435

AGREE

 

 

 

 

 

 

 

 

 

DISAGREE

 

 

 

 


basic information

Information on the Active Learning Classrooms: The Active Learning Classrooms (ALCs) webpage is a great introduction which explains the ALCs student centered learning environment, equipment set-up, workshops on ALCs, and supporting research for using ALCs.  The ALCs include writeable surface that students can write on with dry erase markers.
Required materials for Active Learning Classrooms: Two classrooms in the ED1 building (ED1-40 and ED1-41) have been designated as ALC. Students will be actively participating in their learning, which includes writing on the tables with dry erase markers (not permanent markers).  Each student is required to purchase a pack of 4 multi-color dry erase markers that are available for purchase in the University  Bookstore (Target, Staples, Office Depot, or other supplies stores).
Required Textbook             
 Gollnick, D. & Chinn, P. (2017). Multicultural education in a pluralistic society (10th ed.).Boston, MA: Pearson (CSULB Bookstore).
  • Students may purchase a loose leaf student edition or rent an e-copy of Gollnick & Chinn from the CSULB bookstore.
  • Additional required readings (e.g., research articles, book chapters) will be linked to our BeachBoard course site.

 


 

 

course policies

Beachboard
Please familiarize yourself with Beachboard. This syllabus, announcements, course lectures, supplementary readings and other relevant material will be posted there.
Annotation I highly recommend that you annotate our shared texts as you read them. Many of our readings in this course will be pdf documents available on Beachboard. Please note that there are several excellent applications that allow you to annotate pdf documents. These include tools you can use through your browser or on your tablet (if you have one) such as Adobe Reader, iAnnotate, AnnotDoc, and PDFescape.
 Electronic Devices
Please be professional with your use of electronic devices during the course. Silence cell phones during class time. Leave class if there is an emergency and you MUST take a call during class.
Photo/Video Posting Policy You are welcome to photograph and share any work that we create in class (for personal use or for sharing on social media); however, please do not video, record, or photograph students or me without permission.  I will let you know when I am taking photographs to post publicly and will not post pictures of class members without permission.
Email
Please make sure that your BeachBoard account has the most up-to-date email address available for you – the one that you check and use without fail. I will use these addresses as one of my main ways to communicate with you outside of class. Please check your email regularly and to keep your email address current. To facilitate our learning each others’ names as quickly as possible, please upload a photo to your Beachboard profile.
Journal/Discussions (reflections on the reading and online discussions on Beachboard) A written reflection, called a “Journal/Discussion” will be assigned multiple times throughout the semester. Your task is to respond to the reading(s) through a set of prompts, and then post this “journal entry” online in the Discussion Board on Beachboard. In addition to this “journal entry,” your assignment also requires that you respond to at least two of your peers’ entries. This is to be done by noon on the day the assigned unit of reading is due. (I encourage you to have your initial post done 1-3 days prior to our class meeting so that you have time to read your peers’ responses and respond to them.
Withdrawals It is a student’s responsibility to register and withdraw from classes.  Instructors may give permits to students who petition enrollment; instructors have no obligation to withdraw students who do not attend courses. Withdrawals during the final 3 weeks of class are not permitted except in cases such as an accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student’s control. 
Incompletes Incompletes are strongly discouraged.  Because of the difficulty in making up work after the fact, it is not in the best interest of students. In order for an incomplete to be granted, a minimum of 2/3 of the course assignments must be completed with a satisfactory grade.
 Academic Dishonesty Policy Academic dishonesty includes plagiarism, cheating, inventing false information or citations, and helping someone else commit an act of academic dishonesty.  ANY misrepresentation of another’s work as your own is considered plagiarism.  This includes a lack of citation for any materials used from another source (including internet-based lesson plans). Serious consequences including forced withdrawal from the course and removal from the university may result from academic dishonesty.  Please refer to the catalog and student handbook for a full description of academic dishonesty policy.  CSULB Student Honor Pledge is assumed.
Statement on SSCP Fieldwork Policy Students are reminded that fieldwork hours in this course must be completed independently and that there is no double dipping of module/fieldwork hours between different courses in the Single Subject Credential Program. This policy is to ensure that you meet the minimum requisite number of fieldwork hours required by the California Commission on Teacher Credentialing for receiving a preliminary credential.
Statement on SSCP Attendance Policy Attendance and participation in class is very important. The Single Subject Credential Program has a common attendance policy for all courses. Without an excused absence, students cannot miss more than two classes. In terms of being late on arrival to class, or leaving early, instructors have discretion in determining how much time missed is equivalent to an absence.
Professor’s statement on Attendance & Participation Your engagement and presence are of the utmost importance. I am not the only teacher in the room; we all have life experiences and responses to the shared texts that are worthy of discussion. In order to succeed in this class, you must be here (see above SSCP policy). Students who miss too much class time will be ineligible for credit. Plan to come to class with all readings and assignments done to the best of your ability. Also, come prepared to participate fully as an “interested and concerned citizen” of our course, university, and society.
 Statement Regarding Students with Disabilities Students with a disability or medical restriction who are requesting a classroom or academic accommodation should contact the Bob Murphy Access Center (BMAC) located in the Student Success Center, #110, or by phone at 562-985-5401 or via email at BMAC@csulb.edu. The BMAC will work with the student to identify a reasonable accommodation in partnership with appropriate academic offices and medical providers. We encourage students to reach out to BMAC as soon as possible. It is the student’s responsibility to notify the instructor in advance of the need for accommodation related to a university-verified disability.
 Statement Regarding Campus Programs and Services
Please click on http://web.csulb.edu/divisions/students/programs.htmlfor a list of general student supports offered by the Division of Student Affairs.

 

 

assignments and grading

Course Assignments
Due Date
Points
Classroom Participation/ Attendance/ Journal-Discussions
Ongoing
40
Small Group Presentation on Culture
9/24
5
Reflexive Reflection on Positionality (RRP) project and presentation
10/1
40
Small Group presentation on history, politics, and reform
10/15
5
Justice.Education Dialogue participation (initial post and responses to peers)
10/22, 10/29
10
Clinical Practice Hours and reflection
11/19
40
Professional Identity Signature Assignment
12/3
60
TOTAL
200
*All assignments MUST be typed (12 point font, Times New Roman); All assignments (except for weekly check-ups) MUST be submitted via Beachboard dropbox by 11:59pm on the due date. More specific information about all course assignments will be discussed in class and are posted to Beachboard*
*** Students will complete 15 hours of structured fieldwork in diverse classroom settings.   NOTE:  FIELD EXPERIENCES MUST BE EXPLICITLY LINKED TO THE TEACHING PERFORMANCE EXPECTATIONS (TPEs) and reflection done on fieldwork experiences should be consistent with the course objectives.
Grading                                                                                                                                 
 
Total points earned (of the 200 total possible points) for the assignments listed above will be calculated and divided by the total points possible, with the course grade based on the following scale:
·       180-200  points (90-100%) : A
·       160-178 points (80-89%) : B
·       140-158 points (70-79%) : C
·       120-138 points (60-69%) : D
·       137 points or lower : F
Late Work Policy_____________________________
Late work is accepted in this course up to five (5) days after the original due date of an assignment.  Each day late that work is submitted will result in a 5% overall grade deduction.  Work will not be accepted after 5 days without the advanced consent of the professor.

 

 

 

 

 

 

 

reflexive reflection on positionality project

This is an opportunity to reflect on what you have learned thus far, and to think about how who you are has shaped your experiences and understandings. You may use the headings, but do not include the prompts below in your essay. Follow APA format (including in-text citations and references).
Questions to consider:
  • How does your positionality bias or influence your epistemology? How does who you are shape what you have experienced and believe about the world? Why is this important as you work to become a teacher?
  • How have aspects of identity (race, ethnicity, socio-economic status, gender, sexual orientation, religion, geography, linguistic resources, etc.) shaped how you understand and experience the world? Why does this matter in classroom practice?
  • How does your personal identity influence your decision to become a teacher? How do your experiences and your positionality inform your perception of your future students and their potential for learning and success?

 

 

 

EDSE 435 signature assignment

An Examination of One’s Evolving Professional Identity
 Assignment: Write an essay (8-10 pages) examining how you would implement Culturally Responsive Pedagogy (CRP) principles in your instructional practice to prepare all students for the 21st Century. Your analysis should include learning gleaned from the course readings, classroom discussions, and clinical practice observations to make connections between the theoretical concepts studied in the course and practical applications to your future classroom.

 


 

EDSE 435 clinical practice module and template form

ONE TEACHER, ONE SCHOOL, ONE DISTRICT

Please review the bullets below to select an appropriate teacher and school for this project:
  • HOURS: A minimum of 15 hours of clinical practice (a.k.a fieldwork) is required to earn credit for this course. Please observe a credentialed teacher in the content area for which you are pursuing a credential. It is not appropriate to observe a substitute teacher for this assignment. Document your hours and verify them with the teacher’s signature and evaluation comments (see the last two pages of this document). This entire task (e.g., responses to the modules, completed verification hours and teacher evaluation form) is due on the date noted in BeachBoard.
  • SCHOOL SELECTION: Select a demographically diverse secondary public school with representation from students of different backgrounds (e.g., language, race, ethnicity, socio-economic status). Be sure to check the SSCP select a school from the approved list.