Course Description
General approaches to culturally responsive pedagogy, including how elementary teachers cultivate meaningful relationships and asset-based knowledge about diverse children and families to inform responsive content-area lesson planning. How teachers implement culturally responsive classroom management and how teachers demonstrate high expectations for student learning and achievement.
Athena Title
Culturally Responsive Pedagogy
Prerequisite
Permission of department
Semester Course Offered
Offered fall and spring
Grading System
A - F (Traditional)
Course Objectives
Student will be able to articulate clearly the connection between the personal dimensions of a teacher's psychological functioning and the social climate and interactions present in the school context. Student will be able to reduce and/or eliminate self-defeating attitudes and behaviors which may hamper positive teacher-pupil relationships and strengthen attitudes and behaviors that facilitate teacher-pupil relationships later when students begin to work with pupils. Student will be able to bring thought, speech, and behaviors under your own control in order to help pupils acquire similar self-direction, self-regulation, and self-control. Student will be able to evaluate classroom organization and management techniques that may or may not promote the emotional, social, and academic development of pupils. Student will be able to analyze and evaluate a variety of research-based teaching and learning strategies advocated for classroom use. Student will be able to synthesize the information to develop a repertoire of teaching and learning strategies through integration and application with subject-matter content. Student will be able to produce creative and related teaching materials to accompany these teaching and learning strategies that can be used across a variety of settings and strategies. These materials should represent sensitivity to the multicultural contexts of schools today. Student will be able to develop a group-generated collaborative daily lesson plan that is logically sequenced and meets the componential criteria discussed in class. Student will be able to develop an individual plan that is a smaller chunk (daily lesson plan) of a larger group-generated thematic unit idea. When all of the daily plans are put together, each student will have a teachable unit. General Education Abilities: Communicate effectively through speech: Assimilate, analyze, and present in oral forms, a body of information Produce communication that is stylistically appropriate and mature Communicate for academic and professional contexts Critical Thinking: Consider and engage opposing points of view Communicate for academic and professional contexts Support a consistent purpose and point of view
Topical Outline
Students'/Teachers' Expectations; the elementary classroom environment; self-awareness; self-awareness/reflection; how reflective teachers think; self-acceptance; Ellis/Rational Emotive Thinking; from self-acceptance to acceptance of others–a multicultural approach; teacher expectations; self-regulation; from self-regulation to empowering others; self-regulated learners; creating a non-sexist classroom; sharing of personal goal striving in groups; preventing discipline problems; organization/management of ELEM classrooms; prevention; managing seatwork; beliefs inventory; intervention overview; intervention proponents; overview of teaching strategies; discussion techniques; questioning techniques; cognitive approaches; metamemory strategies; reciprocal teaching; comprehension monitoring; scaffolded instruction; dyadic instruction; cooperative learning; learning centers; role play; simulation; overview of planning; sharing of teaching materials; lesson plans; unit plans; scaffolded peer and instructor help for individual plan
Syllabus
Public CV