Multicultural Education ED – 3230 TCIP, Delaware Valley College Summer 2010

1. Multicultural EducationED – 3230TCIP, Delaware Valley CollegeSummer 2010 Jason Gable Adjunct Professor jason.gable@delval.edu jgable@cbsd.org

2. Welcome to the course • About me … • High School Chemistry/Forensics Science teacher for 7+ years • Undergrad: Secondary Ed, Chemistry & Gen Sci • Lock Haven University of Pa, December 2003 • Grad: Master of Education • Lock Haven University of Pa, May 2008 • Adjunct Experience … • Secondary Ed Science Methods, DelVal College • Science Education 5401, Temple U., Fall 2008 (Masters course for elementary ed / pre-K teachers)

3. Plus… • Also have additional credits in following: Classroom Motivation & Engagement Instructional Strategies that Work Scientific Inquiry Engaging Multiple Intelligences & Learning Styles Co-Teaching Strategies Differentiated Instruction Gender Differences I have also co-taught several courses with a variety of learning support teachers and aides.

4. Course Business • Syllabus • Always tentative (www.scienceforallages.wikispaces.com -> Mult. Ed) • Module Homework • Online content accompanying the text … register for it tonight • CD that accompanies the text • Case Studies (supplementary text) • Quizzes & Final Exam • Essay Format • Lesson Plan Project on Differentiated Instruction

5. Overall Objective of this Course • How your textbook perceives the course… • Laying the groundwork of what Special Education is • Pertinent information concerning Special Education • Focus: for you to become a Special Education TEACHER • What the casebook does… • Examples of Cultural Diversity in the classroom • Multiple strategies to get you thinking about how you would handle these situations • Focus: singular aspects of classroom diversity • What I will do… • Overall introduction and analysis of special education today • How cultural diversity relates to special education • Focus: Prepare you for inclusion, differentiated instructional strategies, and co-teaching responsibilities

6. What I can bring to the course … • Over 7 years of my own personal teaching experiences between a variety of school districts. • Over 3 years of college tutoring and TA experience during undergrad. • Countless experiences and views of my colleagues concerning Inclusion and Differentiated Instruction

7. What can you bring to this course … • Your own life experiences • Your own personal perceptions on Special Education, Differentiation, & Inclusion • Previous TCIP course knowledge (American Ed & Ed Psych) • Anything else?

8. 2 Questions … • Where do you see yourself when you have completed the TCIP program and have your teaching certificate? • How will this course help you to reach that goal? • What do you hope to get from this course? KWL Chart

9. Chapter 1:Teaching Students with Special Educational Needs Classroom Diversity: aka multiculturalism, many races/genders/religions/etc. in 1 place -the ‘Melting Pot Ideal’ = your classroom Inclusion: practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes (video) -providing different kinds of supports meant to make students’ lives better = Differentiated Instruction

10. What Makes Special Education Special? • These dimensions must be done in an inclusion classroom for there to be successful learning of all learning support students. (table 1.1, p. 6) • Pacing • Intensity • Relentlessness • Structure • Reinforcement • Pupil-teacher ratio • Curriculum • Monitoring/assessing • Collaboration

11. Table 1.2, p. 8-9 – Disability Categories • Familiarize yourself with these 13 categories – to be discussed throughout the course • We do not have a choice in this matter. Inclusion classes are now regular education classes. While we may not be fully concerned with WHAT the disability is … we must make certain that we are teaching in multiple ways so that each student in our class will learn successfully and not be secluded.

12. Co-Teaching • 1 General Ed Teacher + 1 Special Ed Teacher • Cohesiveness, Same Wave-length, Same Objectives, Same Polices & Procedures, Same Expectations = you both are of 1 mind and body = seamless transitions between the both http://712educators.about.com/cs/specialeducation/a/coteaching.htm What else does the Internet hold for us?

13. Roles • Your Responsibility – Primary Instruction of Specific Subject Matter, Primary Learning Activities, Unit Objectives & Goals, Primary Tools of Assessment • Plan Lessons, Prepare & Organization of Materials & Media Tools • Their Role – IEP Implementation, Ideas/Experiences on successful Differentiated Instructional Activities, Individualized Attention, Reinforce Your Policies & Procedures

14. Your Specific Role • Teaching specific subject matter • Planning lessons • Preparing materials • Organizing instructional activities • Including students with special needs and encouraging their participation • Serving on IEP teams • Creating a positive inclusive classroom

15. Together … • You both will promote the following: • Caring, Fairness, Respect • Enthusiasm, Motivation, Determination • Be done by using … • Your enthusiasm, humor, respect • Your personal experiences to the topics • Animated and Active Engagement

16. Develop and maintain appropriate dispositions How the students see you Caring, fairness, and respect Rapport – Rapport – Rapport Being Natural & Yourself Enthusiasm, motivation, and dedication to teaching High expectations and personal teaching effectiveness Using evidenced-based teaching approaches Achieving respect, admiration, and gratitude Being a good teacher of all students

17. Homework ~ due Thursday 6pm via email • Complete Intro Survey for course & complete K & W portions of KWL Chart --- both will be turned in to me at beginning of class • Identify a specific topic/concept that you will teach. This will what you will write your lesson plan about. Be sure to select something that you can create multiple activities for, as well as shows relevance to the students’ lives AND targets the higher-order skills of Bloom’s Taxonomy. • Register for online content access (www.prenhall.com/teacherprep) & complete ‘Artifact 2: IEP at a Glance’ (on the left hand side, select ‘Student & Teacher Artifacts’ -> select ‘Special Education’ -> select ‘Module 1’ then ‘Artifact 2’). Print out your responses and bring them to class on Wednesday.

18. Thursday’s Out of Class Assignment • On the CD that accompanies the text … watch all 9 sections of Ms. Green’s bio clips. • Insert CD and select ‘ClickMe!PC’ • Once started, select the first set of video clips titled ‘Ms Green Elementary’ • Watch all 9 clips, then select the 2nd tab titled ‘Questions’ - type in responses – save – email document to me DUE: SUNDAY MAY 30TH 6pm

19. Homework ~ for Tuesday’s (6-1) class • Read Chapter 2: Special Education Today (p.24-49) • Read Case Study #24, p. 101 & Answer the 3 Reflection Questions (in notes – will discuss in class) ‘Structuring for Success in a Mainstreamed Classroom’ … By employing a number of special instructional strategies, a teacher tries to ensure that students with learning disabilities will succeed.