Course Syllabus
Overview
Catalog Description
This course code has changed from SPED 360 to EDCOR 340. You may occasionally see references to the old course code or title. This course will cover the basics of diversity and special education issues with which a typical P–12 teacher will be expected to be familiar. The teacher candidate will learn culturally responsive practices and how to employ essential teaching strategies based on students' exceptional needs, abilities, language, and background. Diverse and exceptional students include a varied population that will be spoken of generally as well as the specific populations of English Learners, students with varying abilities, racially diverse populations, culturally diverse students including those from American Indian populations, and so on. Teacher candidates will also become familiar with laws and policies governing a teacher's engagement with diverse and exceptional students in the public schools. This course is 3 credit hours.
About the course
Get ready to participate in a wonderful semester of learning and growth! This class will explore history, philosophy, and information about diverse populations along with a variety of concepts. Designed as a survey course, you will be introduced to a wide range of topics. While the course does not delve deeply into any one area, this approach is intentional. Sometimes, it may feel frustrating not to explore a subject in depth, but the purpose here is to provide you with a broad overview, equipping you with foundational knowledge to continue learning as you further your education and begin your teaching career.
It is hoped that this course will be meaningful to you as you learn about these important people and topics!
Requirements
Prerequisites
No prerequisites.
Required Resources
- No textbook required.
- Webcam and microphone (or smartphone) are required.
- Computer Recommendations and Requirements
Course Structure
Course Outcomes
- Become familiar with culturally responsive practice and the necessary teaching strategies, accommodations, and resources to meet the needs of diverse learners (for example, race, ethnicity, class, gender, sexual identity, culture, linguistic, varying abilities, and so on).
- Have the knowledge to be able to differentiate curricular and classroom management decisions based on a student's particular exceptional needs and background (for example, race, ethnicity, class, gender, sexual identity, culture, linguistic, varying abilities, and so on).
- Have the knowledge to integrate cross-cultural content into the curriculum.
- Become familiar with the Multi-Tiered Systems of Support (MTSS) framework with accompanying methods and strategies such as Universal Design for Learning (UDL) to effectively educate diverse learners (for example, race, ethnicity, class, gender, sexual identity, culture, linguistic, varying abilities, and so on).
Major Assignments
The table below is meant to help you see the relevance of each major assignment as it pertains to the course outcomes.
| Major Assignment | Description | Course Outcome # |
|---|---|---|
| Book Review (2) | Pre-service teachers will select a book that reflects both their content area as well as information about diverse populations. Literature is an effective way to bring multicultural topics into classroom discussions. This paper will contain a description of how both content and diversity can be taught simultaneously as candidates explain how this book could be used in their future teaching situation. Complete this task twice this semester, once with a picture book and again with a chapter book. | #1, #3 |
| Video Analysis Reflection (3) | Pre-service teachers watch and analyze a video of a teacher delivering a lesson and identifies effective and research-based components of sheltered instruction. Pre-service teacher also plans questions and activities that promotes higher order thinking skills and independent learning. | #1, #2, #3, #4, #5 |
| High-Incidence Exceptionality Jigsaw | Pre-service teachers will do research on a high-incidence exceptionality. Individual presentations will be submitted to the instructor and shared in a small group. Each group member will have a different disability to research and present. You will watch group members' presentations, rate them, and then complete an overall reflection of your learning. | #1, #2, #4 |
| Case Study Mini Ethnography |
Pre-service teachers conduct a case study using the ethnographic interview on a person from a diverse background educated in the US K–12 public school. Pre-service teachers identify their pre-conceived notions and identify how these thoughts change as a result of conducting the research project. Pre-service teachers identify implications for improving instruction for diverse learners through increasing cross-cultural connections, improving literacy skills, implementing technology, and planning curricular or pedagogical classroom changes. |
#1, #2, #3, #4, #5 |
Weekly Patterns
The table below displays typical weekly activities, due dates, and activity descriptions.
| Due Date* | Learning Model | Activity Title | Description |
|---|---|---|---|
| Midweek | Prepare | Study | The study pages hold all reading materials for the week. |
| Midweek | Prepare | Quiz | The quizzes help you retain what you've read. |
| End of Week | Teach One Another | Discussion | The discussion pages help you share your experiences with your peers. |
| End of Week | Prove | Assignment | The assignments are your opportunity to apply what you have learned. |
*Set your time zone within user preferences so the dates and times for course activities will display correctly for your time zone.
*If you are not in the Mountain Time Zone, these due dates will be adjusted to your time zone if you have updated your Canvas Profile and set your time zone. Once this is done, you may use the Calendar and your To-Do list to see the exact due dates and times for your location.
Expectations
Workload
The online class guideline is that for every credit hour, you should expect to spend three hours of work per credit. For this 3-credit class, you should plan on spending approximately nine hours per week on homework.
You may not need a full nine hours every week. However, it is expected you will spend a minimum of 90 minutes per week on the study materials for the week: 30 minutes on the quiz, 60 minutes on the discussion board, and 180 minutes on the assignment.
Group Work
There are five group sets in the People tab on your left navigation menu. You will assign yourself to two of these groups according to your topic of interest:
- EDCOR 340 Differentiated Instruction Topics. You will research the topic individually.
- EDCOR 340 High Incidence Exceptionalities Topics. You will research the topic individually.
The other three groups will be assigned by your instructor:
- EDCOR 340 Differentiated Instruction Jigsaw. Your instructor will choose individuals from the different topics to teach one another.
- EDCOR 340 High Incidence Exceptionalities Jigsaw. Your instructor will choose individuals from the different topics to teach one another.
- EDCOR 340 Case Study Presentations. Your instructor will assign you a group in which you will present your Case Study Mini Ethnography.
The expectations as you work with a group are similar to any group project. Please communicate with your group members in a timely manner. Please be respectful, dependable, and thorough in your work. Working in a group presents some challenges, but it also allows you to expand your knowledge by learning from one another. If everyone does their part, these projects will be a meaningful part of your learning this semester.
Late Work
As a sign of professionalism and respect, you should complete your work on time. However, your instructor has the discretion to accept late work or extend due dates as appropriate. If you are not going to make a deadline, please contact your instructor before the due date and make arrangements to extend the due date. Work will be graded 25% off for being turned in late.
Retries
Retries are generally not allowed in this course; however, your instructor has the discretion to accept retries as appropriate.
There are two quizzes that allows for retries. The Human Subjects Tutorial and the Case Study Mini Ethnography Requirements quiz. A score of 100% is required. You may retake these quizzes as many times as is necessary to score 100%.
Extra Credit
No extra credit is given in this course.
Grading Scale
| Letter Grade | Percent |
|---|---|
| A | 100%–93% |
| A- | 92%–90% |
| B+ | 89%–87% |
| B | 86%–83% |
| B- | 82%–80% |
| C+ | 79%–77% |
| C | 76%–73% |
| C- | 72%–70% |
| D+ | 69%–67% |
| D | 66%–63% |
| D- | 62%–60% |
| F | 59% and lower |
Technical Support
If you need technical assistance, use the I-learn Help button located on the left side of your screen to contact the appropriate support center (either BYU-Idaho Help or BYU-Pathway Help).
University Policies
Students with Disabilities
Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Accessibility Services Office at 1-208-496-9210 or visit their website and follow the Steps for Receiving Accommodations. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with students and instructors by the Disability Services Office.
This course may require synchronous meetings. If you are currently registered with the Disability Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at 1-208-496-9219.
Student Honor and Other Policies
Please read through the document called University Policies. It gives important information about the following topics:
- Student Honor
- Academic Honesty
- Student Conduct
- Sexual Harassment
- Student with Disabilities
- Complaints and Grievances
- Copyright Notice
Course Summary:
| Date | Details | Due |
|---|---|---|