EDU 639 Professional tutor/ edu639dotcom

1. EDU 639 ASH Tutorial / edu639dotcom

2. EDU 639 ASH Tutorial EDU 639 Entire Course(Ash) EDU 639 Week 6 Final Paper (Ash) • How have decisions such as Brown vs. the Board of Education, the 2007 ruling by the Supreme Court against voluntary de-segregation or the policies of No Child Left Behind /Race to the Top impacted the way multicultural education has evolved and been interpreted in your district. Who is “silenced” or forgotten in your school curriculum as a result of these decisions or policies? • What do you anticipate will determine the success or failure of your school system in their effort to address students from these groups?

3. EDU 639 ASH Tutorial EDU 639 Week 1 Assignment Diary Entry of a Diverse Student (Ash) EDU 639 Week 1 DQ 1 The Socio-Historical Context • Use the following guiding questions to help guide you in writing this 1-2 page paper: • a. What do you think the student’s first impressions of you might be? (Be honest and consider how the verbal and non-verbal cues you might give out would be interpreted by this student). • How have decisions such as Brown vs. the Board of Education, the 2007 ruling by the Supreme Court against voluntary de-segregation or the policies of No Child Left Behind /Race to the Top impacted the way multicultural education has evolved and been interpreted in your district. Who is “silenced” or forgotten in your school curriculum as a result of these decisions or policies?

4. EDU 639 ASH Tutorial EDU 639 Week 1 DQ 2 Bias and Social Psychology (Ash) EDU 639 Week 2 DQ 1 Gender and Gender-Fluidity (Ash) • What groups do you gravitate towards in society and how can you create more opportunities for exposure to individuals from backgrounds quite different from your own? Considering the cultural immersion exercise due in Week Four, how do you think you might be able create opportunities for broadening your world view while taking this class? • What do you think about gender-fluidity and how do you imagine Anneke would fair in your local school? Do you agree with the way Anneke’s endocrinologist and parents are allowing Anneke to experiment with her gender-fluidity?

5. EDU 639 ASH Tutorial EDU 639 Week 2 DQ 2 Race Illusion vs. Reality (Ash) EDU 639 Week 2 Gendered Experience of Racism (Ash) • Race: Illusion vs. Reality. Explore the interactive tutorial “Sorting People: Can You Tell Somebody’s Race by Looking at Them?”. What surprised you about activity? If race is an illusion, why is it so dangerous to be "color-blind" as an educator? How can we work to combat institutional racism in our schools and society? • a. Watch the documentary A Girl Like Me, then provide a one-to-two page commentary on the intersection of race and gender by addressing the following: • § How is racism translated to concept of beauty and self-image for young, African American women? • § What unique challenges do African American females have compared to those who are white?

6. EDU 639 ASH Tutorial EDU 639 Week 3 DQ 1 Segregation (Ash) EDU 639 Week 3 DQ 2 • Consider economic segregation, culturally-based schools (i.e. African American, Latino, or Native American), gender-specific, or charter schools. Provide examples from your own experience and at least one reference in addition to the course textbook • What might his teacher and principal have done differently in order to capitalize on the strengths of what Moisesdoesknow in order to help him “add” English to his knowledge base and succeed in US schools? What is working in terms of ELL education in your school? What is not, and why? Would you consider your school’s approach to be additive or subtractive?

7. EDU 639 ASH Tutorial EDU 639 Week 4 Cultural Immersion and Socio-Historical EDU 639 Week 4 DQ 1 • This section of your PowerPoint presentation must include the following information: • § An explanation of your experiential activity including: • § What you did • § Some of the preconceived notions you had going into the activity • § What you learned • Before clicking the link, select one of the commonly held beliefs listed under “Step 2” that you identify with the most. Explain why you identify with this belief. Next, click the link and read the information provided. Has your belief changed? Why or why not?

8. EDU 639 ASH Tutorial EDU 639 Week 4 DQ 2 EDU 639 Week 5 DQ 1 • How much of that failure is due to forces beyond his or her control and a mismatch between what is being learned at home and what is valued in the classroom? What other contributing factors could be present? How can we effectively teach children despite these contributing factors? • Is it better for gay, lesbian, asexual, transsexual or parents with these orientations to simply seek out more “liberal” schools for their children? Does your school district resemble Lakeville or his new arts high school in Minneapolis? How can teachers help such students feel valued and safe in the classroom where the school culture is not there to support them?

9. EDU 639 ASH Tutorial EDU 639 Week 5 DQ 2 EDU 639 Week 6 DQ 1 • How can these observations be applied to ideas regarding tracking of non-disabled students and grouping by ability in the classroom? Provide an example from your own experience or suggest ways you could work with students with a wide range of abilities to feel more integrated in the classroom setting. • Describe how these may impact the community and school setting. What are the community resources and social services in your area which encourage parent and community involvement in the school?

10. EDU 639 ASH Tutorial EDU 639 Week 6 DQ 2 • Becoming a Multicultural Educator. How do you intend to expand your horizons to become a multicultural person who helps students add new cultural ideas to their experience? How can you help students learn more about their own culture and incorporate what they already know into their learning? Respond to at least two of your classmates’ postings in a thoughtful and substantive manner

11. EDU 639 ASH Tutorial