EDG 6415: CULTURALLY RESPONSIVE CLASSROOM …€¦ · entire process as a case study. The majority of the work for the course consists of your ongoing participation. The only assignments

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EDG 6415: CULTURALLY RESPONSIVE CLASSROOM MANAGEMENT (SECONDARY) SYLLABUS

Spring 2017 Instructor: Dr. Suzanne M. Colvin ([email protected]) Office Hours: By appointment COURSE OVERVIEW: Culturally Responsive Classroom Management is designed to help teachers create and maintain caring, respectful classroom communities in which students are academically engaged. In particular, the course addresses the special challenges of creating community in the increasingly diverse classrooms in U.S. public schools. Although the original research in classroom management, conducted more than 20 years ago, continues to provide useful direction for teachers, creating inclusive, task-focused learning environments with a diverse student population requires more. In this course we will consider the role culture plays in teaching and learning. In particular, we will consider what it means to be culturally responsive in order to establish classroom structures, routines, activities, and relationships in which all students can succeed. COURSE OBJECTIVES:

1. The learner will understand how teachers’ and students’ backgrounds and cultures impact their judgments of appropriate classroom behavior.

2. The learner will be able to describe the meaning and importance of taking responsibility for the learning of all students.

3. The learner will understand the roots of challenging behavior as well as the importance of positive teacher-student relationships and an engaging curriculum in effective management.

4. The learner will apply key course concepts to his or her own practice and reflect on outcomes with colleagues.

REQUIRED COURSE TEXTS: 1. Weinstein, C. S., & Novodvorsky, I. (2015). Middle and secondary classroom management (5th ed.). New York: McGraw Hill. 2. Course packet available from BookIt at http://book-it.myshopify.com (see APA style reference list of reader contents in Appendix C on p. 17) COURSE ORGANIZATION All course assignments are described in detail below as well as in the course shell, but here is an overview of how the course will work. Before we dive in, let me first acknowledge that, yes, I

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know this syllabus is long! Personally, I am a global thinker and like to see the whole picture right up front because it then helps me understand how all of the pieces about to be presented fit together. Those of you who share that attribute will love this syllabus. Others of you only want one piece of information at a time and may be overwhelmed by this syllabus. For you, I have broken up the parts of the syllabus and inserted them into the relevant sections of the course shell so that you do not need to read them until you need the information. If you prefer this way of learning, stop reading now, order your books, and go make yourself a cocktail. We will see you later on in the course shell. For those of you still along for the ride, each week of this course covers a topic regarding culturally responsive classroom management. The focus of the course is on specific issues relevant to your classroom or school context. The eight weeks of the course are divided into two formats: During weeks 1-3 and 5-7, you will write about dilemmas of practice from your classroom or school context. You will then read the dilemmas of your small group members and respond to those dilemmas by bringing that week’s readings to bear on the problem. You will also make recommendations for a “try-it,” or plan, to address the dilemma. During weeks 4 and 8, you will choose one of the dilemmas to address and you will implement a try-it in your classroom or school. You will write a description of the try-it as well as a reflection about how it went. Your small group members will then respond with feedback and you will write up the entire process as a case study. The majority of the work for the course consists of your ongoing participation. The only assignments you will turn in are the two case studies due at the end of weeks 4 and 8. Week 1 differs slightly from the other weeks because in addition to your regular online participation, you will also be asked to post an introduction to yourself in the Introduction Forum and be sure that you have a picture of yourself posted to your profile so that we can all “see” each other. Your introductory post and picture are due on February 29, the first day of class, and your responses to your classmates’ introductory posts are due Thursday, March 3. The participation points for week 1 have been adjusted to reflect this extra work. A course calendar with all assignment due dates and times is attached in Appendix B on pp. 15-16. COURSE ASSIGNMENTS AND GRADING It will be imperative that all work is done on time for this course as your peers depend upon your thoughtful and active participation with each topic each week. Therefore, late posts will receive no credit. Late papers will lose points as described below. Readings and Quizzes Readings for the course have been chosen to give you an overview of topics as well as some specific ideas for solving classroom management dilemmas. The course is designed for you to have time on the weekend to complete major assignments if you need it. Expect to spend 3-4 hours per week on the reading. Some weeks will be lighter than that, but if you allocate that amount of time, you should not have difficulty completing it. Begin the readings after you have answered one dilemma prompt in your group’s dilemma forum (see below). Complete the readings and the quiz before Saturday at midnight, as described below.

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Quizzes are designed to direct your attention to particular issues in the reading and to prepare you to contribute to your small group. They are worth five participation points per week, but you may take them as many times as you’d like and your highest score is the one that counts. The final question on every quiz is a poll to gauge your disposition at the end of doing the readings. All answers to the fifth question of every quiz is correct, so choose the one most accurate for you. There’s no reason not to get full credit for every quiz as long as you take it on time and persist until you get every question correct. Quizzes are available between 5:00am* Monday and midnight Saturday of the week when the readings are due. After Saturday at midnight, the quiz for that week can no longer be accessed. For example, week 1 begins on Monday, February 27. The week 1 quiz will be available starting on Monday, February 27 at 5:00am and will close on Saturday, March 4 at midnight. All small group members should complete the readings and take the quiz before posting their Literature and Practice Responses in the Dilemma Forum. Because the quizzes are time sensitive and sometimes life happens, everyone gets one opportunity to replace a quiz with a two-page summary of that week’s readings. I must receive your summary within one week of the closing date of the quiz you missed in order for you to receive all five of those participation points. Dilemma Forums Participation in forums composes the majority of the work for the course. You will be placed into small groups with which you will work for four to eight weeks. Your group’s dilemma forum will be labeled with your last names. You are required to post only in the forum that has your name in the title, though you may also read and post about the work of other groups. The purpose of these forums is to address real-life problems using ideas from research literature and thoughtful peers. While acknowledging that some of the dilemmas that you face are extremely frustrating, please mindfully emphasize the problem-solving purpose of these forums and refrain from discussing complaints that the group cannot solve. Here is a description of how your group will use the forum in weeks 1-3 and 5-7: Dilemma Posts: Every group member will post a new thread answering one of the three dilemma prompts for that week. When describing the dilemma, be sure that the problem is proximal, not distal (i.e. make sure that it is something that you have control over changing). The dilemma should be one that you can address during the course. Include complete descriptions of context, situations, and individuals so that your group members can understand the scenario. A dilemma description that receives full credit will answer one prompt in detail, be at least 200 words in length, and use pseudonyms or initials instead of students' or teachers' names. Your dilemma should be posted before you start the week’s reading and no later than Thursday at midnight. Literature and Practice Responses:

* All times are Eastern.

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In the same forum, each group member will read the dilemmas of all of the other members. Each group member will discuss how the readings relate to his or her colleagues’ dilemmas and post suggestions for dealing with the dilemma. These recommendations should be based on theory, research, and your own practice. Students who receive full participation points for these posts will respond to each of their group members by referencing substantive material from all appropriate readings and offering creative and doable suggestions for solving the dilemma. Each response should range from 150-250 words as you will have more to say about some dilemmas than others. You do not need to use APA formatting in the forum, but you do need to use it in your case write-ups. Literature and Practice Responses should be posted by Sunday at midnight. Here is how your group will use the forum on weeks 4 and 8: Each student will choose a dilemma to try to improve in practice. You will consider your colleagues’ input and suggestions from previous weeks and identify one small, concrete change that you would like to make in your practice to improve the dilemma. This effort is called a “try-it” as you will try it in your own context during the course. Your try-it should be based on the literature and the suggestions of your colleagues, though you should modify your try-it so that it matches your context and style. The try-it should be a change or adjustment that is small and simple enough to complete during the timeframe described here. The readings will be full of ideas for try-its, so use them and be sure that when you are posting Literature and Practice Responses you keep in mind that your colleagues will be using your suggestions to design try-its. An example of an appropriate try-it might be to interview a student to really try to understand the root cause of a problem and take responsibility for solving it, as indicated by week 2’s readings. Another example might be to use teasers in order to improve student engagement, as described by Curwin in week 7’s reading. It is possible that you will decide to try something that is unrelated to one of your original dilemmas but instead addresses a different dilemma that still deals with a course topic. That is fine, but realize that when it comes to writing up this dilemma you will not have your colleagues’ discussion of how the literature relates to the new dilemma to help you. Once you identify your try-it for yourself, you will actually try it out in your classroom or school. Descriptions of, and reflections about, your try-its are due during weeks 4 and 8. However, consider implementing your try-it before then. Don’t wait until the last minute as we know that anything can happen at school! Also, be sure to schedule your try-it so that it does not conflict with testing or spring break. If your try-it intervention will require more than one day, be sure to account for that as well. Try-It and Reflection Posts: After you have tried your try-it, you will describe your try-it in detail followed by the observed outcome and your reaction to it. A Try-It and Reflection Post that receives full credit will be 200-300 words and give details about the try-it plan, justify the choice of the try-it, describe the outcome of the try-it, and include a reflection of why that outcome occurred. Try-It and Reflection Posts must be posted by the Thursdays of weeks 4 and 8 by midnight.

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Try-It Feedback Posts: After your colleagues post their Try-It and Reflection Posts, you will read the posts and make substantive comments or ask a question about the outcomes of the try-its. A Try-It Feedback Post that receives full credit will be 100-200 words long and compare, critique, and/or ask a question about colleagues’ posts. For example, you might make a suggestion to improve the outcome of the try-it for the future or you might pose a wondering about how you could adopt a successful practice in your own context. As in the Literature and Practice Responses, these posts should draw from relevant course readings as well as your own experience. For indicators of quality in forum posts, see Participation Rubric in Appendix A on pp. 12-13. Case Write-Ups At the end of weeks 4 and 8, you will have a complete round of feedback with your colleagues describing a small case study of one dilemma in your classroom and your research-based attempt at solving it. You are going to turn these into artifacts that can be used in your TLSI portfolios (if relevant) and it should be quite easy to do so. Your write-ups will include five sections, which draw directly from the dilemma forums. You can even cut and paste your own words from the dilemma forum into your write-up as long as you ensure that the sections flow logically and form one readable paper. You should not, however, cut and paste the words of your colleagues into your case write-up, but you can draw heavily on their posts. The only section of the write-up that should be completely new is the last section, though you may have already started that as well in your Try-It and Reflection Post. The five sections below should be included in your write-up, which should be 4-5 (not more than 5!) pages in length. Case write-ups should be uploaded to the course platform by Thursday at midnight following weeks 4 and 8 and will be assessed using the attached rubric. Here are the five sections to include as well as suggested lengths: Section I: Description of case and focus question (3/4 page) Summarize the problem and state why it was a problem that needed to be fixed. (Hint: Cut and paste from your Dilemma Post.) Section II: Application of course readings (3/4-1 page) Discuss how you can apply course readings to solving the problem. (Hint: Read what your colleagues wrote in their Literature and Practice Responses and summarize what they said. You will have to make connections and you may have to supplement a bit.) Section III: Description of, and justification for, action taken (1/2-1 page) Describe your try-it and why you chose it. (Hint: Cut and paste from your Try-It and Reflection Post.) Section IV: Explanation of what happened when you implemented your try-it and possible explanation for why it happened (3/4-1 page)

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Be sure to include a description of what happened to individual students, to the class or school as a whole, and to you as a result of your try-it. Describe the evidence you have of the outcomes you describe. (Hint: Cut and paste from your Try-It and Reflection Post and summarize your colleagues’ Try-It Feedback posts.) Section V: Reflection and next steps (1/2-3/4 page) Discuss the change that occurred for you while implementing this try-it, how it occurred, and what evidence you have of that change. (Note: This prompt mirrors one that will be asked of you when you discuss artifacts for your TLSI portfolio, if relevant.) If you saw a desired change, why do you think it occurred? If not, why not? What next steps do you need to take in order to continue improving your practice in this area? (Hint: See what you can use from the online forums before you begin this section and cut and paste where possible.) For indicators of quality in case write-ups, see Case Write-Up Rubric in Appendix A on p. 14. Point allocation: Participation points (week 1) 20 points (including 5 points for quiz) Participation points (weeks 2-8) 105 points (15 points each, including 5 points for each week’s quiz) Case write-ups 40 points (20 points each)_______ 165 points total Grading scale:

A 153 – 165 A- 149 – 152 B+ 143– 148 B 137 – 142 B- 132 – 136 C+ 127 – 131 C 120 – 126 E Below 120

TOPICS, DILEMMA PROMPTS, AND READING ASSIGNMENTS Week 1: Power and Difference in Classrooms (Monday, February 27-Sunday, March 5) Dilemma prompts: 1. Describe a dilemma that has to do with power or control in your classroom/school. 2. Describe a student you wish you had more power over. 3. Describe how differences between you and your students (or staff) contribute to conflicts. Readings (bibliographic references available in Appendix C on p. 17): -Nieto

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-Delpit -Ross, Kamman, & Coady Week 2: Taking Responsibility for Student Learning (Monday, March 6-Sunday, March 12) Dilemma prompts (for this week, the dilemmas may feel more distal than proximal at first, but the purpose of this exercise is to change our perceptions of them): 1. Describe a current problem in your classroom or school that you believe is the students’ or parents’ responsibility to solve. 2. Describe the major issues over which you have no control that prevent your students from learning. 3. Describe a school-wide problem regarding student behavior or learning that your staff has been unable to solve. Readings: -Corbett, Wilson, & Williams, ch. 2, 7 -Kennedy Week 3: Creating Community By Building Relationships With Students (Monday, March 13-Sunday, March 19) Dilemma prompts: 1. Describe a student with whom you would like to have a better relationship. 2. Describe a dilemma regarding classroom or school community. 3. Describe personal challenges you have regarding caring about students. Readings: -Weinstein & Novodvorsky, ch. 3 -Beaty-O’Ferrall, Green, & Hanna Week 4: Setting Expectations for Success (Monday, March 20-Sunday, March 26) NOTE: Because this is a week to post your try-it and write your case study, you will not need to answer a dilemma prompt before you read. These prompts will be combined with prompts for week 5 online and you can choose ONE of the six to answer during week 5. You will still be required to complete this week’s reading and quiz by Saturday, March 25. You will be expected to integrate this material into your posts and case studies where appropriate. Dilemma prompts: 1. Describe a problematic activity or transition time in your classroom or school. 2. Describe a student or group of students who repeatedly behave outside the norm. 3. Describe a classroom or school procedure that seems to disrupt rather than facilitate the learning process.

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Readings: -Weinstein & Novodvorsky, ch. 5 -Corbett, Wilson, & Williams, ch. 5 Week 5: Understanding the Roots of Challenging Behavior (Monday, March 27-Sunday, April 2) Dilemma prompts: 1. Think of one behaviorally challenging student and describe the classroom activities during which that student challenges you. 2. Describe specific needs or circumstances that impact your behaviorally challenging students. 3. Describe situations in your class or school when misbehavior seems to escalate. Readings: -Weinstein & Novodvorsky, ch. 6 -Cushman, chs. 2-3 Week 6: Increasing Motivation With Struggling Students (Monday, April 3-Sunday, April 9) Dilemma prompts: 1. Describe a student who does not seem motivated to learn. 2. Describe a situation or assignment that seems to cause students to be unmotivated. 3. Describe how students’ lack of motivation contributes to behavior problems in your classroom or school. Readings: -Weinstein & Novodvorsky, ch.9 -Curwin, chs. 2-3 Week 7: Designing An Engaging Curriculum (Monday, April 10-Sunday, April 16) Dilemma prompts: 1. Describe a topic in your content area that you struggle to make engaging. 2. Describe a department- or school-wide problem related to engaging students in curriculum. 3. Describe a class or group of students that seems especially hard to engage in lessons. Readings: -Christensen -Schussler -Curwin, ch. 7 Week 8: Dealing With Challenging Behavior (Monday, April 17-Sunday, April 23)

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NOTE: Because this is a week to post your try-it and write your case study, you will not need to answer a dilemma prompt. Use them instead to think about your practice before reading. You will still be required to complete this week’s reading and quiz by Saturday, April 22. You will be expected to integrate this material into your posts and case studies where appropriate. Dilemma prompts: 1. Describe the most challenging behavior you encounter. 2. Describe a strategy that you use to address challenging behavior that doesn’t seem to work. 3. Describe any problematic issue or situation regarding classroom management that you have not yet addressed in this course. Readings: -Weinstein & Novodvorsky, ch. 12 -Greene COURSE POLICIES

Respect, honesty, and professionalism are always expected in this course. Please respond in an appropriate fashion. We expect graduate students to abide by the following policies. Participation: On line courses can be a very time intensive. Please make sure you allocate enough time to successfully complete this course. In an online course, it is important to be involved in all aspects of the learning experience. You will be notified of the minimal number of times you must interact in each learning situation. Note that you must go above and beyond the minimum number of posts in order to receive full participation points. This is a graduate course for which all students shall engage in a high level of scholarly, professional work and behavior. It is also important to share diverse opinions because we all learn from new perspectives. Please remember that both the quality and quantity of your participation matter. This course is taught from a sociocultural perspective, meaning that learning comes primarily through interactions with colleagues and the instructor, not from lectures. You are responsible for establishing your own mastery of the material. If you require clarification of course concepts, it is incumbent upon you to contact me so that we can make arrangements to talk individually to discuss course material. I am available almost every weekday and some weekends for phone or video meetings to discuss any problems or questions you have. Please note that I will respond to email within 24 hours on weekdays but cannot guarantee that I can always do so on weekends. You will need to begin assignments early enough to receive help given these parameters. In writing and thinking about classroom management, you will be talking about challenges posed by the children at your school. It is essential that you protect the anonymity of your students

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and their families at all times. If it is necessary to discuss specific students, ensure anonymity by using students’ initials or pseudonyms and never their real names. Assignment/Grading Policy Assignments are due on the days and times described above and listed on the course calendar in Appendix B. Please do your assignments carefully and on time. If you are having difficulty meeting assignment time lines, please contact me prior to the due date.

• Papers submitted late without prior approval of the instructor will lose half a letter grade per day late.

• No credit is given to late postings or quizzes. • Papers submitted on time but receiving less than a passing grade may be rewritten and

resubmitted so that the assignment is satisfactorily completed. • Poorly written and/or carelessly proofread papers are sometimes returned ungraded until

spelling, punctuation, or mechanical errors are corrected. Such papers ordinarily receive a grade of "C" or lower.

• Grade of Incomplete: It is up to you to plan accordingly and finish all course assignments during this course. I do not give incompletes, a grade of (I), except in the case of an extreme emergency that occurs after the deadline to withdraw from the course. Documentation of the emergency is required.

Quality of Writing All students must demonstrate competence in writing. Ability to write and to document the sources you use in your writing will be a part of the assessment. If you are not competent with APA (6th edition) formatting, you will need access to materials to help you. I strongly encourage you to purchase the APA manual if you have not done so already. Accurate use of grammar, spelling, and APA (except in online forums) is expected. Supplies

• Internet access and current Internet browser (Mozilla Firefox is preferred) • Word processing software (such as Microsoft Word) and knowledge of basic functions,

including editing tools • Access to course text and readings packet • Gatorlink email account (for ALL instructor/student correspondence outside of class), to

be checked at least once per day on weekdays. Student Conduct Code As a result of completing registration at the University of Florida every student has agreed to the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.” Please note that plagiarism from the internet, from any published or unpublished manuscript, or from any current or former student’s work will be considered a violation of the UF Academic Honesty policy. If you are not certain of the definition of plagiarism, please speak with your instructor. Failure to comply with the academic honesty guidelines 6C1-4.017, F.A.C. is a violation of the University of Florida Student Conduct Code, will be reported to Student Conduct and Conflict Resolution, and may result in expulsion

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or any lesser sanction. In this class be especially careful that you do not plagiarize. Written work submitted for a grade may be submitted to screening by anti-plagiarism software (at the discretion of the instructor). Acceptable Use Policy Please read the University of Florida Acceptable Use Policy that can be found at http://www.it.ufl.edu/policies/aupolicy.html. You are expected to abide by this policy. Software Use All faculty, staff, and students of the University of Florida are required and expected to obey laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against the University policies and rules, disciplinary action will be taken as appropriate. Students with Disabilities: Students with disabilities who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria are encouraged to contact the instructor as early in the course as possible to identify and plan specific accommodations. Students must supply an official letter from the Office for Students with Disabilities to assist in planning accommodations. Counseling and Student Health: Students with academic concerns related to this course should contact the instructor in person or via email. Students also may occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling & Wellness Center, 352-392‐1575. Visit their website for more information: http://www.counseling.ufl.edu/. Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: (352) 264-6789. Additional resources available on campus include:

• University Counseling Center, 301 Peabody Hall, 392-1575, personal and career counseling

• Student Mental Health, Student Health Care Center, 392-1171, personal counseling • Sexual Assault Recovery Services, Student Health Care Center, 392‐1161, sexual

assault counseling Career Resource Center, Reitz Union, 392‐1601, career development and counseling.

Instructor Evaluation Students are expected to provide feedback on the quality of instruction in this course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results/. �

APPENDIX A: RUBRICS

Participation will be worth 20 points for week 1. Week 1 points will earned by posting in the Introduction Forum (150 word minimum), responding to at least two of your colleagues' introduction posts, and your posting of a profile picture in addition to the activities required in weeks 2-8.

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Participation Rubric (Weeks 2-3 and 5-7) (Remember that 5 out of the 15 points come from your quiz grade and that you can retake each quiz until you get all 5 points as long as you do so before Saturdays at midnight.) 0 1 2 3 4 Dilemma Posts

Post quality is below qualifications for a 1 or post is late.

The dilemma addresses one prompt in detail and is a proximal problem.

The dilemma addresses one prompt in detail, is at least 100 words in length and addresses a proximal problem.

The dilemma addresses one prompt in detail, is at least 200 words in length, and uses pseudonyms or initials instead of students’ or teachers’ names. The dilemma is a proximal problem that can be addressed during the course.

Literature and Practice Responses

Responses rely primarily on personal experience and do not show mastery of readings, but do meet minimum length requirements.

There are responses to each group member that reference substantive material from the readings and offer suggestions for solving the dilemma, but minimum length requirements are not met.

There are responses to each group member that reference substantive material from the readings and offer suggestions for solving the dilemma. Each response ranges from 150-250 words.

There are responses to each group member that reference substantive material from all appropriate readings and offer creative and doable suggestions for solving the dilemma. Each response ranges from 150-250 words.

Overall Quality of Participation

Group member’s comments consistently support or challenge other group members.

Comments consistently support AND challenge all other group members. Some posts integrate course readings. Minimum number of posts is met.

Group member goes above and beyond the minimum number of posts. His or her comments consistently support AND challenge all other group members. Posts integrate all relevant readings where appropriate. Posts are free of errors and logically develop the conversation.

APPENDIX A: RUBRICS

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Participation Rubric (Weeks 4 and 8)

0 1 2 3 4

Try-It and Reflection Posts

Post quality is below qualifications for a 1 or post is late.

The reflection omits more than one required section but meets the minimum length requirement.

The reflection includes all sections listed for a 4-point entry but lacks detail.

The reflection shows that the educator has taken responsibility for solving the dilemma. It is 200-300 words in length but omits one criteria listed for a 4-point entry.

The reflection shows that the educator has taken responsibility for solving the dilemma. It is 200-300 words and gives details about the try-it plan, justifies the choice of the try-it, describes the outcome of the try-it (citing evidence), and includes a reflection of why that outcome occurred.

Try-It Feedback Posts

There are responses to each group member, but the responses lack substantive critique or length.

There are responses to each group member that compare, critique, ask a question, or pose a wondering about try-it outcomes and each response ranges from 100-200 words OR feedback integrates course readings and personal experience and comments on ways for group members to develop practice but is between 50 and 100 words.

There are responses to each group member that compare, critique, ask a question, or pose a wondering about try-it outcomes. Feedback integrates course readings and personal experience and comments on ways for group members to develop practice. Each response ranges from 100-200 words.

Overall Quality of Participation

Group member’s comments consistently support or challenge other group members.

Comments consistently support AND challenge all other group members. Some posts integrate course readings. Minimum number of posts is met.

Group member goes above and beyond the minimum number of posts. His or her comments consistently support AND challenge all other group members. Posts integrate all relevant readings where appropriate. Posts are free of errors and logically develop the conversation.

APPENDIX A: RUBRICS

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Case Write-Up Rubric

0 2 4 6 Section I

Not included or incomplete

Included and complete

Section II

Applicable points are summarized but not applied OR ideas from the readings

are adopted without a description or analysis of those ideas OR applicable points are summarized and applied but key points from

the readings are missing.

Applicable points from all readings are summarized, synthesized, and applied to the try-it.

Section III Included and complete Section IV

Section V

The reflection discusses changes that occurred as a result of implementing the try-it. However, the standards to receive a higher score are not met.

The reflection generally discusses how the educator has changed, how the change occurred, and evidence of the change. Next steps are briefly discussed.

The reflection discusses how the educator has changed through the process of trying to solve the dilemma, how the change occurred, and evidence of the change; next steps are discussed, logically follow from the outcomes of the try-it, and cohere with course readings.

Overall Quality

Paper does not achieve quality of a 1.

Most sections are sufficiently paraphrased to make the paper logical. There are fewer than five errors in spelling and grammar. Paper is 4-5 pages in length.

All sections are cohesive and well-organized. There are two or fewer errors in spelling, grammar, AND APA. Paper is 4-5 pages in length.

APPENDIX B: COURSE CALENDAR

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Sun Mon Tue Wed Thu Fri Sat February, 2016 26

27 Class Starts Week 1 Begins Week 1 Quiz Due: Read syllabus; post introduction; post picture,

28 March, 2017 1

2 Due: Week 1 Dilemma Post AND Post 2 responses to classmates’ introductions

3

4 Due: Week 1 Quiz, Midnight

5 Week 1 Ends Due: Week 1 Literature and Practice Responses, Midnight

6 Week 2 Begins Week 2 Quiz opens, 5am

7

8

9 Due: Week 2 Dilemma Post

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14

15

16 Due: Week 3 Dilemma Post

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18 Due: Week 3 Quiz,


20 Week 4 Begins Week 4 Quiz opens, 5am ---------------------------------

21 Last school days to

22 complete Try-It

23 for Case 1------- Due: Try-It and Reflection post, Midnight

24

25 Due: Due: Week 4 Quiz AND Try-It Feedback Posts

Sun Mon Tue Wed Thu Fri Sat

APPENDIX B: COURSE CALENDAR

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27 Week 4 Ends Start Case 1 Write-Up Today


29

30

31 Due: Week 5 Dilemma Post AND Case 1 Write-Up, Midnight

April, 2016 1




5 6

7 Due: Week 6 Dilemma Post, Midnight

8




12 13

14 Due: Week 7 Dilemma Post, Midnight

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18 Week 8 Begins Week 8 Quiz opens, 5am ---------------------------------

19 Last school days to

20 complete Try-It

21 for Case 2------- Due: Try-It and Reflection post, Midnight

22 23 Due: Week 8 Quiz, Midnight Due: Try-It Feedback Posts, Midnight

24 Week 8 Ends Class Ends Start Case 2 Write-Up Today

25

26

27 28 Due: Case 2 Write-Up , Midnight Hooray!!

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APPENDIX C: REFERENCES IN READER (In order of appearance)

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Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education (4th ed.) (pp. 144-162). Boston: Pearson/Allyn and Bacon. Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280-298. Ross, D., Kamman, M., & Coady, M. (2007). Accepting responsibility for the learning of all students: What does it mean?. In M. S. Rosenburg, D. L. Westling, & J. McLeskey (Eds.), Special education for today’s teachers: An introduction (pp. 52-81). Upper Saddle River, NJ: Prentice Hall. Corbett, D., Wilson, B., & Williams, B. (2002). Effort and excellence in urban classrooms (pp. 12-28; 131-146). New York: Teachers College Press. Kennedy, B. L. (2011). Teaching disaffected middle school students: How classroom dynamics shape students’ experiences. Middle School Journal, 42(4), 32-42. Beaty-O’Ferrall, M., Green, A., & Hanna, F. (2010). Classroom management strategies for difficult students: Promoting change through relationships. Middle School Journal, 41(4), 4-11. Corbett, D., Wilson, B., & Williams, B. (2002). Effort and excellence in urban classrooms (pp. 81-105). New York: Teachers College Press. Cushman, K. (2003). Fires in the bathroom: Advice for teachers from high school students (pp. 17-61). New York: The New Press. Curwin, R. L. (2010). Meeting students where they live: Motivation in urban schools (pp. 21-49). Alexandria, VA: ASCD. Christensen, L. (2007). Building community from chaos. In B. Bigelow (Ed.), Rethinking our classrooms, Volume 1 (pp. 47-52). Milwaukee, WI: Rethinking Schools. Schussler, D. L. (2009). Beyond content: How teachers manage classrooms to facilitate intellectual engagement for disengaged students. Theory Into Practice, 48(2), 114-121. Curwin, R. L. (2010). Meeting students where they live: Motivation in urban schools (pp. 81-97). Alexandria, VA: ASCD. Green, R. W. (2010). Calling all frequent flyers. Educational Leadership, 68(2), 28-34.

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EDG 6415: CULTURALLY RESPONSIVE CLASSROOM …€¦ · entire process as a case study. The majority of the work for the course consists of your ongoing participation. The only assignments