EDU230 Assignments

All assignments are submitted via the Canvas course Learning Management System. Syllabus Quiz Read the syllabus. Submit the quiz on Canvas. Student Introduction After reviewing the instructor introductions provided in your Start Here Module, post your Student Introduction following the guidelines below: Initial Post Introduce yourself to the class by posting the following in the "Reply" box within the assignment discussion: 1. who you are (name), 2. where you grew up, 3. your personal/career goals, 4. why you're taking this course, and 5. something interesting about yourself. Create an Animoto with photos/images that represent who you are and include the URL in your post. Response Posts Learn more about your peers by reading/viewing their posts. Post a response to at least two of your peers by Friday of Week 1. Student Information Form & Course Competency Connections 1. Complete and submit Student Information form available on Canvas. 2. On the submission confirmation window, click on "See previous responses." 3. Save your responses to reference for your Course Competencies Connections assignment. After reviewing demographic statistics influencing public schools (see Overview of The Condition of Education), discuss your perception of course relevance by correlating course competencies to expressed student expectations from your Student Information Form: 1. Identify at least two course competencies that relate to insights gained from the information provided in the Overview of The Condition of Education. 2. Discuss how these are related to the expectations you identified on your Student Information Form (under questions addressing why you are taking this class and what you want to learn from it). 3. Reflect on your initial course expectations compared to the course competencies. 4. Identify and discuss at least one clarification or additional expectation you have for your learning from this course. Autobiography This assignment will provide an opportunity for you to reflect on your own identity and is designed to have you reflect on the question: Who am I? 1. Describe yourself in a 2-3 page typed paper divided into the bolded sections below. Your autobiography will be shared with a partner for the peer interview assignment. Personal Background o Describe your ethnic, geographical, religious, and family background. o Identify aspects of your background which are most significant to you. Strengths and Weaknesses o Identify your strengths and why you consider them strengths. How have they helped you? o Identify your weaknesses and why you consider them weaknesses. How have your weaknesses worked against you? Major Challenge(s) and Insights Gained o What major challenge(s) have you faced in your life? o What have you learned from these? Accomplishments o What major accomplishment(s) have you achieved? o How have these benefited you?

Aspirations o What do you aspire to become? (personally, professionally) o How have your aspirations been affected by your life experiences? How have they changed over time? 2. Save your document and upload file for assignment submission. 3. Add your autobiography to your digital course folder. Peer Interview Complete a peer interview with your assigned partner from class. Before the Interview: 1. Select a partner for this assignment by creating your own student group. See directions provided in Canvas. 2. Send your partner your Autobiography in the group area. 3. Read your partner's autobiography, and identify areas about which you would like more information. 4. Write at least 5 open-ended interview questions that you will ask your partner. 5. Set up a virtual or in-person meeting time. Interview: 1. Contact your partner to complete the interview. 2. Allow at least 30 minutes for the interview. 3. Take notes to summarize the experience. After the Interview: 1. Write a summary explaining the insights gained about your partner, including the following: What did you learn about your interview? What did you learn about yourself? What similarities and differences did you identify between your interviewee and yourself? What surprised you? 2. Submit the initial interview questions and the summary of the interview experience. NOTE: You can use other communication tools instead of Canvas groups, such as Google hangout, Skype, Face-time, Facebook, etc. Module Discussion Questions Initial post: Respond to a minimum of 2 of the module prompts by Wednesday midnight. For each response: o Copy and paste the prompt to which you are responding. o Incorporate insights gained from the required and related sources, referencing specific examples. o Cite the source for each example referenced. o Minimum of 200 word response per prompt. Response posts: Respond to at least 2 peers' posts by Sunday midnight. Identify a classmate that you have not previously responded to, if possible. Read your peers initial post, and post a thoughtful response to it, referencing examples/details from their initial post. Module 1: Historical Perspectives & Current Realities Related Sources: Go to: Historical Perspectives and Current Realities on EDU230 Course Resources website. Select 2 sources in addition to the required reading. Prompts: What might be some obstacles to increased public awareness of current social injustices? What is your perception of the progress we have made toward equitable educational opportunities for all? What does global competence look like, and why is it essential to everyone? How can teachers prepare themselves and todays youth for adulthood in an interdependent global society? How can U.S. teachers help immigrant students to construct their new cultural identities? How does your definition of American compare to others definitions of this term? Module 2: Exploring Culture Related Sources: Go to: Exploring Culture on EDU230 Course Resources website. Select a minimum of 2 sources in addition to the required reading. Reference additional resources as needed. Prompts: What is culture, and what are some major aspects of culture?

What are some advantages and challenges of cultural diversity? How can increased awareness of your students cultures help you facilitate learning? What is culturally responsive pedagogy and how does it promote educational equity?

Module 3: Attitudes & Values Related Sources: Go to: Attitudes and Values on EDU230 Course Resources website. Select a minimum of 2 sources in addition to required videos. Reference additional resources as needed. Prompts: Identify a concept within the readings with which you have a personal connection, and elaborate on your related experience(s). How can multicultural education affect broader social issues that impact our society? (e.g. intercultural communications/relations, prejudice, stereotypes, crime & poverty rates, achievement gaps, etc.) What are some common misconceptions of bullying? What are some experiences you have witnessed or experienced with bullies and what are some efforts you can make to prevent bullying in the classroom? Module 4: Teaching & Learning Related Sources: Go to: Teaching and Learning on EDU230 Course Resources website. Select a minimum of 2 sources in addition to the required reading. Reference additional resources as needed. Prompts: How does multicultural education reflect responsive teaching to help meet the academic needs of diverse student populations? Discuss your personal learning preferences and how these have - or have not - been addressed in your educational experiences. What aspects of your culture do you feel have been recognized/celebrated/shunned in school? Discuss the impact on your academic performance and social interactions. Module 5: Influential Childrens Literature Related Sources: Go to: Influential Children's Literature on EDU230 Course Resources website. Select a minimum of 2 sources in addition to the required reading. Reference additional resources as needed. Prompts: What example(s) of childrens literature have been incorporated into your educational experiences that have exposed you to different cultural perspectives and world views, and what impact did these have on your perspective of others? What example(s) of childrens literature have provided you with a validation of your own background/experiences, and what impact did this have on your perception of self? What role can childrens literature play in building a sense of community? Module 6: Multicultural Education & Critical Pedagogy Related Sources: Go to: Multicultural & Critical Pedagogy on EDU230 Course Resources website. Select a minimum of 2 sources in addition to the required reading. Reference additional resources as needed. Prompts: What is multicultural education, and what are the goals of multicultural education? Which characteristic(s) of multicultural education do you consider most important and why? How will you use what you have learned to make a difference in the lives of others? The Giver Literature Study Initial post: Significant quotes/passages (include page number) 3 from first half of book, and 3 from second half of book for a total of 6 minimum Reaction* to each quote identified in terms of at least one of the following questions: o What interests or puzzles you that youd like to talk about with the group? o What similarities/differences do you see between our society and that in The Giver?

o What connections did you make between this story and cultural diversity issues? o What are some advantages/disadvantages of a community such as that depicted in The Giver? *Minimum of 5 sentences per reaction to each quote Response posts: Respond to at least 2 peers' posts by Sunday midnight. Read your peers initial post, and post a thoughtful response to it, referencing examples/details from their initial post. Research Project Topic Sign Up & Initial Research 1. Sign up one of the following research topics using the link provided on Canvas: Multiple Intelligences Attention Deficit Hyperactivity Disorder Gender Issues in Education Language Issues in Education Effects of Poverty on Education Assessment in Education 2. Research an education law/policy related to your selected topic, using MCC's Library eResources to identify an academic source. 3. After reading a relevant academic source, post the following in your groups discussion area on Canvas: APA citation (bibliographic information) for your source insights gained questions raised and/or potential areas for further research Group Web This assignment will provide an opportunity for your group to brainstorm/share subtopics you will each individually be researching on your shared research topic, giving each group member a distinct area of focus. 1. Create a free Popplet account with your first and last name as it appears for this course as your user name. 2. The first group member to create a group web on your selected theme will share the group popplet with their group members (using their first and last name). To add group members as collaborators, go to share on top right of popplet screen, click on add collaborator and enter each group members name. 3. The center popple should identify your groups research topic. 4. Popples off of the topic at the center should identify the major subtopics on which each of your group members will be focusing your research. 5. Designate a group member* to submit your popplet link on Canvas. To access the link to share, go to share on top right of popplet screen, and click on link symbol. URL for link to share will appear in a new window. *Only one group member needs to post the popplet link for each group. Academic Sources Initial Search 1. Identify a minimum of 6 key academic sources published within the last five years for potential use for project research, and post the APA bibliographic information for each. 2. Review your peers' sources, and identify subtopics that surface that can be incorporated into your group popplet, updating your group's popplet as needed and refining individual subtopics selected to ensure comprehensive coverage of topic and avoid overlap among group members. Facts from Key Sources 1. Select a minimum of 3 key sources from which to base your presentation 2. In your groups discussion area, post APA bibliographic information for each, and list at least 3 key points/facts per source (not simply topics). Interview 1. Schedule a date and 1-hour appointment time for your interview well before the due date, allowing time to reschedule in case of a cancellation. 2. Prepare an interview agenda with open-ended questions that focus on your interviewees personal and/or professional perceptions/experiences in regard to your research topic. 3. LISTEN: Your interviewee should do most of the talking. 4. Post summary of your interview, including: interview agenda, interviewees background information (who, why selected) - one paragraph and interviewees perceptions/experiences in regard to your research topic, using your own words -two paragraphs minimum. 5. Add your interview summary to your digital course folder.

Assessment 1. Identify 3 main points from your research project that were clearly incorporated into your PowerPoint presentation. 2. Add a question for each of your 3 main points into your group's Google Form Research Project Assessment template. Students in the class will take these assessments, providing you with feedback regarding how well your main points were captured by your classmates through your PowerPoint. Steps for Accessing My Maricopa GoogleApps Templates 1. Go to http://my.maricopa.edu/ 2. Click on Maricopa Email 3. Login using your MEID username and password 4. Click on Documents/Drive at top of screen 5. Click on desired template PowerPoint Slides The Research Project PowerPoint Presentation will serve to share your research findings on your topic with the class. Each individual group member is required to complete the following: Create ten content slides minimum to highlight important facts/findings Post your slides on My Maricopa Google Apps group template by peer review date st o Use subtopic from outline as page heading on 1 slide, and include your first and last name under heading. o Identify main points/facts/statistics on your subtopic based on your research to be shared during presentation. o Apply 7 x 7 rule: maximum of 7 words per line and maximum of 7 lines of text per slide o Topics identified in outline should serve as slide titles, and slide bullets should be facts/key info (not topics). o When appropriate, include tips for teachers and/or resources available. o Direct quotes must acknowledge source on slide where quoted. o Embed at least one question related to a key point in your part of the group presentation. o Embed visual images as appropriate to complement content. o On final slide(s), provide bibliography inAPA or MLA format including including interview conducted and minimum of 3 references from professional journals and/or other academic sources used for yourresearch. Guidelines available at Post your slides on the Google Doc group template by Friday of Week 11. Review your group's slides, and provide peer feedback by Sunday of Week 11. Refine your slides based on peer feedback by PowerPoint Friday Week 12. Quizzes & Reflections 1. Go to each group's assessment tool, complete and submit. 2. View results from your group's assessment tool, and analyze what the results indicate regarding your group's presentation. 3. Post a reflection regarding: your analysis of the assessment results, and your overall experience collaborating on this project. o gems: what went well? o opportunities: what could have been improved? 4. Be sure to check back to read your peers' reflections. Field Experience or Independent Project All students must complete the field experience. The independent project option is available for specific circumstances and must be approved by course instructor. Learning Plan Your learning plan for the field experience/independent project will serve to help you focus on specific objectives throughout your experience/project. 1. Download and complete the Learning Plan form provided in Canvas 2. Save on your digital course binder. 3. Submit form as attachment. Field Experience required, unless instructor approval is obtained based on specified criteria Students electing to do a field experience must complete a minimum of 20 hours of service in a local elementary or secondary school with a culturally diverse student population. The focus of the field experience is to gain insights into how to meet the needs of diverse student populations. This experience should involve not merely observation but rather as much participation within the classroom as possible. You are strongly

encouraged to identify a field experience site and cooperating teacher as soon as possible and to schedule your service hours early to ensure completion of hours prior to assignment due date. Notes: Paid hours may not be counted. Field experience hours should be at the same site with at least 16 hours with the same teacher/class. Field Experience Requirements: View Service Learning Online Orientation and follow guidelines provided. Submit Assumption of Risk and Placement Confirmation Form to Center for Service Learning Complete Learning Plan and discuss with cooperating teacher at your service site. Log your hours in the Service Learning Contact Log from your Placement Packet throughout your field experience. o At the end of your service hours, you are expected to meet with your cooperating teacher to discuss their evaluation of your performance, which is part of the contact log. o Your contact log must include completed evaluation and teacher signatures. Maintain a reflective journal using the Reflective Journal form with a dated entry for each school visit made* and which includes: o summary of observations and participation: What did you see/do? o reflections/insights: What went well? What could have gone better? What ideas did you like? What questions/concerns were raised? o Note: *Weekly entries are accepted if total per week is 4 hours or less Create a Glog to document and summarize your experiences, including: o Setting: identification and description of the teachers class observed (include school and grade level) o Classroom Involvement: activities observed and extent of your participation with students and/or teacher o Learning Objectives: list each objective from your learning plan o Insights Gained: Reflect on insights gained related to each learning objective, including course connections Identify other insights gained not included in your learning objectives Overall evaluation of your field experience Submit the original signed contact log to the Center for Service Learning in order to receive a Service Learning Certificate. Submit a scanned copy of your contact log, your reflective journal and Glog link via Canvas by identified due date. Independent Project option only available with instructor approval based on specified criteria Students electing to do a independent project must complete an in-depth project requiring a minimum of 25 hours of time commitment. Submit Project Proposal/Learning Plan using the following criteria for topic and format selection: o involves a minimum of 25 hours of invested time (Think & travel time do not count.) o related to cultural diversity or multicultural education o useful to you as a current or future resource (e.g. thematic unit, family tree/ scrapbook, annotated bibliography...) Complete your project as outlined on your proposal, documenting your hours. Create a Glog to summarize your project, including: o Time Documentation List and total number of hours invested on each aspect of your project (ex: 5 hrslibrary research) o Project Description Describe process by which you developed and completed your project Discuss how your project will be useful to you as a current or future resource o Insights Gained List learning objectives identified on your independent project proposal Discuss insights gained as related to each of your learning objectives and course content Identify other insights gained not included in your learning objectives Reflect on specific connections made between independent project and course content o Project: include link to your project

The independent project is very broadly defined, allowing the student to design their own assignment as long as it meets the criteria identified (25 hour commitment, related to course content). For example: If you enjoy children's literature, you might want to pull together a list of multicultural literature that you would like to include in your work with youth (either as a teacher in a classroom setting or other role serving youth). These could be organized by theme and/or content area connections.

If you enjoy interviewing others and/or learning from others' personal stories, you might want to make your project a series of interviews where you identify individuals from a variety of backgrounds to gain insights into their lived experiences, making connections with what you are learning in class. If you want to dig deeper into the EDU230 Resources provided on the website, you might want to go beyond the minimum required sources for your DQ posts and explore more of these sources, documenting your insights gained in your preferred format (e.g. a glog for each unit, additional subtabs in your LiveBinder, etc.) Create a digital storybook. You could use this to document and reflect on your own life and various cultural aspects of your life experiences or to share a story that addresses course-related concepts. These are only a few possibilities, and you are welcome to use any of these or design your own unique project that more directly addresses your areas of interest and desired learning. Learning Journey Timeline Create a multimedia presentation depicting your personal growth throughout this semester using Dipity or Blogger. Your presentation must include: 1. Your response to the 5 prompts below What is culture and what are some major aspects of culture? What is multicultural education? What are the goals of multicultural education? How does multicultural education reflect responsive teaching to help meet the academic needs of diverse student populations? How can multicultural education affect broader social issues that impact our society? (e.g. intercultural communication/relations, prejudice, stereotypes, crime & poverty rates, achievement gaps, etc.) What other significant insight(s) have you gained and how will this insight impact your personal/professional life? 2. An image/video relevant to each of your responses 3. A song/poem that reflects your course-related learning and a reflection on the rationale for your selection Post the URL for your timeline in the designated Discussion area in Canvas. Part II Respond to at least two peers' timelines, identifying connections with or further insights gained from their responses. Digital Course Folder 1. Establish a free account at: www.livebinders.com 2. To familiarize yourself with the tool, review tutorial binder at: http://www.livebinders.com/play/play?id=831125 3. Access the shared template for EDU230 digital course folder at: http://www.livebinders.com/play/play?id=891366. Access key is EDU230. 4. Create your own course folder, using the EDU230 template provided as an example. 5. Under the Definitions tab, at the beginning, middle and end of the semester, write your definitions of the terms culture and multicultural education. 6. Incorporate your course work into your digital course folder, adding subtabs as needed and customizing to fit your organizational preferences. 7. To share your link or embed your LiveBinder: a. Go to Binder Settings tab at left side of top menu bar, and determine whether you want to make your binder public or private, selecting Copy Disabled option for either choice. If you select Private, be sure to enter an Access Key, then Save; b. Go to Share at right side of top menu bar, select Link or Embed from the dropdown menu, then copy URL provided. 8. Submit your LiveBinder URL using Submit Assignment link at top right of window on your Canvas assignment, and also provide your Access Key if you chose to keep your binder private. Notes on LiveBinder: Creating your pages using MS Office (Word/PowerPoint) gives you more flexibility with the visual qualities of your page than provided within LiveBinder when you simply enter your content. You then simply save your document as a pdf file and import it into LiveBinders. The digital course folder for which you are using LiveBinders will be used throughout the semester to save course resources and incorporate your completed assignments for future reference. If you consistently add content to your LiveBinder tabs as you complete the assignments throughout the semester, you will have very little extra work to put into it when it's due at the end of the semester. Course Evaluation 1. Go to the link provided on Canvas, and complete the survey. 2. Copy the message received on your screen upon survey completion. 3. Return to assignment submission and paste the survey completion message in submission box.