and may lead to failure on an assignment, in the class, and dismissal from the University. (Refer to School/College guidelines.) You are responsible for being attentive to or observant of campus policies about academic honesty and all other aspects of student conduct as stated in the University’s Student Conduct Code, located at http://www.ucdenver.edu/life/services/standards/Documents/UCD%20Code%202008-2009.pdf

UCTE STUDENT SUPPORT PLAN PROTOCOLThe UCTE program has embedded multiple proactive measures within the program to create a supportive environment for Teacher Candidates (TCs) to develop the knowledge, skills and dispositions necessary to be an effective urban teacher including high admission standards, closely aligned course and internship experiences, numerous opportunities for coaching and gaining feedback from instructors, site professors, site coordinators, and clinical teachers, as well as problem-solving protocols for individuals to try and address early concerns.

If a TC is struggling to further develop the professional knowledge, skills, and dispositions necessary for effective urban teaching despite the proactive embedded support provided, university and PDS faculty working with the TC collaborate to try and better understand the TC’s performance. This model is reflective of similar processes in K-12 schools (e.g. Student Study Team; Child Support Team, etc.) as they work together to problem-solve and meet the needs of students.

Often this inquiry results in the collaborative development of a Professional Action Plan with the TC and the appropriate university and/or PDS individuals that clearly identifies key areas for improvement of performance by the TC as well as a timeline for improvement. Most often this provides the needed scaffolding and targeted direction for a teacher candidate to improve towards meeting the expected performance standards outlined by the program and the State of Colorado for teacher licensure. In other cases, it doesn’t, objectively indicating to the teacher candidate and the faculty working with the teacher candidate that this program and/or teaching may not be suitable for the teacher candidate. In this case, the teacher candidate is counseled out of the program. Specific details regarding the UCTE Student Support Plan Protocol can be found in the UCTE Program Handbook you received upon admission into the program. It can also be found on the SEHD website, www.ucdenver.edu/education under Current Students/Current Student Forms along with the electronic form for the Professional Action Plan.

COURSE SCHEDULENOTE: This schedule is subject to change according to the learning needs of our community members. Please refer to the information on eCollege for each session as that will be the most updated information available regarding course tasks and assignments.

Session Topic/Guiding Questions/Learning Targets Readings7

http://www.ucdenver.edu/education

http://www.ucdenver.edu/life/services/standards/Documents/UCD%20Code%202008-2009.pdf

Spring 2013

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January 25

A vision of the transformed classroom

Essential Question:

What is community?

Learning Target:

Teacher candidates will know about, be able to justify and meaningfully plan to implement the establishment of a safe, inclusive and respectful learning environment for a diverse population of students. (Colorado Teacher Quality Standard II)

Required Reading

Chapters 1 - Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder CO: Westview Press.

Bring to Class/Post in eCollege:

Journal reflection Response to guiding questions (Pre-Assessment)

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February 1

A Vision of the Transformed Classroom

Guiding Questions:

How are effective, culturally and linguistically responsive classroom communities that center on student learning developed and maintained?

How can instructional designs affect a classroom community?

Learning Target:


Required Reading

Brown, E. L. (2006). Knowing valuing and shaping one’s culture: A precursor to acknowledging and respecting the culture of others. Multicultural Education, 14(1), 15-19.

Spring, J. (2007). Cultural differences and schooling. In The intersection of cultures: Multicultural education in the United States and the global economy (Fourth ed., pp. 3-51). NY: Routledge.


Graphic Organizer Completed and uploaded in ecollege

Your own Cultural Puzzle (see Brown Reading) will be due for Session 4 on February 15.

3 Online Session: Please make note Required Reading

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Spring 2013

February 8

Online

A Vision of the Transformed Classroom

Guiding Questions:



Chapter 2 - Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder CO: Westview Press.

In ecollege:

Complete the assignment “Five Standards for Effective Pedagogy Table” in the proper ecollege Dropbox based on the reading above

Watch videos of classrooms based on the principles from the reading.

Write a one sentence response to each video in your own personal journal

Complete your Cultural Puzzle for our next class

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February 15

Culturally Responsive Classroom Management

Six stations around the room: each learner should choose three of the work stations for today’s learning.

Station One: Focus on Protective Factors and Resilience; the group will create multiple ways to foster resilience in the classroom and will justify these methods by quoting the reading

Station Two: Focus on School wide and Community wide efforts; the group will create multiple ways to foster resilience outside the classroom and will justify these methods by quoting the reading

Station Three: Focus on self-evaluation; the group will create multiple ways to ensure that teachers practice self-evaluation in the creation of the relationship driven classroom and will justify these methods by quoting the reading

Station Four: Focus on Strategies for Teaching Procedures, Routines, and Expectations; the group will create multiple methods to ensure the classroom is organized and smoothly run and will justify these methods by quoting the

Required Reading

Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.

Chapter 1, 2, 3, 4 - Vitto, J. M. (2003). Relationship-driven classroom management: Strategies that promote student motivation. Thousand Oaks, CA: Corwin.

Bring to Class:

Complete the Vitto Reading Graphic Organizer and submit your work to the proper ecollege dropbox

Complete in class and upload to the Dropbox:

Evidence of Learning Checklist

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Spring 2013reading

Station Five: Focus is strengthening relationships with students; the group will create multiple methods to build relationships with students and will justify these methods by quoting the reading

Station Six: Focus on Connections to 4010/5010 readings; the group will create multiple examples of how the methods promoted in Vitto are directly related to the readings in Social Foundations and will justify these examples by quoting the reading

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Feb. 22

Culturally Responsive Classroom Management

Guiding Questions:


What role do relationships (among and between students, teachers, families, and communities) play in the classroom community?

How can we establish a classroom community that satisfies the needs of its members?

Learning Targets:

Teacher candidates will know about, be able to justify and meaningfully plan to implement:


a learning environment characterized by acceptable student behavior, efficient use of

Required Reading

Chapter 6, 7, 8, 9, & 10 Vitto, J. M. (2003). Relationship-driven classroom management: Strategies that promote student motivation. Thousand Oaks, CA: Corwin.

Brown, D. F. (2005). The significance of congruent communication in effective classroom management. The Clearing House, 79(1), 12-15.


Be prepared to use the reading for a challenging problem-solving activity in the class session

Post first draft of your group “Response to Guiding Questions” in the proper Dropbox in ecollege

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Spring 2013time, and appropriate intervention strategies. (Colorado Teacher Quality Standard II Element F)

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Mar.1

The Role of Families in Classroom Communities

Guiding Questions:


How can local community assets and issues affect a classroom community?

How do I share power and voice in the classroom with my students, their families and their communities?

Teachers will reflect on their parents interaction with school officials, teachers, and the community.

Teachers will conduct three different seminars on the three different readings following the critical thinking guides given by the instructor.

Teachers will role play a parent-teacher conference given different scenarios

Required Reading

García-Sánchez, I. M., Orellana, M. F., & Hopkins, M. (2011). Facilitating intercultural communication in parent-teacher conferences: Lessons from child translators. Multicultural Perspectives, 13(3), 148-154. doi:10.1080/15210960.2011.594387

Quiroz, B., Greenfield, P. M., & Altchech, M. (1999). Bridging cultures with a parent-teacher conference. Educational Leadership, 56(7), 68-70.

Panferov, S. (2010). Increasing ELL parental involvement in our schools: Learning from the parents. Theory Into Practice, 49(2), 106-112. doi:10.1080/00405841003626551

.

7 & 8

March 8

The Role of Identity in Classroom Communities

Guiding Questions:

How can we establish a classroom community that satisfies the needs of its members?

How do I share power and voice in the classroom with my students, their families, and their communities?

How does teacher and student self-reflection and awareness (regarding beliefs, attitudes, and biases) impact the classroom community

Required Reading (Session 7)

Grant, C. A., & Zwier, E. (2011). Intersectionality and student outcomes: Sparpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religious, and geographixal discrimination in teaching and learning. Multicultural Perspectives, 13(4), 181-188. doi:10.1080/15210960.2011.616813

Required Reading (Session 8)

Knaus, C. B. (2009). Shut up and listen: Applied critical race theory in the classroom. Race, Ethnicity & Education, 12(2), 133-154. doi:10.1080/13613320902995426

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Spring 2013and student learning?

Learning Targets:

Teacher candidates will know about, be able to justify and plan to meaningfully plan to implement:




Jeff Duncan-Andrade Video (in eCollege)

Bring to Class (both Session 7 & 8):

Journal reflection on the readings

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March 15

The Role of Local Communities in Classroom Communities

Guiding Questions:


How can local community assets and issues affect a classroom community?

How do I share power and voice in the classroom with my students, their families and their communities?

Learning Targets:

Teacher candidates will know about, be able to justify and meaningfully plan to implement:

a commitment to and respect for diversity in the school community and in the world, while

Required Reading

Irizarry, J. G., & Raible, J. (2011). Beginning with el barrio: Learning from exemplary teachers of Latino students. Journal of Latinos & Education, 10(3), 186-203. doi:10.1080/15348431.2011.581102

Lynn, M. (2006). Education for the community: Exploring the culturally relevant practices of Black male teachers. Teachers College Record, 108(12), 2497-2522.

Choice Reading (Choose at Least One)

Miller, P. M. (2011). A critical analysis of the research on student homelessness. Review of Educational Research, 81(3), 308-337. doi:10.3102/0034654311415120

Miller, P. M. (2011). Homeless education and social capital: An examination of school and community leaders. Teachers College Record, 113(5), 1067-1104.

Nieto, S. (2006). Teaching as political work: Learning from courageous and caring teachers.

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Spring 2013working towards common goals and objectives as a community. (Colorado Teacher Quality Standard II Element B)



Applied Research Center,. (2011). Shattered families: The perilous intersection of immigration enforcement and the child welfare system.

Dessel, A. (2010). Prejudice in schools: Promotion of an inclusive culture and climate. Education and Urban Society, 42(4), 407-429. doi:10.1177/0013124510361852

Bring to Class:

Journal reflection on the readings and your Evidence of Learning Part II. In addition to brining your work to class, please also post your Evidence of Learning Part II in the designated eCollege discussion thread.

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March 29

Please refer to Session 10 in ecollege

Required Reading

Chapter 1 - Herrell, A. L., & Jordan, M. (2012). 50 strategies for teaching English language learners. Boston, MA: Pearson.

Chapter 1 - Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms. San Francisco, CA: Jossey-Bass.

Chapter 3 in Teaching Transformed

Due on April 4:

Collaborative Assignment Two

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April 5

The Role of Learning in Classroom Communities

Sharing of Assignment 2 work in collaborative groups

Viewing the John Martinez video

Participating in a Salon “revolutionary” problem-solving activity

Required Reading

Chapter 1 - Bransford et al, (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press.

Chapter 3 – Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder CO: Westview Press.

Chapters 4 & 5 – Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder CO: Westview Press.

12 The Role of Instruction in Required Reading

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Spring 2013April 12

Classroom Communities

Guiding Questions:




Learning Targets:

Teacher candidates will know about, be able to justify and meaningfully implement:


Teacher Candidates will bring samples of lessons they experienced or have witnessed at their Site Schools

These plans will be “transformed” to meet the needs of the students in their classrooms.

In class:

Problem-Solving Activity based on the Readings

Distribute "Transformation" Chapter from Challenge book.All Teacher Candidates evaluate the article by:1) Finding quotes from the reading that support the teacher methdodology

Chapters 4 & 5 – Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder CO: Westview Press. Reread Carefully

King, S. H., & Watson, A. (2010). Teaching excellence for all our students. Theory Into Practice, 49(3), 175-184. doi:10.1080/00405841.2010.487751

14

Spring 20132) Write the quotes on the article (use highlighters etc.)3) Identify (using quotes) what is missing from the article

Learn difference between Learning Target and Performance Goal.

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April 19

The Role of Instruction in Classroom Communities

Guiding Questions:



Today:

Students will learn what it is like to be an ELL using Deidre Magee’s Framework

Students will design lesson Frames based on the Dalton and Tharp readings.

Required Reading


Chapters 3 & 4 - Dalton, S. S. (2008). Five standards for effective teaching: How to succeed with all learners. San Francisco, CA: John Wiley & Sons.

Evidence of Learning Part III assigned:

Lesson Planning

Teacher Manifesto

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April 26

The Role of Instruction in Classroom Communities

Guiding Questions:



Learning Targets:

Teacher candidates will know about, be able to justify and meaningfully implement:

a commitment to and respect for diversity in the school community and in the world, while working towards common goals and objectives as a community. (Colorado Teacher

Required Reading



Bring to Class:

Journal reflection on the readings.

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Spring 2013Quality Standard II Element B)


a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies. (Colorado Teacher Quality Standard II Element F)

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May 3

The Vision of the Transformed Classroom

Essential Question:

What is a classroom community?

Learning Target:


Required Reading


Bring to Class:

Journal reflection on the readings and your FINAL Evidence of Learning. In addition to brining your work to class, please also post your FINAL Evidence of Learning Part in the designated eCollege discussion thread. Please also come prepared to class to present your learning. Finally, please be sure to upload your 2 versions of your teacher manifesto to LiveText.

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