This course consist of 30 hours of online assignments and activities. Educators will receive 3.0 CEUs after the completion of this course. CEUs are issued by The North Mississippi Education Consortium. We can deliver this course online or onsite**. The cost for the online delivery is $65.
Workshop Description: There are many school factors that affect the success of culturally diverse students – the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few. Of all of 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 – the roles of teachers and students, the subject matter, and their interaction in the classroom. (ERIC EC Digest #E584, Author: Jane Burnette, 1999). How much does the behavior of teachers assist or limit students’ academics in diverse classrooms? Should understanding culture of diverse classrooms be a priority for teachers? Educators can receive students from many different nationalities and backgrounds. How a teacher embraces the diversity from the students and parents or guardians can have a profound impact on academics. You will need a mentor or administrator to complete some parts of this workshop. This workshop includes activities for creating your own S.M.A.R.T. goals. Teachers are strongly encouraged to participate in this activity as part of workshop. Discussions and chats are available for all educators to further engage in this activity. We also provide a PLC tool for teachers to use in their school. The PLC and the S.M.A.R.T goal tool is available for use after the completion of this workshop. Each workshop has teacher workload information and activity. This discusses the need for balance of teacher workload. It is meant for teacher encouragement and accountability. The workloads of teachers is something that can be addressed through consistent team collaboration. Team collaboration is strongly encouraged in all workshops.
The coursework involves reading assignments that aides in thoroughly understanding the learning objective. Teachers are required to submit a lesson snippet of the learning objective. This is for the implementing the learning objective in real time. The workshop provides a peer observation activity to further ensure the learning objective is being used. It is the intent that all the activities, discussion and assessments help the educator achieve the needed outcome(s).
This workshop will focus on the following areas:
UNIT/WEEK1
Learning Objective: Appreciate, grow, gain, assist and accommodate the likenesses and variances among the students' cultures: | There is beauty in recognizing the positives of differences of each other. Cultural differences and the uniqueness of individuals is not a tolerance level issue. The understanding of this issue can provide teachers with endless instructional strategies. School social skills (or lack of it) are absolutely a byproduct of the teaching environment. It is foundational within a school system**. (1) Do you have diverse classroom(s) {nationalities, cultural, social, etc,..}? (2) How do you approach diversity needs in your classroom? (3) Is it difficult for you in planning activities to engage learners? (4) Please share your experiences to help others.UNIT/WEEK2
Learning Objective: Forge and build connections with students: How do teachers build relationships with students? Do the classroom rules serve as the relationship-building tool that you want? What about students that are not in constant compliance. How will those students change your perspective in building connections? Are those students at a point of no return? Building relationships is a purposeful act. Seek to make on purpose connections to ensure students that they are more than just a GPA. In addition, learning behaviors of students by interacting with parents can reap rewards in building relationships. | (1a) How do you build relations with culturally diverse students and families? (1b) How does students' beliefs, attitudes, values and experiences factor? (2) How does that look like in Elementary, Middle and Secondary? (3) What are some tough challenges? (4) What did you learn from failures? (5) What are some rewards to building these relationships? (6) Make sure you know your own perspectives**.UNIT/WEEK3
Learning Objective: Concentrate on how students absorb information and monitor students to recognize their organization details: | Watching, observing or monitoring students doing prep and pre-work tasks can help you identify gap areas. A teacher can inject corrective measures to help students. It is imperative to use as a calculated tool to help only when absolutely required. This can allow students to use critical thinking skills. Allow students to learn from failure when appropriate. (1) How do you focus on how your students learn? (2) How are you recording this information? (3) Does difficulties in ESL or ELL affect group work. (4) How does culture your choices of group work? (5) Share your experiences. (6) How do you make adjustments in activities for diverse students? List examples.UNIT/WEEK4
Learning Objective: Demonstrate and instruct students to pattern his or her behavior and communication to the setting: | Teaching in a diverse environment, students will learn and understand acceptable communication norms by the educators. All students do not immediately comprehend the need for adjusting to environments. Some older students neglect this idea based on some form of influences. The purpose is not to change the individual but rather the need to communicate in a productive and successful way for understanding. There is no better way to communicate in any environment without some fundamental understanding. (1) What are some activities that would help foster this concept? (2) How would this approach help in your environment? (3) How would you work with parents or guardians? (4) What are some difficulties that an educator may encounter? (5) Allow for student Self-Monitoring.Extended Activities
Create Plan of Action using the following:
- Specific (simple, sensible, significant)
- Measurable (meaningful, motivating)
- Achievable (agreed, attainable)
- Relevant (reasonable, realistic and resourced, results-based)
- Time bound (time-based, time limited, time/cost limited, timely, time-sensitive)
Extended Activities
Components of Action Plan:
- Identify task
- Gather data
- Develop strategies
- Implement plan
Some References:
- Voltz, Deboarah & Morrow, Sherron (1999, April). Enhancing Collaborative Partnerships with Culturally Diverse Families. Retrieved from http://www.ascd.org/publications/classroom-leadership/apr1999/Enhancing-Collaborative-Partnerships-with-Culturally-Diverse-Families.aspx
- Quinton, Sophie (2013, November 11). Good Teachers Embrace Their Students' Cultural Backgrounds. Retrieved from https://www.theatlantic.com/education/archive/2013/11/good-teachers-embrace-their-students-cultural-backgrounds/281337/
- (2017). Culture in the Classroom. Retrieved from https://www.tolerance.org/culture-classroom
- Nelson, Sarah & Guerra, Patricia (2012, October 12). Use lessons in similarities and differences to help students understand diversity. Retrieved from https://learningforward.org/docs/jsd-october-2012/nelson335.pdf
- Banks, J. A. (1994) Multiethnic Education: Theory and Practice. Needham Heights, MA: Allyn & Bacon.
- Bromley, K. D. (1998). Language art: Exploring connections. Needham Heights, MA: Allyn & Bacon
- Garcia, E. (1994). Understanding and meeting the challenge of student cultural diversity. Boston: Houghton Mifflin.
- Gollnick, D. M., & Chinn, P. C. (2001) Multicultural Education in a Pluralistic Society. New York: Prentice Hall.
- Westwood, M. J., Mak, A. S., Barker, M., & Ishiyama, I. (2000). Group procedures and applications for developing sociocultural competencies among immigrants. International Journal for the Advancement of Counselling, 22(4), 317-330.
- Wlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching, Educational Leadership, 53(1), 17-21.
- Woods, P. R., Barker, M. C., & Daly, A. (2004). Teaching intercultural skills in the multicultural classroom. Paper presented at the 4th Annual International Conference on Business, Honolulu, June 21-24.
- First, you must Register on our online course system. Click the Register button below.
- After you created an account, login and select the course and pay ($65 per course).
