Teaching Diversity:
Influences & Issues
in the Classroom
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Instructor Name: |
Dr. Karen Lea |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Teaching
Diversity: Influences & Issues in the Classroom, an interactive
computer-based instruction course designed to give you the knowledge and tools
to facilitate a diverse classroom effectively. This course will help you
understand and identify differences in approaches to learning and performance,
including different learning styles and ways in which students demonstrate
learning. This course will emphasize understanding how students’ learning is
influenced by individual experiences, talents, disabilities, gender, language,
culture, family, and community values. You will be challenged to apply
knowledge of the richness of contributions from our diverse society to your
teaching field.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found, in the Help section
of your course.
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Title: |
Teaching Diversity: Influences &
Issues in the Classroom |
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Publisher: |
Virtual Education Software, inc.
2005, Revised 2010, Revised 2014, Revised 2017, Revised 2020 |
|
Instructor: |
Dr. Karen Lea |
Academic Integrity
Statement
The
structure and format of most distance-learning courses presume a high level of
personal and academic integrity in completion and submission of coursework.
Individuals enrolled in a distance-learning course are expected to adhere to the
following standards of academic conduct.
Academic Work
Academic work submitted
by the individual (such as papers, assignments, reports, tests) shall be the
student’s own work or appropriately attributed, in part or in whole, to its
correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will
encourage honesty in others by refraining from providing materials or
information to another person with knowledge that these materials or
information will be used improperly.
Violations of these academic
standards will result in the assignment of a failing grade and subsequent loss
of credit for the course.
Level of Application
This course is designed
to be an informational course with application to educational settings. The
strategies were designed to be used to aid in teaching students in a diverse
classroom ranging from K-12. The strategies are general in nature, are not
intended to be prescriptive, and are not intended to be used as a formula. As
is true of all information, the information covered in this course should not
be used to stereotype any students based on cultural, ethnic, gender, etc.
differences.
Learning Outcomes:
As a result of this course,
participants will demonstrate their ability to:
·
Reflect through online exams how participants can combine and apply their
knowledge of
learning styles and
teaching theories in a multicultural classroom. Participants will be challenged
to honestly
evaluate their own
attitudes and teaching, and to change those if necessary
in order to teach so that all students
succeed in their
classrooms.
·
Analyze how poverty
issues in our society affect the students in classrooms.
·
Gather information from
several sources on individual student
cultures, knowledge, skills, language proficiencies,
and interests.
·
Gather information from
several sources on individual students’ special needs.
·
Discuss development
patterns of classroom interactions that are friendly and demonstrate general caring and respect.
·
Apply a system that responds successfully
to disrespectful behavior among students.
·
Employ behavioral intervention to remediate disruptive, negative, and/or
self-destructive behavior.
·
Employ positive framing
to model and reinforce appropriate student behavior and redirect inappropriate
student behavior.
·
Initiate regular
communication with families to discuss class and
individual activities.
Course Description
This course is designed to help classroom teachers, school
counselors, and other educational personnel gain strategies to understand how
our diverse society influences student learning in the classroom. Participants
will explore issues of culture, gender, and individuals with exceptionalities,
and how these affect a student’s learning and behavior in the classroom.
The course is divided into four chapters. At the completion
of each chapter, there will be an examination covering the material. Students
must complete the examination before proceeding to the next chapter. This
sequential approach to learning will help all participants to gain a better
understanding of what they have learned as they proceed through the course.
Although this course is a
presentation of societal issues and how these affect the classroom, there is
certainly a wealth of research and topics not covered in the scope of this
course. The instructor highly recommends that you augment your readings from
this course with further research to gain a fuller understanding of the
complexities of this subject. In addition to what is required in this course
and your individual research, the instructor recommends that you read research
from the authors found in the reference section of this syllabus.
Student Expectations
As a student you will be
expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70%
or higher, with no individual exam score below 50%, to pass this course. *Please note: Minimum exam
score requirements may vary by college or university; therefore, you should
refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a review of any
section on which your examination score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a course
evaluation form at the end of the course.
Course Overview
Chapter 1: Teaching in a Diverse Classroom – This chapter explores how our society
has changed, the diversity of our society as a whole, and
the diversity of the community in which the participant lives and works.
Chapter 2: Race,
Ethnicity & Culture – This chapter explores research norms about race,
ethnicity, and culture while challenging individuals to refrain from using this
information to stereotype, but instead to use it as a foundation to start
understanding people as individuals. Participants are challenged to evaluate their own attitudes
and teaching honestly, and to change them if necessary
in order to teach so that all students succeed in their classrooms.
Chapter 3: Gender
Differences & Gang Influences – This chapter explores research
norms about gender differences while challenging individuals to refrain from
using this information to stereotype. Participants are challenged to evaluate their own attitudes
and teaching honestly, and to change them if necessary
in order to teach so that all students succeed in their classrooms. In addition, the influence of gangs is
discussed.
Chapter
4: Socioeconomic Issues & Social Justice – This chapter explores socioeconomic issues in our society
and how they affect the students in your classroom while challenging
individuals to refrain from using this information to stereotype. Participants
are challenged to evaluate their own attitudes and teaching honestly, and to
change them if necessary in order to teach so that all
students succeed in their classrooms.
Examinations
At the end of each chapter, you will be expected to complete
an examination designed to assess your knowledge. You may take these exams a
total of three times. Your last score will save, not the highest score. After your third attempt, each examination
will lock and not allow further access. Your final grade for the course will be
determined by calculating an average score of all exams. This score will be printed on your final
certificate. As this is a self-paced
computerized instruction program, you may review course information as often as
necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam
before you complete all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
Instructor Description
Karen
Lea holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching
at the K-12 level and another fourteen years’ experience teaching education
courses at the undergraduate and post-graduate level. Currently she is an Assessment Developer at Western Governor's
University. Dr.
Lea has been
professionally
published over fifteen times and has served on over a dozen panels and boards,
including serving on the NCATE (CAEP) Board of Examiners.
Contacting the Instructor
You may contact the instructor by
emailing karen_lea@virtualeduc.com or by calling (509) 891-7219,
Monday through Friday, 8:00 a.m. - 5:00 p.m. PST. Phone messages will be answered within 24 hours.
Phone conferences will be limited to ten minutes per student, per day, given
that this is a self-paced instructional program. Please do not contact the
instructor about technical problems, course glitches, or other issues that
involve the operation of the course.
Technical Questions
If you have questions or problems related to the operation
of this course, please try everything twice. If the problem persists
please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your
course.
If you need personal assistance
then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please
know your course version number (it is located at the bottom left side of the
Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi
if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course
Completion Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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