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. Due March 15-31. |
| #2 | No Child Left Behind Legislation | Reading: Chapter 5 Reflect on how NCLB has altered your teaching to address the needs of diverse Learners (PUBLIC LAW 107–110). Due March 22-31. |
| #3 | Change is Difficult | Readings: Chapters 3 & 6 of Rodriguez & Kitchen Reflect on what kinds of change are difficult. Due April 22-31. |
| #4 | Sociotransformative Constructivism | Readings: Chapter 2 in Rodriguez & Kitchen Reflect on implementing Sociotransformative Constructivism (sTc) to teach all students and how this impacts verbal and nonverbal interactions with your peers (parents, other teachers, administrators). Due date to be announced. |
| #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. Due date to be announced. |
| #6 | Culturally relevant pedagogy in science and math lessons | Readings: Chapter 8 and 11 in Rodriguez & Kitchen Reflect on culturally relevant pedagogy. Due date to be announced. |
| #7 | Concluding Ideas on how to engage underrepresented students in science and math learning | Summarize your ideas of how to engage diverse learners. Due date to be announced. |
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 March, 2006