Classroom Scenario

"Course Description:

This course is designed to provide prospective classroom teachers with a knowledge base and insights of the historical, philosophical and social foundations of education in a pluralistic society."

Course Objective:

The student will address issues that are prevalent in teaching in culturally, linguistically, ethnically, economically diverse (CLEED) classrooms.

Specific Course Objectives:

1. Define multicultural education and explain its relationship to the educational process.
2. Become familiar with the educational experiences of various American [cultural] groups.
3. Review the status of changing demographics (students and teachers) in schools.
4. Examine the interaction, social context, management and organization of culturally diverse classrooms.
5. Explore various views on cultural diversity in the United States as related to schools.
6. Review recent research studies on language minority pupils.
7. Develop culturally responsive teaching and learning strategies"(Carter, 2002).

The students are beginning work on their culture research assignment, which is "designed to broaden [their] knowledge base about various groups [they] may encounter as a future teacher "(Carter, 2002). This assignment is comprised of two parts:

Part 1 - Group Presentations:

Groups will have 60 minutes (including 10 minutes for Q&A). They must create handouts for each audience member(their classmates and instructor) that will "include an annotated list of five children's books that explore issues related to [their] cultural group"(Carter, 2002). "Each presentation should respond to the following, if they can be applied to your group:

1. What are the latest demographics about the group you selected (number, geographic location in the U.S. and in Texas, males, females, age, etc)
2. Historically, how was this group treated when they arrived in America, (if applicable)?
3. What are some overall cultural (family, religion, customs, traditions) or behavioral characteristics (how they can be identified) of this group?
4. Provide 3 positive facts regarding the contributions of this group to the history of the U.S.
5. What laws are unique to this group or what laws reinforced or promoted discrimination.
6. What are some stereotypical beliefs that are held about this group.
7. What social issues are unique to this group? Identify two positive and/or negative responses to the issues.
8. What are the advantages and disadvantages of being a member of this group in school. How are these students generally treated?
9. Give at least 5 teaching strategies for working with students from this group.
10. Provide names and some pertinent information about 5 people (in this group) every student should know and his/her contribution"(Carter, 2002)

Part 2 - Paper

Students must also write a research paper that answers the same questions that were responded to in the presentation. "Please note that at least 10 references are required, 2 from a website and 8 from journals, books or other resources. All references must be cited in APA style" (Carter, 2002).

In previous semesters, the instructor has been disappointed by the quality of research, understanding, and critical thinking demonstrated by their students. The classroom instructor is reaching out to the Libraries in an effort to enrich their students experience with the assignment. The students have already chosen the group they will be presenting and writing about. So the groups have already been formed. The instructor would like you to spend an entire class session (75 minutes) providing the class with an introductions to available information resources, making sure that you cover critical thinking skills related to the information resources. The instructor would also like you to introduce citation managers to the students.

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