EDUC 350

DIVERSE POPULATIONS IN THE 21ST CENTURY

Fall 2012
Tuesday/Thursday 1:15-2:30
214 Craig Hall
4 Credit Hours
Prerequisite: EDUC 250 with grade of C or better.
___________________________________________________________________
Site:
Gardner-Webb University Main Campus
Professor:
Dr. Debra A. Harwell-Braun
Telephone:
704-406-2309
E-mail:
dharwell@gardner-webb.edu
Office Hours:
211 Craig Hall
Tuesday: 9:00-12:00, 4:00-7:00 pm, 9:30-10:30 pm
Thursday: 9:00-12:00,
Other times by appointment
______________________________________________________________________
Text:
(1) Salend, S. J. (2010). Creating inclusive classrooms. (7th ed.). Upper Saddle River:
Pearson Education, Inc.
(2) Tomlinson, C. A. (2001). How to differentiate in mixed-ability classrooms. (2nd ed.).
Alexandria: Association for Supervision and
Curriculum Development.
__________________________________________________________________
Course Description:
This is a course designed to assist developing teacher candidates with the articulation and
recognition of positive learning environments for the wide variety of diverse students
present in 21st century schools. This diversity includes cultural, socio-economic,
environmental, social, physical, academic, behavioral, and linguistic individual
differences among students. Given these individual differences, candidates articulations
would include high expectations for individuals, rigorous and aligned instruction as well
as an understanding of various resources for meeting individual needs (including the use
of support specialists), and understanding strategies for enhancing communication
between and among home and school environments. A field experience is a required
component of the course.
Rationale:
NC Department of Public Instruction requires that all universities granting NC teacher
certification provide programs that meet the states 21st Century NC Professional
Teaching Standards (NCPTS). This course targets NCPTS standard II Teachers
establish a respectful environment for a diverse population of students. This course will
combine material in an integrated approach focusing on the wide variety of diversity
present in 21st Century Schools, on planning effective differentiated instruction to meet
students needs, on understanding the availability and use of various resources to support
teaching and learning within the context of diversity, and on fostering communication
between home and school environments.

________________________________________________________________________
Course Goals:
The successful candidate in EDUC 350, as evidenced on class assessments, will:
1. Have working knowledge of the NC Professional Teaching Standards,
Common Core State Standards (CCSS) and NC Essential Standards (NCES)
which comprise the North Carolina Standard Course of Study (NCSCOS).
2. Will utilize reflective practice pertaining to lesson development
and presentations. Identify and describe characteristics of school/classroom
environments that are inviting, respectful, supportive, inclusive and flexible and
state strategies to develop/foster such environments (NCPTS Standard II.1)
3. Will become familiar with school law relative to targeted special student
populations.
4. Demonstrate the use of technology as a tool for teaching, learning, research, and
communication (NCPTS II.5, IV.3)
5. Identify and describe characteristics of individual learning needs, including
children with disabilities, gifted children, children with limited proficiency in
English, and children with diverse cultural backgrounds or economic, social,
racial, ethnic, religious, physical, and mental differences (NCPTS Standard II.2)
6. Utilize knowledge of individual learning needs to guide adaptation of curriculum,
planning of instruction, selection of appropriate materials and technologies, and
employment of appropriate differentiated instructional strategies (NCPTS
Standard II. 2, II.3, IV.2, IV. 3)
7. Identify school colleagues, parents, and agencies in the larger community to
support students learning and well-being and develop plan for effective
collaboration with these entities (NCPTS II.4, II.5)
8. Will observe, complete documentation and present to peers their work pertaining
to the field experience case study.
9. Will be familiar with methods to implement successful parent, student, and
teacher conferences.
10. Will be aware of components of brain research and the implementation for
classroom instruction.
11. Demonstrate awareness of anticipated physical, social, emotional, moral, and
cognitive development of students and how these differences in development
affect performance in order to make effective instructional decisions (NCPTS
II.4)
12. Build a commitment to professional growth and development through
engagement, reflective practice, collaboration, and continuous learning related to
various methods to improve achievement for all students (NCPTS V.1, V.3
Course Requirements:
1. Read and study the assigned text, materials and handouts given in class.
2. Participate in class discussions and class activities.
3. Be prepared for class, assigned presentations, projects and activities for which
you are responsible.
4. Complete a course pre-test and post-test.

5. Prepare a short paper (1-2 pages) exploring your cultural heritage. Be prepared to
discuss this in class. Paper should follow APA format if citations are used. (Rubric
provided on Blackboard)
6. Write a 1-2 page reflection on the BaFa` BaFa` simulation conducted in class.
What did you learn about yourself from the simulation? How can you use this in
your teaching? What was particularly interesting and what was unusual or
unexpected? (Rubric provided on Blackboard)
7. Candidates will be assigned a classroom to observe and keep an observation
log/field study notes. (template provided on Blackboard) Candidates must
complete the log at each observation and record their findings as it relates to class
topics and the selected student. Candidates will also need to complete a short (1/2
page) reflection on each observation. (section on template) Candidates must
observe the class a minimum of four times. Candidate will submit electronically
on Blackboard.
8. Complete quizzes on various assigned readings.
9. Participate regularly in class activities and discussion.
10. Select a book from the list provided the first class session. Purchase the novel to
read with your group. This collaborative project will focus on diverse learner
issues. Groups will be no larger than 3. (additional information and rubric is on
Blackboard)
11. Complete a final presentation of your case study. Candidates will identify targeted
characteristics of the student based on information presented in class. Candidates
will design a unit of study for that child. Candidates will first address the reasons
for choosing the particular child and any perceived ideas about the diverse nature
of the child. Due to confidentiality, candidates may have limited knowledge of the
childs explicit needs. However, candidates will gain insight through careful
observations. Candidates will create at least five sequential lessons to address the
perceived and/or identified needs of the student. This unit of study should focus
on the components (environment, learner, content, grading and assessment) as the
lessons provide evidence of differentiated instruction. Candidates will also
address methods of parental involvement and the involvement of any necessary
outside agencies. (Template for unit and rubric for presentation is on Blackboard)
Attendance:
Class members are expected to attend all class sessions. In addition to attendance,
they are to be prepared and to participate in all class activities and assignments.
Your attendance to class on time and your ability to submit assignments
completed and on time is the basis for work ethic. Each class missed or two
tardies will result in .5 reductions in your final course grade. A tardy is defined as
more than 5 minutes late. Unavoidable absences must be cleared with the
instructor prior to the class meeting. The student is responsible for any work
missed and for making arrangements with a fellow student to secure any materials
distributed in the class session missed. Assignments submitted late will be subject
to grade reduction (5 points per day late and will not be accepted after two days
late) GWU policy demands 75% attendance requirement to pass the course.

Assignments:
Word processing will be utilized for all assignments and due electronically on the
assigned date. Only in cases of extreme illness or emergency will work be
accepted past the due date and this is left solely to the instructors discretion.
Grammar, spelling, punctuation, and professionalism of the written presentation
will be computed into the final grade on all written assignments. It is the
responsibility of the student to make sure the assignments submitted are in a
format that can be opened by the professor. Any group work assigned requires
that all parties in the group participate equitably.
Special Accommodations:
If your learning or participation in this class might be affected in any way by a
disability recognized under the Americans with Disabilities Act (ADA), you will
need to do the following:
1. Register with the Noel Program for the Disabled at Gardner-Webb University
at (704) 406-4270;
2. Educate me about your disability so that I can work with you and the Noel
Program to arrange necessary accommodations. It is important that you take
both of these steps no later than the first week of the semester.
Academic Integrity:
Gardner-Webb University students are pledged to uphold honesty and integrity in
all realms of university life. Students have the responsibility to read, know and
observe the requirements of the Code of Student Conduct of Gardner-Webb
University. This code forbids cheating, fabrication or falsification of information,
multiple submissions of academic work, plagiarism, abuse of academic materials,
and complicity in academic dishonesty.
Cell phones/Electronic Devices:
Please turn all cell phones to silent mode during class times. Interruptions during
class are unprofessional and disrespectful and should be avoided at all times.
Students are encouraged to bring a laptop or iPad to use in class. Use of this
technology should be dedicated to the content of the course. Social networking or
random surfing during instruction is disrespectful to those presenting and should
be avoided at all times.
E-mail (Blackboard):
E-mail will be the primary way I communicate with you. It is how I will notify
you of emergencies, changes in plans, adaptations for assignments, etc. Please
check your e-mail often. Please review the course via Blackboard often to stay
abreast of changes, corrections, etc.
Manners and Attire:
Candidates must dress professionally every day they are in a school. Attire
should never be shorts, low cut shirts, tight pants or pants hanging below the
waist, hats or tight shirts with part of your stomach, belly button or back showing.

Candidates will be asked to leave if not properly attired. Candidates must

look professional each day regardless of what other school employees may wear.
When you have the opportunity to be in a classroom, be pleasant, have initiative,
and offer to assist. Greet the teacher and other people in the school. Introduce
yourself to people with a handshake and smile. Articulate clearly. All email
communication should be completed in a professional manner.
Professionalism:
Due to the nature of this course the ethics and standards of a professional teacher
will be expected of each student, and especially as it pertains to the confidentiality
of information regarding students. Do not discuss students with anyone other
than the classroom teacher and school administration. Do not discuss your case
study in line at the grocery store or in any public place.
GWU School of Education Goals
The School of Education strives to accomplish its mission through its
commitment to: preparing undergraduate and graduate candidates for
professional roles and responsibilities within school settings; providing rigorous
programs of study which will facilitate reflective practice within a learning
environment based upon Christian principles and values; hiring faculty who fill
the role of caring, patient mentors while they model life-long learning that reflects
inquiry- and problem-based decision-making; and fostering partnerships with and
providing service to public schools and other organizations through collaborative
activities such as consultation, research, and staff development.
GWU School of Education Conceptual Framework
Within a Christian environment, the Gardner-Webb University School of
Education strives to develop reflective and ethical educators who are
knowledgeable in content, respectful of diversity, proficient in technology, and
skilled in meeting the needs of all students. Graduates of Gardner-Webbs School
of Education should be 21st century leaders in every aspect of their profession,
having the instructional, technological and collaborative communication skills to
deliver relevant and rigorous content in a forward-thinking context that assures
student learning (NC State Board of Education, 2006).
Institutional Mission Statement
Gardner-Webb University, a private, Christian, church-related university, provides
outstanding undergraduate and graduate education that is strongly grounded in the
liberal arts while offering opportunities to prepare for various professions.
Fostering meaningful intellectual thought, critical analysis, and spiritual challenge
within a diverse community of learning, Gardner-Webb is dedicated to higher
education that integrates scholarship with Christian life. By embracing faith and
intellectual freedom, balancing conviction with compassion, and inspiring a love

of learning, service, and leadership, Gardner-Webb prepares its graduates to make

significant contributions for God and humanity in an ever-changing global
community (Gardner-Webb University Catalog, 2011-2012).
School of Education Mission Statement
The mission of the School of Education is to facilitate, within a Christian context,
undergraduate and graduate candidates development of the knowledge, skills, and
dispositions needed in order to assume instructional and leadership roles in our
nations schools in a way that ensures the success of all students (Gardner-Webb
University Catalog, 2011-2012).
Within the framework of the liberal arts and sciences curriculum, the School of
Education at Gardner-Webb University offers undergraduate majors in
Elementary and Middle Grades Education. The professional education minor is a
required program of study for students seeking licensure at the secondary level (912) in the areas of English, Mathematics, and Social Studies. In addition,
successful completion of the professional education minor is required for
undergraduate students seeking licensure at the K-12 level in the special subject
areas of Art, French, Music, Physical Education, Spanish, English as a Second
Language, and American Sign Language. Candidates who successfully complete
these programs apply for the North Carolina Standard Professional 1 (Class A)
Teaching License. Graduate programs at the Masters degree level are offered in
Elementary Education (K-6), English Education (9-12), and Middle Grades
Education (6-9). School Counseling (K-12) and School Administration (K-12).
Candidates who successfully complete these programs of study apply for the
Class M license, with the exception of School Administration candidates who
apply for the Class P license. In addition to the undergraduate and masters degree
program, qualified candidates are offered to study at the doctoral level. Two tracks
are offered in the Ed. D. program; educational leadership and curriculum and
instruction.
The School of Education strives to accomplish its mission through its
commitment to:
1. preparing undergraduate and graduate candidates for professional roles and
responsibilities within school settings;
2. providing rigorous programs of study which will facilitate reflective practice
within a learning environment based upon Christian principles and values;
3. hiring faculty who fill the role of caring, patient mentors while they model lifelong learning that reflects inquiry and problem-based decision making; and
4. fostering partnerships with and providing service to public schools and other
organizations through collaborative activities such as consultation, research and
staff development (Gardner-Webb University Catalog, 2011-2012).
Central to all licensure programs at Gardner-Webb University is a common
conceptual framework that provides not only a philosophical foundation that
defines our work, but a model of practice that provides definition to the character
and skill of our candidates. Built upon the North Carolina Professional Teaching
Standards (NCPTS) and the North Carolina Standards for School Executives,
(NCSSE), our conceptual framework places an emphasis on continual learning

within the context of the community. Blueprints showing the relationship of our
course work to state standards at both the graduate and undergraduate level are on
file with the North Carolina Department of Public Instruction. Aligning our
beliefs with those of Darling-Hammond (2005), we believe there are three
components basic to effective teaching: the learner, knowledge, and assessment.
The Learner
According to Standard II (NCPTS), successful teachers establish a respectful
environment for a diverse population of students (NCPTS, 2007). Therefore,
effective educators recognize diversity as an asset and understand the relationship
of individuality to learning. Not only do they understand human growth and
development theory; they also recognize the teaching theory of differentiated
instruction relative to the individual needs and diversity of students in todays
classrooms (Tomlinson, 2001). As the ability of the learner changes, so must the
complexity and rigor of the tasks as well as the assessments.
Recognizing that it is the responsibility of the School of Education to respond to
teacher candidates needs for experiences in a variety of situations and settings, all
aspects of a candidates education, including classroom instruction, field
experience, and student teaching, are planned and aligned to provide opportunities
to understand and prepare for the targeted needs of learners from a wide variety of
backgrounds and experiences. Candidates awareness of student diversity in every
area of teaching responsibility, including curriculum and materials selection,
lesson planning, assessment, and interaction with students, is an expectation of
our institution. Banks et al. contends that while in the past, schools have focused
on isolating learners by any number of limiting factors or demographics, todays
teacher must focus on inclusion, recognizing that educators must seek to
eliminate disparities in educational opportunities among all students, especially
those students who have been poorly served by our current system (as cited in
Darling-Hammond and Bransford, Eds., 2005, p. 223). It is our belief that
educating teachers who are prepared to confront disparity wherever it exists, is a
basic responsibility of our role as teacher educators.
The graduate learner focuses on program-long internships emphasizing working
with others to facilitate learning environment needs.
Knowledge
Standard III (NCPTS) mandates that candidates know the content they teach. The
expectation is that graduates of the School of Education will not only possess
content knowledge, but they will also acquire the pedagogy necessary to convey
the connections and relevance within the content, thereby gaining the ability to
facilitate learning, which is Standard IV (NCPTS). This in-depth study of
pedagogy will also enable graduates to choose appropriate methodology to
enhance particular content. As Darling-Hammond asks, How can we teach what
we do not understand ourselves? (2005, p. 205). In addition to content
knowledge, the School of Education has the expectation that candidates possess a
high degree of self-knowledge about their own professional dispositions
developed through ongoing reflective practice. Whether aspiring teacher leaders

or future school executives, candidates are encouraged to ask themselves what

they are best in the world at doing and what they are deeply passionate about
(Collins, 2001, p. 95). Candidates should possess dispositions toward excellence
in school management and instruction. As Collins reiterates, People are not your
most important asset. The right people are (p. 13). It is the belief of the School of
Education that it is our responsibility to support our PK-12 partners by providing
them highly qualified school personnel who have the knowledge, skills and
dispositions to lead and teach.
Additionally, the School of Education supports candidates in their journey to be
lifelong learners. Standard I (NCPTS) delineates teachers as leaders. In order to
be a leader in education, candidates must first understand that learning about their
craft does not end at graduation. The understanding that the candidates pursuit of
knowledge about the art of teaching has only just begun is conveyed by the
School of Education through course work, modeling, and opportunities for service
and leadership through student organizations such as the Student North Carolina
Association of Educators and Kappa Delta Pi, the international honor society in
education.
Life-long learning and professional development is further encouraged by the
School of Educations support of The Center for Innovative Leadership
Development, which is Gardner-Webb Universitys catalyst for developing the
skills of local leaders with proven methods that focus on transforming essential
community functions and improving the results and quality of life that
communities enjoy. The Center (CILD) provides professional development in a
variety of settings for school leaders, most significantly, a summer conference,
which attracts school leaders from across the state. The Center also houses and
facilitates resource projects with local school systems.
Assessment
At the heart of effective instruction is the ability to know when learning has been
achieved. To this end, candidates should have not only knowledge of a variety of
assessments used in their field, but they should also be able to use the data
obtained from formative and summative assessments to make informed decisions
about content and methodology. Also, in consideration of Standard V (NCPTS),
candidates must become reflective practitioners who understand how to analyze
this data and determine the effectiveness of their instruction. Such assessment
should utilize multiple measures, be continuous and be thoroughly analyzed. It is
the analysis of assessment that provides direction to future learning tasks. Any
activity that requires students to reflect on what they are learning and to share
their progress both reinforces the learning and helps them develop insight into
themselves as learners. These are keys to enhancing student motivation (Stiggins
et al., 2006). Assessment should not be relegated to formalized summative testing,
but should drive targeted effective teaching. The needs of learners are important
in planning for instruction as well as assessment. Cohen (1994) writes that
assessment promotes meaningful involvement of students with material that is
central to the teaching objectives of a given course. For this meaningful
involvement to take place, the goals of the assessment tasks need to reflect the

goals of the course, and these goals need to be made clear to the students (p. 13).
Candidates utilization and analysis of, and reflection upon data to design lessons
are integrated components of Gardner-Webbs course work, field experiences, and
professional practice.
Dispositions:
All Gardner-Webb University students in the School of Education are assessed
with regard to particular dispositions. In general, candidates will be assessed
along the following dimensions:
Demonstrated belief that all students can learn
Demonstrated belief that all students deserve the most appropriate
instruction
Demonstrated belief that teachers and educational leaders must collaborate
with colleagues, parents, and the community to provide the best
educational experiences for all students
Demonstrated belief that the teaching-learning process is continuous and
that
teachers and educational leaders must be professional students
The complete rubric can be found in TaskStream.
Grading System:
A+ 97100
A 93-96
A- 90-92
B+ 87-89
B 83-86
B- 80-82

C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F Below 60

Grading Criteria:
Criteria
Attendance, professionalism, attitude,
dispositions, class participation, quizzes
Observation log/field study notes,
reflections
Group Project
Case Study written product
Case Study presentation
Final Exam
Total

Percentage
15%
20%
15%
25%
15%
10%
100%

Reminder:
A paper turned in to me is a statement from you that your paper or project is ready
to be graded. There will be quizzes to determine your understanding of your
reading assignments. If you choose to be absent you will receive an F and will

not be allowed to make it up. (See attendance policy for exceptions.) Tests or a
better way to say it, assessments may be essays, multiple choice, fill in the blank,
project, or any assignment given by the professor that allows for assessing your
understanding of content in this course.
Learning Tasks:

Tentative Course Calendar: Subject to change at instructors discretion.

Date
8.23.12

8.28.12

8.30.12

Topic
Introduction and Course Overview;
Getting to know you activity;
Discussion of Assignments; What
does diversity mean? Diversity
Pioneers: The History of Diversity
Education, Determine small groups
and text for novel project, Course
Pre-Test
Understanding Inclusion, coteaching model, Review
expectations for group project,
Understanding the Diverse
Educational Strengths and Needs of
Students with Disabilities,
modifications
Understanding the Diverse
Educational Strengths and Needs of
Learners who Challenge Schools,
Creating collaborative relationships
and fostering communication

9.4.12

Discussion and sharing of cultural

heritage. Intro to BaFa` BaFa`

9.6.12

BaFa` BaFa` Simulation, BaFa

BaFa discussion

Assignment Due
Purchase textbooks
Homework for next
session:
Read Chapter 1and
Chapter 2: Salend

Homework for next

session:
Read Chapter 3 and
Chapter 4 Salend

Homework for next

session:
Prepare a short paper (1-2
pages) exploring your
cultural
heritage.
Be
prepared to discuss this in
class. Paper should follow
APA format if citations
are used. Submit on
Blackboard.
Homework for next
session: Read Chapter 5
Salend
Homework for next
session: Write a 1-2 page
reflection on the BaFa`
BaFa` simulation
conducted in class. What
did you learn about
yourself from the
simulation? How can you
use this in your teaching?
What was particularly

interesting and what was

unusual or unexpected?
(Rubric provided on
Blackboard) Read Chapter
6 Salend
Homework for next
session: Read Chapter 7
Salend

9.11.12

Creating an environment that fosters

acceptance and Friendship, Creating
successful transitions to inclusive
settings, co-teaching model

9.13.12

Creating a classroom that promotes

positive behavior, Classroom
scenarios, True Colors

Homework for next

session: Read Chapter 8
Salend, Read Chapter 1
Tomlinson

9.18.12

Defining differentiation,
Differentiating instruction for
diverse learners, 21st Century lesson
planning, Tiered lessons
Differentiating Large and small
group instruction, The role of the
teacher
Differentiating reading, writing, and
spelling instruction

Homework for next

session: Read Chapter 9
Salend, Read Chapter 2
and Chapter 3 Tomlinson
Homework for next
session: Read Chapter 10
Salend
Homework for next
session: Read Chapter 11
Salend
Homework for next
session: Read Chapter 4
and Chapter 5 Tomlinson
Homework for next
session: Read Chapter 6
and Chapter 7 Tomlinson

9.20.12
9.25.12
9.27.12
10.2.12

10.4.12

10.9.12

Differentiating Mathematics,
Science and Social Studies
Instruction
The Learning Environment in a
differentiated classroom,
Components of a differentiated
classroom
Strategies for managing a
differentiated classroom, Preparing
students and parents for a
differentiated classroom
Observation Day The How tos of
planning lessons based on readiness,
interest, and learning profile

10.11.12 The How tos of planning lessons

based on readiness, interest, and
learning profile

Homework for next

session: Read Chapter 810 Tomlinson
Homework for next
session: Complete
observation #1 and submit
on Blackboard Chapter 11
Tomlinson
Homework for next
session: Chapter 11
Tomlinson

10.16.12 Differentiating Content, Process and

Product

Homework for next

session: Chapter 12-13
Tomlinson

10.18.12 Differentiating Content, Process and

Product, cont.

Homework for next

session: Prepare for book
presentations, submit on
Blackboard if presenting
next week by 10.25.12,
Complete observation #2
and submit on Blackboard
Homework for next
session: Prepare for book
presentations, submit on
Blackboard if presenting
next week by 10.30.12,
Read Chapter 12 Salend
Homework for next
session: Work on Case
Study

10.25.12 Book presentations by 4 groups

10.30.12 Book presentations by 2 groups

Evaluating student progress and the
effectiveness of your inclusion
program
11.1.12 Observation Day

Homework for next

session: Complete
observation #3 and submit
on Blackboard
11.6.12 Grading in a Differentiated
Homework for next
Classroom
session: Work on Case
Study
11.8.12 Integrating Outside Agencies with
Homework for next
Families and Students, Strategies for session: Complete
ESL
observation #4 and submit
on Blackboard
11.13.12 Teaching the Gifted Learner
Homework for next
session: Work on Case
Study, Prepare
presentation if presenting
next week
11.15.12 Case Study Presentations (5)
Homework for next
session: Complete
observation #4 and submit
on Blackboard, Prepare
presentation if presenting
next week
11.27.12 Case Study Presentations (5)
Homework for next
session: Prepare
presentation if presenting

11.29.12 Case Study Presentations (5)

12.5.12

Case Study Presentations (3)

Review for Final Exam
12.13.12
Final Exam
11:00
a.m.

next week
Homework for next
session: Prepare
presentation if presenting
next week
Homework for next
session: Study for Final