Syllabus
Readings, Reflections
| Class Sessions | Subject | Assignment |
| #1 | Overview of Diversity as it relates to HSTA: SES and student ethnicity | Forward & Chapter 1. Reflection: Describe the types of diversity in your HSTA Club. What do you perceive as 'barriers to learning' across diverse learners. |
| #2 | No Child Left Behind Legislation | Reading: Chapter 5 Reflect on how NCLB has altered your teachingin positive and negative ways when addressing the needs of diverse Learners (PUBLIC LAW 107–110). |
| #3 | Change is Difficult | Readings: Chapters 3 & 6 of Rodriguez & Kitchen Reflect on how any change can be difficult, and specifically describe an instructional practice or teaching strategy that you might experiment with to help underrepresented students to be "border crossers" between their home culture and science/math understanding. |
| #4 | Sociotransformative Constructivism | Readings: Chapter 2 in Rodriguez & Kitchen Reflect on what Sociotransformative Constructivism (sTc) means to you as a teacher. How might implementing sTc help to dismantle institutional and classroom inequities and aid student learning? |
| #5 | Inquiry as a tool to transform the classroom | Readings: Chapter 4 in Rodriguez & Kitchen Reflect on how Inquiry teaching can enhance the learning of diverse students. |
| #6 | Culturally relevant pedagogy in science and math lessons | Readings: Chapter 8 and 11 in Rodriguez & Kitchen Reflect on culturally relevant pedagogy. |
| #7 | Concluding Ideas on how to engage underrepresented students in science and math learning | Summarize your ideas of how to engage diverse learners. |
All Assignments: 12 font, Times New Roman, double-spaced, minimum of 250 words for an A, minimum of 200 words for a B, minimum of 150 words for a C, minimum of 100 words for a D.
Contact Jenny Bardwell (jbardwell@hsc.wvu.edu) for any questions.
Revised September 2006