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Lehrende: Prof. Dr. Telse Annegret Iwers
Veranstaltungsart:
Seminar
Anzeige im Stundenplan:
EW Sem PTI MA
Semesterwochenstunden:
2
Unterrichtssprache:
Englisch
Min. | Max. Teilnehmerzahl:
- | 30
Anmeldegruppe: Seminar: PT Master
Weitere Informationen:
This course considers issues of human diversity broadly defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity, and ability. The goal of this course is to provide students with a thorough understanding of the concept of culture and cultural diversity, how culture influences the educational setting and how to develop an educational environment that supports and acknowledges a multitude of cultures. Through the Diversity Pedagogy Theory (DPT), we will examine the following questions: How do I appreciate culture, experience, and understand diversity as a teacher? How do I address my bias as a classroom teacher? and how can I make difference in the classroom? Students will also explore the contours of difference and the dynamics of diversity and inclusion in the classroom, domestic and global contexts. Building on standard models of multicultural competence that emphasize knowledge, awareness, and skills, students will be introduced to planning for diversity in teaching (in preparation for class; ensuring inclusive classroom environment; managing diversity in the classroom). A theoretically based overview of the nature and content of culture, how cultures interact, cultural diversity and how educators can provide culturally responsive instruction to the communities they serve will be explored.
By the conclusion of this course, students will be able to:
1. Manage and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom as a teacher
2. Address and understand the specific needs of each student in the classroom
3. Understand, plan, and develop inclusive diverse teaching strategies for diverse learners
4. Demonstrate, understand, and evaluate the value of resources available to teachers for professional learning
5. Plan for diversity teaching adopting the Diversity Pedagogical Theory
Kommentare/ Inhalte:
1. The concept of culture, inclusion, and culture diversity
2. Culture and educational setting: from the known to the unknown
3. Who am I as a culturally diverse teacher? Reflecting using Gibs’s reflective cycle
4. Making the difference in the classroom: Understanding and appreciating culture diversity as a teacher
5. Diversity Pedagogy Theory (DPT)
6. Planning for diversity in teaching
a. In preparation for class
b. Ensuring inclusive classroom environment
c. Managing diversity in the classroom
7. Building diversity into your teaching portfolio
Vorgehen:
Lecture format, class discussion, group and individual presentation, brain storming, group and individual stimulation, and problem-solving activities
Literatur:
Ashman, A. & Elkins, J. (2009) 4th edition, Education for Inclusion and Diversity, Frenchs Forest: Pearson.
Carrington, Suzanne and Macarthur, Jude (2012) Teaching in Inclusive Communities. Wiley: John Wiley & Sons Australia, Ltd.
Deardorff, D. K. (2009). Implementing intercultural competence assessment. In Deardorff, D. K. (Ed.), The Sage Handbook of Intercultural Competence, pp. 477-491
Keeffe, M. & Carrington, S. (2007) Schools and Diversity. Frenchs Forest, NSW: Pearson Education Australia.
Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston
Zusätzliche Hinweise zu Prüfungen:
Students may choose one of the assignments below:
PowerPoint Presentation – Developing strategies for teaching culturally diverse students (English)
There are many school factors that affect the success of culturally diverse students in the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few. Of all these factors, the personal and academic relationships between teachers and their students may be the most influential. This relationship has been referred to as the "core relationship" of learning in the roles of teachers and students, the subject matter, and their interaction in the classroom.
Certain behaviours and instructional strategies enable teachers to build a stronger teaching/learning relationship with their culturally diverse students. Many of these behaviours and strategies exemplify standard practices of good teaching, and others are specific to working with students from diverse cultures. In developing your strategies for teaching culturally diverse students, you are requested focus on teacher behaviour and instructional strategies. These strategies may guide you to create a culturally diverse classroom, and develop strategies for teaching culturally diverse students
Reflection paper (German or English)
At the end of this course, you will prepare a final reflection paper. In this paper, you will review your experiences in the course using your previous reflection and discussion papers to guide you. You will address what you have learned, what has been the most valuable, what may have surprised you to learn about yourself, how this class has impacted you, etc. This should not be a simple restatement of your reflection and discussion papers, but an integration of key take-aways from your experiences across the entire course. This paper should be a minimum of 1-2 single spaced pages (2000 words).
Portfolio Development (English)
Your portfolio should be a representation of your identity as a culturally diverse teacher. It should convey a coherent message about your beliefs and approaches to teaching culturally diverse students and you should offer specific evidence to support your beliefs and approaches.
Self-Assessment (German or English)
Students will find that understanding how their teaching style is affected by their histories and experiences improves their effectiveness in the classroom.
• Teaching Philosophy—What aspects of diversity can you incorporate into how you teach? How does a commitment to diversity influence why you teach? How has diversity affected your outlook and perspectives?
• Assessment—How do you assess and demonstrate how effective you are in teaching all students? What are your strengths and weaknesses in using inclusive approaches?
• Preparation—How do you prepare to teach in a diverse classroom? What three things can you do to make your classroom an inviting, challenging, and inclusive place for all students?
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