Syllabus
Readings, Reflections
| Class Sessions | Subject | Assignment |
| #1 | Overview of Diversity as it relates to HSTA: SES and student ethnicity | Readings: Reflection: Describe the types of diversity in your HSTA Club or classroom. What do you perceive as 'barriers to learning' across diverse learners. |
| #2 | No Child Left Behind Legislation and Change |
Readings: Reflect on how NCLB has altered your teaching in positive or negative ways when addressing the needs of diverse learners? Please explain. |
| #3 | Formative Assessment Design | Readings: • Teaching Science in the 21st Century: Formative Assessment Improves Student Learning • A Model of Formative Assessment in Science Education • Working Inside the Black Box: Assessment for Learning Inside the Classroom Design an instructional practice or teaching strategy that you can formatively assess as to its’ effectiveness in enhancing your students’ learning about a specific science/math topic. The readings will supply you with examples of formative assessment. |
| #4 | Analysis of Formative Assessment Strategy |
Show your analysis and reflect on how effective the formative assessment was to help you become aware of how successful underrepresented students are as “border crossers” between their home culture and science/math understanding. |
| #5 | Inquiry, Culturally relevant pedagogy, Sociotransformative Constructivism (sTc) as tools to transform the classroom | Readings: Reflect on how the terms ‘Inquiry’ teaching, culturally relevant pedagogy, and Sociotransformative Constructivism (sTc) can be used to dismantle institutional and classroom inequities that inhibit student learning. |
| #6 | Culturally relevant pedagogy in science and math lessons | Reflect on how you could improve your formative assessment. Incorporate all you have learned through the readings and use of formative assessment to summarize on how best to engage diverse learners. |
Assignments: 12 font, Times New Roman, double-spaced, and minimum of 250 words
for reflections.
A= reflections plus a sound formative assessment design with sound analyses
B= reflections plus a sound formative assessment design and viable attempt at
analysis
C= reflections plus a viable attempt at formative assessment and analysis
D= reflections and no viable attempt at formative assessment design or analysis
Contact Jenny Bardwell (jbardwell@hsc.wvu.edu) for any questions.
Revised July, 2007