Multicultural Education ED – 3230 TCIP, Delaware Valley College Summer 2009 Jason Gable Adjunct Professor

Me … About me … – High School Chemistry/Forensics Science teacher for 5+ years – Undergrad: Secondary Ed, Chemistry & Gen Sci Lock Haven University of Pa, December 2003 – Grad: Master of Education Lock Haven University of Pa, May 2008 Adjunct Experience … – Science Education 5401, Temple U., Fall 2008 (Masters course for elementary ed / pre-K teachers)

Plus… Also have additional credits in following: Classroom Motivation & Engagement Instructional Strategies that Work Scientific Inquiry Engaging Multiple Intelligences & Learning Styles Co-Teaching Strategies Differentiated Instruction Gender Differences I have also co-taught 3 courses with 3 different learning support teachers.

Course Business Syllabus – Always tentative ( -> Mult. Ed) Module Homework – Online content accompanying the text … register for it tonight Case Studies (supplementary text) Quizzes & Final Exam – Open note/book Lesson Plan Project

What I can bring to the course … Over 5 years of my own personal teaching experiences between 2 different school districts. Over 3 years of college tutoring and TA experience during undergrad. Countless experiences and views of my colleagues concerning Inclusion and Differentiated Instruction

What can you bring to this course … Your own life experiences Your own personal perceptions on Special Education, Differentiation, & Inclusion Previous TCIP course knowledge (American Ed & Ed Psych) Anything else?

2 Questions … 1.Where do you see yourself when you have completed the TCIP program and have your teaching certificate? 2. How will this course help you to reach that goal? 3.What do you hope to get from this course? KWL Chart

Chapter 1: Teaching Students with Special Educational Needs Classroom Diversity: aka multiculturalism, many races/genders/religions/etc. in 1 place -the ‘Melting Pot Ideal’ = your classroom Inclusion: practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes -providing different kinds of supports meant to make students’ lives better = Differentiated Instruction

What Makes Special Education Special? Table 1.1, p. 6 – These dimensions must be done in an inclusion classroom for there to be successful learning of all learning support students. Table 1.2, p. 8-9 – Disability Categories We do not have a choice in this matter. Inclusion classes are now regular education classes. While we may not be fully concerned with WHAT the disability is … we must make certain that we are teaching in multiple ways so that each student in our class will learn successfully and not be secluded.

Co-Teaching 1 General Ed Teacher + 1 Special Ed Teacher Cohesiveness, Same Wave-length, Same Objectives, Same Polices & Procedures, Same Expectations = you both are of 1 mind and body = seamless transitions between the both

Roles Your Responsibility – Primary Instruction of Specific Subject Matter, Primary Learning Activities, Unit Objectives & Goals, Primary Tools of Assessment – Plan Lessons, Prepare & Organization of Materials & Media Tools Their Role – IEP Implementation, Ideas/Experiences on successful Differentiated Instructional Activities, Individualized Attention, Reinforce Your Policies & Procedures

Together … You both will promote the following: – Caring, Fairness, Respect – Enthusiasm, Motivation, Determination Be done by using … – Your enthusiasm, humor, respect – Your personal experiences to the topics – Animated and Active Engagement

Follow-Up Activity Read & Discussion Case Study #24, p. 101 ‘Structuring for Success in a Mainstreamed Classroom’ … By employing a number of special instructional strategies, a teacher tries to ensure that students with learning disabilities will succeed. The Co-Teach Model What else does the Internet hold for us?

Homework Identify a specific topic/concept that you will teach. This will what you will write your lesson plan about. Be sure to select something that you can create multiple activities for, as well as shows relevance to the students’ lives AND targets the higher-order skills of Bloom’s Taxonomy. Register for online content access ( & complete ‘Artifact 2: IEP at a Glance’ (on the left hand side, select ‘Student & Teacher Artifacts’ -> select ‘Special Education’ -> select ‘Module 1’ then ‘Artifact 2’). Print out your responses and bring them to class on Wednesday. Read Chapter 2: Special Education Today (p.24-49)