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General Information

Course ID (CB01A and CB01B)
EDUCD001.
Course Title (CB02)
Introduction to Elementary Education in a Diverse Society
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Kindergarten through grade 12 (K-12). Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, the course requires 36 hours of structured fieldwork in public school elementary classrooms that represent California's diverse student population and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher. (This course meets the California Commission on Teacher Credentialing adopted Elementary Subject Matter Standards: Standard 7.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is an elective under the Child Development A.A. degree and is also CSU and UC transferable. It requires the completion of 36-hours of experience to be eligible to apply to the multi-subject teaching credential in the state of California.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.04.0
Laboratory Hours3.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
24.0
Laboratory
36.0
Total
60.0
Course Out-of-Class Hours
Lecture
48.0
Laboratory
0.0
NA
0.0
Total
48.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction



Quiz and examination review performed in class

Field observation and field trips

Discussion of assigned reading

Guest speakers

Other: Written assignments, Portfolio Development, Group presentations

Collaborative learning and small group exercises

Assignments

  1. Assigned reading from the text, as well as readings from articles and open educational resources.
  2. Reflective writing on observations witnessed in the classroom including the identification of biases
  3. Video analysis on a film portraying an outstanding teacher
  4. Student placement in the elementary classroom as teacher's aides
  5. A oral presentation on the examination of a current hot topic related to the field of education including a discussion of bias and exclusionary practices
  6. Student Case study to practice data gathering strategies and to understand the diversity in today’s classrooms

Methods of Evaluation

  1. Peer-to-peer discussion and written reflection that demonstrate understanding of assigned reading material
  2. Exams to evaluate comprehension and mastery of key terms and concepts as well as application skills related to elementary education
  3. Film and/or video analysis to comprehend course content in particular the characteristics of effective teachers.
  4. Weekly timesheets to demonstrate the completion of the hours requirement and daily journaling on the experience.
  5. Final exam, project or paper to demonstrate an understanding of today’s classrooms and to analyze the student's experience.
  6. Oral presentation and personal reflection on a controversial issue to evaluate the student's ability to synthesize and present information including how does the insights gained inform my bias.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Kauchak, Don & Eggen, Paul. (2016) Introduction to Teaching: Becoming a Professional. 6th edition, Pearson Inc.
Villegas, A.M. & Lucas, T. (2002) Educating Culturally Responsive Teachers: A Coherent Approach. SUNY Series Teacher Preparation & Development: State University of New York Press.

Examples of Supporting Texts and References

AuthorTitlePublisher
Allington, Richard L., Patricia M. Cunningham. (2007) Schools That Work Where All children Read and Write. 3rd Edition San Francisco: Pearson
Campbell, Dorothy M., Melenyzer, Beverly J, Nettles, Diane & Wyman, Richard M. Jr. (2014) 6th Edition. How to Develop a Professional Portfolio: A Manual for Teachers. San Francisco: Pearson
Campbell, Dorothy M., Melenyzer, Beverly J, Nettles, Diane & Wyman, Richard M. Jr. (2014) 6th Edition. Howe to Develop a Professional Portfolio: A Manual for Teachers. San Francisco: Pearson
Cooper, Ryan. (2016) 14th Edition. Those Who Can Teach. MA Boston: Wadsworth Cengage Learning.
Kellough, Richard. 6th Edition. A Resource Guide for Teaching K-12. New Jersey: Pearson.
Johnson, James A., Musial, Diann, Hall Gene, & Gollnick, Donna. (2014) 16th Edition Foundations of American Education: Becoming Effective Teachers in Challenging Times. San Francisco: Pearson.
Parkway, Forrest W. (2015) 10th Edition Becoming a Teacher. San Francisco: Pearson.
Wink, Joan. (2012) 4th Edition. Critical Pedagogy: Notes form the Real World. San Francisco: Pearson.
George Lucas website: http://www.glef.org and http://www.corestandards.org/
Common Core Standards Initiative website, http://www.corestandards.org/
Johnson, R.S., Mims-Cox, S. & Doyle-Nichols, A. (2010) Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment. Sage Publication Inc.: Thousand Oaks CA.
Guiding Principles for Dual Language Education, https://www.researchgate.net/publication/266865668_Guiding_Principles_for_Dual_Language_Education
Mary Clay on Reading Recovery. newlearningonline.com
TED Talk Videos on Education, https://thebestschools.org/magazine/10-awesome-ted-talks-education/
Sample classroom observation tools, https://hnu.edu/sites/default/files/classroom_observation_tool_scaled_3.pdf
Association of Dual Language Education (ATDLE) for Spanish speakers videos, https://www.facebook.com/pg/ATDLE/videos/?ref=page_internal

Learning Outcomes and Objectives

Course Objectives

  • Identify the characteristics, qualities and experiences in effective teaching
  • Articulate basic purposes of schooling and trace the history of their development
  • Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students
  • Demonstrate knowledge of professional standards, ethics, and professionalism in classroom and school visits
  • Demonstrate an understanding of educational issues in a global context
  • Demonstrate knowledge of the impact of cultural contexts on learning
  • Analyze ecological challenges outside the classroom that impact student learning and identify school and community resources that address these challenges
  • Demonstrate skill in implementing established protocols for visiting schools and classrooms
  • Relate course content to real classrooms through satisfactory completion of a minimum of 45 hours of approved fieldwork including structured assignments, observations, and reflections that demonstrate abilities.

CSLOs

  • Demonstrate an understanding of Howard Gardner's Multiple Intelligences in the elementary classroom.

  • Identify and explain the responsibilities and professional commitments expected of an elementary classroom teacher.

Outline

  1. Identify the characteristics, qualities and experiences in effective teaching
    1. Preparation for successful field experiences in the schools
    2. Documenting professional preparation such as professional portfolios
    3. The process of becoming certified through the credential program; CBEST, CSET, and the internship requirements
    4. Intrinsic rewards which require the understanding of the physical structure of the school, organizational structure of a teachers work, sociological relationships, and political influence from school boards
    5. Extrinsic rewards including salaries, benefits, and merit pay
    6. One’s beliefs and biases about and experiences with teachers and teaching
  2. Articulate basic purposes of schooling and trace the history of their development
    1. The history public education
      1. Governance
      2. Financing public schools
    2. Historical education periods
      1. The colonial period including the New England Colonies (Old Deluder Act), Middle Colonies (religion), and Southern Colonies (slavery
      2. Dame schools held in colonial homes which utilized horn books, and the first printed books in the United States
      3. Post Revolution American education and the rise of Nationalism which began around the 17th century
      4. Common Schools and the emergence of John Dewey and Pragmatics in the nineteenth century
      5. The assimilation of Native Americans, Irish Catholic Americans, Latino/a Americans, Asian American & Pacific Islanders, and African Americans into the American school system
      6. Legislation, equity and educational attainments of African Americans and Latinas/os.
    3. Social problems and impact on academic achievement
    4. Demographic shifts in student population, changes in family environment and communities, and student equity
  3. Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students
    1. Roles and functions of teachers and other school personnel both in general and special education
    2. Teachers and school personnel accountability and requirements for special education students
    3. Basic strategies for accommodating diverse learners.
    4. Bilingual education with dual language programs (two way immersion-TWI)
  4. Demonstrate knowledge of professional standards, ethics, and professionalism in classroom and school visits
    1. Introduction of the California Standards for the Teaching Profession (CSTP) and the Teaching Performance Expectations (TPE)
    2. Elements of effective classroom environments consistent with the California Standards for the Teaching Profession (CSTP) and the state adopted Teaching Performance Expectations (TPE)
    3. The teaching profession, including an emphasis on professional standards, ethics and professionalism
  5. Demonstrate an understanding of educational issues in a global context
    1. Overview of contemporary issues in schools: e.g., standards, inclusion, high stakes testing, bilingual education, social issues, standardized curriculum; standards and frameworks
    2. Current educational initiatives
    3. Importance of cultural values and students stories
  6. Demonstrate knowledge of the impact of cultural contexts on learning
    1. Culturally relevant pedagogy
    2. The community context: purpose and roles of schooling
    3. Systemic educational and societal barriers faced by marginalized student groups
  7. Analyze ecological challenges outside the classroom that impact student learning and identify school and community resources that address these challenges
    1. Social justice education
    2. Trauma informed, culturally responsive approaches to teaching
  8. Demonstrate skill in implementing established protocols for visiting schools and classrooms
    1. School and classroom protocols
      1. Visiting the school
      2. Entering the classroom
    2. Observation protocols
      1. Ethics in conducting an observation
      2. Methods for conducting and reporting observations
  9. Relate course content to real classrooms through satisfactory completion of a minimum of 45 hours of approved fieldwork including structured assignments, observations, and reflections that demonstrate abilities.
    1. Recognize and describe examples of teaching events that implement some elements of the California Standards for the Teaching Profession (CSTP) and Teaching Performance Expectations (TPE)
    2. Observe the use of state adopted academic content and performance standards
    3. Compare and contrast classroom environments
    4. Recognize and describe individual differences among students and identify strategies and accommodations used to address these differences

Lab Topics

  1. Observation of elementary school teacher-roles and responsibilities in action
  2. Assist teacher with individual and small groups of students
  3. Learning to evaluate student's classroom work
  4. Reviewing protocols for visiting and observing in school setting
  5. Considering ethics when conducting and recording classroom observations
  6. Observing and recording elements of the classroom environment
  7. Focusing on culturally relevant curriculum -language arts, mathematics, science, social studies, arts
  8. Observing teaching strategies and engaging students in learning
  9. Classroom-based assessments
  10. Classroom demographics and meeting the individual needs of students
  11. Understanding and working with students of diverse abilities and the laws that protect them
  12. The Individualized Education Plan (IEP) and teachers' responsibilities
  13. The teacher's role in connecting and collaborating with community resources to support students and their families
  14. Teacher preparation focus on social justice and equity: Black and Latino/Latina students
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