EDU 639 Innovative Educator/edu639.com

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EDU 639 Innovative Educator/edu639.com
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EDU 639 Innovative Educator/edu639.com
EDU 639 Entire Course(Ash) For more course
tutorials visit www.edu639.com

• The Socio-Historical Context of Multicultural
  Education. Describe the socio-historical and
  contemporary contexts for multicultural and
  bilingual education in your school district. How
  have decisions such as Brown vs. the Board of
  Education, the 2007 ruling by the Supreme Court
  against voluntary de-segregation or the policies
  of No Child Left Behind /Race to the Top impacted
  the way multicultural education has evolved and
  been interpreted in your district.

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 1 Assignment Diary Entry of a
Diverse Student (Ash) For more course tutorials
visit www.edu639.com

• Diary Entry of a Diverse Student. Consider the
  demographic of your local school and identify one
  student from a background that would be most
  different from your own. Imagine the first day of
  school from this students perspective as you are
  introduced to the class as his or her new
  teacher. This is a creative writing piece where
  you are expected to step outside

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 1 DQ 1 The Socio-Historical Context
of Multicultural Education (Ash) For more course
tutorials visit www.edu639.com

• The Socio-Historical Context of Multicultural
  Education. Describe the socio-historical and
  contemporary contexts for multicultural and
  bilingual education in your school district. How
  have decisions such as Brown vs. the Board of
  Education, the 2007 ruling by the Supreme Court
  against voluntary de-segregation or the policies
  of No Child Left Behind /Race to the Top impacted
  the way multicultural education has evolved and
  been interpreted in your district.

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 1 DQ 2 Bias and Social Psychology
(Ash) For more course tutorials
visit www.edu639.com

• TBias and Social Psychology. Social scientists
  believe that everyone possesses conscious and
  unconscious, preferences for some social groups
  over others. Consider your own background and
  experience with race, gender, class, ethnicity,
  sexual orientation. What groups do you gravitate
  towards in society and how can you create more
  opportunities for exposure

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 2 DQ 1 Gender and Gender-Fluidity
(Ash) For more course tutorials
visit www.edu639.com

• Gender and Gender-Fluidity. View the short
  documentary entitled, Im Just Anneke. How does
  gender color ones perspective on the world and
  relation to society? How are gender and
  gender-stereotypes perpetuated by schools? What
  do you think about gender-fluidity and how do you
  imagine Anneke would fair in your local school?
  Do you agree with the way Annekes
  endocrinologist and parents are allowing Anneke
  to experiment with her gender-fluidity?

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 2 DQ 2 Race Illusion vs. For more
course tutorials visit www.edu639.com

• Race Illusion vs. Reality. Explore the
  interactive tutorial Sorting People Can You
  Tell Somebodys Race by Looking at Them?. What
  surprised you about activity? If race is an
  illusion, why is it so dangerous to be
  "color-blind" as an educator? How can we work to
  combat institutional racism in our schools and
  society

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 2 Gendered Experience of Racism
(Ash) For more course tutorials
visit www.edu639.com

• Gendered Experiences of Racism. Choose one of
  the following topics and respond in a one-to-two
  page paper
• a. Watch the documentary A Girl Like Me, then
  provide a one-to-two page commentary on the
  intersection of race and gender by addressing the
  following
• How is racism translated to concept

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 3 DQ 1 Segregation (Ash) For more
course tutorials visit www.edu639.com

• Segregation. What different forms can
  segregation take in US schools? When can these
  methods affirm diversity and when are they
  detrimental to learning? Consider economic
  segregation, culturally-based schools (i.e.
  African American, Latino, or Native American),
  gender-specific, or charter schools. Provide
  examples from your own experience and at least
  one reference in addition to the course textbook

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 3 DQ 2 Additive vs. For more
course tutorials visit www.edu639.com

• Additive vs. Subtractive Bilingualism. View the
  video entitled, Immersion. How accurate (or
  over-dramatized) is Moisess story? What might
  his teacher and principal have done differently
  in order to capitalize on the strengths of what
  Moisesdoesknow in order to help him add English
  to his knowledge base and succeed in US schools?
  What is working in terms of ELL education in your
  school?

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 4 Cultural Immersion and
Socio-Historical Research and Presentation
(Ash) For more course tutorials
visit www.edu639.com

• Cultural Immersion and Socio-Historical Research
  Presentation. Identify a culture you might
  encounter as a teacher which you have very little
  knowledge about and would like to further explore
  (you may select the same cultural group you chose
  for the Cultural Immersion Activity in Weeks One,
  Two, and Three). In a 10-15 slide PowerPoint
  presentation, you will address the following

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 4 DQ 1 Common Beliefs (Ash) For more
course tutorials visit www.edu639.com

• Common Beliefs. Explore Commonly Held Beliefs
  that Influence Teachers Work with Diverse
  Students. Before clicking the link, select one of
  the commonly held beliefs listed under Step 2
  that you identify with the most. Explain why you
  identify with this belief. Next, click the link
  and read the information provided. Has your
  belief changed? Why or why not?

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 4 DQ 2 The Culture of Poverty.
For more course tutorials visit www.edu639.com

• The Culture of Poverty. Theorists warn
  against the continued use of deficit theories to
  connect low social-economic standing to failure
  in school. They have left a lasting mark on
  schools. Identify a student from a low
  socio-economic status, either from experience or
  from the course text, who is not succeeding. How
  much of that failure is due to forces beyond his
  or her control and a mismatch between what is
  being learned at home and what is valued in the
  classroom?

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 5 DQ 1 Non-Heterosexual Parents and
Kids (Ash) For more course tutorials
visit www.edu639.com

• Non-Heterosexual Parents and Kids. View the
  short documentary Homecoming. Is there anything
  teachers can do to help students like Ron feel
  safer in school in towns like Rons hometown? Is
  it better for gay, lesbian, asexual, transsexual
  or parents with these orientations to simply seek
  out more liberal schools for their children?
  Does your school district resemble Lakeville or
  his new arts high school in Minneapolis?

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 5 DQ 2 Tracking, Grouping and
Dis-Ability in the Classroom (Ash) For more
course tutorials visit www.edu639.com

• TTracking, Grouping and Dis-Ability in the
  Classroom. Read the article, Into the
  Mainstream. What are the unique challenges and
  rewards of integrating kids labeled disabled
  into mainstream classrooms? How can these
  observations be applied to ideas regarding
  tracking of non-disabled students and grouping by
  ability in the classroom? Provide an

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 6 DQ 1 Affirming Diversity within
the Community (Ash) For more course tutorials
visit www.edu639.com

• Affirming Diversity within the Community.
  Identify factors that can help you build
  successful bridges between the educational
  setting and the community. Describe how these may
  impact the community and school setting. What are
  the community resources and social services in
  your area which encourage parent and community
  involvement in the school?

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 6 DQ 2 Becoming a Multicultural
Educator (Ash) For more course tutorials
visit www.edu639.com

• Becoming a Multicultural Educator. How do you
  intend to expand your horizons to become a
  multicultural person who helps students add new
  cultural ideas to their experience? How can you
  help students learn more about their own culture
  and incorporate what they already know into their
  learning? Respond to at least two of your
  classmates postings in a thoughtful and
  substantive manner

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EDU 639 Innovative Educator/edu639.com
EDU 639 Week 6 Final Paper (Ash) For more course
tutorials visit www.edu639.com

• The Final Paper will require you to describe
  your community demographics and predict the type
  of diversity you might expect to find in your
  classroom. You will then identify at least three
  (3) cases which represent some of the different
  groups found in your community. If you truly live
  in a mono-cultural area then, simply choose three
  (3) backgrounds you would like to better
  understand. You can use real examples of
  individuals you know, examples from the textbook
  or class links, or by scouring the internet. The
  purpose of identifying real students is to help
  you keep in mind the individualized identities of
  students from these groups and avoid reducing
  groups to stereotypes.

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EDU 639 Innovative Educator/edu639.com