||TED410 - Survey of Multicultural Lit.
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Provides K-12 teacher candidates with knowledge of the wide-range of genres of multicultural literature. Teacher candidates will learn instructional methodologies and strategies for selecting appropriate literature that reflects the interests and reading abilities for diverse student populations.
|Course Learning Outcomes:
- Read and demonstrate an understanding of the different genres of children's literature with an emphasis on picture books and multicultural and international literature.
- Gain an understanding and appreciation of diverse cultures through children's literature and share that with students.
- Describe the benefits of listening, reading aloud and independent reading of literature in the classroom.
- Critique children's literature and select appropriate books for children at the beginning, intermediate, and advanced levels that also reflect the diversity of our world and that can be used throughout the curriculum.
- Utilize various response strategies to assist students in gaining meaning from text.
- Conduct research on and share knowledge of notable children's authors and their contribution to children's literature.
- Develop strategies and design lessons to integrate literature across the curriculum. design learning environments that are culturally responsive, promote students' appreciation of and understanding of literature and that honor and respect both the literature and the cultures inhabiting the classroom.
|Specified Program Learning Outcomes:
- Adhere to professional standards and ethics.
- Apply educational technology to meet the
needs of all learners.
- Consider students' knowledge when designing, implementing, and assessing curriculum to promote developmentally appropriate learning outcomes for all children.
- Create positive learning environment that ensure
healthy human growth.
- Create positive learning environment that ensures healthy human growth.
- Demonstrate a thorough understanding of the learning needs and developmental issues of students to create positive learning environments that ensures healthy human growth.
- Demonstrate a thorough understanding of the learning needs of students to create positive learning environment that ensure healthy human growth.
- Demonstrate an understanding of interdisciplinary theory and
the practice of critical thinking for the collection, validation,
analysis, and synthesis of historical data and new information
- Demonstrate knowledge of adolescent development in order to explain how to support growth in cognitive, social, physical and emotional domains.
- Demonstrate knowledge of child and adolescent development in order to explain how to support growth in cognitive, social, physical and emotional domains.
- Demonstrate professional standards and ethics.
- Demonstrate understanding through use of systematic observations, documentation and other effective assessment strategies in a responsible manner to facilitate and account for learning, and to support positive growth.
- Design, implement and evaluate standards-based lesson plans for learning and achievement in content areas.
- Design, implement, and evaluate standards-based lesson plans for learning and achievement in content areas.
- Design, implement, and evaluate standards-based lesson plans for
learning and achievement in content areas.
- Explain how to support growth in cognitive, social, physical and
- Utilize different teaching strategies to accomplish teaching and learning goals.
- Utilize different teaching strategies to accomplish the teaching and learning goals
- Utilize different teaching strategies to accomplish the teaching and learning goals.
- Utilize different teaching strategies to accomplish the teaching
and learning goals
- Utilize systematic observations, documentation and other assessment strategies to facilitate and account for learning, and to support positive growth.
- Utilize systematic observations, documentation, and other
assessment strategies to facilitate
and account for learning and to support positive growth.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures