EDU 639 ASH Academic Coach/uophelp

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EDU 639 (ASH) Course Tutorial

• For more course tutorials visit
• www.uophelp.com

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EDU 639 (ASH) Course Tutorial

• EDU 639 Entire Course(Ash Course)

• EDU 639 Week 1 Assignment Diary Entry

• EDU 639 Complete Class, New Coursework
• Business - General Business
• 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

• 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 (ASH) Course Tutorial

• EDU 639 Week 1 DQ 1 The Socio-Historical

• EDU 639 Week 1 DQ 2 Bias and Social

• 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

• Bias 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 to individuals

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EDU 639 (ASH) Course Tutorial

• EDU 639 Week 2 DQ 1 Gender and Gender

• EDU 639 Week 2 DQ 2

• 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?

• 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 (ASH) Course Tutorial

• EDU 639 Week 2 Gendered Experience

• EDU 639 Week 3 DQ 1 Segregation

• 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 of beauty
  and self-image

• 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

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EDU 639 (ASH) Course Tutorial

• EDU 639 Week 3 DQ 2 Additive vs. Subtractive

• EDU 639 Week 4 Cultural Immersion

• 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
  Moises does know in order to help him add
  English to his knowledge base and succeed in US
  schools?

• 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).

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EDU 639 (ASH) Course Tutorial

• EDU 639 Week 4 DQ 1 Common Beliefs

• EDU 639 Week 4 DQ 2

• 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

• 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

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EDU 639 (ASH) Course Tutorial

• EDU 639 Week 5 DQ 1 Non-Heterosexual

• EDU 639 Week 5 DQ 1 Non-Heterosexual

• 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

• 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

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EDU 639 (ASH) Course Tutorial

• EDU 639 Week 5 DQ 2 Tracking, Grouping

• EDU 639 Week 6 DQ 1 Affirming

• Tracking, 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?

• 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 (ASH) Course Tutorial

• EDU 639 Week 6 DQ 2 Becoming

• EDU 639 Week 6 Final Paper

• 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

• 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

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EDU 639 (ASH) Course Tutorial
For more course tutorials visit www.uophelp.com