Bilingual/ Multicultural Education Department Student Teaching Seminar

Fall 2000 – Spring 2001
Wednesdays 4:00-6:00 p.m.

EDBM 421A: August 30-December 6,2000 Phase I&II
EDBM 421 B: January 31 – May 16, 2001 Phase III

Instructor: Dr. Sue Heredia Office: Eureka Hall 404
Office hours: Tuesday 2:30-4:30 and by appointment

Course Description:
The role of teaching at the elementary level is the primary focus of this seminar, paying particular attention to the discussion of problems and issues facing preservice teachers as they learn to teach in a culturally and linguistically diverse setting and participate in Community Service Learning activities.
(Note: this is tile project course description not the institution’s description)

Course Objectives:
1. To teach preservice teachers to work in communities as well as in classrooms.
2. Enhance preservice teachers’ attitudes toward diverse communities and their abilities to work in them effectively.
3. Expose preservice teachers to the role of teacher as “cultural broker”, in which they can build on their own previous experiences and language abilities to bridge the gap between diverse communities and school personnel.
4. To demonstrate through experience how minority community funds of knowledge can enrich classroom curricula in all subject areas.

Course Requirements
1. Students are expected to attend all class sessions and be punctual. If possible, notify the professor for any absence in advance. All students will be required to participate in weekly class and small group discussions of assigned readings or tasks, quick-writes, and class presentations.
2. Class participation will be based on your participation in whole class and small group discussions. It is imperative that you complete all scheduled readings in order to successfully participate in your group.
3. Successful completion of field tasks, portfolio, participation in family and parent math nights, and meetings with parents.

Grading Policy
1. All assignments (except journal entries) must be typed and turned in for successful completion of tile course.

Required Text
Selected photocopied articles, book chapters, and news articles selected by the instructor.

Recommended Books/Journals
Chavkin, N.F. (Ed.). Families and schools in a pluralistic society. (1993)) Albany, NY: State University of New York Press.
Child Development Project. At home in our schools. (1994). Oakland, CA: Child Development Project
The School Community Journal. Lincoln, IL: Center for the School Community

ASSIGNMENTS

Activity
Autobiographical portfolio
Community Maps
Family Science Night
Family Science Night
Literacy Project Activity
Oral History Projects
Family Math Night
Family Math Night

Session/Date Due
Session III – September 13
Session VI – October 4
Session IX – October 25
Session XI – November 8
Session XIIII – -November 29
Session VII – March 21
Session IX – March 28
Session XV – May 9

COURSE OUTLINE

NOTE: Since this is your first semester of student teaching we will address and have ongoing, discussions about classroom management, working with students in culturally and linguistically diverse settings, in addition to the topics listed below. The topics listed below are not intended to replace opportunities for discussion that center on your student teaching experiences. The topics and readings outlined below are intended to support your efforts in community service learning activities.

SESSION I – AUGUST 30
Introduction to student teaching seminar
Student teaching assignments
Reflective journals
Lecturer: What is Community Service Learning and Its Role in a Teacher Preparation
Program
Assignment:

Personal Portfolio
Read: Wade, R. C. (1997). Empowerment in student teaching through community service learning. Theory Into Practice, 36(3), 184-191.
Journal reflection: What skills do you bring to the profession of teaching that will help you to be successful in a culturally and linguistically diverse setting?

SESSION II -SEPTEMBER 6
Questions about portfolios
Small group discussions: Impression of student teaching assignment and community.
Assignment:
Journal reflection: Impressions of the community
Read: Montecinos, C. ( 1994). Teachers of color and multiculturalism. Equity and Excellence in Education, 27(3), 34-42.

SESSION III – SEPTEMBER 13
Portfolio Presentation Small group discussion: How portfolios can be used to learn about diverse communities. Discuss Montecinos article.
Assignment:
Begin Classroom observation assignment: Seating arrangement of students, description of classroom environment, and list all students in your class and write one sentence about them.
Read: Finuarsen, F. (1999). Why do you force your ways? In Enid, L., Menkart, D., & Ikazawa- Rey, M. (Eds.), Beyond Heroes and Holidays pp 83 -86. Washington, D.C.: Network of Educators on the Americas

SESSION IV -SEPTEMBER 20
Guest Presentation: Cyndie Thompson: Joining Hands with Parents and Community Members
Assignment:
Begin Community Map (one mile radium of the school)
Journal reflection: Thoughts about engaging in Community Service Learning

SESSION V – SEPTEMBER 27
Small group discussions: journal reflection, classroom environment and students, and article. Lecturer: Community Service Learning: A Vehicle for Uncovering a Community’s Funds of Knowledge
Assignment:
Community Map
Read: Grossman, S. (1999). Examining the origins of our beliefs about parents. Childhood Education, 76(l), 24-27

SESSION VI -OCTOBER 4
Community Map Presentation Small Group Activity: Lessons learned about communities.
Assignment:
Read: Manning, M. L. (1995). Understanding culturally diverse parents and families. Equity & Excellence in Education, 28(l), 52-57.
Read: Chavkin, N.F. (1989). Debunking the myth about minority parents. Education Horizons, 67(4), 119-123.

SESSION VII – OCTOBER 11
Small group discussions: Student teaching experience, successes and challenges
Class discussion: articles
Assignment:
Read: Moll, L. (1992). Bilingual classroom studies and community analysis. Some recent trends. Educational Researcher 21( 2), 20-24

SESSION VIII -OCTOBER 18
Guest Speaker: A. Mendez, Language Specialist: Working with Parents in a Culturally and Linguistically Diverse Community
Assignment:
Preparation for Family Science Night:

SESSION IX –OCTOBER 25
Family Science Night
Assignment:
Journal reflection: Lessons learned through Family Science Night.

SESSION X -NOVEMBER 1
Small group discussion: Lessons learned through Family Science Night
Preparation for Second Family Science Night

SESSION XI -NOVEMBER 8
Family Science Night
Journal reflection: Lessons learned through family science event
Submit Reflective Journals

SESSION XII – NOVEMBER 15
Guest Presentation: A. Mendez, Language Specialist: Introduction to Parent Literacy Project

SESSION XIII – NOVEMBER 22 – HOLIDAY BREAK!!!

SESSION XIV -NOVEMBER 29
Participation in Family Literacy Project
Assignment:
Journal reflection: Lessons learned through family literacy project

SESSION XV – DECEMBER 6
Small group discussion: What we’ve learned about teaching and communities and where do we go from here?
Seminar evaluation

SPRING 2001 SEMESTER COURSE OUTLINE

SESSION I – JANUARY 31
Return to original school site for- one week.

Note: during, the month of February all preservice teachers are assigned to a different grade level and in most cases to a new school. The purpose for this change is to allow you additional supervised teaching experience at a different grade level before you exit your student teaching program. As a result of this change, you will not participate in Community Service Learning events. Your are encouraged, however, to attend all school events at your new site that will afford you the opportunity to work with students, parents and community members.

SESSION II – FEBRUARY 7
SESSION III – FEBRUARY 14
SESSION IV – FEBRUARY 21
SESSION V – FEBRUARY 28

February Seminar Topics
New Student Teaching Assignments
Issues and Concerns Related to Classroom Management and Lesson Design
Family Math Nights

February Activities:
Inservice training: How to Conduct Home Visits
Attendance at the 7’h Annual CSUS Multicultural Conference

February Assignments:
Demographics of new classroom
Classroom management philosophy paper

SESSION VI – MARCH 7
Small Group Discussions: Lessons Learned from Students, Parents, and Community Members. What implications does this information have for you as a classroom teacher?

SESSION VII – MARCH 14
Guest Speakers: N. Plasencia, A. Peralta, S. Fagout: Working with Parents and Community Members on Oral History Projects
Assignment:
Read: Chase, R.A. & Durden, W.G. (1992). Linking a city’s Culture to students’ learning. Educational Leader 166-68.
Meet and plan with Cooperating Teacher to identify members of the community who will collaborate with you on the oral history project.
Prepare outline for oral history project
NOTE: MEETNGS WITH PARENTS AND/OR COMMUNITY MEMBERS INVOLVED IN THE ORAL HISTORY PROJECTS WILL TAKE PLACE ON WEDNESDAY MORNINGS AT 9:30 A.M BEGINNING MARCH 21 ST.

SESSION VIII – MARCH 21
Presentation of Proposed Oral History Projects
Assignment: Preparation for Family Math Night

SESSION IX -MARCH 28
Family Math Night
Assignment:
Journal reflection: Impressions of Family Math Night

SESSION X – APRIL 4
Small (group discussion: Family Math Night
The Use of Oral History as a Research Tool
Assignment:
Final preparation for Oral History Project
Preparation for Two Week Solo Teaching Experience
Reflections about student teaching

SESSION XI – APRIL 11 SPRING BREAK!!!

SESSION XII – APRIL 18
Discussion of Solo Teaching Experience
Assignment:
Journal Assignment: Thoughts on “Solo” Student Teaching Experience

SESSION XIII – APRIL 25
Discussion: Solo Teaching Experiences (include comments about Oral History Project)
Assignment:
Journal reflection: Lessons learned from “Solo” student teaching experience
Preparation for Family Math Night

SESSION XIV – MAY 2
Discussion: journal reflections
Grade Level Planning for Second Family Math Night

SESSION XV – MAY 9
Family Math Night
Assignment:
Journal reflections: Impressions Of Student teaching experience (include Community Service Components)

SESSION XVI – MAY 16
Discussion Topics:
Lessons learned through teaching in a culturally and linguistically diverse setting
The Role of Community Service Learning in Teacher Preparation Programs
Written Evaluation of Student Teaching Program

School: California State University, Sacramento
Professor: Dr. Sue Heredia
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