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 * __Mission __****__Statement __**

Together we value each person and our unique diversities. We are dedicated to providing a strong foundation, which fosters learning, collaboration, creativity, and respect in a 21st century environment. Through this experience we will grow personally and professionally, through our individual work and group discussions based on readings, reflections, and insights from other professionals, to rejuvenate ourselves as educators as well as enrich our students.

**__Our Burning Questions (Spring 2010) __** > Integration of subjects?
 * How can we motivate and keep students on task during group work? Is group work as effective as individual work? And when? What defines good group work?
 * How can we ensure that collaborative teacher groups are effective?
 * How do we integrate more technology into the classroom? Where is technology going? And will it grow into a core subject? What technologies are available?
 * What are the most effective ways to differentiate curriculum in regard to inclusion? Or culture (size/gender) or needs, based on your classroom needs/diversity
 * How important is the teaching of social skills in overall learning?
 * How does teaching these skills impact academic learning?
 * Self-reflection, self-assessment? How/when do students acquire that? What can teachers do to foster that? To hold students accountable? How do we teach meta-cognition? What can we realistically expect of student at different developmental stages?
 * Who decides curriculum? How do we as teachers balance what they have decided?

=Term 3 Course Listings and Books=


 * Curriculum and Instruction II: Analysis and Application – CIC 529 **

Students extend and apply conceptual frameworks of C&I to more focused areas of study. These focused areas of study may occur in 1) special topics or themes such as assessment, grouping practices/tracking, inclusion, integrative curriculum, technology; 2) concentrated research and application in selected content areas; 3) exploration of primary, intermediate, middle, secondary and/or adult levels as contexts for curriculum and instruction. Participants develop and support a professional development plan documented by a professional portfolio. Participants integrate technology into their professional work while enhancing their own technological skills.


 * Cross Cultural Education CIL 531 **

<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Culture and the dynamic process of acculturation, cultural conflict, and cultural creativity will be explored. Models for dealing with cultural diversity in US-American society and schools will be reviewed, focusing on the largest ethnic minority/marginalized groups in the participants’ schools and neighborhoods. Participants will learn ethnographic techniques applicable to the study of any diverse groups. They will learn how to facilitate positive identity formation and how to create a cooperative learning environment by reducing the effects of bias, prejudice, discrimination, and ethno-racism in their teaching and in instructional materials. Participants will come to understand how attitude, expectations, and culturally relevant pedagogy affect the motivation and academic success of minority/marginalized students.


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Action Research III: Interpreting and Sharing ESR 591: **

<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">This course marks the transition from conducting a systematic active research study to a more conscious awareness of the integrated nature of daily teaching and informal researching. Participants reflect on their data, construct patterns, and note changes in their practices, and prepare a product communicating what they have learned. They explore ways to continue, in an ongoing fashion, the self-assessment processes of reflective practitioners. Participants explore ways to incorporate their knowledge of technology through their research experience.


 * **<span style="font-family: 'Calibri','sans-serif';">Books ** || **<span style="font-family: 'Calibri','sans-serif';">C&I ** || **<span style="font-family: 'Calibri','sans-serif';">Action Research ** || **<span style="font-family: 'Calibri','sans-serif';">Cross-Cultural Studies ** ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Daniels and Bizar, Teaching the Best Practice Way || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||  ||   ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Dewey || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||  ||   ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Sleeter, Un-Standardizing Curriculum || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||  || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Cannestrari, Ed. Foundations || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||  || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Lareau, Unequal Childhoods ||  ||   || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Hubbards and Power, The Art of Classroom Inquiry ||  || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||   ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Nieto, What Keeps Teachers Going? ||  || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Gardiner and Cosmitzki, Lives Across Cultures – Cross Cultural Human Development ||  || <span style="display: block; font-family: 'calibri','sans-serif'; font-size: 13px; text-align: center;">x ||   ||

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