COURSE TITLE: Diverse Learners


COURSE PREFIX AND NO:       EDUC 120   45 Hours  



COURSE SUMMARY: 

Candidates examine principles of educational equity, diversity, cultural and linguistic responsiveness and their implementation in curriculum content and school practice. Candidates learn about first and second language acquisition, positive and negative language transfer and how home literacy connects to second language development. Candidates explore options for communication with families and the importance of cultural background. 

Candidates will examine the factors for developing a comprehensive reading program and the research behind effective reading instructions. Students will make connections between reading instruction and effective English Language Learner reading instruction. 



RATIONALE: 

Candidates learn the importance of working with students from diverse backgrounds both culturally and linguistically and how to incorporate the varied backgrounds into the social and academic fabric of their classroom. 




REQUIRED TEXTBOOK(S) and/or MATERIALS:

ELA/ELD Framework

APA Format-Quick Reference Sheet

Other materials given by instructor


CORE LEARNING OUTCOMES (CLO):

  1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

  2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 

  3. Graduates sustain a practice of innovation and reform. 

  4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice. 

  5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students. 



STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:

  1. To examine the principles of educational equity, diversity, cultural and linguistic responsiveness and the implication on school practices. 

  2. To acquire knowledge of linguistic development, language development of both first and subsequent languages. 

  3. Explore current research and practice around how cognitive, pedagogical, and individual factors affect students’ language acquisition.

  4. Acquire skills for managing classrooms with diverse learners.

  5. Understand the importance of family and cultural background in planning equitable learning experiences.

  6. Acquire skills and understanding of how to work with families of students with diverse backgrounds to enhance their learning.

  7. Acquire knowledge of and ability to teach students from diverse backgrounds in Specially Designed Academic Instruction in English (SDAIE) methodologies and English Language Development (ELD) strategies.

  8. Observe a variety of instructional strategies focused on inclusion of students with diverse cultural and linguistic backgrounds

  9. Learn about the challenges of teaching English, literacy skills, and academic content to English Language Learners

  10. Learn about an effective read-aloud strategy: PALS

  11. Learn about strategies for struggling readers

  12. Summarize of the five themes represented in the CA ELA/ELD Framework


EXPECTATIONS AND STANDARDS:

Program Standards

Specialty Standards

PS 2


PS 3


PS 4


PS 9


PS 10


PS 14


PS 15



Program Design Standards:

PS 1: Program Design, Rationale and Coordination

PS 2: Professional, Legal and Ethical Practices

PS 3: Education Diverse Learners

PS 4: Effective Communication and Collaborative Partnerships

PS 5: Assessment of Students

PS 6: Using Educational and Assistive Technology

PS 7: Transition and Transitional Planning

PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning


Preliminary Teaching Standards

PS 9: Preparation to Teach Reading/Language Arts

PS10: Preparation to Teach English Language Learners

PS11: Typical and Atypical Development

PS12: Behavioral, Social, and Environmental Supports for Learning

PS13: Curriculum and Instruction of Students with Disabilities

PS14: Creating Healthy Learning Environments

PS15: Field Experience in a Broad Range of Service Delivery Options

PS16: Assessment of Candidate Performance



Specialty Standards – Mild/Moderate:

MM1 – M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities

MM2 – M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities

MM3 – M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum Instruction

MM4 – M/M Standard 4: Positive Behavior Support  

MM5 – M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities

Mm6 – M/M Standard 6: Case Management


Specialty Standards – Moderate/Severe:

MS1 – M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities

MS2 – M/S Standard 2: Communication Skills

MS3 – M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context

MS4 – M/S Standard 4: Assessment, Program Planning and Instruction

MS5 – M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care

MS6 – M/S Standard 6: Positive Behavioral Support

MS7 – M/S Standard 7: Transition and Transitional Planning

MS8 – M/S Standard 8: Augmentative and Alternative Communication



Last modified: Tuesday, May 19, 2020, 10:26 PM